Skole og museum bør samarbeide bedre

Frøyland, Merethe; Langholm, Guri

doi:10.5617/nm.3201

Cited by 4 publications

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“…Dessverre viser det seg at dette sjelden er praksis (Frøyland og Langholm 2009). Basert på de funn vi gjorde (Frøyland og Langholm 2009) satte vi i gang et forsøk, der målet var å endre praksis: 1. fra et samarbeid der museumspedgogen utvikler undervisningsopplegget og laerere bestemmer når de skal besøke museet, til et samarbeid der museumspedagog og laerere utvikler undervisningsopplegget sammen. 2. fra et museumsbesøk som er løsrevet fra skoleundervisningen, en fridag, til et museumsbesøk som er integrert i skoleundervisningen med for-og etterarbeid og gjerne inkludere flere museumsbesøk 3. fra et museumsbesøk som er preget av mye innhold på kort tid, til et museumsbesøk som legger til rette for at eleven får tid og anledning til selv å vaere aktiv og reflektere rundt temaene.…”

Section: Innledningunclassified

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Abstract: Successful collaboration between schools and museums requires that students are offered activities and tasks which they perform together with others, and which can only be carried out at the museum (Bamberger & Tal 2006:93 (Frøyland and Langholm 2009).Findings show that the way of working has changed in the course of the research. Based on our research, we concluded that together the teachers and museum educators developed a system which put focus on the students' learning dividends and which also revealed definite learning by the students.

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confidence: 97%

“…Abstract: Successful collaboration between schools and museums requires that students are offered activities and tasks which they perform together with others, and which can only be carried out at the museum (Bamberger & Tal 2006:93 (Frøyland and Langholm 2009).…”

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Vellykket samarbeid mellom skole og museum

Frøyland¹,

Langholm²

1970

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Successful collaboration between schools and museums requires that students are offered activities and tasks which they perform together with others, and which can only be carried out at the museum (Bamberger & Tal 2006:93 (Frøyland and Langholm 2009).Findings show that the way of working has changed in the course of the research. Based on our research, we concluded that together the teachers and museum educators developed a system which put focus on the students' learning dividends and which also revealed definite learning by the students. In addition, this research indicates that it is possible for the teacher and museum educator to cooperate regarding the whole of the educational scheme, and that "Teaching for Understanding" ensures a solid framework for this process of collaboration.

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Vellykket samarbeid mellom skole og museum

Frøyland¹,

Langholm²

1970

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“…Ifølge studier samarbeider skolelaerere og fagpersonen samarbeider mest om logistikk, og ikke om uteundervisningens mål og innhold (Falloon, 2013;Faria & Chagas, 2013;Frøyland & Langholm, 2009;Tal & Steiner, 2006;Morag & Tal, 2012).…”

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«Utvidet klasserom» – Et verktøy for å designe uteundervisning i naturfag

Remmen

Frøyland²

2017

NorDiNa

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Remmen is Associate Professor at the Department of teacher education and school research, University of Oslo. She has participated in several research -and development projects focusing on outdoor science activities, including Geoprogrammet (fieldwork in geoscience), School -University partnerships in Oslo, and the Lector2-project focusing on collaboration between schools and enterprises in STEAM education.Merethe Frøyland is the leader of Norwegian Centre for Science Education ("Naturfagsenteret") in Norway. She has long experience with research and development of meaningful outdoor science activities in schools (fieldwork, museums, science centers, industry). She is also leading a research-and development project on science centers at the Norwegian University of Life Sciences, as well as a number of development projects at "Naturfagsenteret". AbstractDespite its rich learning potential, outdoor science activities are challenging to integrate in classroom teaching. Therefore, this paper synthesizes theory, findings and experiences from 20 years of research -and development projects aiming to integrate outdoor teaching in school science, resulting in a pedagogical model called "Extended classroom". Discussing "Extended classroom" in light of related frameworks in the literature, we propose that the "Extended classroom" offers more explicit tools for teachers in designing outdoor science activities that foster opportunities for students to develop deeper learning. In addition, "Extended classroom" seems to facilitate collaboration between classroom teachers and external professionals. Utfordringer med å undervise naturfag utenfor klasserommetHvordan kan laerere designe undervisningsopplegg i naturfag der bruk av andre laeringsarena gir elevene mulighet til dybdelaering og forståelse? I denne artikkelen forteller vi hvordan vi har jobbet med dette spørsmålet gjennom fem forsknings -og utviklingsprosjekter (FoU), og hvordan det har resultert i et didaktisk verktøy som vi har kalt «Utvidet klasserom». På veien skal vi bygge på litteratur om uteundervisning for å begrunne behovet for et slikt didaktisk verktøy.

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Co-designing cross-setting activities in a large-scale STEM partnership program – Teachers’ and students’ experiences

Kostøl

Remmen

Braathen

et al. 2021

LUMAT

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STEM partnerships are popular initiatives but can be challenging to implement in practice. Accordingly, within the context of a nationwide, cross-setting STEM partnership program in Norway – Lektor2 – a co-design tool was introduced to support teachers to collaborate with STEM professionals in developing curriculum units involving authentic STEM problems and practices. Thus, the purpose of this study was to describe the teachers’ and students’ experiences from the curriculum units based on the co-design tool and how the tool might help facilitate partnerships in STEM education. Teacher and student data were collected in 2015-2018 (N= 2479), and responses to open-ended questions were coded using a grounded theory approach. Findings indicate that the co-design tool, particularly “the commission” – where students are commissioned by STEM professionals to design solutions to authentic problems – enhanced teachers’ collaboration with STEM professionals, led to changes in pedagogical approaches, and enabled the teachers to differentiate in their teaching. Student experiences from participating in the co-designed curriculum units are characterised as more expansive views of STEM, STEM learning, and increased STEM engagement. We discuss how the co-design tool enabled teachers to overcome partnership challenges and what aspects of the commission appeared to be important for the students’ experiences. This study provides a specific example of a co-design tool that can enhance pedagogical designs developed through STEM partnerships.

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Skole og museum bør samarbeide bedre

Cited by 4 publications

References 0 publications

Vellykket samarbeid mellom skole og museum

Vellykket samarbeid mellom skole og museum

«Utvidet klasserom» – Et verktøy for å designe uteundervisning i naturfag

Co-designing cross-setting activities in a large-scale STEM partnership program – Teachers’ and students’ experiences

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