Feltbasert undervisning

Midtaune, Kristiane; Cyvin, Jakob Bonnevie; Pánek, Jiří; Rød, Jan Ketil

doi:10.18261/issn.1893-8981-2018-04-07

Cited by 4 publications

(2 citation statements)

References 18 publications

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“…This finding prompts discussion on how the course design challenges our ideas about fieldwork practice in educational settings. The recommendations for integrating fieldwork in the curriculum emphasises the alignment between the preparation, the field and the follow-up phases (DeWitt & Storksdieck, 2008;Remmen & Frøyland, 2014, 2015Midtaune et al, 2018). In this course, there is a strong alignment between these components, and every component in the course has an intention linked to the overall design of the course.…”

Section: Discussionmentioning

confidence: 99%

Developing an Arctic Geology course: exploring the role of fieldwork in a challenging learning space

Malm

2021

Uniped

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This article explores how students are positioned to participate in an Arctic Geology course, what challenges students meet and how developing the course might mitigate these. By analysing the decisions made in the course design, we show how the course creates specific spaces for student learning and specifically how the course challenges the students' understanding of fieldwork practice. Fieldwork is an important arena for learning key concepts in geology, for the initiation into the community of practice and the disciplinary identity. The study therefore analyses the pre-, syn-and post-fieldwork components and uses the framework of Threshold Concepts to discuss the students' experiences. The independent data collection in the field stands out as challenging for students because they are encouraged to postpone interpretations to the post-fieldwork projects. This analysis informs the discussion on the course development process and we present strategies for developing the course further. The complex interplay between the intention of the course, the function of each component and the students' space for participating are all considered. The article thereby contributes with a detailed case study of the teaching development process within higher education.

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Section: Discussionmentioning

confidence: 99%

Developing an Arctic Geology course: exploring the role of fieldwork in a challenging learning space

Malm

2021

Uniped

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“…It aims to analyze the knowledge communicated through the posters and discusses how posters can be assessed by quantifying the qualitative evaluation of each poster. The data presented do not have a reference group, and the goal is not to compare poster creation with other learning activities because a range of diversified learning methods is desirable for students (Midtaune, Cyvin, Rød & Panek, 2018).…”

Section: Introduction To Posters and Research As Learningmentioning

confidence: 99%

EduChange Methodology

Pánek¹

2022

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Climate change adaptation is a telling example of a wicked problem . Pre-service teachers face the challenge of teaching this wicked problem to their students. Place-based education offers teachers the possibility to let their students study the effects of climate change and possible adaptation measures in their local environment. Geospatial technologies, as survey apps, storymaps, excursion apps and virtual reality (VR) can be used to let students explore the effects of, and possibilities for, adaptation to climate change in their living environment and other places. However, in order to design high quality education, (future) teachers need to have an extensive knowledge basis. They need to have knowledge in the fields of Technology (T), Pedagogy (P), and Content (C), and knowledge at the interplay of these fields. The TPCK framework (Mishra & Koehler, 2006) describes the different types of knowledge that (pre-service) teachers need. According to the literature, the knowledge can be transferred to (future) teachers in courses, but it is more effective to let (pre-service) teachers actively transform their content knowledge so that it becomes accessible for students; engage in designing, conducting and evaluating tasks; share their outcomes with fellow (future) teachers; and reflect on what was learned. These activities were the core of the EduChange course. This chapter describes the TPCK framework into more detail, and describes how the different activities of the EduChange program contribute to the development of the knowledge basis of (pre-service) teachers. EduChangeIn 2017, lecturers and teacher trainers from universities in Malta, Olomouc (Czech Republic), Trondheim (Norway) and Utrecht (Netherlands) joined forces in the form of an Erasmus+ partnership to improve climate change education. Together, they designed a course called 'EduChange' for students in geography education, science education and environmental education at the four universities. We wanted to equip the pre-service teachers with knowledge, skills and attitudes needed of design and conduct innovative lessons about climate change.

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Activating teenagers’ learning in geography using virtual reality: student enquiry of local school environment in Iceland

Palsdottir

2024

International Research in Geographical and Environmental Educat

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Feltbasert undervisning

Abstract: digitale verktøy i feltbasert undervisning, og ser på hvordan dette kan støttes med teori om kombinert laering, omvendt undervisning samt ønsker fra studentene selv om variert undervisning.

Cited by 4 publications

References 18 publications

Developing an Arctic Geology course: exploring the role of fieldwork in a challenging learning space

Developing an Arctic Geology course: exploring the role of fieldwork in a challenging learning space

EduChange Methodology

Activating teenagers’ learning in geography using virtual reality: student enquiry of local school environment in Iceland

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