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Grant
Agency: European Commission | Branch: FP7 | Program: CSA-SA | Phase: SiS.2012.2.2.1-1 | Award Amount: 3.78M | Year: 2013

This project aims to promote a widespread use of inquiry-based science teaching (IBST) in primary and secondary schools. Our major innovation is to connect IBST in school with the world of work making science more meaningful for young European students and motivating their interest in careers in S & T. To this end, we will run training courses in which pre- and in-service teachers will learn about IBST supported by teachers from vocational education, representatives from industry and informal learning. They will develop inquiry tasks in vocational contexts, leading to a large European task repository. Teachers will experience IBST themselves and through iterative cycles of implementation followed by reflection integrate this into their practice. To ensure widespread participation we will use a pyramid model in which we will work with a small number of teachers first each of which will then work with further teachers. Additionally we will develop an innovative interactive e-learning platform. To profit from the international perspective offered by the project teachers will be connected with existing European networks and our own thematic network on IBST through (virtual) meetings, a forum and the task repository. We will adopt a systemic approach to dissemination working with teachers and additionally parents, students, school authorities and policy makers. National and European advisory panels will bring together stakeholders to advise partners throughout the project; dialogue with policy makers will be facilitated by workshops and policy papers. To ensure effectiveness our work will be informed by a detailed analysis of the educational systems in partner nations. We plan to reach more than 65.000 teachers directly and 800.000 teachers indirectly (via stakeholders, media). Throughout, our work will be subject to rigorous evaluation and measures of quality assurance that will be both summative and formative in informing the progress of the project.


The poet Hans Børtis lived a large part of his life as a lumberjack in the forests of southeastern Norway. He knew a lot of plant species that grew near his home in Eidskog and in the forests of this area, and he included many of these species as descriptive elements and metaphors in his poetry. He demonstrates a preference for common wildflowers, while species bought at the florist mainly symbolised an urban, materialistic culture, lacking genuine contact with the natural. In his 1250 poems he mentions approximately 135 taxa, of which birches Betula spp., Norway spruce Picea abies and Scots pine Pinus sylvestris are the most common. Other frequently menioned taxa are roses Rosa spp., sedges Carex spp., heather Calluna vulgaris, bog cottons Eri-ophorum spp., willows Salix spp. and twinflower Linnaea borealis. This article is based on an analysis of the botany of the poem «Blåknapp og tiriltunge» and one of his most species rich poems, «Villblommer».


Samant Y.,Direktoratet for Arbeidstilsynet Trondheim | Lysberg K.,Direktoratet for Arbeidstilsynet Trondheim | Landro M.,Hogskolen i Sor Trondelag | Eriksen T.,Arbeidstilsynet Moss | Wergeland E.,Arbeidstilsynet Oslo
Tidsskrift for den Norske lægeforening : tidsskrift for praktisk medicin, ny række | Year: 2014

BACKGROUND: Noise-induced hearing loss is the diagnosis that is most frequently reported to the Norwegian Labour Inspection Authority. The objective of this study was to describe the doctors' reports on noise-induced hearing loss and assess the quality of the information.MATERIAL AND METHOD: The study is based on reports to the Labour Inspection Authority for the years 2005-09. We grouped the reporting incidence according to industry, gender and age on the basis of Statistics Norway's employment statistics. The reports were compared to data from Statistics Norway's living conditions survey from 2009.RESULTS: A total of 7,888 reports had been submitted in the study period (2005-2009), 96% of which concerned men. The annual reporting incidence amounted to 66 per 100,000 employees; six and 120 for women and men respectively. The reporting incidence was highest in the age group 55-74 years and for the construction and manufacturing industries. Altogether 52% of the reports pertained to employees who were no longer working in the enterprise where they had been exposed to noise. The proportion of reports pertaining to employees aged under 40 years was lower than the corresponding proportion of those who reported work-related hearing loss in Statistics Norway's living conditions survey from 2009. Occupational health physicians submitted 85% of the reports.INTERPRETATION: Of those exposed to noise, only a small proportion of women, younger employees and employees in enterprises with no access to occupational health services are captured by the reporting system. The same may apply to employees in industries such as transport and retail trade, but this will require further investigation.


This article continues the mapping of plant taxa in Hans Børli's poetry. Part I (Arnesen 2013) showed how the author preferred common wildflowers, while species bought at the florist mainly symbolizes an urban, materialistic culture, lacking genuine connections to nature. The poet and lumberjack Hans Børli (1918-1989) knew a lot of plant species that grew in the forests of Eidskog and the surrounding area and he used these species as descriptive elements and metaphors in his poetry. In his 1283 poems he mentions approximately 140 taxa, of which birches Betula sp., Norway spruce Picea abies and Scots pine Pinus sylvestris are the most common below family level. Other frequent taxa are sedges Carexsp., bog cottons Eriophorum sp., twinflower Linnaea borealis and starflower Trientalis europaea. Taxa like arnica Arnica montana and mullein Verbascum sp. occurs in only one poem each. This article aims at explaining the method used for counting and at giving a broad view of common and less common plant taxa occurring in Børli's poetry through his years as a writer. Some numbers are slightly revised from part I.


Grindeland J.M.,Hogskolen i Sor Trondelag
Blyttia | Year: 2015

Plant blindness is a term applied to the phenomena that people generally are unaware of plants in their local environment, and that people and students often lack an interest in plants. The different Norwegian curricula for mandatory school have all had quite ambitious objectives regarding plant knowledge. In order to examine the level of competence in plant identification achieved by students after mandatory school, 311 students at a teacher education college were asked to name nine plants (sensu Linneaus) from pictures. The results show that some common flowering plants are familiar to the students, but Carex, Solidago virgaurea and a selection of cryptogamous plants are poorly known. The different school curricula from the last century are examined for clues to this lack of knowledge. It is concluded that learning objectives have changed from explicit objectives regarding plant identification early on, to objectives with a broader scope where plant identification is an implicit part. However, these broader objectives are likely to result in variable teaching in different schools, depending on the approach of the teacher. It is suggested that very little explicit learning of floristics results from the newer curricula. Referring to Balmford et al.'s (2002) study of children's knowledge of Pokemon-cards it is suggested that children's potential for learning names of plants is substantial given the proper teaching.


Grant
Agency: European Commission | Branch: FP7 | Program: CSA-SA | Phase: SiS-2009-2.2.3.1 | Award Amount: 3.31M | Year: 2010

This project aims to effect a change across Europe in the teaching and learning of mathematics and science with teachers supported to develop inquiry-based learning (IBL) pedagogies so that students gain experience of IBL approaches. Ultimately, our objective is a greater number of students with more positive dispositions towards further study of these subjects and the desire to be employed in related fields. The proposal brings together 13 teams of experts in IBL in mathematics and science education from 12 nations and will be led and managed by a researcher who has recent successful experience of European work of this type. The nine working packages will be led by appropriate experts from the wider team, who will ensure the successful completion of each stage of the project. Overall, our design of the project throughout has been focused so as to provide a multi-level dissemination plan addressed to teachers and important stakeholders to ensure maximum impact. This plan includes the provision of high quality support for, and training of, teachers and teacher trainers; selection of high quality materials and methods with which to work with teachers, supporting actions addressed to teachers to advertise IBL, methods of working with out-of-school parties such as local authorities and parents and summaries of analyses that will inform a wide range of policy makers about how they can support the required changes. Throughout the projects timeline national consultancy panels and two international panels will provide on-going advice and orientation at key stages. To maximise the projects reach to teachers either established networks for professional development of teachers will be expanded, or new networks will be built using models which have proven efficacy. Rigorous evaluation both by an internal team and an outside agency will provide formative and summative feedback about the validity of the project and its effectiveness.


Grant
Agency: European Commission | Branch: FP7 | Program: CP-FP | Phase: SiS.2013.2.2.3-1 | Award Amount: 2.48M | Year: 2014

The project aims to research the use of technology in formative assessment classroom practices in ways that allow teachers to respond to the emerging needs of low achieving learners in mathematics and science so that they are better motivated in their learning of these important subjects. This international project will adapt and develop existing research-informed pedagogical interventions (developed by the partners), suited to implementation at scale, for working with low attaining pupils and transforming teaching. The project will seek to: report the differences in the way that systemic structures influence the trajectories of lower achieving students within the participating countries; identify their typical pathways through the school system and reveal the educational opportunities that are open to these students. It will report on the varying assessment tools that are used to identify lower achieving students and may determine these pathways, with attention paid to the different interpretations of low achievement in each country. This project aims to: foster high quality interactions in international classrooms that are instrumental in raising achievement for low achievers; expand our knowledge of technologically enhanced teaching and assessment methods addressing low achievement in mathematics and science Major objectives for the project are to: offer approaches for the use of new technologies to support the formative assessment of lower achieving students. develop sustainable teaching practices that improve attainment in M&S for the targeted students. produce a toolkit for teachers to support the development of practice and a professional development resource to support it disseminate the outcomes


PubMed | Arbeidstilsynet Oslo., Arbeidstilsynet Moss., Direktoratet for Arbeidstilsynet Trondheim. and Hogskolen i Sor Trondelag.
Type: Journal Article | Journal: Tidsskrift for den Norske laegeforening : tidsskrift for praktisk medicin, ny raekke | Year: 2014

Noise-induced hearing loss is the diagnosis that is most frequently reported to the Norwegian Labour Inspection Authority. The objective of this study was to describe the doctors reports on noise-induced hearing loss and assess the quality of the information.The study is based on reports to the Labour Inspection Authority for the years 2005-09. We grouped the reporting incidence according to industry, gender and age on the basis of Statistics Norways employment statistics. The reports were compared to data from Statistics Norways living conditions survey from 2009.A total of 7,888 reports had been submitted in the study period (2005-2009), 96% of which concerned men. The annual reporting incidence amounted to 66 per 100,000 employees; six and 120 for women and men respectively. The reporting incidence was highest in the age group 55-74 years and for the construction and manufacturing industries. Altogether 52% of the reports pertained to employees who were no longer working in the enterprise where they had been exposed to noise. The proportion of reports pertaining to employees aged under 40 years was lower than the corresponding proportion of those who reported work-related hearing loss in Statistics Norways living conditions survey from 2009. Occupational health physicians submitted 85% of the reports.Of those exposed to noise, only a small proportion of women, younger employees and employees in enterprises with no access to occupational health services are captured by the reporting system. The same may apply to employees in industries such as transport and retail trade, but this will require further investigation.

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