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

Abstract

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.

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

“…Many of the partnerships were implemented according to the "provider-recipient" approach (Dolan & Tanner, 2005) and thus remained add-ons for teachers and students, disconnected from the national STEM curriculum. Following Sjaastad et al's (2014) recommendations to strengthen the theoretical basis for pedagogical designs, the program staff built on the Extended Classroom model -a design tool for cross-setting learning experiences in science (Remmen & Frøyland, 2017) -to develop the following co-design tool for teachers and STEM-professionals when collaboratively designing curriculum units in Lektor2 2 :…”

Student teachers’ problem-based investigations of chemical phenomena in the nearby outdoor environment

“…The teaching unit was designed to support student teachers in developing their understanding of corrosion in the nearby outdoor environment. It was developed based on ideas on teaching chemistry outdoors proposed by Ho ¨per and Ko ¨ller (2018), and recommendations for outdoor learning in the Scandinavian tradition, such as students solving an authentic problem, and alternating between indoor and outdoor settings (Remmen and Frøyland, 2017).…”

“…The nearby outdoor environment provides multiple opportunities for exploration of everyday phenomena with which the learners are familiar, thus making the learning of science more meaningful by building on prior knowledge and experiences (Beames and Ross 2010;Popov, 2015;Ayotte-Beaudet et al, 2017). From the perspective of teaching, using the nearby outdoor environment addresses organizational challenges, including those related to cost and time, that often inhibit outdoor teaching to allowing for the more frequent use of the outdoor environment (Fa ¨gerstam, 2014;Ayotte-Beaudet et al, 2017;Remmen and Frøyland, 2017).…”

Bidrar uteskole i lærerutdanningen til uteskole i første yrkesår?

“…En premiss for vår studie er derfor at bruk av uteskole i naturfagundervisningen er både ønskelig og hensiktsmessig i skolen. Til tross for at verdien av uteskole er godt dokumentert, blir slik undervisning relativt sjelden gjennomført i praksis (Remmen & Frøyland, 2017). I denne artikkelen argumenterer vi derfor ikke for bruk av uteskole, men presenterer resultater fra et forskningsprosjekt som har til hensikt å undersøke faktorer som har betydning for hvordan nyutdannede naturfaglaerere tar i bruk uteskole i egen naturfagundervisning.…”