Supporting student learning processes during preparation, fieldwork and follow-up work: Examples from upper secondary school in Norway

Abstract

Fieldwork can enrich students’ science learning. In the context of a research project on geoscientific fieldwork for upper secondary students in Norway, this article discusses how student learning processes can be supported throughout sequences of classroom and fieldwork activities. Video observation of activities, instructional artifacts and teacher interviews were collected from three teachers and their students. The data analyses address: (1) the implementation of recommendations for fieldwork, and (2) the nature of student learning processes. After analyzing six cases of fieldwork including classroom preparation and follow-up work, we found only one case in which the students showed deeper learning processes and the teacher was satisfied with the activities and the students’ learning outcome. Therefore, the recommendations for fieldwork did not function as intended. The discussion focuses on the most successful case to see if recommendations for fieldwork can be reconsidered in order to support student learning processes more effectively.

The potential of chest mounted action cameras in early childhood education research

“…Although an action camera is a relatively new data collection tool in research, some studies have been published. These studies have primarily tested the head-mounted camera as a data collection tool for understanding social life and experiences (Brown, Dilley & Marshall, 2008) and in learning sciences (Beddal-Hill & Raper, 2010;Blikstad-Balas & Sørvik, 2015;Frøyland et al, 2015;Kindt, 2011;Maltese, Balliet, & Riggs, 2013;McCaslin, Young, & Kesireddy, 2014;Remmen & Frøyland, 2014, 2015a, 2015bStolpe & Bjorklund, 2012). Although all of these studies used some form of action camera (head-mounted), two studies especially explored its use more thoroughly.…”

“…People who have not consented to be recorded might be present in the video. Remmen and Frøyland (2014, 2015a, 2015b have used action cameras extensively in classrooms and in fieldwork. These studies use action cameras mounted on teachers and students to collect data to analyse learning processes in geoscience in upper secondary school.…”

Nærmiljø som læringsarena i undervisning for bærekraftig utvikling. En analyse av læreres erfaringer og refleksjoner <br/>Local environment as learning arena for teaching sustainable development

“…Studier har vist at undervisning utenfor klasserommet kan ha positive effekter på kognitivt laeringsutbytte, sosiale relasjoner, motivasjon, motorisk utvikling og helse (Fjørtoft, 2004;Fägerstam & Blom, 2013;Hartmeyer & Mygind, 2016;Jordet, 2010;Malone, 2008;Rickinson et al, 2004;Waite, 2011). Samtidig har andre studier vist at det å ta elevene ut av klasserommet ikke automatisk bidrar til mer kognitiv laering og forståelse (Brody, 2005;Frøyland, Remmen, & Sørvik, 2016), men at laeringsutbyttet kan økes hvis erfaringene settes i en sammenheng gjennom dialog og tilpasset forarbeid og etterarbeid (Jordet, 2010;Munkebye, 2012;Remmen & Frøyland, 2015;Rickinson et al, 2004). I beskrivelser av miljøundervisning har det ofte vaert en kobling til metoder der det tas utgangspunkt i elevenes naermiljø og lokale miljøutfordringer (Breiting et al, 2009;Sandell & Öhman, 2010;Sandås & Isnes, 2015).…”

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

“…al., 2013), inkludert vår egen studie av feltundervisning i geofag (Remmen & Frøyland, 2015a). Våre funn tydet imidlertid på at laerere trenger noe mer enn Orions modell for å designe feltundervisning som skaper dybdelaering hos elevene.…”

“…Med disse funnene oppdaget vi at TfU og Orions modell (1993) ikke nødvendigvis hjalp laererne til å designe og gjennomføre feltundervisning som stimulerte elevenes dybdelaering. Dette poenget utdypes nedenfor med funn som fikk betydning for utviklingen av «Utvidet klasserom» (publisert i Remmen & Frøyland, 2014;2015a;2015b).…”