scholarly journals Læringsressurser og lærerrollen – et partnerskap i endring?

2015 ◽  
Vol 9 (1) ◽  
pp. 18 ◽  
Author(s):  
Ingvill Rasmussen ◽  
Andreas Lund
Keyword(s):  
The Internet ◽  
Multiple Resources ◽  
School Subjects ◽  
Upper Secondary ◽  
Ultimate Source ◽  
Teachers And Students ◽  
The Relationship ◽  
Upper Secondary Level ◽  
Empirical Material ◽  
The Continuum

I artikkelen blir relasjonen mellom læringsressurser og lærerrollen undersøkt. Dataene som analyseres består av intervjuer av lærere og elever i fagene historie og engelsk på ungdomstrinnet og i videregående. Analysene viser sentrale temaer i lærere og elevers erfaringer med læreboka og Internett. Vi bruker kontinuumet fra lukkede til åpne ressurser som et begrepsmessig bakteppe for å speile det empiriske materialet. Ved å bruke lærernes og elevenes egne utsagn har vi i analysene forsøkt å beskrive hva som karakteriserer undervisningspraksiser i dag. Våre analyser viser framveksten av det vi har kalt hybride praksiser. Dette er praksiser hvor læreboka har mistet sin suverene posisjon som eneste kunnskapskilde, noe som impliser at lærere stilles overfor nye krav til både å bistå elevene i å vurdere troverdigheten i de Internettbaserte ressursene, og til å organisere undervisningen i forhold til trusselen fra ikke-faglige aktiviteter. Vi finner at lærerne responderer ulikt på denne utviklingen, men en tendens ser ut til å være at de utvikler og tilpasser oppgaver og aktiviteter for sin elevgruppe – lærere blir da i økende grad også designere av undervisningsopplegg.Nøkkelord: lærer, multiple ressurser, lærebok, InternettAbstractThe article investigates the relationship between learning resources and the teacher’s role. The data analyzed consists of interviews with teachers and students in the school subjects of history and English at the secondary and at the upper secondary level. Our analysis shows the central themes that teachers and students communicated with regard to their experiences with the use of textbooks and the Internet. We use the continuum from closed to open resources as a conceptual backdrop to mirror the empirical material. Through the use of the teachers’ and the students’ statements we describe what characterizes teaching practices today. Our analyses show the emergence of what we have called hybrid practices. These are practices in which the textbook has lost its position as the ultimate source of knowledge. The implication is that teachers are faced with new requirements both to assist students in assessing the credibility of the Internet-based resources, and to organize teaching in relation to the threat posed by activities that involve resources that may not be authoritative. We find that teachers respond differently to this trend, but a tendency seems to be that they develop tasks and activities tailor-made for their students, and increasingly become designers of educational activities.Key words: teacher, multiple resources, textbook, Internet

scholarly journals Chemistry in crisis? Perspectives on teaching and learning chemistry in Swedish upper secondary schools

1970 ◽  
Vol 7 (1) ◽  
pp. 43-53 ◽  
Author(s):  
Karolina Broman ◽  
Margareta Ekborg ◽  
Dan Johnels
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
School Students ◽  
Advanced Level ◽  
Upper Secondary ◽  
Teachers And Students ◽  
Subject Areas ◽  
Upper Secondary Level ◽  
Upper Secondary Schools

Explanations for a decline in the number of students studying chemistry at advanced level all over the world have been sought for quite some time. Many students do not find chemistry relevant and meaningful and there have been difficulties in developing school chemistry courses that engage students sufficiently and tempt them to further studies in the field. In this study, Swedish upper secondary school students (Ns=372) and their teachers (Nt=18) answered a questionnaire on their experiences of the content and the working methods of their chemistry course. They were also given the opportunity to express ideas on how to make chemistry courses more interesting and meaningful. The results point out some subject areas as both easy and interesting, e.g. atomic structure; while other areas are hard to understand but still interesting, e.g. biochemistry. The students find chemistry lessons teachercentred, something they appreciate. When teachers and students gave suggestions on how to improve the relevance of chemistry education at upper secondary level, more laboratory work and connections to everyday life were the most common proposals. But on the whole, these students seem quite satisfied with their chemistry courses.

scholarly journals Learning the Disciplines Through Linguistic Feedback: Contribution to the Development of a Discipline-Specific, Formative Evaluation of Students’ Assignments

2022 ◽  
Vol 4 (4) ◽  
pp. p38
Author(s):  
Vibeke Christensen ◽  
Peter Hobel
Keyword(s):  
Formative Evaluation ◽  
Writing Development ◽  
Word Choice ◽  
Meso Level ◽  
Lower Priority ◽  
Upper Secondary ◽  
Teachers And Students ◽  
Write To Learn ◽  
Writing Feedback ◽  
The Relationship

Students write to learn. Besides, enculturation to the disciplinary discourse happens during writing. Feedback on the assignments from the students scaffolds students’ writing development and learning paths. However, knowledge about the relationship between language, including argumentation in the discipline, on one hand, and the content of the discipline, on the other, is needed. This article is based on a socio-cultural approach to writing in the disciplines, and theory on feedback, and focuses on the relationship between the meso-level of texts (sentences, clauses, word choice) and the content of the discipline.  We discuss how insight into the meso-level of texts may be used to improve and to develop feedback and formative evaluation. Cases from an intervention project in a Danish upper secondary school are included, and indicate that teachers and students assign a lower priority to feedback on the meso-level. This article claims that providing feedback on the meso-level strengthens writing development and students’ learning processes. To illustrate how this may be accomplished two texts are analyzed: one from a history class and one from a biology class.

scholarly journals When Students’ and Teachers’ Views on Good Mathematics Teaching Limit Co-teaching in Mathematics

2020 ◽  
Vol 1 (2) ◽  
pp. p66
Author(s):  
Hanna Palmér
Keyword(s):  
Professional Development ◽  
Mathematics Teaching ◽  
Development Program ◽  
Professional Development Program ◽  
Upper Secondary ◽  
Good Mathematics Teaching ◽  
Teachers And Students ◽  
Additional Support ◽  
Support Students ◽  
Empirical Material

The empirical material in this paper is from a Swedish upper secondary school where the mathematics lessons over the last two years have been co-taught. Co-teaching implies that two teachers are most often present in the classrooms during the mathematics lessons. Despite this additional support, students’ performance in mathematics remained low and this is why a professional development program was initiated. The aim of the professional development program was to find new ways to increase the number of approved students. At the start of this professional development program, classroom observations and a questionnaire were conducted with teachers and students. The results indicate that teachers’ and students’ views on good mathematics teaching became a limitation for the design of the co-taught lessons. Thus, to increase the number of approved students, teachers’ and students’ views on good mathematics teaching ought to be the focus of the professional development program.

scholarly journals Feeling good, but missing the mark. What happened to the assessment in peer assessment?

2014 ◽  
Vol 11 (1) ◽  
pp. 17-29
Author(s):  
Ragnhild Sandvoll ◽  
Keyword(s):  
Peer Assessment ◽  
Learning Activity ◽  
Apparent Paradox ◽  
First Semester ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
The Relationship ◽  
Minimal Effort ◽  
Empirical Material

This qualitative study explores aspects of formative peer assessment through looking at teachers’ and students’ perceptions and practices. The study takes place in a first semester course, where mastering peer assessment was a learning outcome and where formative peer assessment was designed into the course plan as a learning activity. Empirical material is derived from observing two seminar groups and from interviewing teachers and students. Findings indicated that whilst all interviewees expressed positive attitudes towards peer assessment, no one seemed to put much effort into doing it. Using Argyris’ theories of action as a theoretical framework, the study explores the relationship between realities of practice and espoused theories. Discussion focuses on the apparent paradox of positive expressed views and minimal effort. Additionally, the role of the teachers in managing peer assessment will be discussed, linked to the development of their teaching.

scholarly journals Digitaliseret digtlæsning. Om nogle muligheder i internetbaseret litteraturformidling med Gustaf Munch-Petersens forfatterskab som eksempel

2014 ◽  
Vol 45 ◽  
Author(s):  
Martine Cardel Gertsen
Keyword(s):  
Mystical Experience ◽  
Development Project ◽  
Target Group ◽  
The Internet ◽  
The Unconscious ◽  
Time Line ◽  
Upper Secondary ◽  
Teachers And Students ◽  
Interview Survey ◽  
Main Ideas

The article discusses the considerations behind the content and design of a test website dealing with the Danish author and artist Gustaf Munch-Petersen (1912-1938). The website, which can be visited at address http://www.kb.dk/proto/gmp/, is the result of a research and development project at the Royal Library, Copenhagen, the purpose of which is to examine various ideas for presenting Danish literature over the Internet which exploit that medium’s special characteristics. The medium bears within itself a number of opportunities, both for summarising an author’s production and for assisting the reader’s understanding of individual texts. The website tests certain of these opportunities on the basis of a specific author taking as target group the teachers and students of Danish in Danish upper secondary schools. Inspiration for the content and design of the website derives in part from an initial exploratory interview survey of this target group which aimed at uncovering their needs and desires relating to Danish literature on the Internet. The website is based on two main ideas, each of which in its own way seeks to facilitate the reader’s understanding and interpretation of the literature, namely thematisation and contextualisation. With regard to the former, eight theme lines have been drawn through Gustaf Munch-Petersen’s collected works. These are: “Emancipation and the clash of generations,” “Women and love,” “Bourgeoisie and the working class,” “Revolution,” “To be an artist,” “The primitive,” “Dreams and the unconscious” and “The mystical experience.” These theme lines give a general impression of important topics in the author’s work, and enable readers to concentrate their reading on one or more of them while offering certain hints for interpretation. With regard to the latter idea, the texts have been provided with various types of context: explanatory or perspectivecreating material in words or images. These cover explanations of words, a time line showing critical events in the author’s life, cultural life and contemporary society, Gustaf Munch-Petersen’s paintings and drawings, his letters and manuscripts, relevant quotations from other texts, and finally reviews and other press articles on the author. It is shown how thematisation and contextualisation on the website can contribute to what the reader can draw from Gustaf Munch-Petersen’s texts. This is done both by examining the course of one of the eight theme lines, “Women and love”, and by showing how the contexts can give rise to different interpretations in certain of the poems, taking “til en” and “det underste land” as the main examples. Finally future applications and ideas for future development of the website are discussed.

Kaitan Akses Internet dan Penyelesaian Tugas Sekolah Berdasarkan Regresi Kuantil Menuju Masyarakat 5.0

2020 ◽  
Vol 3 (2) ◽  
pp. 342-350
Author(s):  
Suparna Parwodiwiyono
Keyword(s):  
Quantile Regression ◽  
Internet Use ◽  
Secondary Data ◽  
Internet Access ◽  
The Internet ◽  
School Work ◽  
Close Relationship ◽  
Use Of The Internet ◽  
Good Learning ◽  
The Relationship

Abstrak: Bagi generasi pasca milenial penggunaan internet sangat akrab tetapi dengan berbagai tujuan penggunaan. Penelitian ini ingin melihat keterkaitan penggunaan internet oleh penduduk yang sedang sekolah untuk kepentingan penyelesaian tugas sekolah di Indonesia untuk mendapatkan hasil belajar yang baik. Analisis berdasarkan data sekunder dari Survei Sosial Ekonomi Nasional tahun 2018. Hanya saja data yang didapatkan tidak simetris dengan adanya pencilan. Regresi kuantil digunakan untuk meminimumkan pengaruh dari pencilan yang ada. Penelitian mendapatkan hasil bahwa terdapat kaitan yang erat antara akses internet dari penduduk yang sedang sekolah dengan penyelesaian tugas sekolah.  Hasil regresi kuantil menunjukkan bahwa proporsi akses internet untuk penyelesaian tugas sekolah berbeda antar golongan proporsi penggunaan internet. Proporsi penggunaan internet yang tinggi akan digunakan untuk penyelesaian tugas sekolah yang lebih tinggi pula. Abstract: For the post millennial generation the use of the internet is very familiar but with various purposes of use. This study wants to look at the relationship between the use of the internet by residents who are currently in school for the sake of completing school work in Indonesia to get good learning outcomes. Analysis based on secondary data from the 2018 National Socio-Economic Survey. It's just that the data obtained is not symmetrical with outliers. Quantile regression is used to minimize the effect of outliers. The study found that there was a close relationship between internet access from residents who were in school and completion of school work. The quantile regression results show that the proportion of internet access for completing school work differs between groups of proportions of internet use. A high proportion of internet use will be used for completing higher school work.

YouTube and the Syrian revolution

2017 ◽  
Author(s):  
Cécile Boex
Keyword(s):  
Crucial Role ◽  
The Internet ◽  
Syrian Revolution ◽  
The Relationship

Since March 2011 the revolt in Syria has engendered a considerable and heterogeneous mass of videos made by demonstrators, activists, and fighters and posted on the Internet. During the peaceful manifestations between 2011 and 2013, the videos played a crucial role in the narrative of the revolt but also in the emergence of new modes of protesting focused on the work of the image. The author questions the effects of amateur video on the perception of the protest as well as on protest activities themselves in an ultra-repressive context. She pays particular attention to the relationship between the act of filming and the act of protesting, both linked by bodies, words, and emotions. Thus, it is an issue of exploring the different visual dimensions of the revolt in Syria, in accordance with the evolution of the movement and the spaces it occupied, to understand better how the protest experience is articulated and put into images.

Communicative Transformation of Professional Values of Modern Scientific Communities

Communicology ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 15-24
Author(s):  
A.S. Proskurina
Keyword(s):  
Decision Making ◽  
Professional Ethics ◽  
Scientific Work ◽  
Professional Values ◽  
The Internet ◽  
Practical Implementation ◽  
Scientific Communities ◽  
Neoliberal Reforms ◽  
Communication Practices ◽  
The Relationship

Today ethics is embodied not only in day-to-day life, but also in the communication that surrounds it. The study of communication in professional communities makes it possible to determine the relationship between declared and practically embodied values in work. Ethical attitudes are not only postulates embedded in ethical codes, but also principles of interaction embodied in the construction of the information space and decision-making. Features of modern communications influence the way professional ethics is structured, which, in turn, affects its content and practical implementation. The communication through the Internet makes scientific work performative, filling it with symbols and labels. Increasingly, communication practices have to be carried out around indicators, and thus communication becomes a conductor of neoliberal reforms in scientific work. Therefore, the consequence of modern forms of communication is the forced utilitarianism of ethics associated with the need to compete in the “scientific market”. The article suggests possible ways to overcome the contradictions of communicative transformations of professional values.

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