This article explores how a nature trail can be used as an approach in science education at an uppersecondarylevel in Norway. The topic of the trail is radioactivity and radiation. The article illuminatesobstacles and possibilities connected to the trail’s posts, how the students experience the posts, and whattakes place during the transport between posts. This inspires how the nature trail can be redesigned. Thefindings point to that the assignments given in the posts are typically closed questions that to a smalldegree are related to phenomena at the location. Video observations show that student groups meeteach other, and they help each other with the questions. The student group followed in this article, usesapproximately half of the time available for walking between posts. This is regarded as unused potentialfor learning. The redesign is based on didactical reconsiderations consisting of seven questions that canbe adapted to other contexts. The contributions of this article are knowledge and experiences concerninga nature trail in science, which is an unexplored area within the field of outdoor education pedagogy.
This article highlights roles and responsibilities in design-based research (DBR) by analysing the micro-communication processes between two science teachers and one researcher. Despite DBR being a practice-oriented methodology, we know little about micro-communication processes with regard to how roles and responsibilities are fulfilled and perceived. We draw upon certain concepts from frame analysis when exploring three areas of concern: (1) the participants' framing of their own and each other roles and responsibilities, (2) the flexible researcher role in micro-communication processes, and (3) the teachers' different framing of education and research. Our analyses reveals that the researcher's role is framed as an observer while the teachers are the ones who implement the artefact being tested. Additionally, the flexible researcher appears more equipped to handle micro-communication processes and the teachers' different framing can be useful for development of the study. Finally, we present some final reflections based on our findings.
Målet med denne avhandlingen er å utforske uteundervisning i naturfag i en videregående skole ved bruk av et didaktisk undervisningsdesign. Studien baserer seg på en design-basert forskningstilnaerming (DBR) hvor et undervisningsdesign har blitt utprøvd i tre iterasjoner gjennom et skoleår. Deltakere i studien har vaert to laerere og deres to naturfagklasser i første året på videregående skole, studiespesialiserende retning.Det ble utformet et undervisningsdesign som skulle støtte laerere i planlegging og gjennomføring av uteundervisning, samt i refleksjon over uteundervisningen. I studiens første artikkel beskrives og utforskes utfordringer tilknyttet operasjonaliseringen av designet. Spesielt ble det rapportert utfordringer i forbindelse med planlegging av uteundervisning. Derfor ble det utviklet en støttestruktur som skulle bistå laererne i planleggingsfasen. Videre blir roller og ansvar i DBR utforsket i denne artikkelen. Søkelyset rettes mot samarbeidet mellom de to laererne og meg som forsker. Funnene understreker at laererens rolle og ansvar er tilknyttet undervisningen mens datagenerering er forskerens ansvarsområde. I tillegg veksler forskeren mellom minst to roller for å tilpasse seg ulike situasjoner. Det pekes også på at laererne ikke bør omtales som en homogen gruppe kalt praksisutøvere i DBRstudier uten videre nyansering. De har for eksempel noe ulik oppfattelse av uteundervisning, utdanning og forskning, noe som igjen påvirker studien.
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