Samfundsfagets formål i folkeskolen – en didaktisk model og seks udfordringer

Samfundsfagets formål i folkeskolen – en didaktisk model og seks udfordringe

Medborgerskab og samfundsfag som skolefag

Medborgerskab og samfundsfag som skolefa

Den teknologisk myndige borger: – om hvordan kritiske perspektiver på teknologiens rolle i samfundet kan bidrage til teknologiforståelse i folkeskolen

The aim of the article is to strengthen a democratic and critical approach to Digital Literacy (Digital Myndiggørelse), which is an area of competence in the experimental subject Technology Comprehension in Danish primary schools grade 1-9, and central to the subject’s objective to educate pupils to become “active, critical and democratic citizens”. In the article we show, through an analysis of the current descriptions of the subject, how this competence area is insufficiently developed if pupils are to learn to critically reflect upon the role of technology in society. Therefore we present perspectives from the social sciences that emphasise empowerment as well as a democratic and critical approach to technology comprehension. We end the article with examples of existing primary school courses that can inspire the engagement with these perspectives. The conclusion emphasizes the need for pupils of Technology Comprehension to understand the complex relationships between technology and society.Målet med artiklen er at bidrage til udviklingen af en kritisk og demo-kratisk tilgang til, hvad en digital myndiggørelse kan indebære i teori og praksis. I forsøgsfaget teknologiforståelse er digital myndiggørelse et af fire kompetenceområder, og fagets ambition er ”danne og uddan-ne eleverne” til at være ”aktive, kritiske og demokratiske borgere”. I artiklen argumenterer vi for, at den nuværende beskrivelse af digital myndiggørelse i forsøgsfaget er for snævert fokuseret på design og re-design af digitale artefakter. Artiklens bidrag er derfor en tilgang, som fremhæver elevernes muligheder for kritisk at tage stilling og handle i forhold til teknologiens rolle i samfundet. Dette underbygges teoretisk og med eksempler. Artiklen kan inspirere til den videre udvikling af digital myndiggørelse i skolens fag samt mere avancerede diskussioner af digital myndiggørelse i udskolingen i samfundsfag og dansk

Teachers’ judgement, learning materials and curriculum: Navigating in a changing educational landscape

Teachers’ choices of learning materials are made under conditions of a changing educational landscape. This small-scale qualitative study investigates how teachers reflect on their choice and use of learning materials in light of changes in the curriculum in Norway and the development of digital and analogue learning materials. It is based on focus group interviews with two groups of experienced teachers. The focus is on the subjects L1 (Norwegian), English and social studies. Our hypothesis is that there is often a tension between the teachers’ professional judgement, the demands of the curriculum, and the available learning materials. The analysis of the interviews shows that the changes in the Norwegian curriculum pose challenges for the teachers, but also that the interviewed teachers are ready for these challenges. With the development of digital learning materials, the teachers do not see the analogue textbook as obsolete, but they have an intention to be able to combine analogue and digital learning materials. The study shows the need for supporting the teachers’ professional judgement in light of the changes in the curriculum and the development of learning materials, both digital and analogue

Higher order thinking in social science education: An empirical study with classroom observations from Denmark and Norway

The aim of this article is to discuss what kinds of higher order thinking are encouraged in social science lessons in lower secondary school. The study used a research design employed by Klette et al. (2017) with video-taped lessons from social science education in Denmark and Norway. We identified teaching segments that included activities promoting higher order thinking and analysed them to produce an overview of the characteristics of cognitively demanding teaching. We found several examples of teaching that encouraged students’ higher order thinking, either by facilitating student’s interaction with complex knowledge or engaging them in demanding cognitive processes. By analysing selected examples, we found that the relationship between knowledge and processes was not linear: it seems possible to have a cognitively demanding task with little knowledge, and simple tasks performed oncomplex knowledge. We argue for using a two-dimensional model that captures cognitive processes as well as different types of knowledge required

Home care providers to the rescue:a novel first-responder programme

To describe the implementation of a novel first-responder programme in which home care providers equipped with automated external defibrillators (AEDs) were dispatched in parallel with existing emergency medical services in the event of a suspected out-of-hospital cardiac arrest (OHCA).We evaluated a one-year prospective study that trained home care providers in performing cardiopulmonary resuscitation (CPR) and using an AED in cases of suspected OHCA. Data were collected from cardiac arrest case files, case files from each provider dispatch and a survey among dispatched providers. The study was conducted in a rural district in Denmark.Home care providers were dispatched to 28 of the 60 OHCAs that occurred in the study period. In ten cases the providers arrived before the ambulance service and subsequently performed CPR. AED analysis was executed in three cases and shock was delivered in one case. For 26 of the 28 cases, the cardiac arrest occurred in a private home. Ninety-five per cent of the providers who had been dispatched to a cardiac arrest reported feeling prepared for managing the initial resuscitation, including use of AED.Home care providers are suited to act as first-responders in predominantly rural and residential districts. Future follow-up will allow further evaluation of home care provider arrivals and patient survival

Autonomous Surface and Underwater Vehicles as Effective Ecosystem Monitoring and Research Platforms in the Arctic—The Glider Project

Effective ocean management requires integrated and sustainable ocean observing systems enabling us to map and understand ecosystem properties and the effects of human activities. Autonomous subsurface and surface vehicles, here collectively referred to as “gliders”, are part of such ocean observing systems providing high spatiotemporal resolution. In this paper, we present some of the results achieved through the project “Unmanned ocean vehicles, a flexible and cost-efficient offshore monitoring and data management approach—GLIDER”. In this project, three autonomous surface and underwater vehicles were deployed along the Lofoten–Vesterålen (LoVe) shelf-slope-oceanic system, in Arctic Norway. The aim of this effort was to test whether gliders equipped with novel sensors could effectively perform ecosystem surveys by recording physical, biogeochemical, and biological data simultaneously. From March to September 2018, a period of high biological activity in the area, the gliders were able to record a set of environmental parameters, including temperature, salinity, and oxygen, map the spatiotemporal distribution of zooplankton, and record cetacean vocalizations and anthropogenic noise. A subset of these parameters was effectively employed in near-real-time data assimilative ocean circulation models, improving their local predictive skills. The results presented here demonstrate that autonomous gliders can be effective long-term, remote, noninvasive ecosystem monitoring and research platforms capable of operating in high-latitude marine ecosystems. Accordingly, these platforms can record high-quality baseline environmental data in areas where extractive activities are planned and provide much-needed information for operational and management purposes