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Download full textRaquel P. F. Guiné; Cristina A. Costa – International Society for Technology, Education, and Science, 2023
The beekeeping sector is demanding, requires knowledge and updated information to be able to deal with the challenges related with climate change, food scarcity, stress, pollution, and other harmful effects from the surrounding environment. Hence, this work intended to make a characterization of the needs in professional training in the beekeeping…
Descriptors: Foreign Countries, Adults, Entomology, Professional Training
Direct linkSenger, Kim; Betlem, Peter; Birchall, Thomas; Buckley, Simon J.; Coakley, Bernard; Eide, Christian H.; Flaig, Peter P.; Forien, Melanie; Galland, Olivier; Gonzaga, Luiz; Jensen, Maria; Kurz, Tobias; Lecomte, Isabelle; Mair, Karen; Malm, Rie Hjørnegaard; Mulrooney, Mark; Naumann, Nicole; Nordmo, Ivar; Nolde, Nils; Ogata, Kei; Rabbel, Ole; Schaaf, Niklas W.; Smyrak-Sikora, Aleksandra – Journal of Geoscience Education, 2021
The high Arctic is a remote place, where geoscientific research and teaching require expensive and logistically demanding expeditions to make use of the short field seasons. The absence of vegetation facilitates the use of modern photogrammetric techniques for the cost-effective generation of high-resolution digital outcrop models (DOMs). These…
Descriptors: Earth Science, Models, Databases, Foreign Countries
Favier, Tim; Van Gorp, Bouke; Cyvin, Jakob B.; Cyvin, Jardar – Journal of Geography in Higher Education, 2021
Climate change adaptation is a notorious example of a wicked problem. Teachers need to have extensive knowledge to design high-quality education that addresses the wickedness and contributes to wicked problem-solving. The components of the knowledge basis for teaching climate change issues can be highlighted with the Pedagogical Content Knowledge…
Descriptors: Climate, Water, World Problems, Environmental Education
Hindmarsh, Sarah – Teacher Education Advancement Network Journal, 2018
Student engagement when learning outdoors was the focus of a study visit to Northern Norway for two members of the primary science team in an English University. The University College that was visited in Northern Norway has a well-established reputation for its outdoor learning provision. The visit focussed on the structured observation of…
Descriptors: Learner Engagement, Outdoor Education, Field Instruction, Travel
Jegstad, Kirsti Marie; Gjøtterud, Sigrid Marie; Sinnes, Astrid Tonette – Journal of Adventure Education and Outdoor Learning, 2018
In this paper, we explore how a Norwegian teacher education institution promotes education for sustainable development (ESD) through a residential field course. The residential field course was located in a mountain area and data were collected through participant observation. The data included--together with instructional artefacts--evaluation…
Descriptors: Science Teachers, Teacher Education, Sustainable Development, Case Studies
Juhler, Martin Vogt – Journal of Science Teacher Education, 2016
Recent research, both internationally and in Norway, has clearly expressed concerns about missing connections between subject-matter knowledge, pedagogical competence and real-life practice in schools. This study addresses this problem within the domain of field practice in teacher education, studying pre-service teachers' planning of a Physics…
Descriptors: Lesson Plans, Physics, Science Education, Field Instruction
"I See What I See from the Theory I Have Read." Student Teachers Learning through Theory in Practice
Nilssen, Vivi; Solheim, Randi – Journal of Education for Teaching: International Research and Pedagogy, 2015
This article presents and discusses experiences from a research and development project where Norwegian student teachers were encouraged to bridge theory and practice by following a pupil's learning processes over time, and to write papers based on empirical data and relevant subject theory. The evaluations of the project received high ratings…
Descriptors: Foreign Countries, Student Teachers, Student Teacher Attitudes, Student Teaching
Remmen, Kari Beate; Frøyland, Merethe – Journal of Geoscience Education, 2013
Our study explores how students apply geoscientific knowledge learned in the classroom to phenomena in a field setting. This was investigated by collecting video data from an ordinary high school context in Norway involving one teacher and a class of 17 high school students. We analyzed how the students learned rock identification and relative…
Descriptors: Earth Science, High School Students, Foreign Countries, Secondary School Science
Ulvik, Marit; Smith, Kari – Education Inquiry, 2011
Practice teaching is regarded as a key component of teacher education and often highly valued by student teachers, even if the aims of field experiences vary from context to context. This article takes a closer look at the practicum in a one-year postgraduate teacher education programme (PGCE) in Norway by listening to the voices of student…
Descriptors: Foreign Countries, Practicums, Preservice Teacher Education, Graduate Study
Nicholson, Dawn T. – Journal of Geography in Higher Education, 2011
A case study is presented of embedding research in a final year undergraduate, field-based, physical geography module. The approach is holistic, whereby research-based learning activities simulate the full life cycle of research from inception through to peer review and publication. The learning, teaching and assessment strategy emphasizes the…
Descriptors: Foreign Countries, Feedback (Response), Personal Autonomy, Teaching Methods
Peer reviewedMartinsen, Anne – Nature Study, 1986
Discusses the role that resident field centers have in environmental education in Norway. Explains how the centers aim to provide a totally different environment for the students by emphasizing the values of living and learning together. (ML)
Descriptors: Elementary Secondary Education, Environmental Education, Experiential Learning, Field Instruction
