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InFinlandtherehasbeenconcernonthepartofthedecision-makersandcitizenshipeducators,thatyoungpeoplehavelittleinterestincivicparticipation.IntheinternationalICCSsurveysFinnishstudentshavescoredhighincivicknowledgeandskills,buttheirself-reportedinterestincivicparticipationhasbeenlow.Thispaperexploresconnectionsbetweenthestudents’andteachers’perceptionoftheclimateintheirschoolandthestudents’civicparticipation.Students’andteachers’perceptionoftheirschoolclimateishereseentoreflecthowcommunity-supportivetheclimateis,forexampleintermsofstudentsperceivingthatteacherslistentostudents.Students’civicparticipationinandoutsideofschoolishereinterpretedtoreflecttheirsocietalorientation,includingstudentsbeinginterestedtoparticipateincivicactivities,forexample.Theaimistostudymorecloselytheeffectofdifferentelementsofdemocraticschoolclimate.ThedatausedinthisstudyisfromtheICCS2016survey.ItconsistsofFinnishstudents’andteachers’answersonselectedquestionsinthestudent’sandteacher’squestionnaires.Thedatawasanalyzedusingmixedeffectsmodel.JuhaniRautopuro,MikkoNiilo-RämäandNajatOuakrim-Soiviogavevaluablehelpintheanalysisofthedata.Theanalysissuggeststhatteachers’perceptionoftheelementsofschoolclimatehaspracticallynoconnectionwiththevariablesrelatingtostudents’societalorientation.Theconnectionbetweenstudent’sperceptionsofschoolclimateandtheirsocietalorientationwasalsogenerallyweak,withsomeexceptions.Differencesbetweenschoolsplayaminorroleinexplainingvariationinhowstudent’sandteacher’sperceptionoftheirschool’sclimateascommunity-supportivecorrelatewithstudent’ssocietalorientation.Althoughtheconnectionswereratherweak,theresultssuggestthatstrivingforcommunity-supportiveschoolclimateislikelytopromotestudents’societalorientation.

MikkoTujula1,JanLöfström21UniversityofHelsinki,Helsinki,Finland.2UniversityofTurku,Turku,Finland

AbstractTitle.

Connectionsbetweenschoolclimateandstudents’societalorientation

Keywords

schoolclimate,societalorientation,civicparticipation,socialstudies

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Theaimofthestudyistodesign,createandimplementtheQuadraticEscapade,adigitalgame-basedmobilelearningsoftware.Thecontentsandactivitieswerecreativelydesignedbyhighschoolmathteacher.Thedesignwasbasedonherexperiencesandproblemsencounteredthatneedsinterventioninhighschoolmathematics.Thisofflinedigitalgamecontainsdifferentsub-topicsonquadraticlessons,suchasequations,inequalities,andfunctions.Itwascomposedof5stagesthatrepresented5weeksofdiscussiononquadraticequations,quadraticinequalitiesandquadraticfunctions.Eachofthestageshas10levelswhichmean10itemsofformativetestgiveneveryweekofdiscussionwithdifferentlevelsoflearningincludingHOTSquestions.Forthestudentsbemotivatedandchallenged,eachquestionwasgivenapointandonceansweredaccuratelyandontime,theywouldreceive3,2or1starandmovedontothenextlevel.Thisstudyutilizedaquasi-experimentaldesignwithtwogroups(controlandexperimental)of40Grade9studentsusingpurposivesampling.Validatedandpilottestedinstrumentstomeasureperformanceandattitudewereutilized.Thedatagatheredwereanalyzedandcomparedusingmean,standarddeviation,weightedmean,andt-test.Therewasnosignificantdifferencebetweentheacademicperformance(p>0.05,t=0.16)andattitude(p>0.05,t=1.86)towardsMathematicsamongGradeninestudentsatthestart.Butaftertheimplementationofthesoftware,therewasasignificantdifferencebetweentheacademicperformance(p<0.05,t=4.59)andtheirattitude(p<0.05,t=4.92)amongthetwogroups.Itwasconcludedbasedontheresultsofdataanalysisandobservationthatthe“QuadraticEscapade”,adigitalgame-basedmobilelearningsoftware,isaneffectiveapproach/strategytoimprovethemathematicsperformanceandattitudeamongtheGrade9students.

RosieConde1,MailenJaminal21PhilippineNormalUniversity,Manila,Philippines.2BagbagNationalHighSchool,Cavite,Philippines

AbstractTitle.

“QuadraticEscapade”andtheAcademicPerformanceandAttitudesTowardsHighSchoolMathematics

Keywords

Game-basedlearning,Mobilelearningsoftware,QuadraticEscapade,MathematicsPerformance,AttitudeinMath

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Researchshowsthatteacherstudentsstrugglewiththeuseoftechnologyintheireducation.Therefore,thefirstyearofteachereducationatØstfoldUniversityCollegeissuppliedwithamandatorysmallcourseinbasicdigitalskills.TheNorwegiangovernmentpresentedtheProfessionalDigitalCompetenceFrameworkforTeachersin2017.Tomeetthis,themandatorycoursewasredesigned.A“SmallPrivateOnlineCourse”(SPOC)wasdesignedformedasacMOOC,modeledafterconnectionistpedagogy,whichcontainse.g.collaborativework,peerassessmentandtraining,openresourcesandfullinteractivity.Theonlinecoursecontainedvideolessons,instructions,rehearsalquizzes,andassignments.Theworkloadisstipulatedto30hoursin8steps:(1)digitalstudytechnics,(2)officeapps,andcooperatingwriting,(3)photoediting,(4)presentation,(5)FlippedClassroom,(6)videoandanimation,(7)digitalassessments,and(8)interactivewhiteboards.Thegoalistodevelopbasicdigitalskillsanddemonstratehowdigitaltoolscanprovidenewworkingandlearningmethods.Thesurvey,afterthefirstterm,showedthathalfofthestudentssaidthatthechallengesandtasksoftheassignmentswereeasyandcouldbeboring.Butasmallgroupofotherstudentsusedalotoftimeandevenaskedformoresupervision.Overall,thestudentsliketheSPOCformatmainlybecauseitprovidesthefreedomtoworkfromanywhereandcollaboratingwithpeers.Intheirownopinion,theyarenowmorecompetenttousethetechnologyandcannowdesignlearningandenhancethepupils’learningoutcomesafterthecourse.Afterthefirstterm,thereisaneedtorevisetheSPOC.Thereisaneedtogiveextrahelptothesmallgroupwhostruggleandgiveotherstudentsnewchallenges.Inconclusion,thispreliminaryresearchdemonstratesthatSPOCcanbeawell-suitedsolutionfortutoringstudents’skills.MarianneHageliaHøgskoleniØstfold,Halden,Norway

AbstractTitle.

USINGSPOCTOIMPROVETEACHERSTUDENTS’BASICDIGITALSKILLS

Keywords

teachereducation,teachingICT-skills,SPOC,MOOC

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Initselementaryform,theideaofdimensionalanalysisistolookattheunitofamagnitude,forexamplespeed,andconcludethatspeedmeasuredinm/sisaquotienthavingmetersinthenumeratorandsecondsinthedenominator.However,despitedimensionalanalysisbeinganotun-commonthemeforresearchinmathematicseducationattertiarylevelteaching,itseemsinpracticeabsentbelowthatlevel.Thisissurprisingsincedimensionalanalysisisusefulinmathematicalproblemsolvinginvolvingproportionality.Evenmoresosince,fromhalvesanddoublesinpreschooltoscalarmultiplicationinuppersecondaryschool,proportionalitypermeatesschoolmathematicsandiswell-researched(Lamon,2007).Hence,theauthorsinitiatedaresearchprojectonhowtoteachdimensionalanalysisinschoolyears6-12.Thenoveltyofthisareamadeuschoosedidacticalengineering(Artigue,2015)asatheoreticalframeworksuitablefordevelopingtheteachingofdimensionalanalysis.Accordingly,inacycleofaprioriandaposteriorianalyses,theauthorsaredevelopinganempiricallybasedteachingmodelfordimensionalanalysisincludingthetopicofconstructingexercisesforstudents.Wepresentresultsfromthison-goingdevelopmentproject.ReferencesArtigue,M.(2015).PerspectivesonDesignResearch:TheCaseofDidacticalEngineering.InA.Bikner-Ahsbahs,C.Knipping,N.Presmeg.(Eds.).ApproachestoQualitativeResearchinMathematicsEducation.Dordrecht:Springer.Lamon,S.J.(2007).Rationalnumbersandproportionalreasoning:Towardsatheoreticalframework.InF.K.Lester(red)Secondhandbookofresearchonmathematicsteachingandlearning,vol2(pp.629–668).Charlotte,NC:NCTM.

JöranPetersson1,RosieLopez-Conde2,JonasDahl1,MagnusJakobsson1,PerAndersson3,MagdalenaBeben3,PerBeckman4,StaffanDahlbom5,MonicaDelorme3,DanielDima3,Marie-CharlotteElvstam6,JörgenLagnebo6,EgbertLangeveld7,NicklasLindén8,OlofMunther8,AndreasRosenberg7,AnnikaSchoug3,GhazalZaboli81MalmöUniversity,Malmö,Sweden.2ManilaNormalUniversity,Manila,Philippines.3Helsingborgskommun,Helsingborg,Sweden.4Malmökommun,Malmö,Sweden.5HelsinglandsUtbildningsförbund,Härnösand,Sweden.6Lommakommun,Lomma,Sweden.7Svedalakommun,Svedala,Sweden.8Vellingekommun,Vellinge,Sweden

AbstractTitle.

Teachingdimensionalanalysisinsecondaryschoolmathematics

Keywords

Didacticengineering,dimensionalanalysis,mathematicseducation,proportionality,secondaryschool

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Inthecomplicatedworldofmisinformationthereisagreatneedforscalableeducationalinterventionssupportingpupilsandageneralpublic(EuropeanCommision,2018).Researcherscallfor“moreintensivedigitalliteracytrainingmodels(suchasthe“lateralreading”approachusedbyprofessionalfactcheckers),whichcouldpotentiallyhavelargerand/ormoredurableeffects”(Guessetal.,2020,p.7).Inourstudyweaddressthischallengebydevelopinganonlinetutorialbasedonciviconlinereasoningthataimstoteachpeopletocriticallyassessonlineinformationconsistingofbothtext,videosandimages.Specifically,weinvestigatedwhetherfeedbackand/ortutorialscanserveassimplestep-by-stepguidelinestoimprovedigitalliteracyonatestmeasuringtheabilitytoassessthecredibilityofonlineimages,texts,andvideos.Ourfindingsfromanonlineinterventionwithca200pupilshighlightshowobservationallearningmaysupportpupils’lateralreadingandabilitiestodeterminecredibilityofdigitalnews.Ourfindingsalsohighlightpossibilitiestoovercomesomechallengesoftransferacrossmisleadingitemsofinformation,includingtextsandimages.Wealsofindinanexperimentallabsettingwithca50participantsthattheimpactoftheinterventionmayrelatetostatisticallearningprocessesanddifferenttypestutorialsandfeedback.Inourpresentation,wewillshowhowadigitalself-testwithtutorialsandfeedbackdesignedtosupportlateralreadingandtheabilitytodebunkfakenewscanbescalableandusefulacrosssites.Wewillalsodiscusssomeofthemanychallengesofcriticalthinkinganddigitalcivicliteracythatwefindwhendevelopingevidencebasededucationalmaterialsagainstdisinformation.

ThomasNygren1,MonaGuath1,AntonAxelsson21DepartmentofEducation,Uppsala,Sweden.2DivisonofVisualInformationandInteraction,DepartmentofInformationTechnology,Uppsala,Sweden

AbstractTitle.

TheNewsEvaluator:Anevidencebasedtooltosupportcriticalthinkinganddigitalcivicliteracyagainstmisinformation

Keywords

lateralreading,medialiteracy,observationallearning,knowledgetransfer

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Thisqualitativeresearchwasconductedtoexploresecondaryschoolteachers’perceptionsaboutdevelopingcriticalthinkingskillsintheirstudents.Thestudyexaminedteachers’perceptionsaboutstudents’abilitytothinkcritically,teachingstrategiesandpracticestodevelopcriticalthinkingskillsintheirstudents.ThestudywasconductedinaprivateschoolinGilgitcity.Thestudywasqualitativeinnature,throughconvenientsamplingtechnique,foursecondaryschoolteacherswereselectedforthestudy.Theresearcherusedsemistructureinterviews,classroomobservationanddocumentanalysisfordatacollectionandthedatawasanalyzedthroughthematicanalysis.Thefindingsoftheresearchstudyrevealedthatsomeofthesecondaryschoolteacherslackthebasicknowledgeaboutcriticalthinking,thereforetheyareunabletodefinetheconceptandthathowtodeveloptheseskillsintheirstudents.Mostoftheteacherswereawarethatitisimportanttodevelopstudents’criticalthinkingskillsbutexceptoneteacheralltheotherparticipantswereunabletoprovideeffectiveclassroomstrategiesneededtodevelopcriticalthinkingskillsintheirstudents.Thefindingsofthestudysuggestedthattodevelopcriticalthinkingskillsinstudents’teachersneedstoengagetheirstudentinthoughtfuldiscussionsandprovideopportunityforthinking,questioningandcreativity.Theresearchstudyalsorevealedthatstudentswereunabletoanalyzeandapplytheirknowledgeinnewsituations.Thefindingsofthestudyhighlyrecommendthattheschoolneedstoarrangeworkshopsforteacherstohelpthemcreateeffectiveclassroomenvironmentinwhichstudentsarechallengedtothinkunconventionally.Trainteachersneededtocreateinteractiveclassroomsothatstudentscananalyzeandapplygiveninformationinnewsituationsandabletogeneratenewideastodeveloptheirunderstandingofthesubjects.

SaminaAli1,SadruddinBahadurQutoshi2,ZehraJabeen21educationaldevelopment,KarakorumInternationalUniversity,Gilgit,Pakistan.2DepartmentofEducationalDevelopment,KIU,Gilgit,Pakistan

AbstractTitle.

THEPERCEPTIONSANDPRACTICESOFTEACHERSINDEVELOPINGCRITICALTHINKINGSKILLS:ACASESTUDYOFSECONDARYSCHOOLTEACHERSINGILGIT-BALTISTAN

Keywords

criticalthinking,pedagogicalpractices,classroomstrategies,discussion

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Theprojectreportedinvestigateshowa15weeksinterventionwithsystematicpeerlearning(SPL)canbedevelopedinscienceandmathematicsin3rdgrade(Schmidt,2015).Weinvestigateandattempttotransposepositiveinternationalexperiences(e.g.Thurstonetal.,2020)withSPLtotheDanishprimaryschoolatagradelevelwherestudents'interestinSTEMsubjectsusuallydeclinemarkedly.Thesuccesscriteriafortheprojectisthata)students'involvementinscienceandmathematicsincreasesignificantly(assessedthroughstudentquestionnaires),b)thelackofinterestcanbecounteredbySPL(assessedviaqualitativeinterviews),c)studentsachievementincreasesduringtheproject(assessedwith‘signaturetasks’)andthatd)theSPL-didacticscanworkintheDanishschoolcontext(assessedthroughvideoobservations).Thestudyinvolves15classes,30teachersandapproximately300students,whichcorrespondsto450interventionlessons,ofwhich240arevideotaped.Apre-andapost-testisdevelopedas‘signaturetasks’,whereapairofstudentsjointlyengageinashorttaskandsecondlyansweramultiple-choiceoropenanswertestindividually.Thistestsetupseekstoprovideacharacteristicreflectionofthepeercollaborationandthecompetenceleveloftheindividualstudent(‘asignature’).Signaturetasksencompassesbothmathematicsandscienceelementsandisgiventoallstudentsinthe15interventionclassesand10controlclasses.Thepresentationwillhavetwoparts:Firstanelaborationuponthedesignofsignaturetasks,whereweprovideanexpositionofthedifficultieswehaveencounteredwhenattemptingtoconstructameasurewhichreflectthecomplexinterventionmechanisminourtakeonSPL.Secondly,wepresentourpreliminaryfindingsconcerningtheabove-mentionedsuccesscriteria.MariaChristinaSecherSchmidt,KlausRasmussen,LouiseFalkenberg,MetteFredslundAndersen,AneHaxø,PiaBeckTonnesen,StineKarenNissenKøbenhavnsProfessionshøjskole,Copenhagen,Denmark

AbstractTitle.

Peerlearning-whenconversationencouragesunderstandingofscienceandmathematics

Keywords

systematicpeerlearning,primaryschool,mathematics,science,testdesign

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Myforthcomingtrilogyonclimatechangeisdesignedasabasisfordiscussioninhigh-schools,collegesanduniversities.Basedontheideathatacriticalthinkerisonewhoformulatesrelevantquestionsandiscapableofaccumulatinginformationfromwhichtodrawrelevantconclusions(PaulandElder,TheMiniatureGuidetoCriticalThinking:ConceptsandTools),Ishallpresentthefirstnovelinmytrilogy,Katja’sWorldGame(tobepublishedinDecember2020).Ihopetodemonstratehowliteratureenablesacriticalthinkertoacceptalternativesystemsofthoughtandcommunicatetheseinordertofindacommonsolution.Inthecaseofmytrilogy,thesolutionisacompromisethatprovidesabetter,saferandhealthierfuture.Italsoentailssacrificesthatarenotacceptedbyall.Sincenoteveryonecanbesaved,Katjaandhergrouparepresentedwithmajormoraldilemmas.Becausestudentsmustaccumulaterelevantinformationandevaluateitinordertodrawpertinentconclusions,mytrilogyprovidesup-to-dateinformationaboutthestateoftheEarth,theoceans,andtheeffectsofclimatechangeonallaspectsofourlives.Criticalthinkingisself-directed,self-disciplined,self-monitoredandself-correcting.Assuch,itincorporatescriticalreasoning(theabilitytoinferjudgements,evaluateandassess)andamoraldisposition(willingnesstoacceptnewideas,concepts,andviewpoints).Readingliteratureenablestheteacher/readertoemploybothaspectsofcriticalthinking.Becausemynovelsfollowjustafewcharacters–universitystudentsfromfivedifferentcountries,thestoryandthechallengesarebothpersonalanduniversal.Theyarealsoveryreal.JaneEkstamØstfoldUniversityCollege,Halden,Norway

AbstractTitle.

Katja’sWorldGame:analternativewayforreaders/studentstothinkaboutclimatechangeanditseffects

Keywords

Criticalthinking,moraldisposition,literature(fiction),climatechange,high-schoolanduniversity

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Evidencethathistorycannotbeapproachedoutsidehumanexperienceandthereforeneedstoconsiderthehumanconditionwerepresentedinthe1960s,1970sand1980s.Thearrivalofhistoricalconsciousnesswasaccompaniedbyamoralturnthattookplaceinhistoricalscholarship,whichimpliedthatquestionsaboutgoodandbadandrightandwrongwereconsideredasimportantinhistoryeducationinordertostimulatecriticalthinking.Althoughfewwouldquestionthemoralimperativeinhistoricalconsciousnessresearchtheunderstandingofwhatmoralitymeansandcouldbeapproachedinteachingarescarcelyinvestigated.Thepurposeofthepaperistomaphowmoralissuesarenamedandframedinresearchabouteducationandhistoricalconsciousnessin-between1980-2019tosharpenhistoryteachers’andhistoryresearchers’interpretativetoolbox.Morespecifically:a)Howisthenotionofgood/badandright/wrongnamedinthetextsaboutHiCoandwhatkindofframesdotheyindicateforeducationalpracticeandpurpose(s)?b)WhichkeywordsaremostfrequentlymentionedinthetextsaboutHiCo?,andc)AretheredifferencesinhowmoralityislinkedtoHiCodependingonwhenthearticleispublished,i.e.differencesbetweentimespans?Ifsoinwhatways?Thefollowingdatabaseswereutilised:Scopus(Elsevier),ERIC(Ebsco),PsychInfo(Ebsco),andWebofScience(ThomsonReuter).

SilviaEdling1,HeatherSharp2,NiklasAmmert3,JanLöfström41UniversityofGävle,Gävle,Sweden.2UniversityofNewcastle,Newcastle,Australia.3LinnéUniversity,Växjö,Sweden.4UniversityofTurku,Turku,Finland

AbstractTitle.

Mappingthefieldofmoralconsciousnessinresearchabouthistoricalconsciousness:acontentanalysisof710researcharticles

Keywords

historicalconsciousness,moralconsciousness,historyeducation,metastudy,interpretation

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Denglobaladiskussionenöveröserossmedinformationomhurskörtlivetärochvikankonstateraattpåettvärldsomfattandesättberörsallaavhändelsersåsompandemi,klimatoroochkonflikter.Detblirallttydligareattutbildningpåallastadierbehöverorienterasigpånyttkringbärandefrågoromfred,ickevåldochglobaltmedborgarskap.Ordetfredbehöveråtererövras,vilketFN:sAgenda2030ochdessbetoningavhållbarfredsfostran(peaceeducation)lyfterfram.StudienärenfortsättningpåBarnochfred-Enpilotstudieavbarnsförståelseavfred(Ahlskog-BjörkmanochBjörkgren,2018)somgenompedagogisktsamtalsynliggörhurförskolebarngenomteckningarskaparmeningsfullatolkningshorisonteromfred.Syftetmeddenuppföljandestudienärattöppnauppförolikatolkningarochperspektivomhurbarnnärmarsigochgestaltarfredisinatecknadebilder.Genomettbildsemiotisktperspektivfördjupastolkningenavbildernasomfönstermotdetexistentiella.Imultimodalatolkningareftersträvarviattsynliggörahurfredgestaltassomytaochdjupiteckningarna.Studienvisarhurbarnsbilderkommunicerarochkanfaciliteraupplevelsenavlivetochhurvärldenvisarsigiettfredsperspektiv.Resultatenvisarpåviktenavattfåutövakreativochempatisktolkningskompetenssomsträckersigutöverteckningarnasbeskrivandeinnebörd.Artikelnbidrartillettpedagogisktsamtalomhållbarhetdärbetydelsenavtematfredåtererövrasochförnyasiolikautbildningssammanhang.

EvaAhlskog-Björkman1,MårtenBjörkgren1,HannahKaihovirta21ÅboAkademi,Vasa,Finland.2Helsingforsuniversitet,Helsingfors,Finland

AbstractTitle.

Attläsabarnsbilderomfred.Tolkningarsomåtererövrarochförnyartematfredsompedagogisktperspektiv.

Keywords

peaceeducation,earlychildhood,integratedsubjecteducation,visualcommunication

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InFinnisheducationalsystem,thenationalcomparabilityoffinalgradesineverysubjectiscrucialinminimisinginequality,asstudentsapplyforandareselectedintouppersecondaryeducationmainlybasedontheirschoolgradesattheendofbasiceducation.Duringmorethanadecadeagoseveralresearcheshasshownthatthethecompetencelevelsbetweenstudentswiththesamegradecanvarysignificantlyaccordingtothegeneralleveloftheschoolconcerned.Tominimizetheproblemofinequalityinthefinalgrading,theFinnishNationalAgencyforEducationhasstarted(2018)co-operationwithmorethan100experts,todefinethesubjectspecificassessmentcriteriaforgrades5,7,8and9.Whileusingthecriteriateacherssupposedtohaveassessmentliteracyskillsi.e.,theysupposedtoknowhowthesubjectspecificobjectivesareappliedinpracticewhilegradingandhowthefinalgradesareformed.Inthispaper,weusedmixedmethodstostudyhowtheteachershavebeenapplyingthedraftcriteriawhentheyassessedpupils’authenticanswers.Thedatawascollectedinautumn2019from232teachers,39ofthemweresocialstudyteachersand83mathteachers.Thepre-resultsshowedthatwhileusingthedraftcriteria,therewereabigvariationhowteachersgavethegradesforstudents’authenticanswers.Itseemsalsothattheteacherswhoparticipatetothisvalidationprocessvoluntarily,didnotnecessarilyknowthemainobjectivesoftheirownschoolsubject.Intheendofthispaperwediscusswhatkindofassessmentliteracyskillsteachersupposedtohavetousethecriteriaforfinalgrading.

NajatOuakrim-Soivio1,SariHarmoinen21UniveristyofHelsinki,Helsinki,Finland.2UniveristyofOulu,Oulu,Finland

AbstractTitle.

Criteriabasedgradingsupportingteachers’assessmentliteracyskillsinsocialstudiesandmathematics

Keywords

assessmentliteracy,socialstudies,mathematics,criteria-basedassessment,educationalequality

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Youngpeople’sliteracyskillsshowininternationalsurveysdeteriorationssincethebeginningofthe2000s(SwedishNationalAgencyforEducation2017).TheUNRightsoftheChildstressesthateducationshouldbedirectedtorespectingthechild’s“culturalidentity,languageandvalues”(UNarticle29:1).Thereisagrowingconsciousnessofinequalitiesnotonlyrelatedtosocialclass,ethnicityandgenderbutalsotolanguage(GarcìaandLin2017,Cummins2017).Newwaysofteaching,usingmanylinguisticresources,areimportantinschooldevelopmentandinstudents’knowledgeandpersonaldevelopment(GarcìaandLiWei2018).Actualizingavarietyofwritingpurposes:knowledgedevelopmentandstoring,identityformation,persuasion,informationexchangeandcreativity(Bergeetal.2005,2015,2016),couldbeawaytostrengthenlanguageandcontentlearninginmultilingualclassrooms.Thisprojectdescribesalanguage-orientedworkwherewritingpurposesincivics,year8,areexamined.Inawritingtask,studentsusetheworkarea’swords/concepts.Thequestionsare:•Whichwritingpurposesareactualizedinthestudents’texts?•Howcandidacticconsiderationsaffectthatagreatervarietyofwritingpurposesareactualizedinstudents’texts?Thedataconsistsofstudents’texts,writteninamultilingualclassroomcontext.Usingthewheelofwriting(Bergeetal.2005,2015,2016),23students’textsareanalyzed,examiningwhichwritingpurposesthatareactualized.Intheanalysisthestudentsthusexposeafairlylimitedrepertoireofwritingpurposes.Knowledgedevelopmentismainlyactualized,followedbyknowledgeorganization/storing.Identityformation/self-evaluation/meta-communicationisactualized,althoughonlyinfewtexts.Theotherwritingpurposesarenotactualized.Inmyfurtherworkthesamestudentswill,inanadjustedwritingassignment,havetheopportunitytoactualizeagreatervarietyofwritingpurposes.Thisassignmenthasbeenaccomplished,butnotyetanalyzed.ViktoriaWaagaardInstitutionenförpedagogik,didaktikochutbildningsstudier,EDU,Uppsala,Sweden.HögskolaniGävle,Gävle,Sweden

AbstractTitle.

ActualizingDifferentWritingPurposestoStrengthenLanguageandContentLearninginaMultilingualCivicsClassroom

Keywords

writingpurposes,languageandcontentlearning,multilingualism,wheelofwriting

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Newformsofscienceeducationaimtobuildcompetenciesthatconnecttoagency,i.e.apossibilityandwilltoinfluence,participateandchangecircumstancesforthebetter.Connectingagencytofuturesthinking(basedonthefieldoffuturesstudies),wereportonastudythatattemptstoelaboratetheconceptoffuturesinschoolscience.Phenomenographicanalysiswasusedoninterviewdatatoseewhatchangesupper-secondaryschoolstudents(n=21)sawintheirfuturesperceptionsandagenticorientationsafterattendingacoursemodulewhichadaptedfuturesthinkingskillsinthecontextofquantumcomputingandtechnologicalapproachestoglobalproblems.Weidentified16themesthatweregroupedintosixcategoriesbasedonourtheoreticalframework.Theresultsshowstudentsperceivingthefutureandtechnologicalchangesasmorepositivebutmoreunpredictable,seeingtheiragenticpossibilitiesasclearerandmorepromising(especiallybyidentifyingwiththeirpeersandgeneration),questioningdeterministicviews,andthinkingmorecreativelyabouttechnologicalandnon-technologicalsolutionstoglobalproblems.Ourresultsprovidefurthervalidationforafuture-orientedapproachtoscienceeducation,highlightingessentialsynergiesbetweenfuturesthinkingskills,agency,andauthenticsociotechnicalissuesindevelopingscienceeducationforthecurrentage.TapioRasa,AnttiLaherto,ElinaPalmgrenUniversityofHelsinki,Helsinki,Finland

AbstractTitle.

Broadeningperceptionsoffuture,technologyandagency:students’experiencesfromamoduleonfuturesthinkingandquantumcomputing

Keywords

futuresthinking,agency,upper-secondaryschool,thinkingskills,scienceeducation

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Teachers’hands-onexperiencesconcerningliteratureenablepedagogicalinnovationsintheinstructionofreadingandwriting(Kauppinenetal.2020).Nineteachersintwogroupstookpartinin-serviceeducationinaFinnishproject,whichaimstouseliteratureinlanguagelearning.Usingthemethodsofpoetrytherapy(seeBrewster2018)teachersdevelopedtheircompetencesinaesthetic,empathizedreading(Rosenblatt1994,Smith2012).Inthein-servicetraining,thereweretwomainaims:1)gainingexperiencesofaestheticreadingbothinapersonalaswellasinacommunallevel,and2)becomingawareofthecommonmeaningmakingprocesses.Theteacherstookpartinthreesessionsconcentratinginaestheticstanceinreading.Theassignmentsforthesessionswerecreatedtoenhancetheemotionalengagementwithtexts.Theteachersimplementedassignmentsthatfacilitatedexpressingtheirexperiencesofthetextsandsharedtheseexperiences.Eachsessioninvolvedwithdifferentassignmentsandgenres-anovel,afairytaleandpoetry.Allthediscussions(intogether6sessions)weretapedandtranscribed.Thedataconsistsof93sheetsoftheteachers´groupdiscussions,anditwasanalysedviaqualitativecontentanalysis.Theaimofthestudywastoillustratethemeaningmakingprocessesofempathizedreadingandinvestigatethefeaturesofaestheticstanceinreading.Theresultsshowthattheteachersusedtextsextensivelyasareflectionsurfacetotheirexperiencesandemotions.Inspiteofthegenreofthetext,theteachersnamedemotions,memoriesandmentalimagesconcerningmilieu,atmosphere,charactersandsymbolsofthetexts.Theindividualreadinghistorybecamealsovisible,aswellasthevaluesoflife,andlinkstopersonalgrowth.Theteacherscreateddeepcommonmeaningsofthetexts,andbecameawareofthem.Tosumup,aimsofpoetrytherapyfulfilledduringin-serviceeducation.

MerjaKauppinen1,Juli-AnnaAerila21UniversityofJyväskylä,Jyväskylä,Finland.2UniversityofTurku,RaumaCampus,Turku,Finland

AbstractTitle.

Teachersasmeaningmakersinaesthetic,empathizedreadingandwritingprocesses

Keywords

aestheticreading,literacy,poetrytherapy,teachers’in-serviceeducation

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ThispresentationtakesitsoutsetinanongoingPhDstudyconcerninghowtosupportstudents’developmentofmathematicalreasoningcompetency,wherethecore“istoanalyseorproducearguments”(Niss&Højgaard,2019,p.16).Thereasoningcompetencymaybeseenasacrucialcompetency,sinceitmayinfluencethepracticeofcriticalthinkinginsocieties,wheremuchinformationisbasedonmathematicalarguments.Thestudydealswithstudentsintheageof10-13yearsandtheirmathematicsteachers.Themotiveofthestudyistoanalyzeandunfoldopportunitiesandchallenges,whenstudentsandteacherstogetherinvestigateandqualifytheirmathematicalargumentsintheclassroomwhenworkingwiththeinterplaybetweenhistoricalmathematicaloriginalsourcesandthedynamicgeometryenvironmentinGeoGebra.Mellin-Olsen(1984)definesdynamicreadinganddynamicunderstandingofatext.Withinthisdefinition,thetextisseenasasequenceofcharacters,andthereaderputsherownunderstandingintothereadingprocess,intothecharacters.Thisaffectsthereader’sunderstandingofthecontentofthetext,supportapositiveownershipbetweenthestudentandtheknowledge,requiresthatthestudentsusethereorallanguageandthattheyareprovidedwiththeopportunitytoattachimportancetotheknowledgewhileworkingwiththetext.Theaimofthispresentationistoilluminatetowhatextentthestudents’alternatingworkbetweenusingGeoGebraandreadingtheoriginalsourcecansupporttheirdynamicreading–andunderstanding–ofsuchhistoricaltextsandiftheybecomesharperatanalyzingandproducingmathematicalarguments,andthusdeveloptheirmathematicalreasoningcompetency.ReferencesNiss,M.A.,&Højgaard,T.(2019).Mathematicalcompetenciesrevisited.EducationalStudiesinMathematics,102(1),9–28.https://doi.org/10.1007/s10649-019-09903-9Mellin-Olsen,S.(1984).Eleven,matematikkenogsamfunnet.Enundervisningslære.Norge:NKI-forlagetMarianneThomsenAarhusUniversity,Copenhagen,Denmark.UniversityCollegeCopenhagen,Copenhagen,Denmark

AbstractTitle.

Usingdynamicreadingtosupportstudents’developmentofmathematicalreasoningcompetency

Keywords

Criticalthinking,Dynamicreading,Originalsources,GeoGebra,Mathematicalreasoning

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Duringthelastcoupleofdecades,historyeducationalresearchhassparkedquestionsregardingtherelationbetweenhistoricalknowledgeandthelanguagebywhichitisexpressed,debatedandinotherwayscommunicatedineducationalsettings,oftendiscussedashistoricalliteracy.Thislinguisticfocusonhistoryeducationcanbecontrastedbysimilarinterestsinequivalentrelationsbetweenotherschoolsubjectsandlanguage,ordisciplinaryliteracy(Shanahan&Shanahan,2012).Onemayorobjectiveofdisciplinaryliteracyresearchhasbeentodefinethetraitsofdisciplinarycommunication,whichcanbeexemplifiedbyexplicatingtheinformationalandimpersonallanguageusedinscienceeducation(e.g.Martin,1991)ortheroleofdialoguesandfocalizationinstorieswritteninmothertongueeducation(e.g.Björk,2020).Thefieldofresearchinhistoryeducation,however,entertainsvaryingdefinitionsoftheambiguousconceptthatishistoricalliteracy(Maposa&Wassermann,2009),whichoftenattendstohistoricalthinkingconceptsandthusfailtoacknowledgethelinguisticfeaturesneededforparticipationinthedisciplinarypracticesathand(seee.g.Hughes,2020).AsVanLeuweenargues(2008),weneedtoillustratethecharacteristicsofdisciplinaryliteraciesinordertoenablestudentparticipationandbetterscaffoldteachingandlearninginallschoolsubjects,includinghistory.Acknowledgingthathistoricalliteracyiskeytoparticipateinthesocialpracticesofhistoryeducationthroughlanguage,wearguethathistoricalliteracyneedsanewepistemeandbroaderdefinitionthanwhathistoricalthinkingentails.BuildingonhistoriographicalnotionsoftheHistoricalandPracticalpast(Oakeshott,1983;White,2014),methodologiesfromthefieldofSystemic-functionallinguistics(SFL)andempiricaldatafromastudyofSwedishfourth-graderswritingsinhistoryclass(Björketal.2020),thisarticleproposesaninterdisciplinaryapproachforresearchersandteacherstobetteranalyze,scaffoldorcultivatetheemergenceofhistoricalliteracyineducationalsettings.OscarBjörk,OlleNolgård,ThomasNygrenUppsalaUniversity,Uppsala,Sweden

AbstractTitle.

CultivatingDisciplinaryLiteracyinHistoryEducation:AnInterdisciplinaryApproachforResearchandPractice

Keywords

Historyeducation,Systemicfunctionallinguistics(SFL),Disciplinaryliteracy,Historicalliteracy,Earlyschoolyears

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Inthisongoinginvestigation,Istudyhow,when,andifatall,thestudentsspeakSpanishduringtheirlanguagelessons.Iaudio/videorecordSpanishlessonswithdifferentteacherstoseesomeexamplesofwhatmakesthestudentsspeakornotspeakSpanishinclass.Thepurposeistoobservespokenproductionandinteractionbetweenstudentsaswellasbetweentheteacherandstudents.FromtheCEFR(CouncilofEurope,2020)weknowthatthemainpurposeoflanguagelearningiscommunication.InSweden,asinmanyothercountries,thecurriculumemphasizesthatlanguagesshouldbetaughtandlearnedthroughandforcommunication.OneaimofthisprojectistoascertainwhetherthereisacommunicativeuseofspokenSpanishinclass.WithinthetheoriesofSLA,theOutputHypothesis(Swain,1995)andtheInteractionHypothesis(Long,1996)establishtheimportanceofthestudent´sownproductionandinteractionwithothersasessentialelementsforsecondlanguageacquisition.Knowingthis,andrelatingittothecommunication-orientatedcurriculum,itisinterestingtoseewhetherandhowthetheoreticalframeworktransformsintopracticalteaching.Consequently,doestheinstructionmakethestudentsspeakSpanish?Andifso,whatdoesitlooklikeinpractice,inaSpanishclass?ReferencesCouncilofEurope(2020)CommonEuropeanframeworkofreferenceforlanguageslearning,teaching,assessment.Companionvolumewithnewdescriptors.Strassbourg:CouncilofEuropeLong,M.H.(1996).TheRoleoftheLinguisticEnvironmentinSecondLanguageAcquisition.In:HandbookofSecondLanguageAcquisition/editorsW.RitcheandT.Bhatia.413-468.SanDiego:AcademicPress.Swain,M.H.(2005)TheOutputHypothesis:TheoryandResearchin:Handbookofresearchinsecondlanguageteachingandlearning/editorE.Hinkel.471-482NewYork:RoutledgeFredrikaNyströmUppsalaUniversity,Uppsala,Sweden

AbstractTitle.

Howdoweteachspeaking?–APhDprojectabouttheinstructionofSpanishintheSwedishcompulsoryschool

Keywords

Spokeninteraction,Spanish,Compulsoryschool,Foreignlanguages

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TheDanishprimaryandlowersecondaryschoolaimstoensurepupils’versatiledevelopmentthroughidealsofequalityandfreedomofspirit,butthelackofgenderawarenessnegativelyimpactsthechildren’swell-beingandeducationaloutcome.Throughanalysisoftexts,interviewsandvideofootagefrominterventionswithcriticalguidesintheworkwithliteratureinthree8thgradeclassrooms,thisstudyseekstodevelopeducationaldesignsandestablishgeneralprinciplesfortheintegrationofgenderinthecoreofDanishL1-education.AndersSimmelkiærLaraignouAarhusUniversitet,Copenhagen,Denmark

AbstractTitle.

GenderinDanish:Negotiation,TransformationandUpscaling-ACriticalInterventionintheWorkwithLiteratureintheDanishL1-Education.

Keywords

Gender,DanishL-1Education,CriticalLiteracy,DiscourseAnalysis,Design-basedResearch

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Untilrecently,therehasnotbeendirectencouragementtousetheeducationalsysteminNorwaytocontributetonationalsecuritypurposes.Now,however,thereisanotableconflationoftheidealsofdemocraticcitizenshipandtheeffortstopreventterrorism.AsstatedbyGearon(2013),itappearsasifschoolsarebeingdrawnintoacontestedarena.WhilethecounterterrorismpolicyfieldinNorwayisanewinvention,thelastdecadehasmarkedaperiodwhereseveralpolicieshavebeenintroducedonthepreventionofradicalisationandextremism.Schoolsareplacedattheforefrontofpreventiveefforts,andtheexpectationthatschoolscancounterweighterrorismisexpressedintherenewedcurriculum:Socialstudiesmustcontributetohelpstudents’beingabletoparticipateinandfurtherdevelopdemocracyandpreventextremeattitudes,extremebehavioursandterrorism(Socialstudiescurriculum,2020,p.4[author’stranslation])Thisresearch-in-progresswilldiscusstheeducationalobjectiveofpreventingterrorisminNorwegiansocialstudies.Drawingoncriticaldiscourseanalysisasitstheoreticalandmethodologicalframework,thisstudywillanalyselower-secondaryeducation(levels8to10)socialstudiestextbooks(Aschehoug,Cappelen,Fagbokforlaget,andGyldendal),toexplorewhatkindsofpreventivejustificationsareoffered.Applyingtheoriesonradicalisation(Kundnani,2012),criticalthinking(Børhaug,2014)andeducativeturbulence(Davies,2014),weexpecttofindthatthecausesofterrorismintextbooksarelinkedwithindividualpsychopathology,whichmaydivertattentionfromthediscussionofstructuralcausesofterrorism.WedonotanticipatemuchfocusonstateterrorismorWesternmilitaryinvasionsasacatalystforterrorism.Consequently,thetentativeconclusionthatthestudyarrivesatisthatpreventivejustificationinNorwegiansocialstudiestextbooksarebothindividualisedandde-politicised,whichdoesnotcorrespondwellwiththecurrentknowledgeofwhatcausesterrorismandhowitcanbestbeprevented.MartinSjøenWesternNorwayUniversityofAppliedSciences,Bergen,Norway

AbstractTitle.

Whenterrorismentersthecurriculum

Keywords

Socialstudies,Terrorism,Radicalisation,Criticaldiscourseanalysis

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TheuseoftheBibleinReligiousEducationinSweden,grades7-12.Aim:Iinvestigatehowteachersandtextbooksinreligiouseducation(RE)inSwedenusetheBible.WhentheyrefertotheBible,dotheygiveexactquotesorjustparaphrases?Dotheygiveexactreferences?Whichpassagesarequotedandinwhatcontexts?Howarethepassagesinterpretedandwhodoestheinterpreting?HowdoREteacherschoosethepassagestheyworkwith?Background:StudiesontextbooksintendedforCatholicschoolsinEngland,Wales,andAustraliashowthattheycommonlyuseparaphrasesratherthanactualquotesfromtheBible(Carswell2018).Pollefeyt&Bieringer(2005)showthatinREtextbookstheBibleisusedmainlytosupportclaimsaboutreligiousdoctrine,historicaleventsormoraltruths.Method:ThestudyisbasedonclosereadingsofREtextbooksandinterviewswithuppersecondaryschoolteachers.Expectedresult:PreliminaryfindingsshowthatSwedishREtextbooksquotetheBiblesparinglyandseldomgiveexactreferences.Quotationsaretakenoutofcontext.TheyrefertotheBiblemainlytosupportpointstheauthoristryingtomake.Thisapproachtoscripturedoesnottaketextualcontextintoconsiderationandencouragesprooftexting,wherereadersareledtofindinthetextwhatthetextbookauthorwantsthemtofindratherthanlearningtolistenforwhattheoriginalauthorofthebiblicaltextwastryingtosay,orlearninghowthetexthadbeeninterpretedindifferentperiodsoftime.Infailingtodiscussdifferentwaysofreadingthebiblicaltexts,studentsarenotenabledtomaketheirowninterpretationsofthetextsordrawalternativeconclusions.Thesetextbookstherebypromoteformsoffundamentalism(seeCarswell2018)andgiveaskewedunderstandingofChristianityandJudaism.TorstenLöfstedtLinnaeusUniversity,Växjö,Sweden

AbstractTitle.

TheUseoftheBibleinReligiousEducationinSweden,Grades7-12

Keywords

Bible,ReligiousEducation,Interpretation,Fundamentalism

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ThispaperreportsonaprojectinvolvingteachertraineesinHigherEducationusingliterarytextstodevelopawarenessofenvironmentalissuesintheEnglishlanguageclassroomthroughdialogueinliteraturecircles.Literaturecirclesarelearner-centreddiscussiongroupswithpre-assignedrolesforeachparticipant.Theaimoftheprojectwastodevelopandimplementanewmethodologyforconductingecocriticaldialogues,particularlyinliteraturestudiesinthenew,Norwegianfive-yearteacher-trainingmasterprogramme.Theresearchquestionis:Howcanreadingandengaginginecocriticaldialoguesdiscussingchildrenandyoungadultliterarytextsfostereco-citizens?Intheresearch,therolesintheliteraturecircleswereadaptedtofitthetopicofenvironmentalapproach.TextsusedwereDavidAlmond’sTheSavage,andMarsdenandTan’sTheRabbits.Findingsshowthattheadaptedrolesincreaseawarenessofenvironmentalissues.Throughthenegotiationsintheliteraturecircles,theparticipantsengagedindiscussions,whichenhancedanddevelopedawarenessoftheirownpositionsandwereengagedineachother’spointsofview.Theprojectispartofanongoingresearchproject“Natureinchildren’sliteratureandculture.”HegeEmmaRimmereideHøgskulenpåVestlandet,Bergen,Norway

AbstractTitle.

Developingtheeco-citizenthroughecocriticaldialogues(intheEFLclassroom)

Keywords

Eco-citizen,literaturecircles,eco-dialogue,sustainabledevelopment,highereducation

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Ithasbeenarguedthatsubjectdidacticstookacommunicativeturnatthebeginningofthe21stcentury(Krogh,2011).Proponentsofthecommunicativeapproach,viewsubjectsascommunicationinandaboutthemselves.Theycontendthattosurviveinthelatemodernera’sknowledgeeconomy,subjectsarerequiredtocommunicateandreflectuponthemselvestogainlegitimacy(Christensen,Elf,Hobel,Qvortrup,2018;Krogh,2011).Intheprocessofcommunicatingandposingquestionregardingtheircontents,methods,andpurposes,subjectsacquireaprofessionalself-identity(Ongstad,2018).Thecommunicativeprocesswherebysubjectslegitimizethemselvesandbecomeself-awarehasbeentermed“didactization”(Christensen,Elf,Hobel,Qvortrup,2018).Thisstudy’sfirstaimistodiscusshowtounderstandqualityinsocialstudiesinlightofthecommunicativeturn.Themaintheoreticalargumentisthatwhensocialstudiesisunderstoodascommunicationinandaboutsocialstudies(Christensen,2015),qualitycriteriaforsocialstudiesshouldpertaintothecommunicativeprocess.AwidelyknownandrecognizedexampleofqualitycriteriaforcommunicativeprocessesaboutsocietalmattersarethosefoundintheworksofJürgenHabermasandJoshuaCohenwhohavemademajorcontributionstoadeliberativetheoryofdemocracy(Cohen,1997;Habermas,1996:305-306).Thestudy’ssecondaimistoinvestigatedeliberativeteachinginsocialstudiesbyuseofvideoobservationsandsinglecasestudymethodology.Theempiricalresearchquestionishow,why,andtowhatextentsocialstudiesteachingfulfillsthecriteriafordeliberation.Apreliminaryglanceatthedatasuggeststhatteacherssometimesusescaffoldingtechniquestoenhancethedeliberativequalityofteaching,thoughthisseldomlyleadstofull-fledgedclassroomdeliberation.Thisfindingishoweverstilltobeconfirmedbysystematicanalysis.JonasTeglbjærgUniversityofSouthernDenmark,Odense,Denmark

AbstractTitle.

Qualityinsocialstudiesafterthecommunicativeturninsubjectdidactics

Keywords

Socialstudies,Teachingquality,Deliberativedemocracy,Criticalthinking

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Participationfromastudentperspective–CooperativelearninginMiddleschoolThisstudyexaminesparticipationinschoolfromtheperspectiveofthestudents,andinteachingcharacterizedbycooperativelearning.ThetheoreticalframeworkconsistsofconceptsconcerningparticipationandeducationtakenfromThomas(2007),Young(2000)andBiesta(2010).StudentparticipationisagoalintheSwedishcurriculumandisseenasessentialforthestudents’learningoutcomes,andresearchsuggeststhatstudents’participationislimitedandstrictlycontrolledbytheteachers.However,researchalsosuggeststhatstudentparticipationbenefitsfromteachingwiththeteachingmethodcalledCooperativeLearning.Participationinthisstudyisdefinedasbeing;1.Social–beingapartofasocialcommunity,2.Political–beingapartofdecision-making,and3.Epistemological–beingapartofameaningfullearningexperience.Thedataconsistsoftranscribedinterviews,inspiredbystimulatedrecall,with30studentsintheages10to12,intwoSwedishElementarySchools.Thepreliminaryresultsshowthatthestudentslackpoliticalparticipation,mainlyduetotheteachers’wishtocontrolthestudentsintheclassroom.Theteachers’mainconcern,accordingtothestudents,focusonwell-functioninggroups(socialparticipation)andonthelearningoutcomes(epistemologicalparticipation),ratherthanonevolvingthestudents’democraticabilities(politicalparticipation).ThestudydoesnotshowthatCooperativeLearningassuchenhancesthestudents’participation,butratherthattheteacherscontrolthedegreeofparticipationforthestudents.ReferencesBiesta,G.(2010).Goodeducationinanageofmeasurement:ethics,politics,democracy.Boulder,Colo:ParadigmPublishers.Thomas,N.(2007).TowardsaTheoryofChildren'sParticipation.TheInternationalJournalofChildren'sRights,15(2),199-218.doi:10.1163/092755607X206489Young,I.M.(2000).Inclusionanddemocracy.Oxford:OxfordUniversityPressSofiaGilleDalarnaUniversity,Falun,Sweden

AbstractTitle.

Participationfromastudentperspective–CooperativelearninginMiddleschool

Keywords

social,politicalandepistemologicalparticipation,elementaryschool,,cooperativelearning,Criticalthinking,Paperpresentation

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Todevelopliteracyinaforeignlanguageisademandingtask,especiallywhenthelanguageisnotpresentinthesurroundingsociety.ThesubjectsGerman,FrenchandSpanishinSwedishschoolsstruggletomakethestudyofthelanguagerelevantandworththeeffortforthestudents.Inthispaper,Isuggestthataddressingdifferentaspectsofauthenticityintheclassroombymeansofliterarytextscanenhancetherelevanceofthesubjectandtherebythemotivationofthestudentstolearnthelanguagetohigherlevelsofprofiencysuchasfunctioningliteracy.Theambiguousnessofliterarytextsenablesdifferentinterpretationsandassociations.Conversationsabouttheinterpretationsandtextexperiencesofdifferentreaderscanbeseenasaformofauthenticcommunication(vanLier1996),inthesensethattheparticipantsdon’tknowwhattheotherswillcontributeorwhatthetopicisgoingtobe.Toreadliterarytextsinaforeignlanguageisalsoanexperiencethatisconnectedtothehereandnowoftheclassroom,incontrasttopreparationforafutureuseofthetargetlanguage.Inaninterventionstudy,agroupofGermanlearnersreadashortstoryinanactivitywherethereadingandthediscussionswereportionedinfoursocalledexpertgroups.Theactivitywasfollowed-upbyaquestionnaireaboutthereadinghabitsofthestudents,theiropinionaboutthetextandtheactivity,andaboutwhatitmighthavemeanttothemonapersonallevel.Theresultsshowthatthetextandtheactivitywasexperiencedasengaging,inspiteofthefactthatthetextwasverydifficultforthestudentstounderstand.Thegrouporientationoftheactivitysupportedthetextcomprehensionandthethemeofthetextwasseenasrelevantbythestudents.AngelaMarxÅbergLinnéuniversitetet,Växjö,Sweden

AbstractTitle.

Literarytextsasplatformforauthenticityandmotivationinforeignlanguageteaching

Keywords

literacy,authenticity,Spanish,German,French

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Whatistheuseofhistory?Isitasemanticalphenomenon?TheuseofhistoryispartoftheSwedishhistorycurriculum.Thisprojectaimstofinddesignprinciplesor(theories)forteachingandconstructingtasks.AninterventionstudywillbecarriedoutinMiddleSchoolinSweden,wheretheresearcherandteachersdesignandtestdifferenttasks.TheinterventionstudyisdesignedwithinthegenreofEducationalDesignResearchandCaseStudyasamethod.Inthefirstphaseoftheproject,theexploratoryphase,teacherswillbeinterviewedinfocusgroups.Incontrast,inthesecondphase,thetaskswillbedesignedwithteachersandtestedintheclass.Inthethirdphase,thepupilswillfillasurveyandevaluatethedesigninfocusgroups.Moreover,theintentionistomakeasemanticalanalysisofcentralconceptsinHistoryinstruction.Furthermore,examineteachingconceptssemanticvariationtodevelopstudents´historicalknowledge,self-reflectivity,andcriticalthinking.Last,duetothepandemic,thedatahasnotbeenentirelycollected,however,hopefully,attheconference,somepreliminaryresultswillbepresented.JenneFrödingReyesKarlstadsuniversitet,Karlstad,Sweden

AbstractTitle.

TheUseofHistoryinMiddleSchool.SearchingforTeachingPrinciplesandLearningTrajectoriesthroughanEducationalDesignResearch.

Keywords

EducationalDesignResearch,Creativity,Criticalthinking,Historyinstruction,Teachingandtasks

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Whiletheuseofstudents’firstlanguage(L1)insecondorforeignlanguage(L2)classroomshastraditionallybeenconsideredathreattolanguagelearning,scholarsincreasinglyarguethattheuseofL1canbebeneficialforL2learners(Hall&Cook,2012).ThepresentstudyaddstothisongoingdebatebyinvestigatingteacherandstudentbeliefsabouttheuseofEnglishandNorwegianin10thgradeEnglishlessons.Twoteachersandsixoftheirstudentswererecruitedfromapreviousstudywherelanguagechoiceswerefoundtovaryconsiderablybetweenclassrooms(Brevik&Rindal,2020).Inthepresentstudy,videoextractsfromtheirEnglishlessonswereusedasstimuliinsemi-structuredinterviewstoelicitreflectionsrelatedtolanguagechoiceinonehigh-frequencyEnglishclassroomandonehigh-frequencyNorwegianclassroom,respectively.Resultsfromathematiccontentanalysisshowthatdespiteagreementontheimportanceofextensivetargetlanguageuse,conflictingbeliefsleadtoinconsistentpracticesandpossibletensionsbetweenteachersandstudents.Thestudentsfromthehigh-frequencyEnglishclassroomperceive–andappreciate–theexistenceofanormforEnglishlanguageuse,maintainedbytheteacher’sdeliberateandconsistentuseofEnglish.Inthehigh-frequencyNorwegianclassroom,beliefsrelatedtothewellbeingofstudentstrumpbeliefsrelatedtotheperceivedbenefitsofextensiveEnglishlanguageuse,leadingtolanguagepracticescharacterisedbystudentsasvagueandinconsistent.Conversely,theresultsalsosuggestthatNorwegianhasaplaceintheEnglishclassroom.StudentsandteachersagreethatusingNorwegiancansignalashiftfromsubject-specifictointerpersonalcommunication.Furthermore,severalofthestudentsarguethatNorwegianplaysaroleinthedevelopmentofnewvocabulary,incombinationwithEnglish.AgreementonsuchfunctionsforL1useisastepclosertothebeneficialintegrationofL1inL2classrooms.UlrikkeRindalDepartmentofTeacherEducationandSchoolResearch,UniversityofOslo,Oslo,Norway

AbstractTitle.

L1useinL2classrooms:TeacherandstudentbeliefsrelatedtolanguagechoiceinEnglishlessons

Keywords

Englishasanadditionallanguage,languagechoice,teacherandstudentbeliefs,oralproficiency

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Writingproficiencyisakeypartofstudents’disciplinarydevelopmentinschool.Thewrittenlanguagestillremaintheprimarymodeofcommunicationinstudentproducts(Bremholmetal.,2018),justaswritingatamoregenerallevelhasprovenanimportantfactorintheacquisitionofcontentknowledgeinthesubjects(Klein&Boscolo,2016).Asaresult,studentwritinghasbeenstudiedfromavarietyofmethodologicalperspectivesandwithdifferentdidacticandeducationalpurposesinmind(Berge,2019;MacArthuretal.,2016),butrelativelyfewstudies,particularlyintheNordiccountries,haveexaminedhowstudentwritingunfoldsfromaquantitativeperspective.Thismeansthatwehavelittleknowledgeofhowthecomplexprocessofwriter/writingdevelopmentisrealizedinspecificlinguisticfeaturesandstylisticchoicesinstudenttextsacrossgradelevels(Crossley,2020).InthisongoingPhDstudy,Ithereforeexaminelinguisticfeaturesinacorpusof5th-9thgradestudents’texts(n=244)bymeansofdigitaltoolsfromthefieldofnaturallanguageprocessing(Eisenstein,2019).Theanalysesfocusonavarietyofdifferentlinguisticmeasures,rangingfromsomewhatsimpleproductivityandaccuracymeasures(e.g.totalwordswritten,lexicaldensity,frequencyofspellingerrors)tomoreadvancedcomplexitymeasuresofsyntacticandlexicalsegments.Thefirstpartoftheanalysesadoptsadiachronicperspectiveandexaminesgrade-relateddifferencesinthelinguisticvariables.Thesecondpartoftheanalysesadoptamoresynchronousperspectiveandcombinesthetextualdatawithcorrespondingsurveydatafromtheparticipatingstudentsandexaminestowhatdegreevarianceinthelinguisticmeasurescanbeexplainedbyextra-linguisticvariablessuchaswritingandreadinghabits,writingattitudeandsocialbackground.Inthepresentation,Iwillelaborateonthebackgroundandmethodologicalconsiderationsrelatedtothestudyandpresentpreliminaryresultsfromtheanalyses.MortenTannertDanishSchoolofEducation,AarhusUniversity,Aarhus,Denmark

AbstractTitle.

ExaminingL1WritingDevelopmentinthe5th-9thGrade

Keywords

writingdevelopment,DanishL1,literacy,digitalmethods,educationallinguistics

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36

Manymathematicsteachersfaceadilemmawhenthey,ontheonehand,encouragetheirstudents’creativity,intellectualindependenceandcriticalthinking–butontheotherhand,areboundbycurricularequirements.Inotherwords:Howcanateachersetupandoverseeaprocessdirectedatthosegoals?Isitpossibleforstudentstodevelopcreativityandcriticalthinkingwithinpre-describedcontrolledframesandcantheydoitwhentheyareultimatelyassessedbytheveryteacherswhotellsthemtotakethelead?Besides,isitpossiblefortheteachertorequestinitiativesandcreativityfromthestudentsandstillremainanauthority,representingthebodyofknowledge,skillsandcompetenciesthestudentsaresupposedtoendupwith,determinedbycurricula,andultimatelybythesocietyatlarge?Theconceptualpaperpresentedheredissolvesthisapparentdiscrepancybydescribingtwocomplementaryperspectivesonteacherauthorityinmathematics,illustratedwithconcreteteachingexamplesfromhighschoolmathematics.Thefirstperspectiveconcernsmathematicalauthority,whereauthorityisinherentinmathematicallytruestatementsandreasoning.Ontheonehand,thisauthorityisdemocraticallyaccessiblesinceitcanbeclaimedbyanybodywhospeaksmathematicallytrue.Ontheotherhand,sincetheteacheristhemathematicsexpertinthemathematicsclassroom,heorshewilloften,inpractice,betheauthority.Weshallcomebacktotheteacher’srole,includinginterpersonalbehaviour.Thesecondperspectiveconcernsthenatureoflearning.IntheDiscursiveApproach,theteachers’roleinclassroomconversationsischaracterisedbyanobligationtoleadthediscussioninthedirectionofrelevantmathematicalideasandthemes.ThisalsorestsontheconceptofguidedinteractionsbuildingonVygotskyasaframeworkbalancingauthority(guided)withastudentfocus(creativeandcriticalinventions).MetteAndresen,BettinaDahlSoendergaardUniversityofBergen,Bergen,Norway

AbstractTitle.

Theapparentdiscrepancybetweencreativityandauthority:Acasefrommathematicseducation

Keywords

Creativity,teacherauthority,mathematicseducation,highschool

Presentation

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37

ThisstudyexamineshowPSTsdevelopthecompetencetheyneedtoleadproductivemathematicalconversations.ThenewNorwegiancurriculum(Utdanningsdirektoratet,u.å.)focusesonexplorativeconversationasameansfordevelopingstudents’criticalthinking,andinthisstudywetryoutwaystoimproveteachereducationtobetterpreparePSTsforthis.Dialogicalteachingisrecommendedfordevelopingcriticalthinkingskills(Alexander,2017),andteachers’criticalthinkingskillsareessentialforfosteringthedevelopmentofthesameskillsintheirstudents(Chiconga,2017).Successfuldialogicalteachingneedstobedevelopedandpracticed,sothatPSTswillbeabletoleadhigh-qualitydiscussionthatdevelopsstudents’logic,reasoninganddeductionskills,andunderpinmathematicallearningactivity.Mathematicseducationneedsapedagogywhichexplicitlyencouragestheactiveengagementofstudentsindialogue,andmathematicsteachersneedtocriticallyreviewtheircurrentpracticeaccordingly(Solomon&Black,2008).DesignandmethodologyThePSTsarerequiredtoplanandrehearseaproductivemathematicalconversationwithotherPSTsactingtheroleofthestudents,filmingthesituation.Thegroupanalyzestherehearsedconversation,lookingforpointstoimprove,beforeenactingasimilarconversationwithactualstudentsintheirpracticumschools.Thisconversationisalsofilmed,andthestudentsanalyzethefilm,lookingforteachablemoments,reflectingonhowtheywereusedorlost.Byrehearsingandanalyzingsituationslikethis,theteachereducationmightstrengthenthePSTs’abilitytorecognizeandmakeuseofsuchteachablemomentsthatmightappearduringaproductivematematicalconversation,andwhenandhowtobuildonwhatthestudentscontributetotheconversation–thusstrengtheningthestudents’criticalthinking.WeanalyzethreepracticumgroupsofPSTleadconversationsintherehearsalsituationandtheenactingsituation,identifyingwhatcharacterizesthetalkmovesmadebythePSTinthedifferentsituations.HegeMyklebust,MaruAlamirewGuadieHøgskulenpåVestlandet,Stord,Norway

AbstractTitle.

Howdopreserviceteachers(PSTs)useexplorativeconversationforproductivemathematicsclassroomteaching?

Keywords

Criticalthinking,Preserviceteachers,dialogicalteaching,productivemathematicstalk,explorativeconversation

Presentation

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Despitelearningmaterialshavinggreatinfluenceontheteachinginclassrooms,theresearchonlearningmaterialsisscarceandveryoftennotbasedonempiricalstudies(Gissel&Buch,2020,Bundsgaard,FougtogBuch,2017).Thisstudyinvestigatestheuseoflearningmaterialsin11Danishgrade7classesinthesubjectL1isbasedon25videotapedlessonsandanalysesfocusingontheteacher'sframingandtheintendedandactualdesign.Inthisstudywefoundtheuseofbothdidactic,semanticandfunctionallearningmaterials.Didacticlearningmaterialswerebothhighlydidactizisedmaterialssuchasteachingbooksaswellaslowleveldidacticalmaterialssuchascopiedworkingsheets.Thelattercanbesubdividedintoatleasttwodifferentkindsofmaterialsaccordingtotheiruse:filling-inexercisesandsubjectfacilitating.Especiallywhenitcomestotheuseofthelessdidactizisedlearningmaterialstheteacher’sframingisofimportancesincethereisnosupportinthematerialsthemselves.Semanticlearningmaterialsinthisstudywereprimarilynovelsandvideosandtheframingofthesealsoseemstobelow.Oftentheyareframedthroughphotocopiedanalysissheetsfoundontheinternet.Functionallearningmaterialsseemstobeanimportantpartofthelessonssincetheyareusedthroughoutthelessonsbutneverarticulatedogdidactizised.Concludingwefindthatthereisavarietyintheuseoflearningmaterialsandthatingeneraltheteacher’sframingofthematerialsusedislow.Highlydidactizisedmaterialssuchasteachingbooksdonotdominatetheuseandlearningmaterialsdonotseemtodominatethelessons.Didacticlearningmaterialsseemtobeanoffsetforthelessons,butthereislittlereferencetotheactuallearningmaterialsoncethelessonsbegininthecasesincludedinthisstudy.

StigTokeGissel1,BettinaBuch2,DortheCarlsen3,LeneIllumSkov41UCL,Odense,Denmark.2UCAbsalon,Roskilde,Denmark.3UCSYD,haderslev,Denmark.4UCSYD,Haderslev,Denmark

AbstractTitle.

UsinglearningmaterialsinDanishL1

Keywords

learningmaterials,L1,useoflearningmaterials,differentkindsoflearningmaterials

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41

Mensdetfinnesenfyldigforskningstradisjonsomundersøkerogdrøfterskjønnlitteraturensplassiskolenogdetnorskemorsmålsfaget,erforskningsomutelukkendefokusererpålyrikkundervisningeninorskfagetensjeldenhet.IdoktorgradsprosjektetLyrikkenslivinorskfagetundersøkerjeglyrikkensplassinorskfagetmedutgangspunktilærerperspektivet,utfrafølgendeproblemstilling:Hvilkeholdningerharnorsklæreretillyrikkoghvordanbrukerdelyrisketeksteriundervisningen?Ideåttesemistrukturertelærerintervjuenesomutgjørendelavdatamaterialetprosjektetbyggerpå,snakkerviblantannetomhvaungdomsskolelærernemenererformåletmedåleseogskrivelyrikkinorskfagetoghvadeleggervektpånårdeunderviserilyrikk.Måletmeddennepaperpresentasjonenerådiskutereforholdetmellomlesingogskrivingavlyrikk,kreativitetogkritisktenkningidetnorskemorsmålsfagetslikdettekommertilsyneidetovennevntematerialet.Mangeoppfatterkonsentrertformogflertydighetsomsærligekjennetegnpålyrisketekster.Detteskaperensærligogtettforbindelsemellomlyrisketeksterogdetpoetiskespråket.Detpoetiskespråketfordrerkreativitet,ikkebarefordideternyskapendeogustandardisert;språketspoetiskefunksjonåpnerdessutenforenbevisstgjøringomspråketsstoffligeegenskaperogmåtenspråkskapervirkelighetpå.Atlesingogskrivingavlyrisketeksterleggertilretteforåreflektererundtogutforskespråketsmuligheterogbegrensningernårdetgjelderågiuttrykkforuliketanker,erfaringerogfølelser,innebærerdermedogsåetpotensialforkritisktenkning.Spørsmåleteromogihvilkengradnorsklærernefaktiskvektleggerkreativitetogkritisktenkningisinlyrikkundervisning.MartheHatlenGrønsveenUniversityofBergen,Bergen,Norway

AbstractTitle.

Kreativitetogkritisktenkninginorskfagetslyrikkundervisning–sliklærerneserdet

Keywords

norskdidaktikk,lyrikkundervisning,kreativitet,kritisktenkning,lese-ogskriveferdigheter

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LiteratureinstructionistraditionallyconsideredanessentialdomainofL1educationallovertheworld.Itissometimesarguedthatliteraturehaslostsomeofitsformerposition,butinaNordiccontext,literarytextsare(althoughalsoincludedinanextendednotionoftext)stillascribedaprominentpositioninnationalcurricula.(Gourvennecetal.,2020).Previously,Nordicresearchonliteratureinstructionhaspredominantlyconsistedofsmall-scaledclassroomstudieswithfewcomparativeattempts.Manystudieshavereliedoninterventions,andonideaslaunchedbyresearchers.Thus,weknowlittleabouthow,andtowhatextent,L1teachersactuallyincludeliteratureintheireverydayteachingacrossclassrooms,schoolsandcountries.Inthisstudy,whichisacomparativestudyrelyingonfourconsecutivevideorecordedL1lessonsfrom102classroomsinFinland,Iceland,NorwayandSweden,thefunctionanduseofliterarytextsisinvestigatedbymeansofvideo-analysis,qualitativecoding,andstatisticalcomparisons.TheaimofthestudyistoinvestigatethepositionofliterarytextsinNordiclowersecondaryschool,andtodescribethecharacteristicsofliteratureinstructioninthesecountries.AnanalysisofthevideodataindicatesthatliteratureplaysanimportantpartinL1educationinFinland,Iceland,NorwayandSweden.Inallfourcountries,narrativetextswerefavouredaboveothergenres.StudentsinalargenumberofSwedishclassroomsreadandworkedwiththesamenovelforteenagers,butnormallyshortsstoriesandexcerptsfromnovelswereusedwhentheaimwastogivestudentsjointreadingexperiences.Veryoftenliterarytextswereusedinordertohelpstudentsdeveloptheirreadingandreadingcomprehension.Theanalysisalsosuggeststhatmanyteachersaimedatprovidingtheirstudentswithpositivereadingexperiences.AnnaNissenKarstadUniversity,Karlstad,Sweden

AbstractTitle.

FunctionandUseofLiteraryTextsinNordicSchools

Keywords

Literatureinstruction,Nordiccomparisons,Secondaryeducation,Videoanalysis,Languagearts

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43

Wefindourselvesfacinganunfortunateparadoxinthe21stcentury:Namely,thoughweliveintheundisputederaofinformation,simplyhavingaccesstoimmenseamountsofinformationhasnotmadegooddecision-makingeasier.Ifanything,anunfilteredfloodofinformationhasonlymuddiedthewatersofjudgement,creatinganowfamiliarcrisis,wherecategoriesof'true'and'false'existwithouttheneedforevidentialsupport.Neverhastheimportanceof‘criticalthinking’beenmoreapparent.Yet,problematically,‘criticalthinking’remainsstubbornlydifficulttodefine,andperhapsevenmoredifficulttoimpart.Inresponse,thispresentationexplorestheclaimthatcriticalthinkingmustbeunderstoodasasetofmentalproceduresthatmakevalidassessmentsinformationpossible.Morespecifically,Iwillarguethatcriticalthinkingisadynamicprocess,relyingfirstandforemostonapurposefulpracticeofmetacognition.Itismetacognitionthatformstheepistemologicalgroundforcriticalunderstandingsoftheworldaroundus,firstturningtheattentionof‘theknower’inwardtoevaluatetheirowninternalmentalactivity,beforeallowingthatattentiontobedirectedoutwardfortheevaluationofexternalinformation.Assuch,metacognitionplaysadecisiveroleintheformationofmentalproceduresthatmaketruecriticalanalysispossible.Inmakingthisargument,Iwillalsodiscusstheuniversaleffectsofcognitivebiasesonhumanjudgment,highlightingtheneedtoreevaluatethewayweemploytheterm“criticalthinking”ineducation.Iwillpresentacaseforcenteringmetacognitionasafundamentalcurricularaim,arguingthattheproceduresinvolvedinthinkingcannotbeconsideredcritical,ifonehasnotfirstformedsystematicstrategiestoaddressproblemsinherentinone’sownmentalactivity.Lastly,Iwilldiscussvariousimplicationsthattheseclaimshaveonthewaythatwestructureourteaching.MatthewLandersWesternNorwayUniversityofAppliedSciences,Bergen,Norway

AbstractTitle.

ThinkingCriticallyaboutThinking:TheFundamentalRoleofMetacognitionintheClassroomandBeyond

Keywords

metacognition,criticalthinking,higherorderthinking,cognition,cognitivebias

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44

IKI-TARU-projectaimsatcreatinginnovativewaystoincreasereadingengagementanduseofliteratureinschoolcontext.Oneofthecoreprincipalsoftheprojectistoinvestigateversatilearts-basedactivitiesinconnectiontoreadingandcreatenewapproachestoholisticlearningineducation.ThispaperpresentationaimsatinvestigatingKamishibai’sroleinenhancingtheengagementforstoriesinprimaryschools.Kamishibai(PaperDrama)isaformofJapanesetheatreandstorytelling.Itconsistofastage,storyboardsandastoryteller.Kamishibaiperformancescantakevariousforms:thestorytellercanreadaloudpublishedkamishibaistories,createownstoriesorincorporatedrama,visualartandmembersofaudiencetotheperformance.PreviousstudiesshowthatKamishibaisupportsthelearningofmulticulturalchildren(Katagiri,2019)andthatcreatingKamishibai-storiesrequiresspatial,logical,linguistic,kinestheticandinterpersonalskills(Lee,2003).Inthisstudy,wewillpresenttheoutcomesandexperiencesofkamishibaiprojectsinFinnishearlychildhoodandprimaryeducation.Theaimoftheseprojectswastointegratearts-basedandsocio-culturallearningtoreadingandlearninglanguages.Thedataofthestudywerecollectedduringschoolyear2020–2021anditconsistsofbothqualitativeandquantitativedata.Theteachers(N=10)documentedtheirkamishibaiprojectsverbally,visuallyaswellasinanaudiovisualformandthechildren(N=150)participatingtotheprojectsansweredasurveyconsistingbothopenandLikert-scalequestions.Inthispresentationwewillillustratehowkamishibaimightbeasafeforumforreadingaloudandbeingconnectedtostoriesandinterpretingthem.Itwillalsohaveapositiveeffectontheagencyandparticipationofmultilingualchildren(Wigfieldetall.2008).Furthermore,theteachersconsiderkamishibaiasaflexible,easilyadaptableandinspiringapproachofpresentingstoriesandcreatingacommunityofreaders’(communitiesofreaders’seeCremin,2014).

JohannaLähteelä1,Juli-AnnaAerila1,MerjaKauppinen21UniversityofTurku,Turku,Finland.2UniversityofJyväskylä,Jyväskylä,Finland

AbstractTitle.

Kamishibaicreatesasafeforumforarts-andliterature-basedlearning

Keywords

Literacy,Literatureeducation,Creativity,Arts-education,Drama

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45

Whileeducationalresearchinthepasttwodecadeshavesuccessfullyusedobservationprotocolstoanalyzeteachingqualityandpredictstudentachievement(e.g.,Kaneetal.,2014),muchremainstobelearnedabouttheextenttowhichsuchprotocols,oftendevelopedintheUS,areapplicableinaNordiceducationalcontext.Thepresentstudycontributestorecentdebateaboutvalidityofobservationinstruments(Dobbelaer,2019)byinvestigatingtheextenttowhichasubject-specific,standardizedprotocol(PLATO),developedandusedintheUS,relatestoothermeasures(studentexperienceandachievementgains)collectedinSwedish7thgradelanguageartsclassrooms.ThestudyalsoconsiderstheextenttowhichSwedishlanguageartsteachersexperiencetheprotocolasrelevantandapplicableforprofessionaldevelopmentpurposes.Observationaldatafrom38Swedishlanguageartsclassrooms(142lessons)werecollectedtogetherwithdataonteacherqualifications,studentexperiencesofteachingpractices,andachievementgainsoveroneschoolyear.Inaddition,thestudyusesquestionnaireresponsesfrom40languageartsteacherswhoparticipatedinaprofessionaldevelopmentprogramusingPLATO.Hierarchicallinearmodelingwasusedtoexaminetheassociationbetweenclassroom-levelobservationmeasuresandstudentexperiences,andindividual-levelachievementoutcomes,aftercontrollingforpretestresults,teacherqualifications,classroomsize,andgender.Pearsoncorrelationswereruntotestassociationbetweenobservationaldataandstudentexperiences.PreliminaryresultssuggeststhatthepredictivevalueofPLATOscoresonstudentachievementgainsisweak,andthatassociationbetweenobservationmeasuresandstudentexperienceislimitedtoisolatedfactors.However,theprotocolisexperiencedashighlyrelevantandusefulbyteachers.Inthepresentation,thesedatawillbetreatedasapreliminarybasisfordiscussingthevalidityofusingPLATOinNordiceducationalsettings.Amongthefactorstobeconsideredarescoringreliability,samplesize,andrelevanceofoutcomemeasures.MichaelTengbergKarlstadUniversity,Karlstad,Sweden

AbstractTitle.

Validityofobservationmeasures:Promisesandpitfallsofusingstandardizedprotocoltoanalyzeteachingquality.

Keywords

languagearts,observationmeasures,teachingquality,validity

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46

Inthispaper,pluralisticandsocialwritingpracticesinprimaryschoolareatcenter(Hamilton,2007;Lave&Wenger,1991).Studiesstressdialogueforlearningasbeingacomplexprocess,atthesametimehavinggreatpotentialforlanguageandthought(Mercer&Littleton,2007).Anactionresearchinspiredcasestudywillbepresented(cf.Elliott,2009;Yin,2018).Thestudyinvolved8-yearoldstudentsandwascarriedoutwiththepurposeofenhancingwritingproficiency,workingtowardsnarrativefeaturegoalsregardingorientation,plotandending(NationalAgencyof2011).Drawingonvideorecordedteacherintroductionsandaudiorecordedpeerinteractions,includingstudents’composedtexts,theaimistopresentanddiscusstentativeresultsaboutwhatenableand/orhinderstudents´storywriting.Empiricalconcernsarethreepairsofstudentsinoneclassroom,jointlyplanningandwritingafirstandsecondversionofanarrativeduringfourlessons,andthesupport(cf.Wood,Bruner&Ross,1976)theyweregiveninthisprocess.Aimingatpresentingemergingthemes(cf.Graneheim&Lundman,2004),theanalysisconcernedstudentconversationsregardingwhatenabledand/orhinderedtheirstorywriting.Theresultsshedlightonvariousfacetsofreciprocallearningwithinthewritingprocess.Peerwritingmadecommunicationpossibleinimplicitandexplicitways,andoverallprovedtobeasuccessfulmediatingtool.This,alongsideothermediatingresources,willbepresented.Reachingmutualityornotappearedtobeanimportantfeatureofstudents’negotiationsaboutwhattowrite.Atthesametime,orientation,plotandendingwere,moreorlessprominent,incorporatedinallnarratives.Resultsarenotgeneralizablebutconstitutesdidacticalimplicationsonhowtoenhancemutualinspirationforcreativityandgenreknowledge.KarinBybroJonkopingUniversity,SchoolofEducationandCommunication,Jönköping,Sweden

AbstractTitle.

PrimarySchoolStudents´WritingTalk:AStudyofaCreativeWritingProcess

Keywords

primaryschool,writingpractices,peerwriting,Swedishcurriculum,storywriting

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47

Inrecentyears,theneedforpractice-basedresearchinschoolhasattractedmuchattention(Darling-Hammondetal.,2020).Newformsofknowledgeproductionandprofessionaldevelopment(PD),setwithinthecontextofapplication,aretestedinordertoimproveteachingqualityandraiselevelsofstudentachievement.ThepresentstudyinvestigatesimpactsandconstraintsofalongitudinalcollaborativeinterventioninwhichresearchersandlanguageartsteacherstestsaPDmodeltoimprovequalityofreadinginstructioninmiddleandlowersecondaryschool.ThestudycontributestoongoingdebateabouttheuseofstandardizedobservationsystemsforPDpurposes.Inlinewithrecentattemptsofprovidingfeedbacktoteachersbysuchprotocols(Cohenetal.,2016),thestudyusessixvariablesfromavalidatedobservationsystem(PLATO)toobserveandgivefeedbacktoteachersontheirreadinginstruction.Theteacherslearnhowtoemploytheinstrumentthemselvesinordertograduallyreleaseaself-governedformofPDratherthanoneoperatedbyresearchers.Teachersarevideo-recorded,observedandreceivetargetedfeedbackbyPLATOvariables.Inaddition,teachersanalyzeandplanlessontogetherinschool-basedgroups(4–8teachers).Datacollectedincludeobservationsandrecordingsofteaching–feedbacksessions,interviewswithteachers,andsurveyresponsesaftertheinterventionfromteachersandtheirstudents.Apilotstudywasconductedwithfourteachersfromoneschool.Inthemainstudy,45teachersfromfourdifferentmunicipalities,fiveinstructionalcoaches,andeightprincipalsparticipated.PreliminaryresultssuggestthatthequalitydimensionsofPLATOhelpsteacherstodiscerndisciplinary-specificareasofinstructionalimprovement,andthatthespecificityofthereceivedfeedbackisanessentialcomponent.InstructionalcoachesarekeyresourcesinordertomaintainandprogresslocallyorganizedPDwork,butlong-termsustainabilityappearstonecessitateastrongerandmoredurableschool-baseddevelopmentorganization.MichaelTengberg,MarieWejrumKarlstadUniversity,Karlstad,Sweden

AbstractTitle.

Observationandfeedbackforimprovedreadinginstruction.Impactsandconstraintsofalongitudinalcollaborativeintervention.

Keywords

feedback,observation,professionaldevelopment,readinginstruction,teachingquality

Presentation

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48

InterpretivereadingoffictionisthemainthemeofMessagebetweenthelines,aresearchanddevelopmentprojectcurrentlyinitsthirdyear.ThisprojectinvolvesSwedish,Swedishasasecondlanguageandmothertongueinstructionteachersatdifferentschoollevels.Theaimoftheprojectistoexplorehowstudentsinterpretivereadingoffictioncanbestrengthened.InterpretingtextsisaforegroundedlearningobjectiveintheSwedishcurriculum.However,cross-nationallycomparativestudies(Johansson,2015)haverecurrentlyfoundshortcomingsinstudents'interpretiveliteraryanalyses.WithatheoreticalframeworkinformedbyLanger(2011),andwithadesign-basedapproach(Cobbetal.,2003),theprojectinvestigatesessentialcomponentsininterpretivereadingandtheinstructionthereof.Ourinvestigationisfocusedonthepedagogicalpotentialofcombiningmodalitytransformations(e.g.,reinterpretingpicture-basedstoriesinwriting)andauthorexperience,thatis,whenstudentsthemselvesproduceinterpretabletextsintheformofstories,poems,comics,etc.Preliminaryresultssuggestthatstudents’interpretivereadingpracticesbenefitfromthedesigninvestigated.Forexample,students’abilitytoseefictionalinterpretationsnotassingular“messages”butratheraspluralisticseemstobestrengthened.Further,itseemsthatwhenstudentsthemselvestakeonanauthorshiprolethatmandatesthemtoproducemulti-layered,multi-interpretable,andmulti-modaltexts,theirawarenessofinterpretivepossibilitiesincreases.Cobb,P.,Confrey,J.,DiSessa,A.,Lehrer,R.&Schauble,L.(2003).Designexperimentsineducationalresearch.EducationalResearcher,32(1).Johansson,M.(2015).Läsa,förstå,analysera:Enkomparativstudieomsvenskaochfranskagymnasieeleversreceptionavennarrativtext.LinköpingUniversityElectronicPress.Langer,J.A.(2011).Envisioningknowledge:Buildingliteracyintheacademicdisciplines.NewYork:TeachersCollegePress.

BjörnKindenberg1,LusiaMaurer21StockholmUniversity,Stockholm,Sweden.2CentreforMotherTongueInstruction,MunicipalityofStockholm,Stockholm,Sweden

AbstractTitle.

Interpretivereadingoffiction–ajointteacher-researcherstudy

Keywords

interpretivereading,modalitytransformations,authorexperience,researchanddevelopment,fiction

Presentation

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51

ThisstudydealswithdigitalcompetenceinEnglishclassroomswithhightechnologicalinfrastructureinNorway.Intheeducationalcontextandnationalcurriculum,digitalcompetenceisemphasized.Studentsareexpectedtobecomeusersoftechnology,andtechnologicalsolutionsareexpectedtobepartofteachers’everydayinstruction(Blikstad-Balas&Klette,2020).Thedependenceofmodernsocietiesondigitaltechnologyhasopenedupfornewandevolvinglearningmethodsandprocesses(NorwegianDirectorateofEducationandResearch,2012,2017).Thepresentstudydrawsonclassroomvideosfrom60naturallyoccurringEnglishlessonsinsevenlowersecondaryclassroomsacross9thand10thgrade.ThisstudymadeuseofanationalframeworkfordigitalskillsprovidedbyTheNorwegianDirectorateforEducationandTraining(2012),employingfourdigitalskillsonfivelevels.Findingsindicatelittleuseofdigitaltoolsduringtheobservedlessons.Studentsmostfrequentlydemonstratedigitalskillsonthelowerlevels(levels1and2),indicatingpracticalandtechnicalskills.However,inone9thgradeclassroom,findingsshowaninstanceofdigitaljudgement.Thestudentsgiveoralpresentationsandtheteachercommentsontheiruseofsources.Thentheteacherasksoneofthestudents,whoincludedafilmaboutDonaldTrumpbeforehebecameUSpresident,howtochoosesourcesingeneralandhowtoseparatefactsfromotherinformationinthisfilm,specifically.Thestudentdemonstratesdigitaljudgement,drawingontheirunderstandingoftrustworthysources.Althoughdigitaltoolswereusedsurprisinglylittleduringthe60lessons,takingthepoliticaldiscourseintoconsideration,findingsshowmainlysubject-relatedpractices.Also,afewobservationsshoweddigitalreflectionsinsituationswheredigitaltoolswerenotinuse.ThisstudyoffersinputonthechallengesforincorporatingdigitalskillsintheEnglishschoolsubject,anddiscussestheroleofdigitalcompetenceintheEnglishclassroom.AstridElisabethKureUniversity,Oslo,Norway

AbstractTitle.

Students’digitalcompetenceinL2Englishclassrooms

Keywords

digitalskills,digitaljudgement,English

Presentation

Paperpresentation

52

Detervelkendt,atfagssprogharsærligekendetegn(Lemke,1990)ogatdetervigtigt,ateleverneselvanvenderfagsprogeteksperimenterendeforatlære(Mercer,2019,Wegerif,1999,Mitchell,2010,Alexander,2017).Detkanimidlertidværeenudfordringforlærerneattilrettelæggeenundervisning,dergivermulighedfordette.Imitph.d.-projekt(2019-2022)undersøgerjegmedenmixedmethodstilgang,hvordannatur&teknologi-læreretænkeromoghandlermedmundtlighedenietfag,dererkendetegnetafsamarbejdeomeksperimenterogmundtligafrapportering.Tredelstudierbelyserproblematikken:1)Etshorttermetnographycasestudiepåenprovinsskole,hvortre6.klasserogdereserfarnenatur&teknologilærerefølgesovernoglemånedermedhenblikpåatafdækkehvadderegentligskerogsigesinatur&teknologiundervisningenoghvorforlærernetilrettelæggerundervisningenpåengivenmåde,2)etdokumentstudieafstyredokumenterforlæreruddannelseoggrundskole,hvorrammerformundtlighedifageneundersøges,samt3)etkvalitativtskriftligtonlinespørgeskemastudiemedlærerstuderende,derskalafdækkedeforestillingerommundtligtfagsprog,kommendelæreremøderderesfremtidigeprofessionmed.Deterdettetredjedelstudie,dettepaperpræsenterer.Lærerstuderendesforestillingeromegenkommendepraksiserpræ-praksisforestillinger.Derforerformåletmeddelstudietikkeatgættepå,hvordanfremtidensundervisningkommertilattagesigud,menatundersøge,hvilketberedskabkommendenatur&teknologi-læreremøderfremtidensskolemed,nårdetdrejersigomatskaberammerformundtligtfagsprog.Spørgeskemaetudsendessommer-efterår2020tiletmindreantalstuderende,derervedatkvalificeresigtilatunderviseifagetNatur&teknologi.Derregistreresbaggrundsoplysningeromrespondenterne,herunderuddannelsesvalg,ogderudoverbliverrespondenternebedtomatsortereogkommentereenrækkeudsagn,derbeskrivermuligekommunikativescenarierinatur&teknologiundervisningen.Endeligbliverrespondenternebedtomatdemonstrere,hvordandevilintroducereemnet”Istiden”ien6.kl.påenpraktikskole,dekender.Denneintroduktionindtales.CharlotteFolkmannReuschAarhusUniversitet,Copenhagen,Denmark.UniversityCollegeCopenhagen,Copenhagen,Denmark

AbstractTitle.

Kommunikationomogietfag.EnkvalitativundersøgelseafdanskelærerstuderendesforestillingeromhvordanmundtligtfagsprogkanaktualiseresiNatur&teknologiundervisningen.

Keywords

Literacy,Science(CurriculumsubjectNatur&teknologi),Oracy,Contentarealanguage,Grade6

Presentation

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53

ThecurriculumforthesubjecthistoryinelementaryschoolsinDenmarkprescribesthatteachingmustfacilitatedevelopmentofstudents’historicalthinking,historicalcompetencesandhistoricalconsciousness,andthattheyareactiveandworkmoreinvestigativeandproblem-basedinordertoproduceknowledgeaboutthepast.Inaddition,givestudentstheopportunitytousethisknowledgetoreflectontheirpresentandfuturepossibilities.Suchteachingmeansanendingtowithatraditionalandwidespreadunderstandingthattheschoolsubjectfocusonstudents’passiveacquisitionsandreproductionoffactualknowledgeaboutthepast.Thepresentationdiscussesif,whyandhowscenariobasedframingofteachingcanbeusefultofulfilltheintentionsofthecurriculum(Hanghøj,2017;Fougt2018).Acoreconceptinscenario-basedteachingistoestablishasimulatedorunfoldedmeaningfulpractice,whichinvitesandfacilitatesstudentstoexperimentandusetheircreativeabilities,empathyandimaginationinconcretelearningcontexts.ThepresentationstartingpointisexperiencesfromHistorieLabsnationwidecompetitiononthe100thanniversaryoftheso-calledreunification(1920).Thecompetitionwasbasedonscenariodidacticconsiderations.Firstthestudentshavetoinvestigatehowthereunificationandhowpeopleintheirlocalareahadcelebratedthereunification,forexample,byestablishingamemorial.Basedacquiredknowledgeandtheirknowledgeaboutthepresentsituationthestudentsmustdesignanewmemorialmarkingthe100thanniversaryofreunification.Theproposalsforthedesignof2020memorialsandthestudents'reasonsforthis,theymustconveyinvideosofamaximumof3minutes.thepresentationdiscussesdidacticandhistoricalpotentialsinscenario-basedteaching.JensAagePoulsenHistorieLab.NationalCentreofExcellenceforDisseminationofHistoryandCulturalHeritage,Jelling,Denmark

AbstractTitle.

Scenario-basedteachinganddoinghistory

Keywords

scenario-basedteaching,investigativeandcreativeteaching

Presentation

Paperpresentation

56

Thereisaneedforobservationalstudiesofsocialstudiesteachingandlearning(Löftöm&Grammes,2020).ThispaperreportsfromastudyofdifferentclassroompracticesassociatedwithcitizenshipeducationfromNorway,SwedenandDenmark.ItisapartoftheoverarchingQualityinNordicTeaching(QUINT)project,thesub-projectQualityinSocialScienceTeaching(QUISST),andLISANordicstudy.Thestudyanalysedvideodatafromfourconsecutivelessonsin10schoolsineachcountry,totalling120lessonsacross30schools(grades9-10).Toexaminetheprevalenceofsometeachingpracticestheoreticallyassociatedtocitizenshipeducation,datawascodedusingtwodifferentobservationalmanuals(PLATO;Grossmanetal.,2013;AIW;Newmanetal.,2016)tocapturebothgenericanddisciplinarydimensionsofsocialstudiesandcitizenshipeducation:(i)Opportunitiesfordiscussionanddebate;(ii)Opportunitiestoengagewithcomplexity,and;(iii)Connectednesstorealworldandsocietalissues.Preliminaryfindingsillustratethatinstructionassociatedwithcitizenshipeducationvariedacrossdifferentclassrooms,aligningwithpreviousresearchdoneoncitizenshipeducation,howevertherewerenosubstantialdifferencesacrosscountries.Thestudyalsoemphasisetheimportanceofacitizenshipeducationconnectedtoreal-worldissues,currenteventsandstudent’slifeworld.LiteratureGrossman,P.(2015).PLATO5.0:TrainingandObservationProtocol.CSET.Stanford.Löfström,J.,&Grammes,T.(2020).OutliningsimilaritiesanddifferencesincivicseducationinEurope–astarterkitfortransnationalEuropeanresearch.JSSE-JournalofSocialScienceEducation,19(1).Newman,F.M.,Carmichael,D.L.,&King,M.B.(2016).Authenticintellectualwork:Improvingteachingforrigorouslearning.ThousandOaks,CA:Corwin.PeterNicolaiAashamarUniversityofOslo,Oslo,Norway

AbstractTitle.

EducatingCitizenshipinScandinavianSocialStudiesClassrooms

Keywords

socialstudies,citizenshipeducation,teachingpractices,classroomobservation,democraticeducation

Presentation

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SubjectdidacticresearchonhistoryandsocialstudiesinSwedenandFinlandmostlyrelatestoeithersecondaryoruppersecondaryschool,whereasstudiesrelatedtoyoungerchildrenarefew(Mård,2020;Persson,2017).Socialstudiesasaschoolsubjectforyoungerchildren(grades4–6)wasintroducedinFinlandonlyafewyearsagothroughthecurrentcurriculumof2014,whilehistoryfromgrade5hasalongtradition(Virta,2014).Oneofthecontemporaryissuesfocusedineducationalresearchonthesesubjectsiscontroversialissues,inorderforstudentstolearntoengageindiscussionwhereopinionsmaydiffer(cf.Barton&McCully,2007).However,whenitcomestoyoungerstudents,therearesomehesitationswhetherornottoincludesuchcontent(Cowan&Maitles,2012).BartonandLevstik(2004)emphasizethatevenyoungerchildrenareabletocopewithdifficultissuesase.g.fairnessorjustice,andneedtobeexposedtomultipleperspectives.Thisstudyfocusesondifficultissuesasapointofdepartureforinterviewswithmiddleschoolteachers.Thepurposeofthispaperistocomparewhatmiddleschoolteachersinthreeregions,withSwedishasacommonlanguageinschoolsbutdifferentcurricula,conceptualizeasdifficultissuesinhistoryandsocialstudies.Furthermore,weinvestigatewhatteachingmaterialtheyuseandhowtheyuseit.Thisisapilotstudy,basedoninterviewswithtwelveteachers(fourteachersineachregion).Themainresearchquestionsare:1)Whatarethesimilaritiesanddifferencesincurriculaandteachingmaterial?2)Whatdoteachersintheseregionsdefineasdifficultissuesrelatedtothetwosubjects?3)Howdoteachersuseteachingmaterialfordifficultissues?Semi-structuredandmaterial-basedinterviewswereco-constructedbytheresearchers.Transcriptswillbecollaborativelyanalysedfocusingonthematicsimilaritiesanddifferences.

YlvaWibaeus1,TomGullberg2,VivecaLindberg3,NinaMård21StockholmUniversity,Stockholm,Sweden.2ÅboAkademiUniversity,Vasa,Finland.3StockholmUniversity,Mariehamn,ÅlandIslands

AbstractTitle.

AcomparativepilotstudyofhistoryandsocialstudiesrelatedtothemiddleyearsinSweden,FinlandandontheÅlandIslands

Keywords

difficultissues,historyteaching,socialstudiesteaching,middleschool,comparativestudy

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DennepresentasjonenundersøkerhvordanhumorfungerersamfunnskritiskiIngeborgArvolastobøkeromBuffyBy(BuffyByertalentfull(2018)ogBuffyByerinspirert(2020)).BuffyogdenlillefamilienhennesleverunderfattigdomsgrenseniOsloshøyesteblokk.Deulikehverdagssituasjonenesynliggjørhvadeterlettåtaforgittietvelstandssamfunnoghvordanensomfattigikkealltidharreellevalg.Vispør:Påhvilkemåterbidrarhumortilåløftefrembøkenessamfunnskritiskeogsystemkritiskeperspektiver?Metodenvårernærlesingoglitteræranalyse(KallestadogRøskeland,2020).Detoromanenegiretskråblikkpåforbruks-ogvelstandssamfunnetsomkjennetegnerNorgei2020.Flereavbøkenesepisodersynliggjørmiddelklassensvelstandogblindhetformedmenneskersomikkekantadensammevelstandenforgitt.Dettegirossanledningtilåkritiskdiskutereforbrukersamfunnet,ogløftefremhvordanbøkeneshumoroginnholdkanberedegrunnenforåarbeidemedkritisktenkningiklasserommet.Deterforeksempelmangeverdivalgsomerufrivillige,ogenkanspørreseghvormyevelstandsommåtilforåtaøkologiskgodevalg.SomteoretiskbakteppestøtterviosstilCritchleysinkongruensteori(2006)ogSjklovskijsbegreperomavautomatiseringogunderliggjøring.ViktorB.Sjklovskij(2001)skriveriartikkelen«Kunstensomgrep»atmennesketharenautomatiserttankegangogatdeterkunstensoppgaveåavautomatisereforståelsenavverden.Buffysmangeoverraskende,vitaleogkomiskeløsningerinvitererossnettopptilåsemednyeøynepåhverdagslivogpåsamfunnetderhverdagsliveneleves.Hennesforståelseogmestringavverdenbrytermotleserenshverdagsopplevelse,ogdettefriskeblikketharpotensialtilåstimulereleserenskritiskeogkreativetenkning.ForklasseromsblikketerdetnaturligåsetilDeterogsånaturligåsetilVeumogSkovholtsKritiskliteracyiklasserommet(2020).GroUlland,IngridNeståsMathisenHVL,Bergen,Norway

AbstractTitle.

HumorenspotensialforkritisktenkningidetobarnelitterærebøkeneomBuffyBy

Keywords

kritisktenkning,norskfaget,litteraturlesing,klasserommet,kritiskliteracy

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Theoverarchingaimoftheprojectistobroadentheunderstandingofsubjecttextsinprimaryschool.Inthenationaltestforgrade3,theinstructionandassessmentconcernkeywords,andanencouragementto“explainwithcompletesentencesasthoroughlyasyoucan”.Inthecurriculum,strategiesforwritingdifferenttexttypes,andadjustingtotheirtypicallinguistictraitsareputforwardforstudentsinyears1–3.Thus,keywords,sentencestructureandspecificlinguistictraitsseemsimportantforthesubjecttextgenre.Suchfeaturesareoftenunderstoodastechnicalvocabulary,anddefinitions,comparisonsandclassificationswithpresenttenseconstructions(Rose&Martin,2012).However,subjecttextsdirectedtowardyoungerreadersoftenalsoincludetraitsthatcanbedefinedas“voice”(McKennaet.Al.,2020).Voicecan,forexample,beexpressedthroughdescriptivewords,multimodalcompositions,creativepunctuation,conversationaltoneandcomparisons.Voicehastheeffectonthereaderthatarealpersonwritesandisengagedinthesubject(EducationNorthwest,2012).Itisapotentialforinvokinginterest,andexpresseswonderoverphenomenonintheworld,withthetextualconsequenceofgenrehybridity.Voiceispresentinmodeltextsinthenationaltest,buttheassessmentconcernsformalaspects.Inthepresentationwewilldiscusstheanalysisof101textsfromthenationaltestforstudentsaged9.Thetextshavebeenanalysedwithattentiontocorrectuseofkeywordsandcompletesentenceswhichthemajorityofthetextsfulfil(73%).Ouranalysisoftraitsofvoiceshowhoweverthatthestudentsusethemtoaverylittleextent.Inourpresentationwewillraisequestionsaboutthepedagogicalbenefitsofdiscussingvoiceaspartofsubjecttexts,bothforreadingandwritingintheearlyyearsofschooling.CharlotteEngblom,MariaWestmanDepartmentofEducation,Uppsala,Sweden

AbstractTitle.

Isthereroomforvoicewhenyoungstudentswritesubjecttexts?Acomparisonbetweenstudenttextsandtheirmodeltextsinthenationaltestingrade3inSweden

Keywords

youngstudents,subjecttext,voice,assessment,Swedish

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ThisprojectisconnectedtoQUISST–QualityinSocialScienceTeachingandQUINT’swork-package/theme4:Developingvideo-basedteachertraining.Furthermore,itisconnectedtotheUCSYDprojectUniversitySchool,whereafewdanishprimaryschoolsarechosentohaveaspecialcloserelationandcooperationwithUCSYD.ThisprojectconnectsaclassofstudentsinsocialscienceteachertrainingtotheprojectUniversitySchool,e.i.an8thgradeclasswithitsteacherinsocialsciences,andtoQUISSTinaperiodoftwoyears.Theaimistousevideodatafromthisspecificschoolclassinteachertrainingclassestodiscussbothquality(usingthePLATOcodingmanual)insocialscienceteachingandconnectedtothat,teachingmethodsinsocialsciencesclasses.Afterthevideoanalyzingpart,thestudentswillmeettheclassandworkindifferentwayswiththepupilstofindout,ifthereisanother,maybebetterway,toteachthesepupilsandtherebyincreasethequalityofteaching.Inthispresentation,IwillPresentmyresearchdesignindetailandpresentthepracticalusageofvideodatainsocialscienceteachertraining,andcomewithfirstresultsandexperiencesabouthowthestudentsworkedwithandevaluatedtheirworkwiththevideomaterial,foratleastdiscusspossibilitiesforusingvideo-datatodevelopbothteachertrainingandteachinginschoolsandtodevelopthecooperationbetweenuniversitycollegesandschools.ReferencesChristensen,A.S.,&Christensen,T.S.(2015).Fagopfattelserisamfundsfag-analytiskemodeller.InChristensen(Ed.),Fagdidaktikisamfundsfag.Frederiksberg:Frydenlund.Klette,K.,&Blikstad-Balas,M.(2018).Observationmanualsaslensestoclassroomteaching:Pitfallsandpossibilities.EuropeanEducationalResearchJournal,17(1),129-146.NadineMalich-BohligUCSYD,Haderslev,Denmark

AbstractTitle.

Developingvideo-basedteachertraining:HowQUINTvideoscanbeusedinsocialscienceteachertrainingtodiscussandincreasequality.

Keywords

QUISST,video,social-sciences,universityschools,teachertraining

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Teachersbearwitnessthatstudentscanfeeloffendedifahistoricalprimarysourceuseswordsthattodayareseenasinappropriateorreflectoldviewsonforexampleraceorgender.Then-wordiscommonplaceinprimarysourcesaboutslaveryortheCivilRightsMovement,andintolerantviewsonhomosexualitycanappearinoldlegislativetexts.Usingthiskindofprimarysources,teachersriskbeingbrandedasracists,misogynistsorhomophobesbytheirstudents.Thiscanmakethemavoidaspectsofhistorywherethesewordsorattitudesappear.Inasmallstudy,theteacherattemptedtoavoidtheseproblemsbyforminganinstructionintendedtoenhancethestudents’abilitytotakeahistoricalperspectiveandleavetheirpresentisticwayofthinking.Threepreparatorystepsmadeitpossibletouseprimarysourcesaboutslaveryinclass.Theteacherstartedbyhighlightingthesecondorderconcept“Totakeahistoricalperspective”asopposedto“Presentism”,andlettheclassthoroughlydiscussthemeaningoftheseapproachestothepast.Thesecondlearningobjectivewastomakestudentsunderstandthatwordschangemeaningovertime.Theclassstudiedwordsthat,seeminglythesame,havehaddifferentmeaningsovertime,i.e.“king”.Thenextfocusofinstructionwaswordsthatdescribesimilarphenomena,butwherethetermshavechangedovertime,i.e.“lame”,“cripple”and“disabled”.Preparedthisway,theclasswasabletostudyprimarysourcesaboutslaverywiththen-wordandseethatithasbeenaneutraltermforpeopleofcolor,evenusedbyMartinLutherKinginhis“Ihaveadream”-speech.Insteadofbeingblindedbyaterminologynotusedtoday,thestudentsthenwereabletostudyprimarysourcesaboutslaveryanddiscernthemainproblem:thatpeopleweresoldlikegoodsoranimals.Anna-LenaLilliestamDep.ofpedagogical,curricularandprofessionalstudies,Göteborg,Sweden

AbstractTitle.

Tohandlecontroversialprimarysourcesinhistoryclass

Keywords

Historyteaching,Controversialissues,Criticalthinking,Teachingapproach,Culturaldiscourse

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Priorresearchhasshownthattext-talkinclassroomsisanimportantpartoftextinstructionasithasproventocontributesignificantlytoadolescents’literacyskills(Dukeetal.,201;Kamiletal.,2008).However,weknowlittleabouthowtheclassroomdiscoursepatternsinNorwegianlanguageartsclassroomshavedevelopedinthelastdecadesintermsofstudentvs.teachercontributions.Further,thereisaneedforamorenuancedunderstandingofdiscoursepatternsthatcanaddtotheknowledgebaseofhowclassroomdiscourseplaysoutinnaturalclassroomsettingsbeyondtheIRE/Fpattern.Thisstudyseekstogainmoreknowledgeabouttherelationsamongdifferentmovesandhowthediscoursesseemtodevelopthroughdifferentparticipantcontributions.Throughvideoobservations,thisstudyexploresclassroomdiscoursepatternsacross26sequencesofwhole-classtext-basedinstructioninNorwegianlanguageartslessonsineightgrade(across18differentclassrooms).Thestudyshedslightoncommonfeaturesofteacherandstudentoralcontributions,andthenuancesofhowthesedrivetheclassroomdialogues.Further,itilluminatesthestudentroleincontemporaryclassroomdiscourse,relatedtotheamount,distribution,andgenderaspectsofstudentcontributions.Weaddresstheseissuesbylookinginparticularata)howteachersuseuptakemovesinthedevelopmentofclassroomdialogues,b)whatkindsofcontributionsthataredrivingthetransitionsbetweenoccurringIRE/Fevents,andc)towhatextentstudentscontributebyaskingquestions,respondingtoquestions,orcommenting–andwhetherfemaleandmalestudentscontributeequally.Inpreliminaryanalyses,codeshavebeendevelopedthroughaninterplaybetweentheoriesofclassroomdiscoursemovesandtheempiricaldatamaterial,displayingthatteacherscontributethemostinclassroomdialogues,inparticularbyuptakeofstudentresponsesthatincludesaddingon,revoicing,andrephrasing.CamillaMagnusson,HenrietteSiljanUniversityofOslo,Oslo,Norway

AbstractTitle.

PatternsinWholeClassDiscourseWhenTextsAreattheCenterofInstruction

Keywords

Classroomdiscourse,Textinstruction,Adolescentliteracy,Videoobservation

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Inrecentyearstherehasbeenanincreasingawarenessofanalyzingtalkinschoolinsubjectspecificcategoriesratherthangenericcategories(Høegh,2018).ThesubjectspecificcategoriesIanalyzearerelatedtoknowledgeofhistory.KnowledgeofhistoryinScandinavianprimaryandlowersecondaryschoolsistobeunderstoodasthreedimensionsofknowledge:thefirstdimensionisknowledgeaboutapast,seconddimensionisproceduralknowledgeandthethirddimensionisknowledgeaboutusesofhistoryincontemporarycontext(Ammert,2013;Nordgren,2016).Inacasestudy,ontheteachingofahistoryteacherinasixthformduringayear,Ihaveadoptedasocioculturalperspectiveonteachingandlearning,andinthatperspectiveIhaveanalyzedandinterpretedtalkandconversationsinschoolandmuseumwithspecialreferencetoco-constructionofknowledgeofhistory.Idefineco-constructionofknowledgeaccordingtoVygotsky/Bråten(2006)asreflectiveworkbetweenteacher/museumguideandpupilsregardingsystematicdevelopmentofknowledge.Thewordsystematicistobeunderstoodastheoppositeofaccidental.Iapplytheconceptofpedagogicallink-makinginordertoanalyzeandinterprettheoralstrategiesofthehistoryteacherand/orthemuseumguidetocreatelinksbetweenthepupilsandknowledgeofhistoryacrosstimeandplaces(Havekesetal.,2017;Jensen,2019;Scottetal.,2011).Ammert,N.(2013).Bråten,I.(2006).Havekes,H.,vanBoxtel,C.,Coppen,P.-A.,&Luttenberg,J.(2017).Høegh,T.(2018).Jensen,M.E.(2019).Nordgren,K.(2016).Scott,P.,Mortimer,E.,&Ametller,J.(2011).Pedagogicallink-making:afundamentalaspectofteachingandlearningscientificconceptualknowledge.StudiesinScienceEducation,47(1),3–36.https://doi.org/10.1080/03057267.2011.549619MargitEvaJensenUnivsersityCollegeCopenhagen,Copenhagen,Denmark

AbstractTitle.

Historyasanoralsubject.Pedagogicallink-makingbetweenclassroomsandculturalmuseums:Thehistoryteacherusingsubjectspecificlanguage

Keywords

Teachinghistory,Subjectspecificlanguage,Pedagogicallink-making,Co-constructionofknowledge,Usingmuseumsasaressource

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Researchontheimpactofdidacticonstudents’learningorinterestislimited.IntheFinnishuppersecondaryschools,manysubjectshavejustonemandatorycourse(vs.10inA-levelmathsand6inA-levelEnglish),duringwhichtheteachershouldconvincestudentsofthesubject’sinterestandimportance.In2018,students’matriculationexaminationresultsgainedaddedimportanceinstudentselectionfortertiaryeducation,tyingtheawardedcredittothenumberofcoursesinthesubject.Aconcernroseamongteachersoftheimpactofthereformonstudents’subjectchoicesintheformofmaximisedcredithunting.Thefearisthatthiswillnarrowthescopeoftheeducationstudentsreceiveandevenendangertheworkofteachersofsubjectsthatofferlesscredit.Hithertothediscussionhascentredontheimpactofthereformonuniversity.Inthecurrentstudy,welookatthereform’simpactonuppersecondaryschoolswithdatafromtwelveschools(approximately3000studentsand250teachers,).Thedata(tobecollectedinJanuary/February2021)willcomprisestudents’courseselectionsandmatriculationexamchoices(2016–2020),studentandteacherquestionnairesandfocus-groupinterviews.Themainresearchquestionsare1)Hasthereformcausedchangesinstudents’coursechoices?2)Hasthereformcausedchangesinstudents’examchoicesandsuccess?3)Howdostudentsarguefortheircoursechoices,and4)Howdoteachersseethereformandhavetheytriedtocounterit’simpactbydidacticmeans?Wealsoposethequestionthatifthereformhashaddetrimentalconsequencestostudents’wee-roundededucation,whatcouldbetheremediestocounterthatinthefuturewhilecontinuingtogivestudents’earlierachievementpriorityinstudents’selectiontouniversity(vs.acontent-limitedentranceexam).NajatOuakrim-Soivio,SirkkuKupiainenUniveristyofHelsinki,Helsinki,Finland

AbstractTitle.

Didacticsdoesnothelpmuchifstudentsdonotstudythesubject:TheaftermathofaFinnishreform

Keywords

upper-secondaryeducation,diacritics,matriculationexamination,subjectteaching

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BetweenJoyrideandHigh-Stakes-Examination:WritingDevelopmentintheDanishCurriculumThebackgroundforthisstudyisacross-nationalinvestigationofwritingdevelopmentandteachingwritingin9countriesacrosstheworld.ThisstudyconcernstheDanishcontext.ThepaperanalyseshowwritingandwritingdevelopmenthasbeenandcurrentlyisprescribedandenactedinthecurriculumforDanishasasubject(L1)inYears1-9.Highlightinghistoricalpointsofimpactforwritingincurriculafromtheearly19thcenturythroughfrequentreformsinthe20thand21stcenturies,wefocusempiricallyonthe2014rulingcurriculardocumentCommonStandards[Fællesmål]andauxiliarydocumentsframingwritingassessmentattheschool-leavingexam,aswellasempiricalclassroomstudies.Analysesofsteeringdocumentsindicatethattherehasbeenanunprecedentedpushtowardsoutcome-basedandcompetence-orientedwritingcurricula.FollowingIvanič’sDiscoursesofWriting(DoW)framework,processwritingisfoundtobethemostdominantdiscoursefromGrades1-7.Theanalysisoftheenactedwritingcurriculum,whichfocusesonempiricalstudiesfrom2009untilnow,revealsthattheenactedcurriculumismisalignedwiththeprescriptivecurriculumandtendstopositionthestudentinambiguousways–fromjoyfulwritertoawritertestedinhigh-stakesexams.Fordiscussion,wecallforamorecoherentwritingcurriculum.Methodologically,wearguethattheDoWframeworkneedstobecomplementedwithaNordicBildungtradition,whichaccentuatespersonalformation,andamultimodalframeworkinformingtheDanishandothercountries’curriculum.

NikolajElf1,SolveigTroelsen21SDU,Odense,Denmark.2VIA,Aarhus,Denmark

AbstractTitle.

BetweenJoyrideandHigh-Stakes-Examination:WritingDevelopmentintheDanishCurriculum

Keywords

CommonStandards,locatingwritinginhistory,DanishL1,processwriting,joyfulwriting

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Thispaperoffersananalysisofyouthengagementwithinclusiveandexclusionarycitizenshipdiscoursesthroughfocusingontheinterplayofdiscoursewiththematerial.Interviewswith44studentsinthree10thgradeclassesshowyouthintheseclassesmainlyusinglooks,clothingandaudiblelanguagetojustifybelongingorotherness.Bypayingspecialattentiontotheroleofthematerialinjustifyingorchallengingbelonging,racialandreligiousprejudicearemoreclearlyhighlighted.Thisinturnpointstoaneedtosetasidediscomfortandembarrassmentregardingfrankdiscussionsonmaterialaspectsembeddedinracialisedandexclusionarydiscoursesinordertoaidyouthindeconstructingracialandreligiousprejudice.KereninaK.DansholmUniversityofStavanger,Stavanger,Norway

AbstractTitle.

Materialinterpolations:Youthengagementwithinclusiveandexclusionarycitizenshipdiscourses

Keywords

inclusivecitizenship,youth,discourse-materiality,citizenshipeducation,racialisation

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WeareallwritersPaperpresentationThepresentationwillintroducetotherecentlystartedDanishPhDproject“Skrivedannelse”.TheobjectiveofthisstudyistoinvestigatetherelationbetweenwritingandBildung(dannelse)inthe8thand9thgradeofpublicschoolsinDenmark.Throughsystematicreviewofliteratureinadditiontoqualitativeresearchthestudyfindingswillcontributewithimportantunderstandingstothedynamicsandrelationbetweenwriting,engagement,creativity,motivationandexistentialbeing.InDenmarkteachingandtestingwritingisprimarilyfocusedonunderstandingofgenreandformelcorrectness,ofteninspiredbytheAustralianGenrePedagogy.ThisPhDprojectaimstowardpointingatotherpossibilities,wherewritingbecomesachancetosummontheyoungpersontobeaself(Benner2005)and“arouseadesireinyoungpeopletoexistasthesubjectoftheirownlife”(Biesta2015),whichaccordingtotheDutchthinkerBiestaisthemainpurposeofeducation.IncooperationwithteachersIhaveinvestigatedhowyoungstudentsexperiencewriting.Theyoungstudentspointatfivethemes;autonomy,writingprocess,writingoffiction,relationbetweenreadingandwritingandrelationbetweenwritingandexistence.ThePhDprojectwillexplorethepossibilitiestorethinkwritingdidacticsinordertocreatespacesfortheyoungpeople’s“voice(Krogh2012),creativityandsubjectification(Biesta2015).Keywords:writing,bildung,existentenceLitterature:•Benner,Dietrich:Tekstertildannelsesfilosofi:mellemetik,pædagogikogpolitik.Klim2005•Biesta,GertJ.J.:Densmukkerisikoiuddannelseogpædagogik.Klim2015•Carlsen,BennyBang:Genredidaktik–somenflerfagligressourceidansk.Klim2010•Krogh,Ellen:Literacyogstemme,Ongstad,S.(red.)Nordiskmorsmålsdidaktikk.Forskning,feltogfag.Oslo:NovusForlag2012.•Ringgaard,Dan:CreativeWritingILitteraturen,Kjældgaard,Lassem.fl.,AarhusUniversitetsforlag2013.Samtindtrædelsesforelæsningafsamme2016

AnneBock1,2,TineKirkegaardJensen11VIA,Aarhus,Denmark.2AU,Aarhus,Denmark

AbstractTitle.

Weareallwriters

Keywords

writing,creativity,bildung,existential

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Multidisciplinaryeducationisgaininginterestonnationalandinternationallevelsthroughpolicyreforms.Themultidisciplinaryapproachbuildsoncollaborationbetweensubjectsandteacherstoenhancestudents’holisticunderstandingandtransversalcompetences(McPhail,2018).InFinland,multidisciplinaryeducationisamandatoryelementincomprehensiveeducation.Despitetheincreaseddemandsformultidisciplinaryeducation,thereisalackoftheoriestosupportteachers(Dowden,2014;Niemelä&Tirri,2018).Asaresponsetothis,wehavedevelopedadidacticmodelformultidisciplinaryteaching.ThemodelisempiricallygroundedthroughananalysisoftwomultidisciplinarycasesintwoFinnishprimaryschools.ThemodelistheoreticallyfoundedingeneraldidactictheoriesbyWolfgangKlafkiandPaulHeimann/WolfgangSchulz.Themodelconsistsoftwofactorfields:framingfactors(curricula,schoolculture,andcollaboration)andshapingfactors(subjects,competences,valuesandaimsofeducation,studentneedsandinterests,contemporaryissues,andmethods).Themodelisinspiredbyahermeneutichelix,visualizingthedynamic,openandreflectiveprocessesofmultidisciplinaryteaching(Mård&Hilli,2020).Inthispaperpresentation,weintendtopresentthemodelanditsrelevancefortheplanningandimplementingofmultidisciplinaryteaching.Thefactorspresentedinthemodelsupportconsiderationsontheclassicdidacticquestionsofwhattoteach,howtoteachandwhy.Otherrelevantquestionstoconsiderarewhentheteachingtakesplaceandwhothestudentsare(Jank&Meyer,2006).Asmultidisciplinaryteachingconnectssubjects,themodelcanfurtherprovideinsightsintotheteachingofaspecificschoolsubjectinrelationtotheholisticeducationofschool.Ifthereistimeduringthepresentation,ourambitionisalsotodiscussthemodelthroughasubject-didacticlensofhistoryandsocialstudieseducation.NinaMård,CharlottaHilliÅboAkademiUniversity,Vaasa,Finland

AbstractTitle.

Adidacticmodelformultidisciplinaryteaching

Keywords

Didacticmodel,Multidisciplinaryteaching,Generaldidactics,Historyandsocialstudiesteaching

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IpresentationenbeskrivsendelstudieinomramenförprojektetIDEMO(IntegratedSubjectandDemocracyEducation)vidÅboAkademislärarutbildning.UppdragetiIDEMOärattutvecklaenstarkarekompetensförämnesövergripandepedagogikinomämneslärarutbildningen,menocksåattkritisktgranskadidaktiskaprocesserochutmaningarihelhetsskapandeundervisning.Syftetmeddelstudienärattsynliggöraom,ochisåfallhur,kunskaperochfärdigheterikritiskttänkandeframträderietthelhetsskapandeundervisningsprojekt(åk7-9)våren2021.Denämnesindeladebildningstraditionenutgörfortfarandekunskapsbasenfördefinländskaämneslärarutbildningarna.Ocksåårskurserna7-9idengrundläggandeutbildningenharisittallmänbildandeuppdragsammaämnesindeladeutgångspunkt,samtidigtsomdenationellastyrdokumentenskapatrumförstudieriämnesövergripandeteman.Kritiskttänkandeärenviktigdimensioniläroplanerna.IämnesdidaktiskforskningsaknasiFinlandengranskningavämneslärarstuderandesförståelseavkritiskttänkandeiämnesövergripandeundervisning,bådeutgåendefrånmåleniettenskiltläroämneochhelhetsskapandeundervisning.Empirinidelstudiensamlasinpåfleraolikanivåer.Viduniversitetetsämneslärarutbildningordnasibörjanavvårterminenenstudiehelhet(2sp)iämnesövergripandepedagogiksomärobligatoriskförallaca.40studerande,oberoendeavhuvudämne.Destuderandearbetariämnesheterogenagrupper,såkallade”lärarrum”,kringplaneringavhelhetsskapandeundervisning.Detärrättovanligtattämnesläraresomrepresenterarolikaämnen(t.ex.bådehumanistiskaochnaturvetenskapliga)samarbetarinomettgemensamtprojekt.Vikommeriämnesövergripandeseminarierstuderapåvilkasättolikaämneslärarkategorieruppfattarkritiskttänkande,ochhurdeolikakategoriernadiskuterarkritiskttänkandemedvarandra.Samtligaämneslärarstuderandekommersedanattundersinundervisningspraktikhaettansvarförhelhetsskapandeundervisningunderdenkompetensveckasomarrangeraspåuniversitetetsövningsskola.Dettaansvarskerisamarbetemedövningsskolanshandledandelärare.Idetemansomingårikompetensveckankommerträningielevernaskritiskatänkandeattvaraettcentraltinslag.Destuderandesarbetsprocessochgenomförandetavdenhelhetsskapandeundervisningeniåk7-9dokumenterasochundersökssomenetnografisktinspireradfallstudie.Delstudienförväntasbidramednykunskapomämneslärarstuderandesförståelseavhelhetsskapandeundervisning.Studienförväntasockså,idialogmedinternationellforskning,belysautmaningarochmöjligheteriämneslärarstuderandessträvanattstärkakritiskttänkandeihelhetsskapandeundervisning.

TomGullberg1,MårtenBjörkgren1,NinaMård1,AndersFransen2,AnnaNorrback21ÅboAkademi/Fakultenförpedagogikochvälfärdsstudier,Vasa,Finland.2ÅboAkademi/VasaÖvningsskola,Vasa,Finland

AbstractTitle.

Kritiskttänkandeihelhetsskapandeundervisning

Keywords

CriticalThinking,Ämnesövergripandeundervisning,Ämneslärarutbildning,Finländsklärarutbildning,kompetenserochskola

Presentation

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ThepresentationisinformedbyarhetoricalandBakhtinianperspectiveonthewriterasbeingindialoguewithdifferentvoices–especiallythevoicesofpotentialreaders,theirpossibleperceptionsofthetextduringproductionandothertextsinthesphereofcommunication.However,thepossiblevoices,choicesandconsequencesofthesechoicesmaynotbethatcleartothewriterwhoisnottrainedinthiskindofdialogicinteraction.InthispresentationIwillarguethatthisdialogicapproachandcriticalreflexiveawarenessofthesechoicesareimportantpointstopayattentiontointhewritingclassroom.Inthepresentation,IwillpresentanEducationalApproachtowriting,thatIdevelopedandexploredethnografically(especiallyvoicerecordings,interviewsandobservation)inthree5thgradeclassroomsasapartofmyPhDthesis.Thestudents’textproductionwasanchoredinrhetoricalsituationsandstudentswereinvitedtocollaborativelydiscussandnegotiatechoicesscaffoldedbyasocalledwritingmap.Myfindingsshowthatthewritingmapcontributetoactualizeastudentwriterpositioning,thatforthepartofsomestudentsisdifficulttoacceptandenactasmeaningful.However,alotofthewritingprocessesthatemerged,demonstratethattheexplicitverballydialogicandsituationbasedapproachseemstoholdthepotentialofmakingwriting(andpossiblechoices)visibleasasocialaction.Anactionthatcanpotentiallyleadtocriticalawarenessofwriting,whichIwillargueiscrucialinordertoenableasenseofownershipandmanifestingavoiceofyourowninwriting.LouiseMolbækAarhusUniversity(DPU),Copenhagen,Denmark

AbstractTitle.

SituationBasedWritingandthewriter’svoice

Keywords

Writingprocesses,Dialogue,Criticalthinking,Voice,Positioning

Presentation

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85

TheUNambitionisforHumanRightsEducationtopermeateeducationfromearlychildhood,throughouthighereducationandlifelonglearning.Consequently,questionsaboutthediversityandintegrationofperspectives,contentandmethodsarise.TheCouncilofEuropeadvocatesananalyticaldividebetweenHumanRightsEducation(HRE)andEducationforDemocraticCitizenship(EDC),whichtogetherwithEducationforSustainableDevelopment(ESD)compriseatriangleoftopicscentraltoSocialStudiesEducation.Inthe2020reform,Norwegiansubjectcurriculawererestructured,andthreemultidisciplinarytopicswereinterposedintomostsubjects.Furthermore,asignificantchangetothesocialstudiescurriculumforgradeonethroughtenwasimplemented:Fromcomprisinghistory,geographyandcitizenshipeducationasseparatedomains,aninterdisciplinarysubjectintegratingthethreewasintroduced.Throughthesechanges,EDCandESDappearquitepronouncedinthesocialstudiescurriculumwithdesignatedcoreelementsandmultidisciplinarytopics.HREislessprominentandtendstobeconflatedwithEDC.Itscontentisincludedinthecoreelement“Identity-developmentandcommunity”aswellasthemultidisciplinarytopic“Publichealthandlifeskills”toacertaindegree.Itis,inotherwords,notself-explanatoryhowthethreepurposesHRE,EDCandESDrelatetoeachotherandsocialstudiesinthecurriculum.Inthispaper,wecriticallyexplorethesethreepurposesandtherelationbetweentheminpolicydocumentsandresearchinordertodiscusshowtheypertaintosocialstudieseducation.Althoughfundamentalvaluesareshared,EDS,HREandEDChavedevelopedfromdifferentdisciplinesandorganizationalcontextsandhavehaddifferentproponents,interpretations,contentandmethods.Wewillsketchoutthesetrajectoriesanddiscussthedegreetowhichitismeaningfultointegrate,combineordistinguishbetweenthethreeinsocialstudieseducation.

Kari-MetteW.Hidle1,ElinSæther21UniversityofAgder,Kristiansand,Norway.2UiO,Oslo,Norway

AbstractTitle.

ThinkingCriticallythroughHumanRightsEducationinSocialStudies

Keywords

SocialStudiesEducation,HumanRightEducation,EducationforSustainableDevelopment,EducationforDemocraticCitizenship,CriticalThinking

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89

Therenewedcurriculum(LK20),implementedinNorwegianschoolsinAugust2020,emphasisescriticalthinkingasarecurringthemeinallsubjects.Teachersaswellasresearchersareconcernedabouthowpupilscanbepreparedfordevelopingcriticalthinking.Thispaperdrawsuponactivitiesembeddedinanon-goingresearchprojectCriticalthinkingintheprimaryschool(KriT),inwhichchildren’spicturebooksandnewsforchildrenareseenastwomainentrancestoinitiatecriticalthinkingintheclassrooms.Inthepresentpresentation,wewillfocusuponnewsforchildren,morepreciselyhowanewspaperdesignedforchildren,AftenpostenJunior,presentsanewsstorywhichcanbecharacterisedasaseriousnews,inoppositiontosportnews,culturalnewsandsocio-emotionalcontent.Thefocusofanalysiswillbeonthenewsstory.Characteristicsthatcontributetodeterminingthisasaseriousnewswillbeextracted,thusdemarcatingthiskindofcontentfromothercontent.Thenextstepwillbetoexaminehowtheseriousnewsstoryhasbeenadaptedforyoungreaders,probablyhowitexplainscomplexcircumstances,andhowitavoidsbeingscaring.Finally,andcrucialfortheKriTproject,wewillsuggesthowthisparticularnewsstorycanbeusedtopromotecriticalthinkingintheclassroom,andtowhichagegroupitismostsuitable.Thetheoreticalfundamentistakenfromcriticaldiscourseanalysis(Fairclough1995,1995b),medialiteracy(Erstad2015),andcriticalthinking(Ennis2011,Lim2015,Alexander2014,Ferguson&Krange2020).EvyJøsok,MargarethSandvik,ErikRyenOsloMetropolitanUniversity,Oslo,Norway

AbstractTitle.

Howcannewsforchildrenpromotecriticalthinkingintheprimaryschool?

Keywords

criticalthinking,medialiteracy,newsdiscourse,multimodality,primaryschool

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94

Schoolsingeneralandsocialscienceeducationinparticular,areassignedtoprepareyouthsforlifeindemocraticsocieties.Teachingthatincludesspecificcontentknowledgeaswellasstudents'ownexperiencesisexpectedtoadvancestudents'knowledgeandpreparethemforcitizenship,i.e.toenablethemtoformcivicmeaningincontemporarysocieties(Reinhardt,2016).However,researchinthefieldofsocialscienceeducationhaslackedatheoreticalconceptthatcanfunctionasaframeworkforunderstandingtheformationofcivicmeaninginsocialscienceteaching(Sandahl,2015).Inhistoryeducationhistoricalconsciousnesshasestablisheditselfasapivotaltheoreticalconceptforresearchingtheteachingandlearningofhistory(Clark&Grever,2018).Thepurposeofthispaperistooutlineatheoreticalframeworkforcivicconsciousnessstartingfromtheconceptofhistoricalconsciousness.Weregardcivicandhistoricalconsciousnesstobeaspectsofthesamementalphenomenonandunderstandthedifferencebetweentheseformsofmentality,notasprimarilydealingwiththepastandthepresent,butasdealingwithtemporalandrelationalaspectsofhumanexistence.Historyteachingfocusesontemporalaspectsofhumanexperiencewhereassocialsciencefocusesontherelationalaspectsofhumansociety.WedepartfromRüsen’s(2005)narrativeparadigmwherethelearningprocesscanbedescribedasdevelopingnarrativecompetencewhileexperiencing,interpretingandorientinginrelationtosocietalphenomena.ElaboratingonPandel’s(1987)conceptualframeworkforhistoricalconsciousness,wesuggestfivedynamicalaspectsthatdescribekeyareasforhowpeoplerelatetoeachotherinsociety,bothatanindividuallevelandonacollectivelevel,thatareatthecoreofcivicconsciousness.Eachaspectdescribesacontinuumoftensionswithinwhichindividualsinsocietyneedtoorientthemselvesinordertounderstandtheirplaceinsocietyandexperiencecivicmeaning.PatrikJohansson,JohanSandahlDepartmentofHumanitiesandSocialSciencesEducation(HSD),StockholmUniversity,Stockholm,Sweden

AbstractTitle.

Civicconsciousness–AViableConceptforSocialScienceEducation?

Keywords

SocialScienceEducation,CivicConsciousness,Civicformation

Presentation

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95

TheimportanceofCriticalAssessmentinAdvancingStudents’FinancialUnderstandingManyfinancialliteracyeducationaleffortsmainlyfocusonteachingmoneymanagement(OECD,2019).However,moneymanagementalonedonotaddressfinancialprerequisitesconcerninghomeownership,savingsorretirementplanning(Retzmann&Seeber,2016)sincetheseissuesaregovernedbyagentsoutsidehouseholds,namelythefinancialsystemandpolicymakers(Davies,2015).Thisstudyexaminesstudents’responsetoafinancialliteracyteachingthattreatsfinancialissuesascontroversialandcontextuallyboundedtothefinancialandsocietalsystems(cf.Björklund&Sandahl2020).Dataconsistsof36students’conversationsduringafinancialliteracyteachingintervention.Resultsshowthatstudentsarecapableofgraspingandrelatingtofinancialconceptswhereassociationtothefinancialsystemandpolicy-makingproduceelaborateunderstanding.Resultsalsoshowthatstudentsthatcontestgivenfinancialconceptsandsystemdonotonlypresentconstructivealternatesolutionsforthefuture,butthesestudentsalsoseemtograspcurrentfinancialandsocietalsystemsinmoreadvancedwaysandtherebydemonstrateapossibleconvergencebetweenfinancialliteracyandcitizenshipeducation.ReferencesBjörklund,M.,&Sandahl,J.(2020).FinancialLiteracyasCitizenshipEducation–aviableprospect?JournalofSocialScienceEducation,19(3),4–20.https://doi.org/DOI10.4119/jsse-3230Davies,P.(2015).TowardsaFrameworkforFinancialLiteracyintheContextofDemocracy.JournalofCurriculumStudies,47(2),300–316.OECD.(2019).PISA2021FinancialLiteracyAnalyticalandAssessmentFramework.https://www.oecd.org/pisa/sitedocument/PISA-2021-Financial-Literacy-Framework.pdfRetzmann,T.,&Seeber,G.(2016).FinancialEducationinGeneralEducationSchools:ACompetenceModel.InC.Aprea,E.Wuttke,K.Breuer,N.K.Koh,P.Davies,B.Greimel-Fuhrmann,&J.S.Lopus(Eds.),InternationalHandbookofFinancialLiteracy(1sted.,Vol.1–Book,Section,p.9).SpringerSingapore.

MattiasBjörklund1,JohanSandahl21TheCenterforSocialScienceDidactics-CSD,Karlstad,Sweden.2DepartmentofHumanitiesandSocialSciencesEducation-HSD,Stockholm,Sweden

AbstractTitle.

TheimportanceofCriticalAssessmentinAdvancingStudents’FinancialUnderstanding

Keywords

Financialliteracy,Criticalthinking,Socialstudies,Citizenshipeducation

Presentation

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98

TheNorwegianFrameworkPlanforKindergartens(2017)saysthat,"Kindergartensshallstimulatethechildrentoremaincuriousaboutnaturalphenomena,feelconnectedtonatureandgainexperienceofusingtechnologyandtools".ItiscrucialthatthePre-servicekindergartenteachers(PSKTs)areprovidedwithknowledgeandrepertoiretoaimforthis,andtheeducatorshavearesponsibilitytoofferthis.PreviousresearchshowthatthereisademandforagreaterfocusonbetterconversationpracticeinNorwegiankindergartens(Sandvik,Garmann&Tkachenko,2014).Especiallytheday-to-dayconversations,astheymostlyarecharacterizedbyclosedquestions(Gjems,2008).Sortland(2017)findsthatadidacticapproachisneededtopreparestudentsinleadingexploratoryconversationswithchildrenaboutnatureateducationalinstitutions.TheErasmus+projectSciTalkseekstofindsolutionstothisproblemby,inadditionto(?)othermethodstheapproachEducationalDesignResearch(McKenney&Reeves,2018).Theresearchgrouphavedevelopedametaphoricaltoolboxwherethedrawersintheboxcontainsconceptualtoolstohelpthestudentsinthisspecificpedagogicalissue.DevelopinganaturalscienceconversationdidacticforPSKTswiththeorallanguageisinfocuswillgivethemawaytosupportandunderstandthechildren’searly/emergentliteracy.Thedrawershavethetitlesintroduction,scienceskillsandtopics,practice,reflectionandanalysisandself-reflection.ThroughtwointerventionswithsecondyearPSKTswepresentedtheory,showedvideosfromkindergartens,didcommunicationtraining,andofferedtoolstomakethemreflectoverownconversations.Thefocusofanalysisinthepaperwillbehowtheelementsfromthetoolboxweretriedoutandfurtherdeveloped.Theoutcomewillbeanimprovedtoolboxgivingstudentsorteachereducatorsguidanceinthistopic.IngaMargretheFagerbakkeHøgskulenpåVestlandet,Stord,Norway

AbstractTitle.

Paper:Howcanpre-servicekindergartenteachersbepreparedinleadingexploratoryday-to-dayconversationsaboutscientifictopics?

Keywords

Literacy,Conversationdidactics,NaturalScienceinearlychildhoodeducation

Presentation

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99

InSwedennewcurriculaforschoolyear1-12wasimplementedin2011.ThesedocumentswereincentralaspectsformedbytheNewPublicManagementwayof"ensuringquality"inarationalandefficientmanner.Gradingprocesseswasencouragedtobetransparentandobjective,teachingaswellastheknowledgeproducedwassupposedtobeevidencebased.Inthisdevelopmentliteraturehasgraduallybeenlosinggroundinclassroompractices,eventhoughitstillhadaplaceintheoverallaimdescriptionsoftheSwedishsubject.Thisclearlyconnectstothealmosttotalabsenceofliteraryreadinginitsexistentialmeaningwhenitcomestodefinitionsofthesubjects’centralcontentandthecriteriaforgrading.Further,thishasledtoatechnicalinstrumentalwayofworkingwithliteratureinSwedishschools,neglectingthewidening,creative,democratic,empatheticprocessesthatliteraryreadinganddiscussioncangive.Atthesametime,literaryreadingseemsharderandhardertolegislateforthekids,butalsoforadultsintheschoolworld.InthispaperIintroduceabigscaleempiricalreadingstudy(AllaLäser!Everybodyreads!),including1500youngreadersand30teachersoverthreeyears,focusingliteraryreadinganddiscussion.ThestudyissetinaruralregioninSweden.Inspiredbytheideaofcommunityreadingallpupilsinthemunicipalisreadingacommonnovel,withinacurrentandengagingtheme,duringaperiodoffourweeks,highlighteningthediscussioninandoutsidetheclassroom.Surveysbeforeandafterthereadingperiodisusedtogetherwithfocusgroupinterviews.Thismakesitpossibletoseehowthisdesign,focusingonliterarycontentandopendiscussionemergingfromthereadingexperiences,affectstheawarenessoftheeducationalandexistentialpotentialoffictionofthepupils–aswellastheteachers.OlleNordbergEDU,Uppsala,Sweden

AbstractTitle.

Whataboutliterature?1500pupilscounteractingtheabsenceofimaginativereadingandwideningliterarydiscussioninSwedishelementaryanduppersecondaryschools

Keywords

literaryteaching,empiricallyreadingresearch,Swedishsubject,attitudestoreading,literarycompetence

Presentation

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100

Thispaperpresentsananalysisofa20-minute-longvideotapedconversationbetweenateacherstudentandsix9thgraders.Theconversationisapartofareadingstimulantprojectinthe9thgraders’class,andthethemeoftheconversationisalsorelatedtotheclass’currenttopicinnaturalscience.Theteacherstudentandthestudentshaveaconversationaboutmushroomsbasedonatextbook’sapproachtothephenomenon.Thewrittentextisexploredbythestudentsbycommentsandnarrativesoftheirownexperienceswithmushroom.Thepaperdescribestheinterplaybetweenthewrittentextandtheoraldialoguethatoccurs.Thewrittentextpresentsthewaymushroomscanbedefinedandclassified,andthetextisthusanauthoritativevoiceinthediscourseonmushrooms.Thestudentsontheotherhandexplorethetopicbyrelatingittoownexperiencesandformerknowledge.Centralinthestudents’contributionsareuseofexamples.Examplesinthisstudyareunderstoodastextualelementsintheoraldiscoursethathavethepurposeofspecifyingknowledgeonagenerallevel(Høisæter,2012).Theresearchquestionforthispaperis:Whatcharacterisestheinterplaybetweenclassificationandtheuseofexamplesinaconversationbasedontextbookaboutmushroomsbetweenateacherstudentandsix9thgraders?Theinterplaywillbeanalysedinthelightofthreedifferenttheoreticalpositions;theBakhtinianconceptofdialogism(Bakhtin,1998),RupertWegerif’sconceptofdialogicspace(Wegerif2013,WegerifandYang,2011),andtherhetoricalnotionoftopologicalknowledge(Barthes,2009,Høisæter2012,Gabrielsen2014,Dahlet.Al.,2017).Thepaperwillthusgiveananalysisoftheoutcomeoftheconversationbygivingananalysisoftheconversationwiththreepartsinvolved,thewrittentext,theteacherstudents,andthe9thgraders.SisselMargretheHøisæterWesternNorwayUniversityofAppliedSciences,Stord,Norway

AbstractTitle.

Theinterplaybetweenclassificationandexamplesinaconversationaboutmushrooms

Keywords

literacyandoracy,dialogicteaching,theorderofknowledge,Literacy

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103

Inthispaper,IdiscusswhathumanrightseducationshouldbeintheNorwegianearlychildhoodeducationandcare’s(ECEC)socialstudies,knownasthelearningarealocalcommunityandsociety.Thisisanecessarydiscussionforatleastthreereasons.First,theUN´sChildrensRightsCommitteeexpecthumanrightseducationtobegininECEC(2005).Secondly,inaNorwegiananalysisoftheFrameworkPlanforthecontentandtasksofkindergartens(2017),Hidle(inpress)claims,whilehumanrightseducationisoperationaliseditisnotdidactised.Finally,previousresearchrelatedtothetopichavefocusedontheprinciplerightofchildren´sparticipationasanimportantpartofhumanrightseducation(Brantefors&Quennerstedt,2016;Quennerstedt&Moody,2020;Ree,Alvstad,&Johansson,2019).However,whatislackingisadidactisationofthefieldofhumanrightseducationforECEC.Thispaperdiscusseswhathumanrightseducationshouldbeinthelearningarealocalcommunityandsociety.ConsideringGagel´s(1938)subject-didacticunderstanding,whenconsideringwhatcontent,asubjectshouldcontainoneneedstoapplythecriteriameaningforlife-herethedidactisationfocusonwhatqualitiesareneededinlifeorknowledgechildrenneeds.Anaimwithinhumanrightseducationistoprovidepeoplewiththeskills,knowledge,values,andattitudesforpeacefullyandrespectfullyco-existinginadiversesociety.Beingabletotolerateandrespectpeopledespitetheirreligiousbeliefs,skincolour,socialorculturalbackgroundisaskillallpeopleshouldstrivetoachieve.Iclaimthathumanrightseducation,inlocalcommunityandsociety,shouldbeanapproachaidingECECteachersintheirworkwithfamiliarisingchildrenwiththeirdiverselocalcommunities,promotediversitywithintheirECEC,enhanceco-operationwithfamilies,andfamiliarisechildrenwiththeSamipeopleandwithnationalandethnicminoritygroups-innon-discriminatoryways.AnetteRosenbergUniversityofAgder,Departmentofsociologyandsocialwork,Kristiansand,Norway

AbstractTitle.

HumanRightsEducationintheECEC´ssocialstudies

Keywords

Humanrightseducation,earlychildhoodeducation,Socialstudies,diversity,inclusion

Presentation

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107

Whatisbeingnarratedaboutcontroversialaspectsinthetraumaticpast,teacherandstudentsinbetween,whendealingwithtraumaticpastsinhistorylessons?Andhowcanthishelpexplainandunderstandtheuseandfunctionofcontroversialnarrativesinhistoryteaching?Thispresentationexploreshowthecontroversialaspectsinthetraumaticpastinhistoryteachingisrepresentedandproducedthroughemotionalandaffectiveappealsinthehistoricalnarrativessituatedintheclassroom.ThedatabehindthispresentationderivesfrommyPh.Dfieldstudiesinvolvingclassroomstudiesof3teachersandtheir5classesinlowersecondaryschool(grade7to9).Thethesisistakingasocioculturalperspective.Iwillarguethatcontroversialaspectinhistoryteachingplayacrucialroleandislinkedtoadidacticalpurposethatappealstostudent’smoralperceptionandtheuseofcontemporaryethicalandmoralschemesintheirjudgementofhumanactorsandactionsinthepast.Thisindicatesthatcontroversialaspectsintheemotiveandaffectiverepresentationofthetraumaticpastconnectstostudentsethicalandmoraljudgementoftheirpresentdaylives.Butthisisnotwithoutitscomplications.Iwillarguethatitleadstoaretrospectivestartingpointofthenarrativesproducedintheclassroomandasaconsequencemakeroomforadeterministicevaluationofthepast.Moreover,theunderstandingofthepastinhistoricalrepresentationsbecomesmeansinbuildingstudents'ethicalandmoralcompassratherthanmeanstoinvestigatecontroversialaspectsaspartofthecomplexityandtemporalitiesofhistoricalnarrativesandtherebymakinghistoricalsense,basedonamulti-perspectivehermeneuticalinterpretationofhumanactionscommittedinthepast.HildegunnJuulsgaardJohannesenUniversityofSouthernDenmark,Odense,Denmark

AbstractTitle.

Controversialaspectsandtraumaticpastsinhistoryteaching–grade7thto9thindanishpublicshools

Keywords

Traumaticpasts,Controversialaspects,Historydidactics,Criticalthinking,Historicalliteracy

Presentation

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108

EmotionshavetraditionallybeenregardedastheenemyofreasoninSocialScienceeducation,whichaccordingtoseveralresearchersisduetoemotions’associationwithpopulismandmanipulation(see.g.Besand,2014,Heidenreich,2012,Petri,2018).InthispaperIarguethatemotionscanbothenhanceandhinderSocialSciencelearning.RatherthanexpellingemotionsfromtheSocialScienceclassroomorlettingthemexistwithoutbeingreflectedupon,teachersaswellasstudentswouldbenefitfromcarefullyinvestigatingemotionsrelatedtothesubjectteaching.Drawingonrecent,primarilyGerman,researchonemotionsinSocialScience,includingempiricaldatafrommydissertation(Blennow,2019),IwillshowthatthereisSocialSciencelearningfor,from,with,throughandaboutemotions.Additionally,insomesituationsitisimportantfortheteachertopromotelearningdespiteemotions.Afindingfromtheempiricaldataofmydissertationprojectisthatthestudentsareveryactiveinmanagingboththeirownandotherstudents’emotionsintheSocialScienceclassroom.Bycarefullyexaminingtheemotionsintheclassroomaswellastheroleofemotionsinpoliticsandsociallifeatlarge,theteacherwouldgetmoreinsightinto,aswellasmoreinfluenceon,thepartsofthelearningprocessthatareconnectedtoemotions.References:Besand,A.(2014).GefühleüberGefühle.ZumVerhältnisvonEmotionalitätundRationalitätinderpolitischenBildung.ZeitschriftfürPolitikwissenschaft24(3),373-383.Blennow,K.(2019).TheEmotionalCommunityofSocialScienceTeaching.Institutionenförutbildningsvetenskap,Humanistiskaochteologiskafakulteterna,Lundsuniversitet.Heidenreich,F.(2012).VersucheinesÜberblicks:PolitischeTheorieundEmotionen.In:F.Heidenreich&G.S.Schaal(Red.)PolitischeTheorieundEmotionen.Baden-Baden:Nomos.Petri,A.(2018).EmotionssensiblerPolitikunterricht.Frankfurt:WochenschauVerlag.KatarinaBlennowLundsuniversitet,Lund,Sweden

AbstractTitle.

Learningfor,from,with,throughandaboutemotionsinSocialScience

Keywords

emotions,SocialScience,SocialStudies,learning

Presentation

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109

ThesyllabiforthefoursocialstudiessubjectsinSwedishuppersecondaryschool–civics,geography,history,andreligiouseducation–statethatgender,class,ethnicity,andsexualityarecentralcategoriesforanalyzingsubject-specificcontent.Thetrendofpromotingthisparticularformofmulti-perspectivityisrelativelynew.ThecurrentSwedishnationalcurriculumfortheuppersecondaryschooldoesso(lgy11),whereastheformercurriculumdidnot(Lpf94).Thisparticulartypeofmulti-perspectivityrefersbothimplicitlyandexplicitlytointersectionalitytheory,atheorydevelopedwithinhumanisticandsocialscienceresearchthataimsatdiscussingandstudyinghowsocial,cultural,andpoliticalphenomenaareaffectedbyvariousfactors.Inintersectionalitytheory,itisarguedthatgender,class,ethnicity,andsexuality(alongwithothercategoriessuchasskincolor,dis/ability,andage)areprominentstructuringprinciplesintoday’ssociety.Inadditiontoreferringtointersectionalitytheory,thiskindofmulti-perspectivityalsolinkstoSwedishgenderequalityandanti-discriminationpolicymaking.Anexampleistheformulationofthefundamentalvalues[värdegrunden]oftheSwedishschoolsystemintheSwedishnationalcurriculum.Thesefundamentalvaluesaredescribedasfollows:“Nooneshouldbesubjectedtodiscriminationonthegroundsofgender,ethnicaffiliation,religionorotherbeliefsystems,transgenderidentityoritsexpressions,sexualorientation,ageorfunctionalimpairment,orotherdegradingtreatment”(Lgy11).Thiswayofdescribingthefundamentalvaluesisalsofairlynew.Inthecurriculumthatappliedpreviously,theequivalentpassagestatedthat:“Nooneshouldbeexposedtobullying”(Lpf94).AtNOFA8,IgiveapresentationinwhichIdiscuss1)theintersectionbetweenintersectionalitytheoryandanti-discriminationpolicymakingand2)similaritiesanddifferencesbetweenthefoursocialstudiessubjectswhenitcomestowhichmeaningandrolethatisascribedtotheanalyticalperspectivesofgender,class,ethnicity,andsexuality.DanielNyströmUmeåUniversity,Umeå,Sweden

AbstractTitle.

TheSocialStudiesSubjectsandIntersectionality

Keywords

SocialStudies,Intersectionality,Anti-discrimination,Comparativesubjectdidactics,Uppersecondaryschool

Presentation

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110

Theteachinganduseofliteratureinlanguageeducationcontextsarelegitimizedinnumerouswaysinarenassuchasresearchliterature,curriculaandthelearningobjectivesofteachereducation.OurpresentationexaminesdiscoursesusedtolegitimizetheinclusionofliteratureinL2languageeducation.Whilethereisresearchonlegitimizationdiscourses,ourcontributionbringstolightanunderstudiedperspectivebyfocusingondoctoraldissertations.ThedataconsistsofdoctoraldissertationswhichdiscusstheinclusionofliterarytextswithinanL2languageeducationcontext.Thedatahasbeencollectedusing10ProQuestdatabaseswithafilteringforthesesanddissertationspublishedinthelastdecade,usingthesearchphrase("foreignlanguageeducation"OR"L2")AND("children'sliterature"OR"youngadultliterature"OR“YAliterature”).Thissearchproduced89thesesanddissertationsfromwhichwewillselectrelevantstudiesforanalysis.WecomparethefindingstopreviousresearchbyRättyä(2019),whofoundthatinL1contexts,teachingliteratureislegitimizedthroughavarietyofdiscoursesdrawingon(1)educationalpolicy,(2)developingstudents’skillsand(3)motivation,(4)affectiveandsocio-emotionalperspectivesand(5)processesandperformance.OurworkinghypothesisisthatInL2contexts,theinclusionofliteratureismostoftenlegitimizedusingdiscoursedrawingonskillsandabilities,suchasstrengtheningstudents’functional,visualandliteraryliteracy,writingskillsandculturaleducation.Inordertoeffectivelymeetthechallengesrelatedtocreativity,literacyandcriticalthinkinginlanguageeducationcontexts,wemustbeexplicitaboutthewaysinwhichliteratureeducationislegitimized.Thefindingsarevaluablenotonlyfordevelopingteachereducationandtraining,butalsoforcriticallyreflectingonhownewcurriculaaredesigned.Recognizingthecreativitydiscourse,forexample,couldalsoleadtoadiversificationofteachingmethodsandpractices.KaisuRättyä,EmiliaLuukkaTampereUniversity,Tampere,Finland

AbstractTitle.

WhatkindsofdiscoursesareusedtolegitimizetheteachinganduseofliteratureinL2contextswhencomparedtoL1contexts?

Keywords

literatureeducation,legitimization,languageeducation

Presentation

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111

‘Powerful’disciplinaryknowledgehasthepotentialtoenrichstudents’livesbytakingthembeyondtheireverydayexperience(Young,2011).Toachievethishowever,teachersneedtobetterunderstandhowtooperationalisesubjectteachingtoensurethattheknowledgestudentsgainreflectsthedisciplinesitdrawsfrom.Gerickeetal.(2018)makeacompellingcasefortransformationsasaviableareaofresearchinrelatingpowerfuldisciplinaryknowledgetoteachingpractices.Theyproposethattransformationstakeplaceattheindividual,institutionalandsocietallevels,asknowledgefromacademicdisciplinesistaughtwithineducation.InthispaperwefurtherthisresearchbydrawingonfiveempiricalcasestudiesfromSweden,FinlandandEngland,acrossdifferentsubjectareas.Throughthesecasestudieswecriticallyengagewiththreeresearchquestions:1.Howfarcanthetransformationsbedescribedbythedidactictriangle(Gerickeetal.,2018)whichrelatesstudents,teacherandsubjectcontent?2.Howaretransformationsconditionedbythesubjectdisciplinesfromwhichschoolsubjectdraw?3.Howfarcantheknowledgewithinthecasestudyclassroomsbedescribedas‘powerful’(Young,2011)?Byexploringthecommonalitiesanddifferencesaroundtransformationprocesseswithintheempiricalcasestudies,wepayattentiontotheboundariesbetweendisciplinaryknowledge,schoolsubjectsandeverydayknowledge.Fromthiswedevelopamorenuanceddescriptionofhowtransformationprocessescanberelatedtopowerfuldisciplinaryknowledge.Wesuggestthatthiscouldbenefitbothresearchandthefurtherdevelopmentofsubjectteaching.-----Gericke,N.,Hudson,B.,Olin-Scheller,C.,&Stolare,M.(2018).Powerfulknowledge,transformationsandtheneedforempiricalstudiesacrossschoolsubjects.LondonReviewofEducation,16(3),428–444.Young,M.(2011).Thereturntosubjects:AsociologicalperspectiveontheUKCoalitiongovernment’sapproachtothe14–19curriculum.TheCurriculumJournal,22(2),265–278.

MarkHardman1,MarieNilsberth2,ChristinaOlin-Scheller2,AlisonKitson1,AlexStandish1,MartinStolare21UCLInstituteofEducation,London,UnitedKingdom.2KarlstadUniversity,Karlstad,Sweden

AbstractTitle.

TeachersandtheTransformationofPowerfulDisciplinaryKnowledge

Keywords

Powerfulknowledge,Didaktiks,Teaching,Subjecteducation

Presentation

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113

TheUN’sSustainableDevelopmentGoal13.3aimsto“improveeducation…onclimatechangemitigation,adaptation,impactreductionandearlywarning”by2030,(UnitedNations,2015).InaddressingoneofthekeythemesoftheNOFA8conference,weaskwhatformsofcreativityandcriticalthinkingshouldbeapartofaneducationthatwouldallowyoungpeopletoadapttoclimatechange?Ratherthantheorisingfromeducationalprinciples,weapproachthisbyexamininghowUKwineproducersadapttoboththeopportunitiesandrisksofclimatevariabilityandchange.DrawingoninterviewdatafromtheClimateResilienceintheUKWineSector(CREWS-UK)project,weidentifyaspectsofcreativityandcriticalthinkingwithintheadaptationbehavioursthathavesupportedaburgeoningsector.Weshowforexample,howprocessesofexperimentationallowproducerstomodifytheirunderstandingswhendecidinghowtoreducerisksandharnessopportunitiesinresponsetochangingconditions.Wealsoexplorewaysinwhichcreativityandcriticalthinkingshapedecisionmakingovertimethroughtheintegrationofdifferentformsofknowledge,groundedindiverseepistemologicalframings(e.g.fromconversations,tradition,embodiedexperience,climatescienceandrecordkeeping).Weofferourstudyasanexampleofhowexploringcontemporarypracticeshasthepotentialtoinformcurriculumdevelopment,andrelatedifferentschoolsubjectsinprovidinganeducationaroundadaptation.Cremin&Chappell’s(2019)reviewofcreativepedagogiescallsformoreculturallyspecificandhistoricallycontextualisedunderstandingsofcreativity.Weseektomeetthiscallthroughempiricalresearchintotheprocessesofcreativityandcriticalthinkingwhichshouldbeexploredineducationinordertomeettheactualchallengesofthe21stcentury.-----Cremin,T.&Chappell,K.(2019):Creativepedagogies:asystematicreview,ResearchPapersinEducation.UnitedNations(2015)TransformingourWorld:The2030AgendaforSustainableDevelopment.UN

MarkHardman1,KateGannon21UCLInstituteofEducation,London,UnitedKingdom.2GranthamResearchInstituteonClimateChangeandtheEnvironment,LSE,London,UnitedKingdom

AbstractTitle.

Creativityandcriticalthinkinginclimatechangeadaptation:whatcaneducationlearnfromtheUKwinesector?

Keywords

Creativity,Criticalthinking,Climatechange,Adaptation,Educationforsustainabledevelopment

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115

Toreadmeansnotonlytounderstandwordsandconceptsbutalsotoreadandlearnaboutandfromone'ssurroundings.Researchshowsthatstudentsinalargeextenttakesontheroleofdecoderinclassroomwork.Tocreatemeaninginatextismorecognitivelydemanding.However,itisanecessitytobeabletocompare,analyzeandevaluatetexts.Therefore,itisimportanttohighlightthewayinwhichyounglearnergetsopportunitytodiscoverthemeaningoftextsanddevelopacriticalthinkingabouttextactivities.Criticalliteracyisawayofbeingandacting,asanaturalpartofhowwereadoursurroundings.Totakeacriticalliteracyperspectivecanandshouldlookdifferentdependingonthecontextinwhichthereaderislocatedandwhattoolshehasthatsuitsthesituation.Textsareincreasinglymultimodal.Theycancontainwrittenwords,images,movingpictures,colors,differentfontsandsizes,sounds,numbers.Thistogetherwiththedevelopmentofdigitaltoolsandstudents'consumptionofmedia,makesitnecessaryforthestudenttodevelopnewknowledgeandacriticalapproachinanenergeticdemocraticclassroom.Inthispresentation,asapartofmyupcominglicentiatethesis,Ifocusonobservationsofclassroomconversationsthattakeplaceinconnectionwithtextsfromfilmsasteachingmaterialsandthestudents'experiencesofInternet.Thepurposeistostudythepossibilitiesforstudentstodevelopacriticalthinkinginrelationtothetextstheymeet.Myresearchquestionsare:whichtextspracticesareofferedthestudentsandhowdoestheyprovidethemtofindmeaningandunderstandingoftheworldaroundthem,aswellashelpsthemdevelopcriticalanalyticallythinking.BirgittaJanssonMälardalensUniversity,Eskilstuna,Sweden

AbstractTitle.

Googleknowseverything,andhernameisSiri!Criticalliteracyinearlyschoolyear

Keywords

Criticalliteracy,younglearner,conversations,texts,multimodal

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116

HenrikIbsen’splayPeerGyntdigsdeepintothequestionofwhatitmeanstobeoneself.AnupcomingeducationalcomputergameadaptioninvitesthestudentstotakepartinsuchreflectionsbytakingontheroleofPeer.Inotherwords,thegameisdesignedbothtointroducethestudentstothiscentralliteraryworkintheNorwegiancanonandtoinspirediscussiononquestionsconcerninglifeskills,whichisoneofthreeinterdisciplinarytopicsinthenewnationalcurriculumforK12educationinNorway.IncooperationwithateamofNorwegianteachersinanuppersecondaryschoolinNorwayIhaveusedanearfinishedbuildofthegameinthreedifferentclasses,eachtimewithadifferentdidacticapproach,inordertoexplore(1)howisPeerGynt-thegameisconstitutedasalearningresourceand(2)howagameaboutaliteraryclassiccanbeusedtoleverreflectionanddiscussiononthestudent'sownlivesandlifeskills.Thisstudyisgroundedinasocioculturalanddialogicperspectiveonlearningandinteraction,wherestudents’gamingactivitiesareseenassituatedmeaningmaking(Gee,2003;Linell,2009).Fromthisperspective,learninginschoolisseenasasocialprocesswherestudentscollaborativelymakemeaningofartefactsandresources.Methodologicallythestudyisinspiredbydesign-basedresearchandfocusedethnographyasitmakesuseoftraditionalethnographicalmethodssuchasfieldobservationandgroupinterviewaswellasvideorecording(Barab,2014;Knoblauch,2012).Findingsoftheprojectareconsideredbothinthefinalpartofthetechnicaldesignofthegame(specificallytheteacher'sUI)andwhendesigningteachingresourcesforthegame.ReferencesBarab,S.(2014).https://doi.org/10.1017/CBO9781139519526.011Gee,J.P.(2003).ISBN978-1-4039-6538-7Knoblauch,H.(2012).ISBN978-3-631-62041-0Linell,P.(2009).ISBN978-1-60752-198-3MagnusHenrikSandbergNTNU,Trondheim,Norway

AbstractTitle.

GamingGynt:developinglifeskillsbyplayingPeerGynt–thegame

Keywords

Game-basedlearning,dialogic,literature,lifeskills

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117

Inthispaperlearnersareviewedassubjectsandhumanswithpotential.Itemphasizestheexistentialrelevanceofhistoryteachingwhichcontributestoactivityandinteraction,especiallyinmulticulturalschools.Thepaperpointsattheimportanceofhistoryteachingthatislinkedtolearners’experiencesandlifeskills.Furthermore,thepaperemphasizestheneedforarelationalpedagogythatisbasedonthenotiononlearnersasactivesubjects.Historybecomesimportantandmeaningfulininteractionwithlearners.Inordertopreventpolarizationandsegregation,itisimportantthatteachingisrelatedtolearner’slife’sandbasedontheirencounterwithsocietyandhistory.Onewaytopreventandbridgesocialexclusion,stigmaandcounteractsegregationistocreateconditionsforpositivelearningenvironmentsinareasandschoolsinurbanenvironmentsthatlacksocialprestigeandstatus.TeachingwithpedagogicalmapsandhistoricalwalksthathavebeenconductedinMalmösince2017couldberegardedasexamplesofjustthis.Thepreparationofpedagogicalmaps,theorganizationofcitywalks,source-criticallocalhistorystudiesandexerciseshavethepotentialtogivehistoryexistentialmeaningandrelevanceforbothteachersandlearners.Throughcitywalksandsource-criticalexercises,thereisanopportunitytodiscoverhowurbanlifehaschangedgeographically,sociallyandculturallyoverthecenturies.Ifthestudentsexperiencethattheythemselvesbelongto,arepartofandareimportantforthecity'scontinuityandchange,thesubjectofhistorycomesintoitsown.ThepaperwillpresentsomeexamplesbasedonemyownexperiencesasaschooldeveloperinMalmö.JonasSjölanderLinnaeusUniversity,Växjö,Sweden.MalmöMunicipality,Malmö,Sweden

AbstractTitle.

Learnersasactivesubjectswithpotential-abouthistoryteachinganditsexistentialrelevance

Keywords

Urbanhistory,Relations,Interaction,Schoolsegregation,Historydidactic

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120

Thispaperreportsontheaffordancesofchildren’sliteratureinthefieldofEnglishsubjectpedagogy,knownasengelskfagdidaktikkinNorway,andengelskaämnesdidaktikinSweden.Althoughtherearestillproblemsworldwideregardingtherecognitionofthisresearchfield,particularlyintheareaofEnglishforyounglearnersingrades1–7(Bland,2019),theacceptanceofsubjectpedagogyascentraltoteachereducationissteadilygrowingintheNordiccountries(Niemi,2016).RindalandBrevik(2019)havedemarcatedthefield‘asresearch,theoryandapplicationsrelevantforEnglishasaschoolsubject.Thisincludesresearchandapplicationsinprimaryandsecondaryschool,aswellasinhighereducation,includingteachereducationforfutureteachersofEnglish’.AccordingtotheDepartmentofEducation,OxfordUniversity,subjectpedagogyisaresearchareathat‘relatestodeveloping,understanding,andevaluatingtheeffectivenessofresearchinformedwaystopromotepowerfulpedagogicalpracticesindifferentsubjectareasandacrosslevelsofeducation(includingteachereducation)’(http://www.education.ox.ac.uk/our-research/research-groups/pedagogy-learning-and-knowledge/subject-pedagogy/).Subjectpedagogyisamulti-facettedfieldrequiringmulti-disciplinaryexpertise(Sjøberg,2019),andIwillfocusinthispaperontheaffordancesofchildren’sliteraturefordialogic,exploratoryinteractionsintheclassroom,promotingopportunitiesforcreativewriting,furtheringmultipleliteracies,criticalreflectionandin-depthlearninginEnglishintheprimaryandsecondaryschool.Bland,J.(2019).TeachingEnglishtoYoungLearners:MoreTeacherEducationandMoreChildren’sLiterature!Children’sLiteratureinEnglishLanguageEducation,7(2),79-103.Niemi,H.(2016).Academicandpractical:Research-basedteachereducationinFinland.InB.Moon(Ed.),DoUniversitieshaveaRoleintheEducationandTrainingofTeachers?Cambridge:CUP,pp.19-33.Rindal,U.&Brevik,L.(Eds)(2019).EnglishDidacticsinNorway–30YearsofDoctoralResearch.Oslo:Universitetsforlaget.Sjøberg,S.(2019).Fagdidaktikk.StoreNorskeLeksikon.

JaniceBlandNordUniversity,Bodø,Norway

AbstractTitle.

Promotingcriticalreflection,multipleliteraciesandcreativewritingwithchildren’sliteratureinEnglishsubjectpedagogy

Keywords

Englishsubjectpedagogy,children’sliterature,criticalreflection,multipleliteracies,creativewriting

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121

Criticalthinkingisacentralaspectofanalysingsocietalissuesofvariouskinds,whichisattheforefrontofsocialscienceeducationinbothprimaryandsecondaryeducation.Thispresentationwillfocusonprogressioninthisability.Themostwell-knowntheoriesdevelopedtodescribeprogressionofknowledgeineducationalsettingsaregeneral(Dolin,2013).Subjectspecificmodelsforknowledgeprogressionarelessdeveloped,notleastinsocialscience.TeachersofsocialsciencesubjectstendtouseasimplifiedversionofBloom’staxonomy(1956),butalsoanimageofstudentsmovingfromthefamiliartotheunfamiliar,whendescribingknowledgeprogressionintheirsubject(Christensenet.al.,2006).However,usingBloom’staxonomyoftenleadstoaseparationoftheabilitytoreasoncriticallyfromunderstandingoffacts(Case,2005),whileempiricalstudiesindicatethatthiscontradictshowstudentsdevelopcriticalthinkinginsocialscience(Case,2013;Nygrenet.al.,2018;Tväråna,2019).Basedonfourstudiesconcerningstudents’criticalthinkinginrelationtosocietalissues,wewouldinthispresentationliketodiscussaspectsofprogression.Wecomparetheresultsfromstudiesofcriticalthinkinginrelationtoissuesofdistributiveandretributivejustice(Tväråna,2019),power(Tvärånaetal.,inprogress),economicvalue(Björklundet.al.,inprogress)andglobalpoliticalissues(Jägerskoget.al.,inprogress).Threeofthestudiesincludeseveraldifferentagegroups(fromtheearlieryearsofelementaryschooltouppersecondarystudents),whichenablesananalysisofaspectsofprogressionbothintermsofthemeaningofamoreorlessqualifiedcriticalsocialsciencethinkingandinrelationtodifferentagegroups.Theresultsofferacontributiontopracticeaswellastheoryintermsofimplicationsforteachingandapotentialdeepeningoftheunderstandingofprogressioninsocialscienceeducation.

MalinTväråna1,Ann-SofieJägerskog21Uppsalauniversity,Uppsala,Sweden.2StockholmUniversity,Stockholm,Sweden

AbstractTitle.

Progressionofcriticalthinkinginsocialscienceeducation

Keywords

Criticalthinking,Progression,socialscience,socialstudies

Presentation

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122

DefinisjonenavskrivingiRammeverketforgrunnleggjandeferdigheitertilseiereiaktivtverrfaglegskriveopplæring.Likeveljobbarlærararhellermedskrivingavfagtekstenngenerellskrivekompetanse(Ottesen&Møller,2010;Rødnes&Gilje,2016).Foråfinneutavdettemanglandesamsvaret,undersøktemeulikeoppfatningaromtverrfaglegskriveopplæringgjennomeinanalyseav36loggtekstarfrågrunnskulelærararsomvarstudentarpåKFK-kursinorsk1–7eller5–10studieåret2018–2019.Nårdetgjeldføremåletmedskriveopplæringa,fokusertemepåskiljetmellomskrivingsomformeltopplæringsobjekt–ålæreåskrive–ogskrivingsomreiskapforutforskingaveignetankar–åskriveforålære(Hertzberg,2011).Nårdetgjeldkompetanseutviklingiskriveopplæringa,stodskilnadenpåG-faktorogF-faktorsentralt,dvs.generell(fagovergripande)skrivingkontrafagspesifikkskriving(Evensen,2006;Melby&Kvithyld,2011).Funnavåreviseratlæraranesertverrfaglegskriveopplæringsomverdifull,menathoikkjeerinnarbeiddipraksisogberreverttolkasomproduksjonavtekstiallefag.Ipraksisfårnorsklærarenansvaretfordetskrivetekniske,medanandrelærararfåransvaretfordetfagspesifikkeogjobbarikkjemedgenerellskrivekompetanse.Itilleggoppfattarlæraraneattverrfaglegskrivingeråbrukeskrivemetodikkfrånorskfagetiandrefag,mendetteverkarògåvereliteinnarbeidt.Eislikoppfatningbyggjeroppunderfunnomatskrivingasindoblefunksjonsompresentasjons-oglæringsverktøyerlitevektlagd(Rødnes&Gilje,2018).Einviktigimplikasjonavfunnaeratdetfinsteituutnyttadidaktiskpotensialireelttverrfaglegskrivearbeid.BetreintegreringavskrivingasinG-faktoriallefagvilutfordraskrivekompetansentilelevanepåeinmeirheilskaplegmåte.Dessutanvildetfålæraranetilåfokuserebådepåoverføringsverdimellomfagaogpåbrukavnorskfaglegskrivemetodikkiandrefag.Eisliktilnærmingvilrepresentereeitstegvidaremoteivellukkatverrfaglegskriveopplæring.

KirstiLunde1,BrittIrenNordeide1,SamueleMascetti1,PernilleReitanJensen21HVL,Sogndal,Norway.2UiB,Bergen,Norway

AbstractTitle.

Tverrfaglegskriveopplæringispennetmellomgenerellogfagspesifikkskrivekompetanse

Keywords

tverrfaglegskriveopplæring,oppfatningar,tekstanalyse,grunnleggjandeferdigheiter,norskdidaktikk

Presentation

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124

Inordertograduate,Danish(andNorwegian)uppersecondaryhigh-schoolstudentsareassessedorallyinhigh-stakestestsbytwoteacher-assessors.Theassumptioninthispresentationisthatstudents’perceptionofthisexamformatand-practiceswillbeasignificantfactorforstudents’preparationfortheexamandtheirpresentations.Researchingthiscouldgiveinsightsintothepotentialsandchallengesthatoralexamposestostudentsthatcanbedifficultforteacherstoaccessquathecontextoftheoncominghigh-stakestest.Basedonafive-monthlongethnographicalfieldworkfollowingstudents(age18-20)preparingfortheoralexams,theaimofthepaperpresentationistoinvestigatestudents’perceptionsbeforetheoralexamtakesplace.UsingBachtin’sdialogicalconceptsofadresseesandsuperadressees(Bachtin,1986),alongwithpositioningtheory(Davies&Harré,2014),thepaperpresentationexploreswhatstudentsareexpectingthecriteriaoftheirassessorsattheoralexamtobe.AkeyincidentexamintroductioninthesubjectofDanishistheempiricaloutsetonthebasisofanalysisof13incidentswherestudentsandteachersnegotiateoralexamsaskingquestionsandgivingadviceonwhattodoandpreparefor.Theresultisthatstudentsapparentlyanticipatethattheteacher-assessors’willconsideritaconfrontationifstudentsaren’tdeliveringthe“teacher’scode”,neglectingtheirowninterpretationsoftextualmaterialsinthesubjectofDanish.Theyseemtofocusontheteacher-assessor-addresseeandlessondisciplinarymethodsandframeworks(superaddressees).Thisperceptionisderivedfromthestudents’experienceofinteractionswiththeirteacher,whoexplicitlyaskesforawiderangeofinterpretations.Potentially,thislimitswhatinsightsandcompetenciesstudentsallowteacher-assessorstogainaccesstoattheexamaswellasconstraintheirinclinationtopresentcreativeorcriticalanalysisandinterpretationsoftheexamtext.JulieMarieIsagerUniversityofSouthernDenmark,Odense,Denmark

AbstractTitle.

”CrackingtheTeacher’sCode”–HighSchoolStudents’PerceivedAdresseesBeforeOralExamsinDanishL1

Keywords

Criticalthinking,Creativity,DanishL1,Oralexam,StudentPerspective

Presentation

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125

Detdemokratiskauppdragetidensvenskaläroplanenförgymnasietomfattarbådeyrkesprogramochstudieförberedandeprogram.Urettjämlikhetsperspektivkandetdemokratiskauppdragetföryrkeselevernabetraktassomangelägetdådegenerelltharettlängreavståndtillpolitiskdeltagandeäneleverpåstudieförberedandeprogramochutbildasförunderordnadepositionerinomarbetsmarknaden.Vilkakunskapersomingåriderasutbildningochhurinnehålletöppnaruppförkritiskttänkandeärbetydelsefulltförfråganomvilkenmedborgarrolldeförberedsför.VirapporterarfrånettpågåendeFoU-projektvarsövergripandemåläratttillsammansmedlärarevidenskolaundersökamöjligheternaattutvecklakunskapomochundervisninginomdeämnen(historia,naturkunskap,religionskunskapsamtsamhällskunskap)somkansägasnärmaststödjayrkeseleversutvecklingavkunskaperochförmågorsombidrartillderasmedborgarbildning(MB).TentativtutgårforskargruppenfrånattMBomfattarattiundervisninggeelevernamöjlighetatt:arbetamedvärdefrågor;attutvecklaperspektivmedvetenhet,argumentation,kritiskttänkandeochattkunnataställning.Forskningssyftetärattbidratilldidaktiskkunskapomhuryrkeseleversfortsattamedborgerligabildningkanstödjas.Vadäridetavseendetdidaktisktrelevantförskolämnenaochvilkalikheterochskillnaderfinnsämnenaemellan?Engenerellfrågaärhurmaktochmeningkonstruerasaveleverochläraremedempiriskgrundihurderesoneraromundervisningensbetydelse,förrollensomsamhällsmedborgare.Detempiriskaunderlagetsamlasingenomläraresgruppvisasamtalsamtenkätochgruppintervjuermedelever.EttövergripandeteoretisktramverkärdesammanhängandeutbildningsfunktionersomBiesta(2009;2011)harurskiltochbenämntkvalifikation,socialisationochsubjektifieringtillsammansmeddetAspelin(2015)kallatexistensialisering.Utöverdennaramavserviförainteoretiskabegreppsomgördetmöjligtattstuderaochanalyserafrågorsomnärmarerörkunskap,utbildningochmakt.Presentationensummerarochdiskuterarderesultatsomnåttsunderprojektetsförstaår.

EvaKnekta1,KatarinaKärnebro2,KristinaLedman3,TorbjörnLindmark3,ChristinaOttander11Institutionenförnaturvetenskapernasochmatematikensdidaktik,Umeåuniversity,Umeå,Sweden.2Institutionenförtillämpadutbildningsvetenskap,Umeåuniversity,Umeå,Sweden.3Pedagogiskainstitutionen,Umeåuniversity,Umeå,Sweden

AbstractTitle.

Medborgarbildninginomyrkesprogrammen–ettFoU-projekt

Keywords

citizenshipeducation,scienceeducation,socialscienceeducation,criticalthinking,comparativesubjectdidactics

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ComparedtoAnglo-Americaninstructionaldesign,EuropeanDidaktikhasfocusedmuchmoreoncontentandrelevance.Thispresentationwilladdresswhy,whatandhowtoteachinandaboutchemistry,asanexampleofaschoolsubject.Itwillelaborateonconceptssuchasdisciplinaryliteracy,powerfulknowledge,Bildung,sustainabilityeducationanddidaktikmodels(Sjöström,2019;Sjöström,Eilks&Talanquer,2020),aswellasontheirinterrelationships.Thegoalistoexplainwhatcanbemeantwithpowerful(chemical)knowingsandeco-reflexiveBildung,aswellasthecharacteristicsofdidaktikmodelsaimingatthosetwo.Eco-reflexiveBildung-orientedchemistry/scienceeducationshould,inadditionto(a)transformativesubjectknowledge,emphasizeboth(b)scientificprocesses–NOS(NatureofScience)–and(c)societalcontexts–STSE(Science-Technology-Society-Environment)(Sjöström,Eilks&Zuin,2016).Inpractice,thiswouldmeanincludingmorephilosophical,ethicalandsocio-politicalperspectivesinchemistry/scienceeducation,andthefocusshouldbeonproblematization,understandinguncertaintiesandbalancingthebenefitsandrisksofscienceandtechnology.Inadditiontothesethreelegs,Hodson(2003)hassuggestedsocio-politicalactionsasafourthleg.Itisaboutpromotingstudents’criticalandactiveengagementinsocio-scientificproblemsandthoseofteninvolvescomplexenvironmentalandhealthissues.Inthepresentation,correspondingdidaktikmodels–andespeciallysuchfocusingsocio-chemicalissues,willbeelaboratedon.Thiswillbedonebasedondifferentcurriculumideasaswellasphilosophicalideas.Recently,Carlgren(2020)problematizedtherelatedconceptofpowerfulknowledgeandinsteadsuggestedpowerfulknowings.Thisconceptemphasizesthatdisciplinaryknowledgeisembeddedinactions.Itisabout“knowledge-as-a-means-for-cultivation-of-human-powers”(p.324).Thepresentationwillhighlightideasaboutrelevant,transformativeandpowerful(chemical)knowingsforsustainabilityandrelatededucativepractices.ExampleswillbegivenfromtwoongoingPhDprojects(ClucasandYavuzkaya).JesperSjöström,PaulClucas,MerveYavuzkayaMalmöUniversity,Malmö,Sweden

AbstractTitle.

Didaktikmodelsforpowerful(chemical)knowingsandeco-reflexiveBildung

Keywords

DidaktikModels,SustainabilityIssues,Bildung,PowerfulKnowings,ScientificLiteracy

Presentation

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128

Subjectdidacticshascontactpointsto(1)othereducationalsciencessuchaspedagogy,pedagogicalwork,generaldidacticsandeducationstudies,(2)theschoolsubject/subjectarea,and(3)practicalteaching(Sjöström,2018a).Thismodelisonlyoneofseveraldifferentwaystounderstandsubjectdidacticsasaknowledgefield(Cramer&Schreiber,2018).Comparativestudiesofdifferentareasofsubjectdidacticsareusuallyreferredtoas"comparativesubjectdidactics"(e.g.,Ligozat&Almqvist,2018).Iaminterestedinsuchstudiesaswellasinwhatunitesdifferentsubjectdidacts,i.e.whatcanbecalled"generalsubjectdidactics"(seee.g.Hopmann,2007;Kansanen,2009;Sjöström,2018a).WolfgangKlafki’s(2000/1958)fivequestionareasaboutthesubjectmatterandteachingareapplicableonallsubjectareas.Theydealwiththestructureandrelevanceofthecontentandimplicationsforteachingandlearninginandaboutthesubject.Generally,Iwouldarguethattherearetwomaintypesofsubjectdidactics,splittingallsubject-specificdidacticareas.Thefirsttypeisempirical-analyticalandisemphasizingthescientificside(inaquitenarrowsense).Theothertypeishumanistic-aestheticandis–inadditiontoempirical-analyticalaspects–alsoemphasizingphilosophical-ethicalandpractical-aestheticaspectsofdidactics.IwouldclaimthatKlafki’sBildung-orienteddidacticsbelongstothissecondtype.AttheconferenceIwillpresentageneralmodelforhumanisticsubjectdidactics.Itishelpfulasatoolwhenreflectingaboutdifferentaspectsofsubjectdidacticsfromhumanisticperspectivesforaspecificsubjectarea.Themodelconsistsofthreereflectionlevels/areasaswellasbothsocio-cultural-historicalperspectivesandworldviewperspectivesinabroadsense.Anintegrativeworldviewisespeciallyinterestingfromasustainabilityperspective(Hedlund-deWitt,2014),andalsoaneco-reflexiveapproach(Sjöström,2018b).JesperSjöströmMalmöUniversity,Malmö,Sweden

AbstractTitle.

Bildung-orientedSubjectDidacticsforSustainability

Keywords

HumanisticDidaktik,Bildung,Klafki,IntegrativeWorldview,Eco-reflexivity

Presentation

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131

Recenteducationalstudieshavehighlightedthepotentialinapproachingteachers'professionaldevelopment(TPD)fromasubjectdidaktikperspective(see,i.e.Prediger,2019,DOIhttps://doi.org/10.1007/s10857-019-09434-3).Followingthesestudiesistheambitioninthispapertoshedlightontheprocessesofselection,transformationandstrategicorganizationofcontentknowledge.Thiswillbedonebyreferringtoapractice-embeddedprojectwheretheaimistoimprovesocialstudieseducationinSwedishcompulsoryschool,grades4-6,ortobemorespecific:theteachingandlearningaboutmigration.Migrationisaphenomenonandsocietalissuethatmightbeunderstoodascontroversial,whichinturncanmaketeachers'didakticalconsiderationsmoreexplicit.Wehavepreviously,withatheoreticaltake,shownthepotentialinlinkingthepowerfulknowledgeapproachandtheroleofspecializedknowledgeinthecurriculumtothedidaktiktradition(Bladhetal.,2018,DOIhttps://doi.org/10.18546/LRE.16.3.04).Inthispaper,wewanttocontinuethisdiscussiononanempiricallevel.Wedothatbyconnectingouranalysistothemodelofdidakticalreconstruction;theissueofdidakticalstructuringandtheconstructionoflearningpathways(Kattmanetal.,1997;Duitetal.2012,DOIhttps://doi.org/10.1007/978-94-6091-900-8_2).Theoverallresearchquestionforthispaperis:whatarethecriticalaspectsofreconstructingspecializedknowledgeandtheprocessofdidakticalstructuringwhenbuildingeducationallearningpathwaysdealingwiththetopicofmigrationinSwedishcompulsoryschool,grades4-6?Theempiricalbasisforthispaperisadesignprojectinwhichresearchersandprimaryteachersjointlyhavedevelopedteachingaboutmigration.Thepreliminaryresultspointtotheneedofrefiningthemodelofdidakticalreconstruction,givingcontextualconditionsamoreprominentroleinthemodel.MartinStolare,GabrielBladh,MartinKristianssonCSD/Karlstadsuniversity,Karlstad,Sweden

AbstractTitle.

TeachingandLearningaboutMigration:ConstructingEducationalLearningPathwaysinPractice

Keywords

Professionaldevelopment,Socialstudieseducation,Migration,Didakticalreconstruction

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132

Theaimoftheresearchproject(financedbySwedishInstituteforEducationalResearch)istodeveloptheenquirymethodasaneducationalapproachforteacherstodevelopstudents’criticalabilities.Enquiryisastudent-activemethodwiththepotentialtoenhancestudents’learningundertheguidanceandinstructionfromproficientteachers.Therefore,itrequireshighdemandsonteachers'academicandsubjectdidacticalknowledge.Theprojectisaresearcher-teachercollaborativestudywherearoundthirtyteachersfromthethreeschoolsubjects(history,religiouseducationandsocialstudies)havedesignedandtestedenquiries.Duringthethree-yearproject(2020-2023)threeresearchquestionswillbeaddressed:1)howthemethodworksasaknowledge-generatingapproachforstudentsinaSwedishschoolcontext,2)whatcharacterizesteachers’competencetoconstructandteachenquiries,and3)howthiscompetencecanbeadvancedwithintheframeworkofaprofessionallearningcommunity.WepresentthetheoreticalcontextforaprofessionaldevelopmentseminarseriescalledDoingEnquiry,andempiricalsamplesandexperiencesfromitsimplementationincludingenquiriesdesignedandperformedbytheteachers.StartingfromtheIDM-framework(Swan,Lee,&Grant,2018),thisseminarseriesfocusesonthecollaborativeconstructionofenquiries.Ahypothesisfortheseminarserieswasthatitwouldbecrucialtoprovideanopportunitytotaketheroleoftheteacheraswellasbeingpositionedasapupilintheconstructionphaseofanenquiry.Sofar,preliminaryresultswillreflectonthesecondandthirdquestion.Theresultsindicatethatsomeelementsinteachers’competences,thatprofessionaldevelopmentcanenhance,areparticularlyimportant,e.g.,asystematicapproachtotheplanning,implementationandteachingofanenquiry;usingasharedsubjectdidacticknowledgewithinaprofessionalcommunity;and,deepacademicknowledge.ThérèseBritton,UlrikHolmberg,MariaJohansson,PatrikJohansson,KennethNordgrenKarlstadUniversity,Karlstad,Sweden

AbstractTitle.

Enquiriesinhistory,religiouseducationandsocialstudies:Experiencesfromaprofessionaldevelopmentseminarseries

Keywords

Criticalthinking,Enquiry,History,ReligiousEducation,SocialStudies

Presentation

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133

QuantitativeobservationstudiesofinstructionalqualityarestillfairlynewintheNordicCountries(Klette,1998).WithintheNordicCenterofExcellenceQUINT(QualityInNordicTeaching)suchstudiesarebeingconductedacrosstheNordiccountriesusingthePLATOobservationprotocol(Grossmanetal.,2010).Largescaleobservationstudiesonthebasisofcodingsystemsraisethequestionoftheoperationalizationofqualityinteaching(Bell,Dobbelaer,Klette,&Visscher,2019).Thismethodologicalquesttowardsacommonframeworkdealsmainlywithqualitydimensions(classroommanagement,personallearningsupport,cognitiveactivation),inter-rater-validity,stabilityandvariabilityofvariables(Praetorius,Pauli,Reusser,Rakoczy,&Klieme,2014),whilethequestionofobservationpoints/periodesisunderestimated.PLATOandotherobservationmanualsmeasurein15-minutescycles,i.e.chronologicaltime,whichseemsnottorecognizethemodaltimeoflearning.Canforexamplethecodeslike‘declaredpurpose’,‘uptake’or‘cognitivechallenge’beseenindependentoforganizationalformsandtypesofstudentactivity?InDenmark,therehavebeenattemptstodevelopacodingtoolthatregistersdynamicteachingandlearningsituationsthroughtimestamps(Bundsgaard&Hansen,2018)andaDigiprocodingmanual(Digipro)thatseekstoidentifytrendstowardsinnovateteachingpatternsfromthepointofviewofthelearner(Graf2021,inprint).ThepaperpresentsresultsfromaqualitativecomparisonoftheapplicationofPLATOcodesandDigiprocodesonthesameteaching(6lessons)inordertodiscussquestionsoftime-andcontextsensibilityofcodingmanualsclaimingthemeasurementofquality.Dodifferentteachingsequencesrequiredifferentcriterionsofquality.StefanTingGraf,KarstenAgergaardUCLUniversityCollege,Odense,Denmark

AbstractTitle.

Timematters-acomparisonoftwocodingsystemsofinstructionalquality

Keywords

instructionalquality,codingsystem,observationstudies,operationalization

Presentation

Paperpresentation

134

In“OurCommonFuture”(1987)theWorldCommissiononEnvironmentandDevelopmentaskedthequestion“Howareindividualsintherealworldtobepersuadedormadetoactinthecommoninterest?(WCDE,1987,pp.43-44)”.In1992,BobJicklingchallengedthisapproachandasked«Shouldeducationaimtoadvanceaparticularendsuchassustainabledevelopment?Isitthejobofeducationtomakepeoplebehaveinaparticularway?(Jickling,1992,p.7)”.TogetherwithWals(2008;2013),Jicklingwarnsthatsuchanapproachcouldtendtoindoctrination,andusesOrwell’sbigbrotherasametaphorforeducationthataimstodojustthat.Instead,theyemphasizeautonomy,criticalthinking,activecitizenry,andsociallearning.ÖhmanogÖstman(2019)isalsoadvocatingforsuchanapproach,wherestudentsmeetadiversityandpluralityofperspectives.Thiscreatesatensionbetweenanormativeeducationwithtransmissivegoals,andapluralisticeducationfocusingoncriticalthinking.ThisresearchconceptualizethesetwoviewsandappliesthistoananalysisofthenewNorwegianCoreCurriculum(Kunnskapsdepartementet,2017).Findingsrevealthatthenewcorecurriculumistoalimitedextentadvocatingforacriticalapproachtosustainability.Itemphasizesthequalificationandsocialization(Biesta,2010;VanPoeck&Östman,2019)ofstudentsandofferlittleroomforcriticalcapacities.Itmainlyfocusesontechnologyasthesolution,andbythatofferfewdiverseperspectives.Criticalaspectsonareassuchassystemthinking,economicgrowthandconsumptionarenotfound.ØyvindKormesetMellingenHVL,Bergen,Norway

AbstractTitle.

ThenewNorwegianCoreCurriculum:AnOrwellianBigBrotheronsustainabledevelopment?

Keywords

ESD,Criticalthinking,CoreCurriculum,Overordnetdel

Presentation

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135

Todaythemostcommonworldcitizennolongerlivesinthecountrysidebutisacitydweller.Thus,theurbanlandscapetodayisourmostcommoneverydaylandscape.ThepurposeofthispaperistoshowdifferentwaystoteachandlearnabouttheurbanlandscapeinGeography.Inthepaper,thoughtsareraisedaboutwhatacityis,howtobuildacitythatpeoplewanttoliveinandwhycitieslookthewaytheydoandarewheretheyare.Theperspectiveofthepaperrangesfromhowurbanlandscapeshavebeenbuiltthroughhistoryandhowitslivingenvironmentsetstheconditionsforourlivestohowthecityasaphenomenoninourculturehasbecomethenormforthegoodlife.Thepaperistheoreticalinnatureanddealswithsubjectmatter,learningissuesanddidacticperspectivesforlearningabouttheurbanlandscape,butisalsobasedontheauthor'sempiricalexperienceofworkingformorethantwodecadesasateacherofGeographyinSwedishprimaryschoolsandbeingaseniorlecturerinGeographyatKarlstadUniversity.TheauthoralsohasextensiveexperienceofteachingSpatialandSocialPlanningandpartofthepurposeofthearticleistoweavethisareaofknowledgewithGeographyandtherebybroadenanddeepentraditionalteachingabouturbanlandscapesinthesubjectGeography.HansOlofGottfridssonUniversityofKarlstad,DepartmentofGeography,MediaandCommunication,Karlstad,Sweden

AbstractTitle.

THECITY–OUREVERYDAYLANDSCAPE

Keywords

Geography,City,Landscape,Teaching

Presentation

Paperpresentation

137

Self-assessmentasaconceptmeansactionsthatevolvestudents’learningwhilestudentsobservetheirownactionscriticallyandquestionchoicesanddecisionsmadewhileproceedinginlearningassignments.Accordingtoearlierresearchself-assessmentseemstohavepotentialtoimprovelearning.Astudentshouldbeabletoimplementvariousstylesofself-assessmentinameaningfulwaywhilesolvingopen-endedlearningassignments.Thus,pupilsinbasiceducationdoesn’tseemtounderstandwhyself-assessmentshouldbeexecutedaspartofCDTlearning.Thereseemtobenoearlierstudiesthatwouldrevealhowdifferentself-assessmentstylesareimplementedaspartofopen-endedproblem-solvingprocessesinCDTeducationandhowstudentswithdifferentgoalorientationsimplementthem.Thepurposeofthisstudyistoclarifyhowdifferentgoalorientationsandself-assessmentstylesappearinapedagogicalinnovationprocess.Thisstudyfocusesonhowself-assessmentwasimplementedinapedagogicalinnovationprocessonmasterlevelstudiesinCDTteachertraining.Thestudentteachers(N=20)monitoredandreflectedtheirimplementationofvariousself-assessmentstyles(practical,evaluative,reflectiveandreinforcing)inlearningdiariesduringapedagogicalinnovationprocess.Theyalsomonitoredtheirgoalorientations(learning,avoidanceandachievementorientation).Withatheory-drivencontentanalysisofthewrittendatainlearningdiarieswewillanswertoaresearchquestion:Inwhatwaydodifferentstylesofself-assessmentappearinapedagogicalinnovationprocesswhilestudentteacherswithvariousgoalorientationsdesignandfabricateasolutiontoanopen-endedproblem.Thedatawasgatheredinautumn2020fromtheCDTstudentteachers’advancedstudiescourse.Theresultscanbeimplementedinteachereducationandbasiceducationwhileenhancingstudents’self-assessmentskillsinCDTeducationandinotherSTEMsubjects.Understandingtheconnectionbetweenself-assessmentstylesandgoalorientationsmighthelpteacherstosupporttheirstudentsinpedagogicalinnovationprocesses.SariSaarnilahti,EilaLindforsUniversityofTurku,Rauma,Finland

AbstractTitle.

Self-assessmentstylesinapedagogicalinnovationprocessinCraft,DesignandTechnology(CDT)Education

Keywords

self-assessment,goalorientation,CDTeducation,pedagogicalinnovationprocess

Presentation

Paperpresentation

139

ThispresentationbuildsonananalysisofaclassroomobservationinSchoolNr91inMoscowconductedin2017.Theteacher,NatalyaTabachnikova,andIhavecollaborativelyanalysedwhatindicatestheyoungest’screativethinkinginalessononequations.Thelessonisanexampleofalessoninwhichtheteacherinvitesthestudentstoparticipateinalearningactivity–moreknowninWestastheDavydovmathematicalcurriculum.CentraltotheDavydovcurriculumistheuseoflearningmodelsandjointreflection.Theoverarchinggoalwiththetheoryoflearningactivityistocreateasubjectspecificsituationinwhichstudents’analyticalandcreativethinkingcanbedeveloped.Tomakeitpossibleforthestudentstocollectivelyanalyseandtransformalearningmodelisseenasawaytodevelopsuchthinking.Inthispresentationthemainalgebraicideasthatthestudentshadpossibilitiestograspwhileworkingwiththeproblemandthelearningmodelscanbedescribedasarelationalstructureofwholeandparts.Weanalysetheclassroominteractioninordertoidentifyindicationsonstudentscreativealgebraicthinking.Further,theanalysewasguidedbythequestions:Howisclassmatesideassupported,testedanddeveloped?Whatisthefunctionofthelearningmodelused?Whatintheteacher’scommunicativeactionissupportingthestudents’jointreflectiononthetopic?Theanalysisofthedatafocusesonthestudents’collaborativeanalyseandtransformationoflearningmodelstogetherwithreflectiveelaborationanddiscussions.Weconcludethatthestudentshadopportunitytodevelopcomplexcreativethinkingasaresultoftheirparticipationinthelearningactivity.

IngerEriksson1,NataliaTabachnikova21StockholmUniversity,Stockholm,Sweden.2RussianAcademyofEducation,Moscow,RussianFederation

AbstractTitle.

Sustainingtheyoungest’salgebraicandcreativethinkingusingDavydov’slearningactivity

Keywords

TheDavydovcurriculum,learningactivity,earlyalgebra,theoreticaltinking

Presentation

Paperpresentation

142

Thispaperreportsontwoprojectswhichexplorehowschoolhistoryshouldcontributetoeducationinthe21stcentury.Itwilldrawonconceptsfromhistoryeducationspecifically,suchashistoricalthinking,‘big’history,usablehistoricalpasts(Fosteretal,2008)andhistoricalconsciousness(Rusen,2004)andonargumentsfromhistorianssuchasthecalltomakehistorymoreuseful(e.g.GuldiandArmitage,2014)andtoconsiderhistory’sroleinunderstandingtheAnthropocene(Chakrabarty,forthcoming).Thepaperwillsuggestpossibleapproachestodesigninghistorycurriculawhichprovidehistoricalperspectivesoncontemporaryissuesincriticalanddiscipline-informedwaysandwillreportontwospecificprojects.Thefirstexploresthewaysthatschoolhistorymightrespondtoissuesofglobalsignificance-includingclimatechange,raceandinequality-andwillsuggesttheneedtorootparticularstoriesfromthepastwithinbiggerthemes,thecontemporaryrelevanceofwhichismadeexplicittoyoungpeople.Thesecondprojectexploreshowthedistinctiveperspectiveofhistorycomplementstheperspectivesofotherdisciplinesthroughasmall-scalestudyinvolvinghistory,geographyandreligiousstudiestraineeteachersworkingtogethertounderstandmassextinction.Chakrabarty,D.(forthcoming).TheClimateofHistoryinaPlanetaryAge.Chicago,US:UniversityofChicagoPressFoster,S.,Ashby,R.&Lee,P.(2008)Usablehistoricalpasts:Astudyofstudents’frameworksofthepast:FullResearchReportESRCEndofAwardReport,RES-000-22-1676(Swindon,ESRC).Guldi,J.&Armitage,D.(2014).TheHistoryManifesto.Cambridge,UK:CambridgeUniversityPress.Rüsen,J.(2004).‘Historicalconsciousness:Narrativestructure,moralfunction,andontogeneticdevelopment’.InP.Seixas(ed.)TheorizingHistoricalConsciousness.Toronto,Canada:UniversityofTorontoPress,63–85.AlisonKitsonInstituteofEducation,UniversityofLondon,London,UnitedKingdom

AbstractTitle.

TeachingHistoryasifthePastMatters

Keywords

History,Criticalthinking,Inter-disciplinary,Curriculum

Presentation

Paperpresentation

143

Humourdeservesattentionineducation.ThehumourtheoristSimonCritchleymakesadistinctionbetweenhumouras«sheerpleasingdiversion»andhumourwithanagenda.Examplesofthelatterishumourascriticismorasameanstopower,butalsohumourasacopingmechanismindifficultsituations.Thisdichotomyservesasastartingpointforstudyinghowhumourworksinenvironmentalliteratureforchildren.IespeciallywanttostudyEnhimmelfullavskyerbyArneSvingen(2018),whichcombineshumourwiththemeslikeclimatecrisisandfatalcancer,andIwillcompareitwithotherhumorousenvironmentalliteratureforchildren.Manychildrenexperienceecologicalgrieforclimatefear(Bjørlykhaug&Vetlesen,2020).Theseemotionsareoftennotrespected,butmaybeminimizedandridiculed.AcentralissuehereistoexplorewetherEnhimmelfullavskyertakeschildren’sengagementandclimatefearsseriously,andespeciallyhowthehumourworksinthisaspect.Whatkindofhumourisatwork–sheerpleasureorlaughterwithstingandagenda?Inwhichsituationsishumourused?Whoandwhatislaughedat?Littleresearchhasbeendoneonhumourinenvironmentalliterature,andImaythereforecontributenewknowledgeinthefield.Idrawontheoryfromseveralfields.Animportantideafromhumourtheory(Bergson,Critchley,Baudelair)isthathumouremergesfromcontrastbetweennormsandviolationsofnorms.Humourmayexcludesomeactionsandideasandthusreinforceone’sownnormality,buthumourmayalsoinspirechange.Ialsowanttolinkthechanging,reinforcingorsheeramusingforcesofhumourtoideasfromecocriticism,criticaltheory,receptiontheory,aestheticsandcognitivetheoryonliterature.The(comic)literature’spotentialforformationofreadersintoresponsiblecitizensandecocitizenswillalsobeemphasized.MarianneRøskelandWesternUniversityofAppliedscience(HVL),Bergen,Norway

AbstractTitle.

Humourinenvironmentalchildren’sliterature:Sheerpleasureorhumourwithanagenda?

Keywords

criticalthinking,humour,ecocriticism,children'sliterature,environmentalfear

Presentation

Paperpresentation

144

Migrationisatimelessandincreasingphenomenonthataffectssocietiesandeverydaylifeonearth.Thepublicdiscourseonmigrationhasbecomemorepolarizedwithadiminishedspaceforbalancedandevidence-basedanalyses(InternationalOrganisationofMigration,2019).MigrationcouldbeanexampleofwhatLarsson(2019)describesasapotentiallycontroversialsocialissue.Tho,manyteachersseemtoavoidthesekindsofissuesorfeelingdifficultiesabouthowtoteachabouttopicsofmigration(McIntosh,Todd,&Das,2019).Thesedifficultiescouldrelatetomigrationasa,ofteninterdisciplinarytopic,withdimensionsofbothvaluesandknowledge.However,teachersneedtobebetterequippedtoteachmigrationsensitivelyandeffectivelyacrossdisciplines(McIntoshetal.,2019).Onedimensionofthisequipmentcouldbetostrengthenteachers´contentknowledgeaboutthephenomenon.Iftheteachingisbasedonreconstructedspecializedknowledge,itcouldgivepupils´theopportunitytodevelopcriticalthinkingandanalysesbasedonevidence.Thisstudyaimstoexaminetheeducationalpracticeaboutsocialissueslikemigrationinsocialstudiesfromadidacticalperspective,accordingtothereconstructionofcontent,teachers´choices,andpupils´knowledge.Inthisstudy,basedoneducationaldesignresearch(vandenAkker,2006),theinterventionistosupporttheteacherswithspecializedknowledgeandpossibilitiestoreflectaroundandtransformthecontentintheresearch-anddevelopmentcircle.Theteachershavebeentestedtheplannedteachinginthreedifferentclassrooms,tworegularclassesandonewithnewlyarrivedpupilsatage10-12.TheempiricalmaterialisanalyzedfromadidacticapproachusingaframeworkofKlafkisCategoricalBildung(1985/2001)andtheeducationalpracticeofCarlgren(2015)tounderstandtherelationsbetweencontent,teachers'didacticalchoices,andpupils´knowledge.Theresultsareanalyzedaccordingtopupils´possibilitiesofdevelopingknowledgetobeabletothinkcritically.SaraBlanckKarlstadUniversity,Karlstad,Sweden

AbstractTitle.

Reconstructionofknowledgeanddidacticalchoiceswhenteachingaboutthetopicofmigrationfor10-12yearsoldpupils

Keywords

socialissues,socialstudies,migration,criticalthinking,didacticalchoices

Presentation

Paperpresentation

146

YoungAdult(YA)eco(logical)-dystopiasareexcitingnarrativeswithyoungprotagonistsmakingsenseofimagined“bad”societies,basedonestrangeddiscussionsofourownworld.ThesestoriesfeaturecomplexsocietalandecologicaldilemmashighlyrelevanttotheLK20curriculum’semphasisonenvironmentalresponsibility,aswellascriticalthinkingthroughliterature.ThecorehypothesisofthisstudyisthatusingYAeco-dystopiasinteachertrainingcanchallengepre-serviceEnglishteacherstoreflectoncomplexecologicalproblems,aswellastheperceivedrelevanceoftheseexperiencesinteachingsocietalandecologicaltopicstoyoungerlearners.YAdystopiannarrativesdealwithfamiliarsocietalissuesinunfamiliarwaysandinviteacriticalcomparisonbetweenourexperienceofcontemporarysocietyandtheexaggerationsorwarningsoftheirdisturbingsettings.Afterengagingwiththematteronapersonallevelthroughreading,thestudentsparticipateinliterarydiscussionscentredonopenquestionsandpromptstofocusattention.Thesefocusonanalysisandinterpretationoftheproblemsanddilemmas,aswellasreflectionsontransferabilityandrelevanceforteachingenvironmentalawarenessintheirownteaching.Thesediscussionsare(audio-)recordedtofollowtheunfoldingnegotiationsandreflectionswithoutbeingtooinvasive.Bydescribinghowtheyexperiencetheoutcomeandlearningpotentialintheirownwords,studentsanalysetheprocessofreadinganddiscussingthesetopicsandidentifywhat(ifanything)impartednewunderstandinganditsimplicationsforownteaching.PreliminaryresultsofapilotstudywiththenovelUgliesbyScottWesterfeldsuggestexperiencedrelevanceinthematerialdespiteitsestrangedsetting,aswellasindependentreflectionusingexamplesfromthebook.However,italsoyieldedsomecontradictionsbetweenthesereflectionsandperceivednewinsightsfromthereadingprocess.Thiswillbefolloweduponduringfurtherfieldworkandanalysis.AlexanderBygnesWesternNorwayUniversityofAppliedSciences,Bergen,Norway

AbstractTitle.

UsingYoungAdultdystopiastopreparepre-serviceEnglishteachersforteachingenvironmentalawareness

Keywords

youngadultliterature,dystopia,ecocriticism,criticalthinkingandliteracy,literatureintheEnglishsubject

Presentation

Paperpresentation

147

Whenalmosthalfoftheteacherslackformalsubjectcompetenceingeographyandwherefurthereducationisscarce,theteacher'ssubjectunderstandingbecomesakeyfactor.Thus,theaimofthisstudyistoanalyzehowgeographyteachersperceiveandunderstandtheirownsubject,andhowthisvary.Furthermorethisstudyaimtofindexamplesofhowteachersdiscerntheirautonomyasprofessionals,their‘curriculumspace’.Previousstudiesshowthatteachers,regardlesofeducation,oftencomplytoselectivetraditionsandthateverydaygeographyrarelygetstobeapartofthesubject.Ifindthistobepartlytrue.SevencertifiedgeographyjuniorhighschoolteachersandtheirfivecolleaguescontributetothisSwedishstudy.Withthehelpofperformancemaps,simulatedrecallandreflexiveconversations,theteachers'subjectbackground,conceptualunderstandingandbigideasarelinkedtotheirexperiencesasteachers.Thedataisreduced,analyzedusinghermeneuticalcontentanalysis,anddiscussedincomparisonwithpreexistingcategoriesandconceptsborrowedfromgeographyaswellashistory.Theresultsshowthatcertifiedgeographyteacherssubjectunderstandinghastheclassicdivisionofthesubjectofgeography,withatraditionalvalue-basedfocus.Thesubjectisoftengiventheroleofgeneraleducational,andisseenasobjectivelyoriented.Furthermore,thesubjectunderstandingisimportantfortheteachingandcreationofthesubject.Itisclearthatthereisaconnectionwithearlyencounterswithgeography,andthatpersonalinterestisakeyfactorindevelopingtheunderstandingneededforteacherstousetheirautonomy,toaccesstheavailable“curriculumspace”.However,findingssuggestthattheteachersfinditdifficulttoconvertearliereverydaylifeexperiencesintoteaching.This,Ifind,enablesperhapsevenforcesthesubjectintosaidselectivetraditionsandconsequentlyfailstodrawonstudentseverydaylifeandinterests.PatrikMagnussonKAU.se,Karlstad,Sweden

AbstractTitle.

Everydaylife,anunavailablespotevenontheexperiencedgeographyteachers'map

Keywords

Subjectunderstanding,Curriculumspace,Everydaygeography

Presentation

Paperpresentation

149

Theaimofthispaperistopresentfindingsfromaresearchprojectthatexploredtheprocessesoflearningwhenstudentswereengagedininterculturalhistoricallearning.Interculturalhistoricallearningrelatestohistoricalknowledge,skillsandattitudesthatstudentsneedtonavigateeffectivelyinmulticulturalsituations,whichhasbeenidentifiedasacriticalcompetenceforthe21stcentury.Themainresearchfocuswashowspacesoflearningwere,orwerenot,opened,bystudents’struggletoconstructmeaning.Sinceinterculturalhistoricallearningiscomplex,involvingbothintrinsicdisciplinaryandextrinsiccurriculargoals,itisvitaltounderstandthisprocessinsomedetail.Theresearchquestionsaddressedwhataspectsseemedtoactivateinterculturallearningandwhichoneshinderedorcomplicatedit.Themethodologicalapproachemployedwasaninstrumental,multisitecase-studywheretwoteaching–learningsequencesfromtwosecondaryclassroomswereinvestigated.Here,theconceptsof‘decentring’and‘perspectiverecognition’,asaspectsofinterculturalhistoricallearning,wereseenasthresholdconcepts.Thethresholdconceptsframeworkandspecificallytheideaof‘liminalspace’,i.e.a’placeofpotentiallearning’,thein-betweenmomentsinthelearningprocesswherestudentsfindthemselvesbefore‘gettingit’,wasappliedasananalyticaltooltouncoveranddescribespecificmomentsintheselectedteaching–learningsequences.Severalliminalspaceswereunpacked,andittranspiredthattroublesomenessisanintegral,potentiallyproductivecomponent,whenstudentsnavigateliminalspaceasaplaceforinterculturallearning.‘Barriers’thatobstructedlearningaswellaspossible‘entrypoints’whereastudentsteppedintoaproductiveliminalspacewereidentified.Ultimately,somemajorenablingbreakthroughmoments,‘junctures’,forinterculturallearninginhistory,arediscussed.MariaJohanssonKarlstadUniversity,Karlstad,Sweden

AbstractTitle.

Movinginliminalspace:Acase-studyofinterculturalhistoricallearninginSwedishsecondaryschool

Keywords

Criticalthinkning,History,Thresholdconcepts,Interculturallearing

Presentation

Paperpresentation

151

IntroductionThemusicsubjectinschoolsiscurrentlyundergoingatransformationthroughaccesstodigitaltoolsthatallowstudentstocomposeandarrangemusicwithoutpriorinstrumentalknowledge.Thedigitaltoolsareinthecomingcurriculumequatedwiththepreviousmusicalinstrument,andofferaunifiedplatformforcreativecreationandre-creation.Background.Bylearningdifferenttools,differentwaysofcommunicatingareofferedanddifferentcontentcomeswiththetoolinquestion.Inamusicdidacticcontext,thecontenttobelearnediscloselyassociatedwiththeneedofmasteringthespecifictools.Incomparisonwithamorewriting-basedschoolsubject,thetextbookusuallyconstitutesacontent.Thestudentsthendon´tneedtomasteringnewtoolsasliteracy.Asamusicteacher,youarefacedwiththechoiceofchoosingtoolsthathaspotentialforrichcontentandunderstandingofmusicalsymbolsandbuilding-blocks.Thecurriculum(Lgr11),inthiscaseregardingschoolyears7-9,statesthreemainareasofgoalsinthesubjectofmusic,whicharerespectivelyaboutcreatingandmakingmusic,learningthetoolsandconceptsandputtingmusicinacontext.Ifstudentshavetochoosebetweenseveraldifferentmeaningfultools,lesstimeisgiventoengagethemselvesinthemusic'ssymbols,genreandsubject-specificconcepts.Traditionalmusicalinstrumentsarecomplicatedtools,notleastbecausetheyrequirestudents’practicetobeabletobeusedwithfluency.Method.Ininterviewswithateacherwhoareattheforefrontoftransformedteaching,qualitativepatternsemergethatexplainthefunctionofdigitaltoolsofmusicinschool.Theaimistodiscusstheimportanceofchoosinganentranceinmusiceducationthatisclosetothestudents'pre-understandingandthatincreasestheirknowledgeofthemusic'scontent.AnnaLingeLinnéausUniversity,Växjö,Sweden

AbstractTitle.

Creativitythroughdigitaltoolsintheschool-subjectofmusic

Keywords

creativity,literacy

Presentation

Paperpresentation

152

TheaimofthisstudyistoidentifykeytextcompetenciesintheinDanishassubject(Bundsgaard2009,Hansen2012,Krogh2017).Thestudythuscontributestoansweringacoredidacticalquestion:“Whatisitthatisessentialtolearnandthereforeteach,andwhy”(Nielsen2004).Inabroaderperspective,theresearchcancontributetoidentifyingsubjectdidactics,understoodasa“reflectionandcommunicationaboutsubjects”(Ongstad2006).ThereasontoidentifyingsubjectdidacticsisaccordingtoOnstad,thatsubjectdidacticsischallengedinaglobalizedknowledgeeconomyandmustthereforeconstantlylegitimizeitsownjustification.Inthatperspective,subjectdidacticscontributestodescribehowsubjectsaretobeunderstoodanddevelopedininteractionwithsocietalchangesandwheresubjectdidacticsbasicallytakesplacewithinatheoreticalandsubjectpolicyhorizon.Developmentofstudents'textcompetenciescanbejustifiedbybothcognitiveandsocialreasonsandinordertocontributetostudents‘Bildung’(Blikstad-Balas2018,Skaftun2015,Skjelbred2019).Theempiricalfieldofthestudyistheschool’sintendedcurriculumofDanishasasubjectasexpressedinpolicyrhetoric(VandenAkker2004).Thecurriculumanalysiswilldescribetextcompetenceinrelationtofourlevels:adiscourselevel,alearninggoallevel,acontentlevelandanactivitylevel(HarnowKlausen2011,Krogh2003/2011).AhypothesisforthestudyisthattheDanishsubjectisbasedonfourtextcompetencies:hermeneutic-,creative-,communicativeandbasictextcompetencies.Theresultsareapresentationofasubjectdidactictheorywhichcanbeusedtoresearchinasubjectpractice(Hansen&Gissel,2019)andtostrengtheningteachers’reflectionabouttheDanishsubjectandjustifydidacticalchoices.JensJørgenHansenUniversityofSourthernDenmark,6000Kolding,Denmark

AbstractTitle.

TextcompetencesinDanishasasubject-draftofadidactictheory

Keywords

Textcompetences,Literacy,Danishasasubject,Subjectdidactivtheory,Curriculumanalysis

Presentation

Paperpresentation

153

ThispaperwillpresentanongoingresearchprojectinaSwedishnationalprogrammeforcooperationbetweenschoolsanduniversities(www.kau.se/ulf).Theaimistoprovideknowledgeregardinghowteachersplanandpreparelessons(PaP)indifferentsubjectssothatthosetechniquescanbemodelled.Further,bycomparingdifferentsubjects,wewillalsolearnmoreaboutthewayinwhichdisciplinaryboundariesaffecttheplanningprocess.RQ:Howdoescollegialcooperationaffectthepracticeandthequalityofteacherplanningandpreparation?PaPisvitalforhigh-qualityinteachingandthusforstudentlearning(Hattie,2008;Mertensetal.,2010).Nevertheless,theinfrastructuretosupportPaPisoftenpoorlydeveloped.InSweden,asinmanyothercountries,PaPismainlytheresponsibilityofindividualteachers,disconnectedfromthelocalschoolorganisation(Darling-Hammond&Rothman,2011;Ellegård&Vrotsou,2013;OECD,2020).Indicationsofdeficienciesinsuchinfrastructuresincludefragmentationoftimeforplanning,absenceoffunctionalcollaborativesettings,lackofroutinesandrelevantinputofnewknowledge(Nordgrenetal.,2019).Thisprojectbringtogetherthefieldsofsubjectdidactic(e.g.Hudson,2016)andschooldevelopment(e.g.Jarl,Blossing,&Andersson,2017).WearguethatPaPisakeytoschooldevelopmentandthatsubjectspecificknowledgeandskillsassociatedwithgoodPaPshouldbeatthecentreofteacherprofessionaldevelopment(cf.Carlgren,1999;Deng,2018)tomeetthechallengeshavingcreativity,literacy,andcriticalthinkingascentralaspectsofteaching.Inourpresentationwewilldiscusshowpossibilitiesandrestrainsinthecollegialsettingaffectthesubject-orientedplanningteams.Wedrawondatafromplanningteammeetings(audiorecordings,planningdocuments,etc.).Subjectspecific,aswellasgenericvariationintheplanningteams’activityenhanceourknowledgeonhowsuchdesignatedcommunitiescansupportPaP.

YvonneLiljekvist1,KennethNordgren2,Ann-ChristinRandahl3,MartinKristiansson2,AnetteForsstenSeiser41DepartmentofMathematicsandComputerScience,Karlstad,Sweden.2DepartmentofPolitical,Historical,ReligousandCulturalStudies,Karlstad,Sweden.3DepartmentofSwedish,Gothenburg,Sweden.4DepartmentofEducationalStudies,Karlstad,Sweden

AbstractTitle.

Buildinginfrastructuresforcollegialplanningandpreparation:Amodelforsubject-didacticschooldevelopment

Keywords

Planningandpreparingofteaching,comparativesubjectdidactics,Swedish,History,Mathematics

Presentation

Paperpresentation

154

TheSocialStudiesinNordicSchoolsmeetinginOslo(1959)gathered12ratherdistinguishedteachereducators,teachersandschoolleaders,aswellasoneleadingeducationalbureaucratfromFinland,Sweden,DenmarkandNorway.The1959-situationforhistory,geographyandsocialstudiesingeneraleducation,curricularreformsandteachereducationwereatthecoreoftheiragenda(ForsøksrådetforSkoleverket1959).Themeetingtookplacewithinthewellknowninternationalcontextsofcoldwaranddecolonization,andwithintheNordiccontextsofexpandingwelfarestates,expansionsto9yearsmandatoryeducationandinstitutionalizationoftheSocialSciencesattheuniversities.Expectedoutcomesmightbeexpressedthroughtwohypotheses:1)Themeetingcontributedtoconsiderablestrengtheningofsocialscience/civicsaspectsinsocialstudiescurricula.2)Themeetingexpressedprinciples,aimsandwaysandlevelsofhistory/geography/socialscience(civics)integration/segregation-whichmightberegardedasrelevanteveninpresentdaydiscussionsoncurricula.Weexpectbothofthemtobestrengthenedthroughtheanalysis.Thesecondhypothesisalsopointtowardsneedforatypologicalclassificationonhowthesecountrieshavehandledthecomplexities(practical,structuralandepistemic)whenconstructingtheirschoolsubjects.Centralprimarysourcesarethepublished1959-meetingreport,therelevantsubjectcurriculaatthetimeaswellasthesubsequentandthecurrentrelevantsubjectcurricula.Theoreticpointsofdepartureareliteratureonknowledge-basedandcompetence-basedcurricula(forinstanceWyseetal.eds.2016).Methodsofqualitativetextanalysis(egacombinationofdiscourseanalysisandtraditionalhistoricaltextanalysis)areapplied.Thebackgroundtothestudyisresearchcuriousitydevelopedthroughourformerandpresentrolesasteachereducators,asmemberofanationalcurriculumcommitteeandasinitiatorandparticipantsinaNordiceffortonstudyingandcomparingpastandcurrentNordicSocialStudiesschoolsubjects.

RoarMadsen1,PerOverrein21NorwegianUniversityofScienceandTechnology(NTNU),Trondheim,Norway.2NorwegianUniversityofScienceandTechnology,Trondheim,Norway

AbstractTitle.

TheSocialStudiesinNordicSchoolsmeeting(1959).Signalsontheemergenceofcivics,butalsodiscussionswithrelevanceforpresentdaycurricula?

Keywords

Socialstudiesschoolsubjects,Curriculum,Nordiccountries,Historicalandcurrentrealities

Presentation

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155

Thisstudycontributestoadidacticdevelopmentandunderstandingofthesubject‘Understandingoftechnology’(Teknologiforståelse).Thisisdonethroughadidacticanalysisofthecurriculumforthesubject(Nielsen,2004).Thepurposeofthedidacticanalysisistomakeadescriptiveanalysisofthesubject,itsjustification,subjectareasandworkingmethods.Asubjectenterstheeducationsystemasaresultofapoliticalstruggleandbecausethesubjectreflectsknowledgethatissociallyperceivedasvalidandimportant(Cunningham&Kelly,2017).Theknowledgethatthesubjectaimstodevelopareourcompetencies:computionalthinking,designprocesscompetence,digitalempowermentandtechnologicalactionability.Thisstudysetsouttoinvestigatehowonecandidacticallyjustifythesubjectandthefourcompetenciesthatthesubjectaimsforthestudentstodevelop.Thepurposeofthedidacticanalysisistocontributetothedevelopmentofalanguageandadidacticreflectiononthesubject'sfunctionanddidacticbasisintheschool.Thestartingpointisthatthenewsubjectprovidesapedagogicalbodyforthewayofthinkingorthemethodcomputationalthinking,partlythroughtheconstructionofacurriculum,partlythroughthepracticalteaching.Thestudywillarguethatthereisbothatranslationandachangeincomputationalthinkingwhenthescientifictraditionisincludedinthesubject‘Understandingoftechnology’.TheanalysisthusprovidesontheonehandinsightintohowthewayofthinkingorthemethodcomputationalthinkinginaDanishschoolcontextistranslatedandadaptedtoaschoolcontext(akindofinfiltrationmovement),andontheotherhand,theanalysisprovidesabasisforhighlightinghowthecomputationalthinkingtraditionexpands,whenputintoplaywithotherscientifictraditions,practical-crafttraditionsandtheschool'sspecialsubjectandculture(akindoftransformationmovement).JensJørgenHansenUniversityofSourthernDenmark,6000Kolding,Denmark

AbstractTitle.

Understandingoftechnology–anewsubjectinDanishelementaryschool

Keywords

Understandingoftechnology,Computatinalthinking,Subjecttheory,Curriculumanalysis

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158

Thisisasystematicreviewoneffectiveteachingmethodstopromotestudents’criticalthinkingandsourcecriticisminciviceducation.Aninitialmappingoftheliteraturefoundthattherearemanystudiesconcludingthatcriticalthinkingisanimportantaimforciviceducation.However,fewerstudiessetouttoidentifyeffectiveteachingmethodstoreachthisaim.Asurveywasconductedshowingthatteachersareinterestedinempiricalresearchaboutteachingapproachesthatareeffectiveinstrengtheningcriticalthinkingamongciviceducationstudents.Extensivesearcheswereconductedtofindrelevantresearch.Afteraprocessofrelevanceandqualityassessmentthesearchresultscouldbenarroweddownto30studies.Athematicsynthesiswasconductedtosummarizetheresultsanddrawconclusionsfromthesestudies.Theresultsshowthreemaintypesofteachingapproaches:discussion-basedteaching,text-basedteaching,andmultimedia-basedteaching.Moreover,theresultsshowthatcriticalthinkingcanbedescribedintermsofstudents’abilityforsourcecriticism,analyticalskills,self-reflectivereasoning,andargumentationskills.Thefindingssuggestthatteacherscansupportstudents’learningofcriticalthinkingincivicsbyexercisingleadershipinteachingandotherlearningactivities.Topromotelearning,teachersshouldbeinchargeofchoosingandframingthesubjectspecificcontentwhenstudentsengageindiscussions,grouptasksandindividualwork.Acarefulselectionofissueswithcontrastingperspectivesseemtobekeytostimulatestudents’criticalthinking.Scaffoldingisanotherkeyfeatureofeffectiveteaching.However,hardscaffolds,suchasgraphicorganizersandinstructionsmustalsobeaccompaniedbysoftscaffolds,suchasaskingquestionstoguidereasoninganddiscussion.

PontusWallin1,CeciliaArensmeier2,ThomasNygren3,IlanaManneh11SwedishInstituteforEducationalResearch,Stockholm,Sweden.2ÖrebroUniversity,Örebro,Sweden.3UppsalaUniversity,Uppsala,Sweden

AbstractTitle.

Criticalthinkinginciviceducation–Asystematicreview

Keywords

Systematicreview,Civiceducation,Criticalthinking,Sourcecriticism

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159

Ihavebeenateacherinuppersecondaryschoolfor18years.ThelastthreeyearsIhavecombinedteachingwithmanagingaPhDinHistorydidacticsatUniversityofStavanger.Ihavedonealongitudinalactionresearch(datacollection2019-20)togetherwithcolleaguesinthesectionofHistoryatSt.SvithunUpperSecondarySchoolinStavanger.Makingresearchatmyownworkplaceraisesquestions;bothmethodicallyandethical,anddemandmetobehavetransparentlyinfindingawaytobetterunderstandhowcriticalthinkingcanbeoperationalizedinteachingHistory,inanenvironmentwhereIamalreadynative.Thereisalackofhowcriticalthinkingcanbeoperationalizedinschool(Kuhn,1999andtenDam,2004).Weneedknowledgeabouthowteacherscandefineandoperationalizecriticalthinking(FergusonandKrange,2020).AttheconferenceNOFA8Iwilldoapaperpresentationabouthowcriticalthinkingcanbeoperationalizedtroughatentativeoralassessment.Weusedanassessmentmethodcalled“sirkelsamtalen”wherethepupilsingroupsdiscussedownissuesfromtheircurriculuminHistory.Theteachers’rolewastolistentotheconversationandtoassessit.ThismethodasassessmentisawaytoimplementthenewCodecorriculum,andwehadaprocesspreparingcriteriaforcriticalskillsandrhetoricalcitizenshipinlightofthenewreform.ThemethodisbasedonDaniels(2005)text"ModellingtheDevelopmentProcessofDialogicalCriticalThinkinginPupilsAged10to12"whichputthefingeronhowdialogamongpupilscanimprovetheircriticalthinking.Experiencesbothfromteachersandpupilswillbegivenattentionduringthepresentation.TorThorvaldsenUniversityofStavanger,Stavanger,Norway

AbstractTitle.

AnempiricalstudyabouthowcriticalthinkingcanbeoperationalizedthroughoralassessmentinUpperSecondarySchool

Keywords

Criticalthinking,Oralassessment,ActionResearch,RhetoricalCitizenship,Uppersecondaryschool

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160

Traditionally,literaturehasbeenthoughtofasaprivilegedsubjectforcriticalthinking.Mostliteratureteacherswouldagreethatengagingstudentsincriticalthinking(CT)isanimportanttaskintheirprofession.Still,whenitcomestoliterature,CTisoftenunderstoodintermsofcriticaltheoryinthepost-Marxisttraditionofdifferentaestheticandculturaltheoriesconcernedwiththedismantlingofunderlyingdiscourses.Nevertheless,thisinterpretationisinconsistentwiththetheoreticalconceptofCTasdefinedinthefieldofeducation.Inthisfield,therearetwomainapproachestoCT;thephilosophicalapproach,andthepsychological,orcognitiveapproach.Whereasthefirstonehasmuchincommonwithinformallogic,stressingtheimportanceofassessingclaimscritically(rationally);thesecondoneisprimarilyconcernedwiththementalactivitiesinvolvedinacriticalevaluationofsemioticpractices.HowthendoweapproachCTinliterarystudies?Thephilosophicalapproachseemsinadequate,asthequestionoftruthisnocentralcriteriainthepracticeofreadingliterature.Thepsychologicalapproach,leaningonBloom’staxonomyandtheideaofhigher-orderthinking,alsopresentsdifficulties,asthecorrelationbetweenmentaloperationsandtheiroutcomeisquitedifficulttoevaluate.Andastocriticaltheory,itcancertainlyteachusspecificwaysofreading,butthedifferenttheoreticalperspectivesitdemandsseemtooparticulartoencompassCTasawhole.Inthisargumentativepaper,wewanttoapproachCTasasubject-specificconceptappliedspecificallytothestudyofliterature.Weproposeneitheraphilosophicalorpsychologicalapproach,norspecificversionsofcriticaltheory,butratherfocusonthestudyofliteratureasacraft.Somequestionsatstakeare:Whattaskscanstudentsofliteraturelearntoapproachliteraturecritically?ShouldconcreteinstructioninCTformpartoftheliteratureclassroom?

KariSorianoSalkjelsvik1,IngerOlsbu21UniversityofBergen,Bergen,Norway.2UniversityofAdger,Kristiansand,Norway

AbstractTitle.

CriticalThinkingintheLiteratureClassroom:theLearningofaCraft

Keywords

LiteratureintheClassroom,CriticalThinking,CriticalTheory,LiteraryCriticism

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163

‘Creativity’,‘criticalthinking’,‘interdisciplinarity’arebuzzwordsthatpermeatetheNationalCurriculuminNorwayandthenotionof21stcenturyskills.Teachersneedtounderstandtheseconcepts,buttheyalsoneedtodocreativityandcriticalthinkingastheydeveloptheirknowledgebaseforteachinginGrades1-7.AccordingtoKaufmanandGregoire(2016)creativityisaboutlivingcreatively.Inteachereducation,it’saboutlearningcreatively.Asrolemodelsteachereducatorspromotecreativityandcriticalthinkingbydemonstratingthecomplexity,multilayeringandinterconnectednessofteachingandlearningprocesses.IntheEnglishclassroom,picturebooksbridgeglobalcitizenshipeducationandmultimodality,whiledevelopingbasicliteracyskills.Inthissession,Iexploretheaffordancesoflapbookingasatoolfordoingcreativitywithpre-serviceteachersinanEnglishelectiveoftheMAinPrimaryEducation.Oneofthecourseassignmentsrequiresstudent-teacherstoplanalessonaroundapicturebookandcreatethefinishedproductintheformofaninteractive,visualartefact-alapbook.Thecreativeelementof‘doing’isfollowedbyanoralpresentation,wherethestudent-teachersexplaintheirchoiceofpicturebookandjustifytheirlessonstructureinthelapbook.Thewholeprocessisunderpinnedbyalearningtolearnapproach(EllisandIbrahim,2015),encouragingreflective,criticalanalysisofownpracticeandgivingstudent-teachersavoiceintheirownlearning.Initialfindings,basedonsemioticanalysisofthelapbooksandnarrativeanalysisofteachers’reflections,pointtocreativeintersectionsbetweenprocess(lessonplanning),product(lapbooks)andresource(picturebooks).Furthermore,teachersexpresspositiveattitudestowardlapbookingasvisible,concretelessonplanning,fosteringcreativityandexperientiallearning.Ellis,G.andIbrahim,N.2015.TeachingChildrenHowtoLearn.DeltaPublishing.Kaufman,S.B.andGregoire,C.2016.WiredtoCreate:UnravelingtheMysteriesoftheCreativeMind.PenguinRandomHouseUSA.NayrIbrahimNordUniversity,Bodø,Norway

AbstractTitle.

DoingcreativityinEnglishsubjectpedagogy:theexperientialaffordancesofpicturebooks,lapbookingandcreativelessonplanninginpre-serviceteachereducation

Keywords

picturebooks,lapbooks,creativity,interdisciplinarity,criticalthinking

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164

Oneofthecoreelementsinthemathematicscurriculumismodellingandapplication,connectedtotheinterdisciplinarytopic,democracyandcitizenship(Kunnskapsdepartementet,2019).ThecriteriafortheactivitytobecalledmathematicalmodellingarebasedonBarbosa(2006);theactivitymustbeaproblem(notanexercise)and,theactivitymustbebasedonthestudent'severydaylifeoranothersubject.Barbosa(2006)presentthreedifferentmodellingapproachesinschoolmathematics,modellingasavehicle,asacontent,andascritique.Toexperienceliveddemocracyinclassrooms,theteachermustsharecontrol,andthestudentsneedtotakeresponsibilityandcontrolintheirmathematicalactivity.Mellin-Olsen(1989,p.66)presentedthreelevelsofcontrol;level1controlovertheuseoftools,level2controlovertheselectionoftoolstobeused,andlevel3,controloverthetargeteddidacticactivities.Inthispresentation,Iseekinsightintohowthestudentsandteacherscansharecontrolondifferentlevelswhileworkingwithmathematicalmodellingasavehicle,content,andcritique,tofacilitatestudents'criticalthinking.Thedatausedareexamplesofmathematicalmodellinginprimaryschoolretrievedfromthreearticles,whereeachexamplerepresentsoneofthethreemodellingapproaches.Acombinationofthetwoframeworks,aspectsofmodelling(Barbosa,2006)andcontrollevels(Mellin-Olsen,1989),formtheanalyticaltool.Preliminaryfindingsindicatethatallthreeapproachestomodellingcansupportstudentstotakecontrolondifferentlevels.Sharedcontrolallowsthestudentsandtheteachertoreflectcriticallyonmathematicalissuesintheireverydaylife.Barbosa,J.C.(2006).Mathematicalmodellinginclassroom:Asocio-criticalanddiscursiveperspective.ZDM,38(3),293-301.Mellin-Olsen,S.(1989).Kunnskapsformidling–virksomhetsteoretiskeperspektiver.CasparForlag.Kunnskapsdepartementet(2019).Læreplanimatematikk1.–10.trinn(MAT01‑05).Fastsattsomforskrift.LæreplanverketforKunnskapsløftet2020.https://www.udir.no/lk20/mat01-05/om-faget/tverrfaglige-temaer?lang=nobTorilEskelandRangnesHVL,Bergen,Norway.HøgskoleniØstfold,Halden,Norway

AbstractTitle.

Democracyandsharedcontrolinmathematicalmodellingactivities

Keywords

Mathematicalmodelling,Control,Criticalthinking,Liveddemocracy

Presentation

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165

TheaimofthepaperistoestablishabasiclineofargumentswhichcanbeusedtodevelopanarticleaboutsocialsciencedidacticswithintheareaofEarlyChildhoodEducationandCare[ECEC].ThebackgroundforthepaperideaisthatsocialsciencedidacticswithintheECECareaisayoungandunderdevelopedscientificarea.IthereforethinkitwouldbeusefultoenhancetheepistemologyofsocialsciencedidacticswithinECEC,intermsofwhatitis,whatitcanbe,andwhatitshouldbe.IusetheNorwegiankindergartenastheempiricalentrance.Inthepaper,Ipresupposethattherearetwodifferentepistemologicalapproachestosocialsciencedidactics.Thefirstapproachisabroaderone,throughwhichIperceivesocialsciencedidacticsconnectedtheNorwegiankindergarteninamorecontextualsense.Contextheremeaningkindergartenasapedagogicalenterprise,asanorganizationorasasocialinstitution.Thesecondapproachismorenarrow.HereIapplyasubjectdidacticalmodelimplyingthatsocialsciencetoagreaterextentisaimedatkindergartenchildren,kindergartenteacherstudentsormasterstudentsinkindergartenteachereducationinNorway.InthepaperIwillconcentrateonthelatter,narrowmodel.Thetoolofexplorationistheterm“democracy”.Theresearchquestionis:whatisorshould“democracy”beaccordingtoanarrowapproachtosocialsciencedidacticswithinECEC?ThepreliminaryempiricalsourceareoneorseveralofttheformalcurriculumsconnectedtotheNorwegiankindergarten;suchastheNorwegiankindergartenitself,thekindergartenteachereducationandmaster’sdegreestudiesforkindergartenstudentsinNorway.Thepreliminaryresearchmethodiscontentanalysisofdifferentcurriculumdocuments.IngunnVinesKvammeUiA,Kristiansand,Norway

AbstractTitle.

HowtoexploresocialsciencedidacticswithinECEC

Keywords

SocialScienceDidactics,ECEC,Curriculum,Democracy

Presentation

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168

Theaimwiththispresentationistoilluminateopportunitiesandbarriersforstudentstounderstandlivedreligionthroughadesignedteachingsequence,inordertodevelopknowledgeabouthowreligiouseducationcancontributetosuchunderstandings.PreviousresearchshowsthattheSwedishnon-confessionalschoolsubject“Religion”mainlydealswithhistory,dogmasandconcepts.Fewstudentsareconcernedwiththesubject-matteritselfinRE."Secular"studentstalkaboutreligionassomethingold-fashionedthatconcerns"theothers".Studentswhoidentifythemselvesasbeingreligious,inturn,donotrecognizewhatisbeingtaughtinschoolabouttheirowntradition,sincetheymissperspectivesconcerningreligionaspartofeverydaylife,i.e.,livedreligion.Thesecircumstancesserveasmotivationalgroundforthepresentstudy.TheempiricaldatawereproducedfromselectedpartsofanenactedteachingdesignaboutBuddhism,includingafieldvisittoaTibetan-Buddhistcongregation.Thedataconsistofsecondaryschoolstudents'oralandwrittenutterancesfromalessonsequence,includinglessonrecordings,studentjournals,lessonexercises,assignmentsandgroupdiscussions.Threedidactictoolsfromthedesignedteachingsequencehavebeeninvestigatedwhethertheycontributetostudents'understandingsoflivedreligion,intermsofinnerdiversity,religiouspracticeandexperientialdimensions.First,individualperspectivesseemtohavetheeffectthattheRE-subjectcomesclosertothese(mainly)secularstudents’ownlives,andtocontributetoanunderstandingofinnerdiversity.Second,adiversitymodel(basedonRobertJackson’s(2002)interpretiveapproach)helpsstudentsunderstandhowdifferentfactorsinteractinconstructionsofindividuals'religiosity.Third,differenttypesofself-reflectionareidentifiedforunderstandinglivedreligion.Oneexampleisself-reflectionactivitiesaboutpersonalexperiencesduringthefieldvisitwhichcancontributetostudents'understandingofexperientialdimensionsaspartoflivedreligion.ThérèseBrittonStockholmuniversity/Globalcollege,Stockholm,Sweden

AbstractTitle.

Opportunitiesandbarriersforstudentstounderstandlivedreligion

Keywords

religiouseducation,livedreligion,studentsunderstanding,teachingdesign,didactictools

Presentation

Paperpresentation

169

AspartoftherecentlyimplementedSubjectRenewaloftheNorwegiancurriculum,‘DemocracyandCitizenship’hasbeenintroducedasaninterdisciplinarytopic.Asaresult,thestudentsaretobemadecapableof“participatingindemocraticprocesses”andmeetchallenges“accordingtodemocraticprinciples”.BuildingonJohnDewey’sunderstandingofeducationfordemocracy,thispaperthereforefocusesonsituationswherestudentsinthe1stgradearegiventheopportunitytopracticecriticalthinkingaboutproblematicsituationstogether.Accordingly,theaimofthispresentationistolookatsomepossibilitiesandlimitationsastohowteacherscansupportandfacilitatesuchsituationsina1stgradecontext.Thepaperbuildsonvideo-datafromtwolessonsina1stgradeclassroom,drawingonanalysesofconversationsbetweenstudentsandbetweenstudentsandteacherintheselessons.Thepreliminaryresultsfromthefirstlessonindicatedthatsomestudentsseemedtostrugglewithsituationswheretheyweregiventhepossibilitytothinktogether.Theseresultspromptedacloselyfollowinginterventionincollaborationwiththeteacher.Inthisintervention,weattemptedtodesignanenvironmentmoreconducivetothinkingcriticallytogether.Weapproachedthisbydesigningalessonwithapreliminarymeta-conversationaboutthinkingtogether,followedbyanattemptatfacilitatingasituationwheresuchthinkingcouldoccur.Thelessonwasconcludedbystudentself-evaluations.Inthispresentation,Iwillpresenttheresultsfrombothlessons.Thiswillbedonewithaneyetothelimitationsthatappearedinthefirstlessonandwhethertheinterventioncreatednewpossibilitiesforthinkingcriticallytogether.AndreasReicheltLindOsloMet,Oslo,Norway

AbstractTitle.

ThinkingCriticallyandDemocraticallyina1stgradeclassroom

Keywords

interdisciplinarytopics,criticalthinking,educationfordemocracy,thesubjectrenewal,JohnDewey

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171

ThispaperaimstotackletheintertwinedrelationshipbetweenlanguageandcultureinthecontextofteachingNorwegianasaforeignlanguage.ByincludingamixofNorwegianauthenticresources(newspapers,videos,songs,etc.)intheteachingprocess,BAstudentsareprovidedwiththeopportunitytoenhancetheirlinguistic,sociolinguisticandpragmaticcompetence.Inaddition,theyreceivemeaningfulexposuretodifferentregistersandtypesofdiscoursethatwouldfurtherconsolidatetheirunderstandingoftheNorwegianculturalmindset.Inordertobecomeproficientcommunicatorsinvariouscommunicativeandmulticulturalcontexts,BAstudentswhostudyNorwegianneedtobecomemediatorsacrosscultures.Asurveyresearchcomprisingclosed-endedandopen-endedquestionswasconductedbyusingaquestionnaireasthemaininstrumentforcollectingdata.TherespondentswereBAstudentsenrolledattheFacultyofLettersofBabeș-BolyaiUniversityinCluj-NapocawhohavestudiedNorwegianforoneortwoyears(A1-A2orB1-B2level).Aimingtoenhancethestudents’21stcenturyskills,theuseofauthenticresourcesinteachingNorwegianbecomesofparamountimportancebecauseitoffersnewdirectionstowardsdevelopingstudents’multimodalliteracy,multiculturalliteracyandlinguisticcompetence.Furthermore,authenticresourcesenhancethedevelopmentofbothreceptiveandproductiveskills.ConsideringthedirectimplicationsoftheCOVID-19pandemicuponteachingpractices,developingefficientinterculturalcompetenciesmattersevenmore.Moreover,thenecessitytoadapttheteachingresourcestotheonlinesettingbecomessalientintoday’scontext.AcreativeblendbetweentheauthenticresourcesandtechnologycomestosupporttheteachingprocessofNorwegianasaforeignlanguageatuniversitylevel.Ioana-AndreeaMureșan,RalucaPop-PetrușBabeș-BolyaiUniversity,Cluj-Napoca,Romania

AbstractTitle.

CultureMatters:TeachingNorwegianasaForeignLanguageatBALevelbyIncorporatingAuthenticResources

Keywords

Norwegianculture,foreignlanguagelearning,multiculturalliteracy,sociolinguisticcompetence,multimodality

Presentation

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172

Examwritingassocialaction:ModellingexamwritingincontextThebackgroundforthispaperisthefactthatresearchonexamwritingtendstopaylittleattentiontothespecificcultural,institutionalandsituationalcontextoftheexamination.DuetorecentintroductionofhighstakestestingatthefinalyearofDanishlowersecondaryschool,contextualfactorsforexamwritinghavechangedsubstantiallyexposinganeedforexamination-relatedliteracyforstudentswhoarefacingtheincreasedimportanceoftheexams.InmyPhDthesiswhichisanexplorativestudyoftheDanishschool-leavingexaminwrittencomposition,Itrytoilluminateexamwritingasarhetoricalactionbyexploringthewritingprompt,studentpapersandraters’evaluationfromasocioculturalperspective.Thecondensedfindingsfromthesethreesubstudiesaremeldedintoaproposalforthemodellingofexamwritingasaliteracy(orsemiocy)eventincontext.Thepaperpresentationwillfocusonthismodel(ling)ofexamwritingasa(seriesof)literacyevent(s),reflectingonanddiscussingthe“nature”andfunctionofwritinginvariousexaminationcontexts.Fundamentally,examwritingisseenasasocialactand,thus,adistinctgenreinneorhetoricterms.ThemodeldrawsonpreviousmodelsofwritingincontextandcombinesthetheoreticalunderpinningsofmyPhDthesiswiththeempiricalfindings.Inadditiontoofferingaconceptualandtheoreticalperspectiveonexamwritingitcanbeusedasatoolforanalysingstudenttextsasanswerstothewritingpromptinanticipationoftheraters’evaluation.SolveigTroelsenVIAUniversityCollege,Aarhus,Denmark

AbstractTitle.

Examwritingassocialaction:Modellingexamwritingincontext

Keywords

writingresearch,literacymodel,studentwriting,DanishL1,examinationcontext

Presentation

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174

Literacyresearchhasbroughttoourattentionthatliteracyskillsareonlytosomedegreegenericandthatteachingdisciplinaryliteraciesinschoolisoftenassociatedwithuncertaintyandlackofexplicitness(Bergeetal,2019,p.7;Shanahan&Shanahan,2012;Aasenetal2012).Intheproject“Literacyinteachereducation.Presentingandre-presentingtheworldthroughliteracyevents”weaddressthesechallengesbystudyingpreserviceteachers’splanning,implementationandevaluationofliteracyeventsduringthepracticumpartoftheireducation.TheprojectinvolvesthefourschoolsubjectsNorwegian,Mathematics,EnglishandChristianandOtherReligiousTraining(CREE)aswellasallstagesoftheNorwegianprimaryschool(grade1−10).AccordingtoBartontheliteracyeventis“allsortsofoccasionsineverydaylifewherethewrittenwordhasarole”(Barton,2007,p.35).Inordertodevelopamethodologicalapproachinaprojectaimingatclarifyingandcomparingdisciplinaryliteracypractices,afurtheroperationalizationoftheconceptofliteracyeventisneeded,andinthispapersomecardinalpointsinourresearchdesignwillbepresented.References:Barton,D.(2007).Literacy.AnIntroductiontotheEcologyofWrittenLanguage.Malden,Oxford,Victoria:Blackwell.Berge,K.L,Skar,G.B,Matre,S.Solheim,R.Evensen,L.S.,Otnes,H.&Thygesen,R.(2019).Introducingteacherstonewsemiotictoolsforwritinginstructionandwritingassessment:consequencesforstudents’writingproficiency.AssessmentinEducation.Principles,Policy&Practice26(1),6−25.https://doi.org/10.1080/0929594X.2017.1330251Shanahan,T.&C.Shanahan.(2012).WhatIsDisciplinaryLiteracyandWhyDoesItMatter?TopicsinLanguageDisorders32(1),7−18.Aasen,P.,Møller,J.Rye,E.Ottesen,E.,Prøitz,T.S.&Hertzberg,F.(2012).Kunnskapsløftetsomstyringsreform–etløftelleretløfte?NIFU/Instituttforlærerutdanningogskoleforskning,UniversitetiOslo:Oslo.KjerstiBreivegaWesternUniversityofAppliedSciences,Bergen,Norway

AbstractTitle.

Disciplinaryliteracystudiedthroughliteracyeventsintheclassroom

Keywords

disciplinaryliteracy,literacyevent,crossdisciplinaryresearch

Presentation

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175

Learningcalculusthroughinquiry,collaborationandcreativereasoning.Keywords:Interthinking,creativereasoning,collaboration,mathematics.Calculusisthefirstcoursethatstudentsmeetatthecontinuingeducationprogramformathematicsteachersatouruniversity.Thecoursehasbeengivenasatraditionalcalculuscourse,anditisourimpressionthatmanystudentsprimarilyobtainaninstrumentalunderstandingofmathematicalproperties.Researchsuggestthatinquiry(Artigue&Blomhøj,2013)andsocialinteractions(Alrø&Skovsmose,2004;Mercer,2004)havepotentialforin-depthlearning,whichcomprisescreativity,reasoning,criticalreflectionandmetacognition.ThesecompetencesarealsoinfocusinthenewcurriculumthatisbeingintroducedinNorwegianschools.Teachersneedtoexperiencemathematicalinquirythemselves,beforebeingabletosupportinquiryprocessesfortheirstudents(Artigue&Blomhøj,2013).Theresearchpresentedhereispartofalargerprojectonhowsubjectmattercontent,teachingapproachesandlearningprocessesincalculusareshapedbyinquiry,andaimstoinvestigatethestudents’interthinking(Mercer,2004)andcreativereasoning(Lithner,2008)incollaborativework.Wegofurtherintotheseideas,andwill,throughanalysisofvideotapedcollaborativework(ofthreegroups)onanintegralproblem,presenthowsociallyconstructivecreativereasoningcancontributetojointknowledgeandin-depthlearningofintegration,andfurtherdiscusshowthiscanspurthedevelopmentofinquiringandcriticalminds.References:Alrø,H.,&Skovsmose,O.(2004).Dialogiclearningincollaborativeinvestigation.NordicStudiesinMathematicsEducation(2),39-62.Artigue,M.,&Blomhøj,M.(2013).Conceptualizinginquiry-basededucationinmathematics.ZDMMathematicsEducation,45,797-810.doi:https://doi.org/10.1007/s11858-013-0506-6Lithner,J.(2008).AResearchFrameworkforCreativeandImitativeReasoning.Educationalstudiesinmathematics,67(3),255-276.Mercer,N.(2004).Socioculturaldiscourseanalysis:Analysingclassroomtalkasasocialmodeofthinking.JournalofAppliedLinguistics,1(2),137-168.MarteBråtalien,MargretheNaalsund,JoakimSkogholtNorwegianUniversityofLifeSciences,Ås,Norway

AbstractTitle.

Learningcalculusthroughinquiry,collaborationandcreativereasoning

Keywords

Interthinking,creativereasoning,collaboration,mathematics

Presentation

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178

Oralfeedbackoccurseverydayinlanguageartsclassroomsbutdoesnotnecessarilyenhancestudentlearning.Fromadisciplinaryliteracypointofview,highqualityfeedbackshouldhelpstudentsunderstandthequalityoftheirworkandaddresssubstantiveelementsofthesubjectmatter.Asfeedbackisacomplexteachingpracticethatrequireshighproficiencyandexperience(Hattie&Timperley,2007),teachereducationmustdevelopinnovativewaystoensurethatstudentteacherslearnhowtoprovidefeedbacktosupportstudents’disciplinaryliteracylearning.Followingacorepractice-inspiredcampusinterventionusingvideotorepresentanddecomposefeedbackpractices,thisstudyexaminesfourSTs’oralfeedbackpracticesinlanguageartsduringanine-weekfieldplacementintheir7th

semester,aswellasthesupportprovidedbytheircooperatingteachers(CTs)throughtargetedvideo-drivenmentoring.ItreliesonvideodatarecordedbySTswithavideoapp(N=449minutes),screenrecordingsofthefollowingmentoringconversationsinwhichselectedvideoclipswerediscussed(N=281minutes),anddatafromindividualinterviewswiththeSTsandtheirCTs(N=297minutes).PreliminaryfindingsindicatethatSTsprovidedhighqualityfeedback,includingsubstantivesuggestionsforhowtoimprovestudentwork,whentheydevotedtimetoguidestudentsintheirwritingprocessduringindividualseatwork.TheyreportthattheuseofvideoreinforcedtheirpracticeastheycouldreviseanddiscussitindetailwiththeirCTandpeer.Thepreliminaryanalysisofmentoringconversationscorroboratesthisfinding,indicatingthattheCTssupportedtheSTsbytakingthestudentperspective,labelingfeedbackpracticesandidentifyingconflictinginterestssuchasspecificversusdialogicfeedback.Althoughlimitedbythesmallsamplesize,theseinitialfindingssuggestthatSTsarecapableofprovidinghighqualityfeedbackwhendevotingtimeandthoughtstofeedbackduringteachingandwhensupportedbyvideo-drivenmentoringandself-reflection.GørilBrataasDepartmentofTeacherEducationandSchoolResearch,Oslo,Norway

AbstractTitle.

UnpackingandSupportingStudentTeachers’OralFeedbackPracticesinLanguageArts

Keywords

languagearts,feedback,teachereducation,disciplinaryliteracy,mentoring

Presentation

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179

Ademocraticsocietyisdependentuponknowledgeable,participantandengagedcitizensandschoolshaveaspecificassignmenttocontributetosuchacitizenry.Thisisparticularlytrueinthecaseofsocialscienceeducation(‘samhällskunskap’)whereteachingissupposedtocontributewithknowledge,skills,abilitiesandattitudesthatstudentscanuseasmembersofsociety.However,apersistentissueishowthisknowledgeandtheseskillscanandshouldbedepicted,qualifiedanddelimitedwithinthespecificcurriculumofsocialscience.Incontemporarysocialscienceeducationresearch,weargue,thisissueisaddressedbyaheavyemphasisonspecificdisciplinaryknowledgeasmoreorlessthesolesourceforstudents’qualificationandreadinesstoconnectwithandparticipateinsocietalaffairs.Ourpaperaimstomakeatheoreticallybasedargumentforawidenedroleintermsofsubjectificationwhereplaceismadefprstudents’lifeworld.Throughanoverviewofcurrentresearchinthefield,ageneraldiscussionabouttherelationshipbetweeneducationandformationweargueforcomplementarydimensionsrootedinthetraditionofdidaktik.Suchawideningisnecessary,weargue,inordertopavethewayforasocialscienceeducationthataimsatpreparingstudentsforparticipationinsocietalaffairs.Keywords:SocialScienceEducation,Subjectification,Citizenshipeducation,Bildung/formation,knowledge

JohanSandahl1,MariaOlson21DeptofHumanitiesandSocialscienceseducation,Stockholm,Sweden.2HSD,Stockholm,Sweden

AbstractTitle.

AWidenedAimandPurposeofSocialScienceEducation:TheRoleofSujectification

Keywords

Citizenshipeducation,SocialScienceEducation,Bildung,formation,subjectification

Presentation

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181

Thisistheoreticalcontribution;revisitingcentralconceptinhistoryeducation.Theongoingdiscussionaboutwhatconstituteshistoricalconsciousnessisintensifyingwithinthegrowinginternationalcommunityofhistory-educationresearchers.Whatstartedoutasanexplorationofhowlifeoutsideschoolsaffectsourhistoricalthinkinghasbecomeakeyconceptforstructuringformaleducation.Thisshifthaslargelybeenpositive;however,therearereasonsforcaution.Ifpracticaladaptionmeansoutlining,classifying,andmeasuringlevelsofachievedawareness,italsopresentsariskoflosingtheinitialreasonforconsideringthewiderinfluenceonourperceptionsandorientations.Myreflectioninthisarticleconcernsthisparadoxandhowitcanaffectacomplementaryconcept,useofhistory.InthebackdropofbothongoingeventsconnectedtotheBLM(BlackLivesMatter)movementandtheAnthropocene,Iwilldemonstratewhyhistoryeducationrequiresabroadunderstandingofhistoricalconsciousnessandareadinesstoworkwithpublicusesofhistory.KennethNordgrenKarlstaduniversity,Karlstad,Sweden

AbstractTitle.

Reflectionsonlinkinghistoricalconsciousnesstousesofhistory

Keywords

History,useofhistory;,Historicalconsciousness;,Anthropocene

Presentation

Paperpresentation

182

TheFinnisheducationsystemhasbeencelebratedasaglobalsuccessstoryinthePISA-age.NeverthelesstheFinnishNationalCurriculum2016madearevolutionaryturn(FinnishNationalBoardofEducation2016).ThenewfocalpointofPhenomenonBasedLearning(PhenoBL)withinalocalcurriculum,exemplifiesarethinkingoflearning,schoolcultureandtheroleandcontentoftraditionalschoolsubjectsaswellastheroleoftheteacher,studentandpupil(Lonkaetal2018;Lähdemäki2018;SymeonidisandSwhartz2016)HowisthisinterdisciplinaryapproachunderstoodandconductedinFinnishschools?Whatdoesitimplywithregardstothepupil,theteacherandtheorganizationofeducation?Wemustassumethatinquirybasededucationcrossingtheboundariesoftraditionalsubjectsmovingtowardsinterdisciplinaryexplorationsofphenomenarequireashiftinpedagogyasstudentsareconsideredtobeactiveparticipantswhoengagecollaborativelyinsocialconstructionofknowledge.PhenoBLalsoemphasizesholisticrealworldphenomenaandareassociatedwiththebuzzworddeeplearning.IsFinlandmovingtowardstransdisciplinaryeducationanddeeplearningasistheinternationalimpression?Andhowisi.e.NorwegiancurriculaprocessesandreformsinfluencedbytheFinnishexample?ThispaperexploretheFinnishreasoningof2016curricula.TheNorwegianelementaryschoolcurriculaFagfornyelsen2020andtheveryrecentsecondaryschoolWhitePaperFullføringsreformen2021seemstobestronglyinfluencedbyguidingprinciplesandbuzzwordsofinterdisciplinarity,deeplearningandcriticalthinkingparalleltotheFinnishvocabulary.Wewillexploreandcomparethetwocurricularreasonings.BritMarieHovland,LinneajermstadNLA,Oslo,Norway

AbstractTitle.

CurriculumreforminFinlandandNorway.Interdisciplinarity,PhenomenonbasedLearningandDeepLearning

Keywords

Phenomenonbasedlearning(PhenoBL),Curriculum,Interdisciplinarity,criticalandcreativethinking,FinnishandNorwegiancurriculum

Presentation

Paperpresentation

183

Nr183Idennapaperpresentation,baseradpåenartikel,ärsyftetattpåteoretiskgrund,mednedslagitreskolämnen,delsargumenteraförenvidgadförståelseavskolansochämnesundervisningensmedborgarbildandeuppgift,delsvisavaddennakanbetydaförämnesundervisningen.MedinspireradutgångspunktiHannahArendt(2004,2013)a)argumenterarviförviktenavattdennauppgiftinnefattarbådeagens-ochexistensdimensioner,ochb)konkretiserarvaddetvådimensionernakaninnefattaiskolämnenareligionskunskap,psykologiochsamhällskunskap(påhögstadietochgymnasiet).Denvidgadeförståelsenavämnesundervisningensmedborgarbildandeuppgiftinnebäreninkluderingavexistensdimensionerpåettsättsomförmedsigbådemöjligheterochutmaningar.Dessabehöveruppmärksammasochhanteraspåämnesspecifikavis.Ettförslagpåhurdettakangöraslyftsfram,därutgångspunkttasiEamonnCallans(2016)begreppspar‘dignitysafe’och‘intellectuallyunsafe’space.Avslutningsvislyftsmöjligaimplikationerförutformandetavenämnesundervisningsominnefattarenvidgadmedborgarbildandeuppgift.Sammantagetärambitionenattbidratillämnesdidaktiskforskningochämnesundervisningsutvecklingmedutgångspunktifråganomämnesundervisningensmedborgarbildandeuppdrag.Ann-SofieJägerskog,ThereseHalvarssonBritton,MariaOlsonDeptofHumanitiesandSocialscienceseducation,Stockholm,Sweden

AbstractTitle.

Agensochexistensiämnesundervisningen–medborgarbildningireligionskunskap,psykologiochsamhällskunskap

Keywords

medborgarbildning,agens/existens,religionskunskap,psykologi,samhällskunskap

Presentation

Paperpresentation

184

Thispaperexplorestransformativeinquiryinsustainabilityeducationathandofvision-building.DrawingonaPeirceanframework,Idiscussdifferentphenomenalinkedtovision-buildingandtransformativeinquiry.Iarguethattransformativeinquirycanbeunderstoodasanopen,dynamicprocessofcriticalandcreativeinquirydrivenbyincoherenceandvaguenessinthinking.Further,Isuggestthattransformativeinquiryisachallengingpracticeintheclassroomandmaytriggerfeelingsoflossandconfusion.Iconcludethattransformativeinquirydependsonopennesstoone’sownothernessandexploreimplicationsforthetransformativeclassroomandfurtherresearch.AnnelieOttUniversityofOslo,Oslo,Norway

AbstractTitle.

Vision-BuildingandTransformationinSustainabilityEducation

Keywords

sustainabilityeducation,transformation,criticalandcreativethinking,inquiry,imagination

Presentation

Paperpresentation

185

Creativityandinnovationareatthetopoftheskillsthateveryindividualshouldhaveinthe21stcentury.Theacquisitionoftheseskillscanbeachievedthroughwell-plannedandlearner-centeredtrainings.Inthisstudy,itwasaimedtoevaluatetheCreativityandInnovationEducationcoursegivenattheundergraduatelevelwiththeopinionsofstudents.Theresearchismodeledasbasicqualitativeresearch.Thestudygroupoftheresearchconsistsof18undergraduatestudentswhochosethecourse.Intheresearch,lecturediarieswereusedtocollectdata.Inaddition,focusgroupdiscussionswereconductedwiththeworkinggroup.Asaresultoftheresearch,itwasconcludedthatthecoursecouldreachthedeterminedgoalsandthatthelearningprocesseswereeffective.serkankelesogluAnkaraUniversity,Ankara,Turkey

AbstractTitle.

EvaluationofCreativityandInnovationCourse

Keywords

creativity,innovation,course,evaluation

Presentation

Paperpresentation

186

Inthisstudy,atotalof18in-serviceteachersparticipatedinonecycleofalearningstudy(Marton,2015;Holmqvist,2011)aimingtostudydevelopmentofacademicliteracy.Thestudywasguidedbyvariationtheory(Marton2015;Holmqvist,Gustavsson&Wernberg,2008).Theobjectoflearningisacademicliteracy,asubjectofimportanceforallteachers,astheirprofessionalworkissupposedtobeconductedonscientificbasedknowledge.Thecapabilitytoreadandunderstandscientificpublications,andtojudgethescientificvalueofdifferentsourcesusedbyteachers,arecrucialforthequalityofteachers’professionalwork.Thestudywasdesignedfollowingthestepsofalearningstudy.Thismeanscollaborativediscussionsamongtheteachers,inthiscasetheresearcherswhoaretheauthorsofthisabstract,testingtheparticipants’knowledgebeforetheteachingactivity,bydesigningandimplementinginstructionoffertheparticipantstodiscernthecriticalaspectsofacademicliteracytogaindeeperknowledge,analysisofpost-teststodescribethelearningoutcome,andtopresenttheresults.Thelessonwasfocusingonthestructureof,anddifferencesbetween,scientificandpopularscientifictexts.Twotextswereusedpresentingthesamestudyandbythesameauthor.Bythat,thein-serviceteacherswereofferedtoseethesametopicsdifferentlydescribedbasedonthetwodifferentgenre’srequirements.Theresultsshowhowtheparticipantsinthepre-testfocusesonthetexts’similarities,withanunawarenessofgenredifferences.Inthepost-test,thedifferencesingenreisdescribed.Alimitationofthestudyisthatthetwotextsusedinpreandpost-testsarefocusingslightlydifferenttopics,whichisdiscernedandfocusedbytheparticipants–anaspectnotcriticalfordevelopingacademicliteracyatagenerallevel.MonaHolmqvist,BalliLelinge,JöranPetersson,ChristinaSvensson,JohannaÖhrnMalmöUniversity,Malmö,Sweden

AbstractTitle.

Teachers’Academicliteracyknowledge

Keywords

Academicliteracy,in-serviceeducation,learningstudy,variationtheory

Presentation

Paperpresentation

187

Scienceteachershavetroubleevaluatingtheirteachingandstudents'learning.IthasmostrecentlybeenestablishedwithtworeportsiDenmarkfrom2018and-19,whichshowtheextentoftheneedandalsonarrowdownwhichelementsoftheevaluationprocessteachershaveparticulardifficultywith(RambøllandCopenhagenUniversityCollege,2019;Rambøll,2018).Teachersareexpectedtocontinuouslyevaluatestudents'learningthroughouttheschoolprocessfromgeneralscienceithelowergradestosciencesubjectsintheuppergrades,concludingwiththejointpractical/oraltestforthethreesciencesubjectsin9thgrade.Theevaluationmusttakeplacethroughanassessmentofthestudents'scientificcompetence,includingthe4sub-competencesresearchcompetence,modelingcompetence,perspectivecompetenceandcommunicationcompetence.Accordingtothereports,thisisnothappeningtoasufficientextent.WiththeintroductionofcompetencegoalsintheActofFolkeskolenin2014,theprimaryandlowersecodaryschoolsubjectswereclassifiedunderajointcoordinatedeffortbetweentheMinistryofResearchandEducation,theMinistryofChildrenandTeachingtoadaptthenationalgoalstootherOECDcountries'goalcategories(Elmose,2018).ThedepartmentalexplanationanddefinitionafthenewteachingandlearninggoalsincurriculaandguideswereneverthelessofdubiousvaluewhenteachershadtotranslatethecompetenceconceptintoteachingandlearninggoalsthatoriginatedfromtheconceptofDannelse.(ibid.).Intheautumnof2019,revisedcurriculaandguidelinesforthenaturalsciencesandothersubjectswerepublished,anditistheintentionofthispapertoexaminewhethertherevisionhasledtoclearerandmoreoperationalgoalformulations.FurthermoreitistheintentiontodiscussthecompatibilityofthetwoconceptsofCompetenceandDannelseinscienceeducation.SteffenElmoseUniversityCollegeofNorthernDenmark,Aalborg,Denmark

AbstractTitle.

Competenceand/or"Dannelse"inscienceeducation-arethetwogoalscompatible?

Keywords

Literacy/Dannelse,Sciencecompetence,Evaluation,OECDinfluence,Actioncompetence

Presentation

Paperpresentation

188

Demokratiereitomstriddomgrep,meduliktmeiningsinnhald.Ulikedemokratiidearinneberulikeforståingaravkvakritiskdeltakingipolitikkogsamfunnslivskalvera.Demokratisynetvarierermedteoretiskgrunnsyn,ogdetkanvarieramedkvaforsamfunnsinstitusjondetertaleom.Spenningamellomulikesynpådemokratiharogsånåddsamfunnsfagdidaktikken,ogikkjeminsthardetvorestoroppslutnadomeitdemokratisynsomvektleggdirektedeltakingogsamarbeidielevanesiverd.Dettesynetharvoreutfordra,avidearomglobalutdanningsåvelsomavdemokratiidearsomvektleggdeipolitiskeinstitusjonane.Deistudianeviharavkvafordemokratisynskulefageterkjenneteiknaavtyderpåeitfokuspådeipolitiskeinstitusjonaneogdetrepresentativedemokratiet.Dennyelæreplanenkanrepresenteraeiendringogfornyingavdennetradisjonen,medstørreromforandredemokratiforståingar.Berredetatdemokratinoereitavkjerneelementaerisegsjølveiendring,spørsmåleterkvafordemokratidetertaleom.Dettekapitletvilskisserauliketilnærmingartildemokratioganalyseraomfagfornyingarepresentererendringaridemokratiforståingaiskulensittdemokratiskeoppsedingsmandat.KjetilBørhaugUniversitetetiBergen,Bergen,Norway

AbstractTitle.

Demokratisynetifagfornyinga

Keywords

demokratiskdanning,læreplanreform,samfunnskunnskap

Presentation

Paperpresentation

193

TheNorwegianconcretepoemscanalwaysbeausefulandendlesssourceofinspirationforteachersindesigningtheirliteraturecoursesandseminars.ThispaperpresentsseveralexamplesofNorwegianconcretepoemswrittenbyJanErikVold,approachedfromatheoreticalandapracticalperspective,includinginductiveanddeductiveteachingmethods.Thediversityofthetheseconcretepoemswhichincludegrammatical,typographical,visual,andreadymadepoems,evennurseryrhymes,canincreasetheprocessofcreativityamongstudents,byencouragingthemtodesigntheirownconcretepoemsbased,forinstance,onthetheoreticalapproachesandonthepreviousandvariousexamplestheyhavereceivedduringseveralcoursesinNorwegianliterature.Additionally,besidestheabove-mentionedcategoriesofconcretepoemswrittenbyVold,thestudentsarealsointroducedtothreedifferentmanifestoes:theNoigandresGroup,EugenGomringer,theSwedishManifesto,andothertypesofconcretepoemsentitled‘constellations’and‘ideograms’.Thus,thestudentsareabletocontextualisetheconceptofconcretepoetryandtohaveabroaderperspectiveregardingthemovementofthisliteraryconcept,existingallovertheworld.WithrespecttoVold’stypographicalpoems,themostrepresentativevolumesofpoetryinthissenseare:mellomspeilogspeil(BetweenMirrorandMirror,1965),blikket(TheGaze,1966)andkykelipipublishedin1969.Therefore,anothertwoactivitiesthatcanenrichthecreativityofthestudentsduringtheliteratureclasses,are,ontheonehand,tobeabletomaketheconnectionbetweentheshapeandthecontentofthepoems,bymakingin-depthliteraryanalysesandontheotherhand,totranslatethemintoaforeignlanguage,bypreservingtheirforms.Allinall,thesetasks,includingtheshapingofnewvisualpoems,interpretingandfinallytranslatingthem,arethecontributingfactorsintheconsolidationoftheindividualcreativeprocess.RALUCA-DANIELADUINEABabeș-BolyaiUniversity,Cluj-Napoca,Romania

AbstractTitle.

TheCreativeUseofJanErikVold’sConcretePoemsinTeachingLiteratureinHigherEducation

Keywords

Norwegianconcretepoems,inspiration,JanErikVold,teachingliterature,creativeprocess

Presentation

Paperpresentation

196

Ämnenahistoria,religionskunskapochsamhällskunskapärstarktrelateradetilldensvenskaläroplanensdemokratiskavärdegrunds-ochfostransuppdrag,vilketkansägashasomytterstamålattfostrasjälvständigttänkandekritisktreflekterande,etisktmedvetnamedborgareiettsamhällepräglatavmångfald.Iämnenasuppdragingårdärmedattbidratillenutvecklingavelevensförståelseavsåvälegensomandrasidentitet.Motbakgrundavdettauppdragärsyftetmedvårstudieattundersökaeleversmeningsskapandeochidentitetsformerandeprocesseråterspegladeielevernasberättelser,medfokuspåelevernassjälvförståelseochomvärlds‐förståelseirelationtilldenarrativsomdemöttiundervisningsmomentensinnehåll.ViharobserveratämnesintegreradSO-undervisningiengymnasieklasspåettnaturbruksgymnasiumunderettårochåterkommandeintervjuatdeltagandeelever,bådeigruppochenskilt.Studiensdataanalyserasmedhjälpavensocio-narratologiskteoriansats(Frank2010),vilkeninnebärattberättelserstuderassomaktörerutifrånvaddegör;hurberättelserskaparmening,tolkningsramarochidentiteter,sättermänniskorirörelse,samtinnesluterellerutesluterindividerochgrupperfrånsociala,religiösa,kulturella,nationellaochlokalagemenskaper.Dennarratologiskaanalysenstrukturerasutifråndedidaktiskafrågorna,vad,hur,vemochvarför.Utifråndettapresenterarvivårapreliminäraresultat.Utifrånvad-frågansynliggörselevernasmeningsskapandeprocessergenomderasberättelserirelationtilldenarrativsomdemöteriundervisningensinnehåll.Iförlängningenavdettaresesfrågoromvadämnesintegreringengörmeddeingåendeämnena,samthurkritiskttänkandemöjliggörsellerförsvåras.UtifrånHur-fråganbelyseshurundervisningensuppläggpåverkarelevernasmeningsskapandeprocessergällandesåvälämnesinnehållsomsjälvförståelseochomvärldsförståelseielevernasberättelser.Vem-fråganfokuserarhurspänningarielevernassjälvförståelseochomvärldsförståelsekommertilluttryckielevernasberättelseromundervisningensinnehållochformer.Varför-fråganslutligenbelyserelevernasberättelseromderasrelationtillkunskapochlärande,relaterattilltemansomintressenochmotivation.MariaDeldén,GullTörnegrenDalarnaUniversity,Falun,Sweden

AbstractTitle.

Yrkesgymnasieeleversmeningsskapandeochidentitetsformerandeprocesseriämnesintegreradsamhällsorienterandeundervisning

Keywords

elevberättelser,identitet,meningsskapande,ämnesintegreringsamhällsorienterandeämnen,kritiskttänkande

Presentation

Paperpresentation

199

Teachingandlearningactivitiesinlanguagesubjectstraditionallydrawonabroadrangeoftextsfeaturingcombinationsofmultiplesemioticmodessuchaswriting,speech,imagesandmusic.Studentsbothstudyandproducemultimodaltextsaspartoftheircurricularwork.Nevertheless,researchsuggestsatendencyforassessmenttofocusprimarilyonaspectsoflanguage(speechandwriting),alsowheremultimodaltextsareconcerned,andissuesconcernedwiththeassessmentofmultimodalaspectsofstudents’textproductionhaverecentlyattractedincreasedscholarlyattention.ThispaperreportsfromacasestudyconstitutingpartoftheprocessofdevelopingabasicframeworkfortheassessmentoftextscombiningimagesandwritinginthesubjectofEnglishbasedoncriticalmultimodalliteracy(Kress&vanLeeuwen,2006;Bezemer&Kress,2016)andimage-writingrelations(Martinec&Salway,2005).ThecasestudyinvolvedagroupofuppersecondarystudentsofEnglishwhoweretaskedwithproducingargumentativeposterscombiningimagesandwriting.Thepostersweresubsequentlysubjectedtotworoundsofassessmentoftheircommunicativequalities,onebypeersandonebytheteacherandresearcherincollaboration.Apreliminaryassessmentgridwasprovidedforthepurpose,whichwouldberefinedbasedonpointsoffocustakenintheassessmentrounds.Findingsshowedthetworoundsofassessmenttobecomplementaryinfocusandfeedback:whereasthepeerassessmentreflectedgeneration-specificpreferencesandissuesofidentification,theteacher-researcherassessmentfocusedmoreonaspectsofcoherenceintheimage-writingrelations.Thisresultedinafullerappraisalofthecommunicativequalitiesofthemultimodaltextsthanwouldbepossiblethroughatraditionalsingle-handedassessmentbytheteacher.SigridØrevikUniversityofBergen,Bergen,Norway

AbstractTitle.

Assessingstudents’multimodaltextsinthesubjectofEnglish:meaning-makinginargumentativeposters

Keywords

Multimodalliteracy,Assessment,Englishasasecondlanguage

Presentation

Paperpresentation

200

Intheworldtoday,thereareanumberofdemocracieswherepoliticsisunpredictableandpoliticalinitiativesarebasedonemotionsratherthanpolicy.Trustandconfidenceinsocietyhavebeenaffectedandthefoundationsofdemocracyundermined.Inapolarizedsociety,criticalthinkingonbehalfofthecitizenisessentialandthereforeneedstobetaughtinschool.Inschool,studentssharpentheircriticalthinkingthroughengagementwithcontroversialissues.Theylearntolookattheworldfromdifferentperspectives,aswellastocriticallyexamineandevaluatetheseperspectives.Controversialissuesareknowntobedifficultandcomplextoteachandyetweknowverylittleabouthowtheyaredealtwithinclass.IntheSwedishschoolsystem,oneofthemainarenasforcontroversialissuesissocialstudies.Thisstudy,whichformspartofmydissertation,examineshowsocietal,politicalandcontroversialissuesareaddressedintheteachingofsocialstudiesatuppersecondaryschoollevel(ages16-19).Throughaddressingthedidacticquestionswhy,whatandhow,thestudylooksatdidacticchallengesthatteachersface.Thestudyfollowedsevenstudentteachersduringtheirfinalteachingrounds.Thestudentteachersweregivenacase,whichincludedadidacticmodelbasedonGermansubjectdidactics.Fromthiscase,theyplanned,carriedoutandevaluatedtheirlessons.Inmypresentation,Iintendtotalkaboutthisdidacticmodel.Iwillalsosharesomeofmytentativeresults.ThepresentationwillbeinSwedish.VictoriaWilliamssonInstitutionenförsamhälls-ochkulturvetenskap,Karlstad,Sweden

AbstractTitle.

Studentteachersteachingaboutcontroversialissuesinsocialstudiesatuppersecondaryschool

Keywords

controversialissues,socialstudies,citizenshipeducation,subjectdidacticmodel

Presentation

Paperpresentation

202

ThemainaimofthispaperistopresentthedevelopmentofcriticalityinSwedishSFLstudentsatundergraduatelevelwhentheyarediscussingshortstoriesinSpanishwithinfocalgroups.Moreover,therearetwospecificaimsofthisstudy.Thefirstoneistostudywhataspectsofcriticalityaredevelopedandatwhatlevelsthistakesplace.Thesecondoneistoobservehowthesechangesofperspectiveoccur,i.e.whatelementsintheliterarytextsand/orintheinteractionwithinthefocalgroupsresultinchangesofperspectiveintheSFLstudentsatagrouplevel.Theempiricalmaterialwascollectedintwophases(pseudo-longitudinalstudy).Thefocalgroupdiscussionswerethatweretape-recorded,transcribedandanalyzed.Inordertocategorizethedifferentlevelsandaspectsofcriticalityandtoobservehowthestudents’criticalitydevelopwithinthefocaldiscussiongroups,atheoreticalandpracticalframeworkhasbeenelaboratedandtestedontheempiricalmaterial.ThestudyshowsthatthereisadevelopmentnotonlyoftheSwedishSFLstudents’criticalitywithinthefocalgroups,butalsoadevelopmentoftheircapacitytocommunicateinSpanish.Ingeneral,theresultsofthepresentstudyshowthatthereisadevelopmentofallaspectsofcriticalityandatalllevelsinthefocalgroupsduringthefirstsemesterofSFLstudiesatundergraduatelevel.However,theresultsvaryconsiderably,whichmeansthatSFLstudentswithinthefocalgroupshavereachedanadvancedlevelofcriticalitywhenitcomestocertainaspectswhereastheyareaatbasiclevelofcriticalityasregardsotheraspectsofcriticality.Furthermore,thestudydemonstratesthattheexchangeofideas/newperspectivesismobilizedwithinthefocalgroups.EmmaMagnussonLinnaeusUniversity,Växjö,Sweden

AbstractTitle.

“Yes,I’vegotnewideas”.Literaturereading,groupinteractionandcriticalityinSwedishSFLstudentsatuniversitylevel.

Keywords

criticality,focalgroupinteraction,SwedishSFLstudents,changesofperspective,literaturereading

Presentation

Paperpresentation

Acceptancetype:Posterpresentation

6

ThereviewofassessmentresearchbyBlackandWiliam(1998)initiatedachangedapproachregardingteachers'classroompractice.Theydefinedformativeassessmentas”…encompassingallthoseactivitiesundertakenbyteachers,and/orbytheirstudents,whichprovideinformationtobeusedasfeedbacktomodifytheteachingandlearningactivitiesinwhichtheyareengaged”(Black&Wiliam,1998,s.7-8).Thiswidedefinitionincludesbothteachers’andtheirstudents’activities,whileasanexample,theSwedishNationalAgencyforEducationinsteadconfinesformativeassessmenttotheteachers’workduringtheactualteachingprocessinordertofindoutwherethestudentisinhislearning,andtoadapttheteachingaccordingly(Skolverket,2013).Thispinpointsthatweshoulddistinguishbetweenreflexiveformativeassessment,aimingtomodifyoneself,beitastudenttohimselforateachertoherselfandtransitiveformativeassessment,aimingtomodifysomeoneelse,beitfromteachertostudentorstudenttoanotherstudent.HirshandLindberg(2015)discussedthisdistinctionthoughtheydidnotcoinatermforitasWestlund(2020)did.ReferencesBlack,P.,&Wiliam,D.(1998).Assessmentandclassroomlearning.AssessmentinEducation:principles,policy&practice,5(1),7-74.Lindberg,V.,&Hirsh,Å.(2015).Formativbedömningpå2000-talet :Enöversiktavsvenskochinternationellforskning.InForskningochskolaisamverkan–Kartläggningaravforskningsresultatmedrelevansförpraktisktarbeteiskolväsendet(pp.105–109).Stockholm:Vetenskapsrådet.Skolverket.(2013).Forskningförklassrummet:vetenskapliggrundochbeprövaderfarenhetipraktiken.Stockholm:Fritzes.Westlund,A.(2020).Formativbedömningiettlärarperspektiv–framträdandeaspekteriundervisningochvadsombehövsförimplementering.(Masterthesisofeducation).MalmöUniversity.

JöranPetersson1,AndreasWestlund21MalmöUniversity,Malmö,Sweden.2Malmökommun,Malmö,Sweden

AbstractTitle.

Resolvepossibleconfusionbydistinguishingbetweenreflexiveandtransitiveformativeassessment

Keywords

Classroompractice,formativeassessment

Presentation

Posterpresentation

9

BackgroundTheroleofEducationaboutReligionsandWorldviews(ERW)inthesocietalsphere,anddiscussionaboutthemostsuitableERWmodelintheFinnisheducationalsystemandintheotherNorthernEuropecountrieshavebeentopicsofdebateforseveralyearsnow(CoRe,2018;Skeie,2014;Ubanietal.2019;Niin&Näin,2013).InFinland,thecurrentmodelofERWseparatespupilsaccordingtotheirnominalmembershipofareligiousgroup.TherearesomepioneeredintegratedERWmodels,however,thereisalackofresearch-basedknowledgeabouttheconsequencesofthem.PreviousstudiesaboutintegratedERWinFinnishcontextshows,thatpupils'perceptionsaboutthemodelaremainlypositive(Åhs2020).AimsThisstudyaimstounderstand,douppersecondaryschoolpupils'viewsaboutreligionsandworldviewschangeiftheyattendtopartlyintegratedERWinsteadofattendingseparatedgroups.EvangelicalLutheranREandEthicseducationweretaughtpartlyintegratedwayfromAutumn2016toSpring2018,andthislongitudinalstudyfollowsthestudentsforthreesemesters.MethodThemethodofthisstudywasactionresearchwhenthefirstdatawasgatheredbeforestartingtheinterventionfromseventhgradepupils(N=34),andcomparabledataattheendoftheexperimentwhentheywereinninthgrade(N=31).Thedatawasgatheredviaquestionnaires,andpupilswereaskedtoevaluatetheiropinionsontheLikertscale(1=disagree,5=agree).ResultsResultsshow,thatpupils'attitudestowardsreligions,worldviews,andERWchangedduringthepartlyintegratedERW.Forinstance,pupils'perceptionschangedaboutERW’svoluntary,andthewayERWshouldbeorganized.However,someviewsdidnotchange,forexamplethemeaningofreligionsinpupils’livesstayedalmostthesame.Thisstudygivesimportantinformationwhendevelopingsubjecteducationaboutreligionsandworldviewsinthefuture.TuuliLipiäinenUniversityofHelsinki,Helsinki,Finland

AbstractTitle.

PartlyIntegratedWorldviewEducationfromPupils’Perspectives–LongitudinalStudyonFinnishUpperComprehensiveSchool

Keywords

worldvieweducation,religionsandworldviews,actionresearch,religiousandworldvieweducation

Presentation

Posterpresentation

18

Thepurposeofthisposteristosummarizeoutcomesofathree-yearresearch-basedcurriculumdevelopmentprojectofteachereducationcalled“21stcenturyskills,multipleliteraciesanddevelopmentofREteachereducation”(2018-2021).Themulti-professionalcollaborativeprojecthastakenplaceattheUniversityofEasternFinlandandUniversityofHelsinki.TheprojecthasbeenfundedbyFinnishMinistryofEducationandCulture.InourprojectwehaveusedboththeP21andACTS21frameworksforevaluatingnewlearningskillsinthecontextsofREandteachereducation.Theprojecthasobtaineddatafrompre-serviceandin-serviceteachers,principals,facultystaffandcurriculumanalysis.Theprojecthasproducedempiricalresultsandseveralpublicationsonteacherdevelopmentandskillrequirementsinlightofthe“newtransformablelearningskills”,alongwithandrecommendations,modelsandcoursesforteachereducation,especiallyREteachereducation.Inourposterwewishtoreflectivelysummarizetheempiricalresultsoftheprojectandshowtheimplicationstheyhavehadduringthecourseoftheprojectbutalsotheimplicationstheyhaveforfuturedevelopmentofteachereducation.

MartinUbani1,ArtoKallioniemi2,KaisaViinikka1,TuuliLipiäinen21UniversityofEasternFinland,Joensuu,Finland.2UniversityofHelsinki,Helsinki,Finland

AbstractTitle.

21stcenturyskills,religiouseducationandresearch-baseddevelopmentofteachereducation.Projectresults,outcomesandimplications.

Keywords

religiouseducation,teachereducation,newlearningskills,21srcenturyskills

Presentation

Posterpresentation

138

InSweden,allstudentsinyears6and9(ages12/13and15/16)takeanationaltestinEnglishasasecondlanguage(L2),inwhichoralproficiency,writtenproficiencyandreceptiveskillsaretested.Itisahigh-stakestestassessedbystudents’ownteachers,wheretheSwedishAgencyforEducationprovideteacherswithguidelinesandcriteriainfocusforassessment.Despitethefactthatassessmentguidelinesareavailable,someteacherscreateandusetheirownscoringrubricwhenoperationalizingassessmentofthenationaltestinL2Englishoralproficiency.Theaimofthestudyistogainnewknowledgeaboutwhatroleteachers’self-generatedscoringrubricsofL2oralproficiencyplayintheassessmentsituation.Dataconsistofinterviews(N=13)withteachersofEnglishthatallactasratersofthespeakingpartofthenationaltestinL2English(grade6and/or9).Researchquestionsfocushowteachersusetheirscoringrubricfornote-takingintheassessmentsituation,whataspectsofL2Englishoralproficiencyteachersnotedown,inwhatwaytheydrawupontheirnoteswhencomingtoadecisionaboutthegrade,andreasonsbehindthecreationanduseofascoringrubric.Interviewswererecordedandtranscribed.Methodofanalysisofdataisqualitativecontentanalysis.Preliminaryresultsindicatethatteachers’scoringrubricscreateanoverviewofstudents’attainmentofcriteria.Whencomingtoadecisionaboutindividualstudents’grades,amajorityoftheinterviewedteachersexpressthatthescoringrubricisusedasamnemonicdeviceina“negotiation”ofstrengthsandweaknessesshownbystudentsinrelationtocriterialisted.Resultsalsoindicatethatscoringrubricsfacilitatenote-takinginsitu,asteachers“tickoffboxes”,andtherebyconcentrateonstudents’productionofspeechinsteadofwritingextendednotes.LiliannBymanFrisénKarlstadUniversity,Karlstad,Sweden

AbstractTitle.

DocumentingoralproficiencyinEnglishasasecondlanguage:Teachers’implementationofself-madescoringrubricsinahigh-stakesnationaltest

Keywords

teacher-generatedscoringrubrics,nationaltests,assessment,Englishasasecondlanguage,oralproficiency

Presentation

Posterpresentation

Acceptancetype:Symposiumpresentation

16

AbstractfortheNOFA8–The8thNordicConferenceonSubjectEducationMay18-20,2021ByYvonneMargarethaWangInthispaperIliketostartwithananalysisoftheNorwegianREcurriculuminlightofMarthaShaw’ssuggestiontousreligionandworldviewliteracyasaneducationalmodel(Shaw2020).Shaw’ssuggestionisbasedonAdamDinham’sunderstandingofreligiousliteracyintermsof;Category,disposition,knowledgeandskills(Dinham2016).Inaddition,IliketobringinthedidacticREdiscussionsfromtheNorwegiancontexttheselastfewyears(LippeogUndheim2017,Skeie2020).TheintentionbehindthispaperistohighlighttheimportanceofdidacticcompetenceinteachereducationinrelationtotheREsubjectandinorderforthemtoengagefurtherineducationalresearchanddiscussionsabouttheNorwegianREcurriculum.Keyword:religiousliteracy,religionandworldviewliteracy,curriculum,didactic,RE,teachereducationBibliographyDinham,Adam(2016):“ReligiousLiteracy:WhatistheFutureforReligionandBelief”.UniversityofSheffield.Online:https://www.sheffield.ac.uk/news/nr/comment-religious-literacy-what-is-the-future-for-religion-and-belief-1.570731VonderLippe,MariaandUndheim,Sissel(2017).Religioniskolen.Didaktiskeperspektiverpåreligions-oglivssynsfaget.Universitetsforlaget.Shaw,Martha(2020):“Towardsareligiousliteratecurriculum–religionandworldviewliteracyaseneducationalmodel”.JournalofBeliefs&Values,41:2,150-162.Skeie,Geir(2020):“ReligiousEducationResearch–DoesItPrepareUsfortheFuture?”inAvest,Bakker,Ipgrave,LeonhardandSchreiner(Eds),FacingtheUnknownFuture.ReligionandEducationontheMove.Waxmann.YvonneMargarethaWangWesternNorwayUniversityofAppliedSciences,Bergen,Norway

AbstractTitle.

ExploringreligionandworldviewliteracyasaneducationalmodelfortheNorwegianRE-curriculum–inlightofcontemporarydidacticdiscussionsandit`simplicationforREandteachereducation.

Keywords

religionandworldviewliteracy,curriculum,didactic,RE,teachereducation

Presentation

Paperpresentation

34

Howcanfocusingoncultureandinterculturalcompetencehelpstudentsdevelopcriticalthinkingskills?Inaglobalizedworld,wherecross-culturalunderstandingplaysacrucialroleinallscopesoflife,languageteachersareexpectedtosupportstudentsinthisprocess.Culture–andinlateryearstosomeextent,interculturalcompetence–haslongbeenpartoflanguageinstructionalongsidevocabularyorgrammar.However,whenthelatterareconsideredpillarsoflanguagelearningandteaching,cultureandinterculturalcompetenceareoftenovershadowedbythefocusonlinguisticskills(Heimark,2013;Vold,2014).OnlyasmallamountofresearchconcentratesonhowcultureandinterculturalcompetencewithintheforeignlanguageandEnglishschoolsubjectsaretaughtinNorwegianclassrooms,andevenfewerstudieshavecomparedacrossthetwosubjects.ThispaperpresentsfindingsfromtheLISE-project,whereateamofresearchershasfilmednaturallyoccurringinstructionovertime:fourtosixlessonshavebeenrecordedinlanguagesubjectsovertwoschoolyearsatsevenlowersecondaryschoolsinNorway.Thispresentationwillpresentreflectionsonhowcriticalthinkingistaughtaspartofcultureandinterculturalcompetencebasedonvideo-observationsofselectedEnglishandFrenchlessonsin9thand10thgradescollectedbytheresearchersbetween2015and2017.GiventhattherearevariationsbetweentheEnglishandforeignlanguagecurriculaandthatthegeneralguidelinesinthetwosubjectsconcerninginterculturalcompetencearevague,thispaperwillexplorethepossibleimpactofthesevariationsandimprecisionsonactualteachingsituationswithinandacrossbothschoolsubjects.Towhatextentarestudentsencouragedtomovebeyondfactualpresentationsinordertocriticallyreflectupontheirownandothers’cultures?Studyingthesephenomenaiscrucialinordertodevelopcriticalthinkingin21st-centurylanguageclassrooms.JulieCasoliUvsløkkUniversitetetiOslo,Oslo,Norway

AbstractTitle.

Culture,InterculturalCompetenceandCriticalThinkinginLowerSecondaryEnglishandFrenchClassroomsinNorway

Keywords

criticalthinking,interculturalcompetence,English,French

Presentation

Symposiumpresentation

38

HowcanitbestudiedwhethereducationinoracyinL1istakingplace?Inthispaper,wepresentthe“TriangleofOracy”.Thetriangleistheresultofatheoreticalstudyandaproposalforagenericmodel,whichshowsdifferentlevelsoforaltexts.Thetrianglecanbeusedasananalyticaltooltovisualizethedifferentperspectivesofwhichlevelsoftheoraltextaremadethesubjectofteaching.Theoretically,thestudyisbasedonaNordictraditionofpedagogyoforacy,whichparticularlyreliesoneg.Dysthe(2002)andHøegh(2018),withadditionalrelianceonmorerecent,Anglo-Saxonresearchin“dialogicteaching”(eg.Mercer&Littleton2007).Theresultofthestudyisoperationalizedinthe“TriangleofOracy”,whichisdrawnupwithinspirationfromJers(2010)andHoel(2001).Thetriangleaddsmeta-languagetooralcommunicationandpossibilitiesforstudentsandteacherstoexploretheorallanguage.Listeningisanintegratedaspectoforacy(Høegh,2018)andisalsointegratedintothetriangle.TheoverallpurposeofthisstudyistocontributetothedevelopmentofanexplicitpedagogyoforacyinL1.Examplesaregivenoftheuseofthe“TriangleofOrality”asananalyticalperspectiveinstudiesoflearningresourcesforL1(Skov&Carlsen,2020).Methodically,text-analyticaldocument-studies(Lynggaard,2010)oftheintendeddesignofthelearningresourceshavebeenused.Thelearningresourceshavebeenselectedbasedoncriteriaofrelevanceaswellasrepresentation,asthesearethefourhighest-rankingandmostoft-usedlearningresourcesinDenmark(Bundsgaardetal.,2017).WithexamplesfromclassroomobservationsofL1-teaching,wewillfurtherdiscusswhethertheTrianglecanbeusedasananalyticalperspectiveofteachingobservationsandwhethertheTrianglecanbeapartoftheoraldidacticsoftheteacher.DortheCarlsen,leneIllumSkovUCSYD,Haderslev,Denmark

AbstractTitle.

TriangleofOracy–areceptiveandproductiveperspectiveatoracyinL1

Keywords

Oracy,L1,mothertonguedidactic,oral-didactic

Presentation

Symposiumpresentation

39

Discussionsof“standardsoftaste”and“literaryquality”havesincethemiddleofthe18thcenturybeenpartandparcelofbothpublicandacademicdebatesonliterature.Forseveralreasons,judgmentsoftastehavenotbeenimporanttoliteraturedidactics:theassessmentofaestheticvaluetakesknowledge,experienceandtheabilitytoperformcomplexcomparativeoperations.Thus,theincorporationof“thebookreport”inliteratureeducationtendstoreducejudgmentsoftastetobanalappreciation,allowingforstudentstoshort-circuittheargumentbytakingrefugeinseeingaestheticjudgmentasa“purelysubjective”practice.Teachersattemptingtoconductdiscussionsofliteraryqualityandvaluejudgments,reportthatnotonlydoesitseemdifficultforstudentstoarticulatevaluejudgments,butsuchdiscussionsalsocreateconflicts.Thisisnotanissuerestrictedtoeducationalsituations:Tasteconflictsaremoreandmorefrequentlyfoundinpublicdiscussions,suggestingthisispartofabiggerpictureregardingthepublicassessmentofculturalvalueinrapidlychangingpublicspheres.Focussingoneducationalsituationsitisnecessarytoanalysewhydiscussionsofliteraryqualityinparticulararesourcesofconflict:Isthegapbetweentwoofthemaincompetingtraditionsforreadinginliteratureeducationtoday(readerexperience-basedversusliteracy-based)toblaim?Oristheideaofchallengingsomeoneelse’stastepreferencesasocio-culturaltabooinhabitingtheclassroom?Thispresentationargues,throughreadingsofexistingliteratureonliteraturedidacticsanddiscussionsofcasestudies,thatbookreviewsandthepracticingofaestheticjudgmentshouldnotbeconsideredasoutdatedrelics,butratherbeseenasausefulgenreforpracticingnotonlythestudents’abilitytoparaphraseandanalyse,butalsotheabilitytoarticulatevaluejudgments.Thus,tasteconflictsineducationalsituationsshouldprimarilybetreatedaspotentpedagogicalresources.EirikVassendenUniversitetetiBergen,Bergen,Norway

AbstractTitle.

BookReviewsandLiteraryQuality:JudgmentsofTasteasaChallengetoLiteratureDidacticsFortheproposedsymposium“Thebookreviewinliteraryandlanguageeducation”

Keywords

Bookreviews,Tasteconflicts,Judgmentsoftaste

Presentation

Symposiumpresentation

49

Historically,criticalevaluationandaestheticjudgmenthavebeencompartmentalizedfromliteraryeducationanddidactics,insteadfocusingonliteraryanalysis,interpretation,andliteraryandculturalhistory.Literaryeducation’sevaluativeworkhasinsteadbeencarriedoutinsilence:firstly,intheselectionandorganizingofcurricula,i.e.,innegotiationsovercanonformation,secondly,intheprivateexperienceofthereader.Whilethecanon’sundisputedstatushascomeunderscholarlycritiqueinprecedingdecades,itspositionineducationisstillahotlydebatedtopic.However,theevaluativeactitselfanditsprimarytextualgenre,thebookreview,havebeenincludedandutilizedinliteraryeducationonlytoaminimalextent.ThissituationischangingslightlyintheNorwegiancontext,whichhasathrivingresearchcommunityworkingwiththehistoryandthepracticeofbookreviewing.Wealsoseeseveralinitiativestousethebookreviewasaresourceineducation.Thissymposiumaimstopresentanddiscussapproachestoliteraryevaluationthatwilldemonstratehowitisvalidandrelevantforbothliteraryandlanguageeducationonmanylevels.EirikVassendenwillexamineliteraryevaluationasadidacticchallengeand,amongotherthings,howcompetingdidacticliteraryorientationsintheNorwegiansubject,suchasapproachesdirectedtowardsaestheticexperienceandliteracy-orientedapproaches,canhandletheevaluativeact.TroelsPosseltwillpresenttheprojectCriticisminschool,whereacentralissuehasbeendevelopingcriticalreadingasamethod.HildeDybvikwilldiscussliteraryevaluationinthekindergartensettingandtheeducationofkindergartenteachers.Finally,PaoloNittiandMicaelaGrossowillpresentfindingsfromateachingexperiment,wherethereviewgenrewasusedtodeveloptextualcompetenceintheteachingofItalianasasecondlanguage.KristofferJul-Larsenwillorganize,present,andmoderatethesymposium.

HildeDybvik1,PaoloNitti2,MicaelaGrosso3,TroelsPosselt4,EirikVassenden5,KristofferJul-Larsen61OsloMet,Oslo,Norway.2UniversitàdegliStudidell’Insubria,Varese,Italy.3eCampusUniversity,Novedrate,Italy.4AssociationRead!,Oslo,Norway.5UniversityofBergen,Bergen,Norway.6WesternNorwayUniversityofAppliedSciences,Bergen,Norway

AbstractTitle.

Thebookreviewinliteraryandlanguageeducation

Keywords

thebookreview,literature,literaryaesthetics,language,textualcompetence

Presentation

Symposiumpresentation

50

Conceptsofqualityinsocialscienceteaching–interpretingPLATOconceptsanddevelopingcriteriaforassessingqualityinsocialscienceteachingintheNordiccountries,withexamplesfromQUINT.Howcanweunderstandqualityinsocialscienceteaching?IntheQUISSTprojectweareworkingwithintheframeworkoftheQUINTproject,whichagaindrawsontheLISAproject(Klette&Blikstad-Balas,2018).TheLISAprojectisusingthePLATO-frameworkforcodingvideorecordingsofteaching,andthereforethisiscentraltotheQUISSTproject.PLATOisdevelopedbyAmericanresearchersasacodingmanualforvideorecordingsofLanguageArtsandithas12elementsdesignedtocaptureaspectsofqualityinLanguageArtsteaching.Inthispresentationwewilla)discusstheinterpretationofthePLATOelementsfromLanguageArtsintheUStosocialscienceteachinginaScandinavian/Danishcontext.Forinstance,theelementof“Intellectualchallenge”requirestheteachertoinitiate“highlevelanalyticandinferentialthinking”,butwhatdoesthatmeaninsocialscienceteachingpractice?Thiswillbediscussedtheoreticalandwithexamplesfromthestudy.b)discusstheconceptsofqualityinsocialscienceteachinginlightofthegoal,formandcontentoftheteaching.Furthermorewewilldiscussqualityasstudentandteachertransformationsbetweenfourtypesofsocialscience,typeonedrawingonlifeworldknowledge,typetwodrawingonstudentproducedsocialscienceknowledge,typethreedrawingonprofessionalknowledgeonsocietalpracticesandtypefourdrawingonsocialscienceknowledge(Christensen&Christensen,2015).Christensen,A.S.,&Christensen,T.S.(2015).Fagopfattelserisamfundsfag-analytiskemodeller.InT.S.Christensen(Ed.),Fagdidaktikisamfundsfag.Frederiksberg:Frydenlund.Klette,K.,&Blikstad-Balas,M.(2018).Observationmanualsaslensestoclassroomteaching:Pitfallsandpossibilities.EuropeanEducationalResearchJournal,17(1),129-146.doi:10.1177/1474904117703228

AndersStigChristensen1,TorbenSpangetChristensen2,JonasHenauTeglbjerg21UCL,Odense,Denmark.2SDUUniversityofSouthernDenmark,Odense,Denmark

AbstractTitle.

Conceptsofqualityinsocialscienceteaching–interpretingPLATOconceptsanddevelopingcriteriaforassessingqualityinsocialscienceteachingintheNordiccountries,takingexamplesfromQUINT.

Keywords

Socialscienceeducation,socialscienceliteracy,comparativeeducation,quality,mixedmethods

Presentation

Paperpresentation

54

InNorwegianlanguagearts,rhetoricgivesanimportantcontributiontothedevelopmentofstudents’criticalliteracy.AccordingtoFleming(1998),acontemporaryrhetoricaleducationconsistsofthreeelements:art,practiceandinquiry.Artisatheoreticalframeworkandametalanguagedescribinghowtextsarebothshapedbyandmayaffecttherhetoricalcontext.Practiceistheapplicationandexerciseoftheartinspeakingandwritinginspecificcommunicativesituations.Inquiryistheapplicationoftheartinanalysisandinterpretationoftherelationshipbetweentextandcontext.Thethreeelementsofrhetoricaleducationformanintegralwhole.Theproductionandreceptionoftextisgivenequalweight,andtherhetoricaltheorygivesstudentsacriticalmeta-perspectiveonboth.Thisdistinguishesrhetoricfrommuchofthedidacticalliteratureoncriticalliteracy,whichplacesthemainemphasisoncriticalreading(Blikstad-Balas,2016;Luke,2012;Veum&Skovholt,2020).Rhetoricalart,practiceandinquiryareallpresentinthecurriculumforNorwegianlanguagearts,bothinthecoreelement“Criticalapproachtotext”andinthecompetenceaims.AnanalysisofclassroomvideosfromtheLISEprojectshowshowthesethreeelementsmaybeintegratedintheteachingofrhetoric.Inone9thgradeclassroom,theteacherfirstintroducesthestudentstobasicrhetoricaltheoryandconceptsdescribinghowspeakersmayconvincetheiraudiences(art).Theteacherthenshowsvideoclipsoffamoushistoricalspeeches,andinwhole-classandgroupdiscussions,thestudentsuserhetoricalmetalanguagetodiscusstherelationshipbetweenthespeechandthecommunicativesituation(inquiry).Finally,thestudentswritetheirownspeech,drawingontheirunderstandingofrhetoricaltheory(practice).JonasBakkenUniversityofOslo,Oslo,Norway

AbstractTitle.

CriticalliteracyinNorwegianlanguageartsclassrooms

Keywords

Rhetoric,Norwegianlanguagearts,Criticalliteracy

Presentation

Symposiumpresentation

55

TheNationalGuidelinesforKindergartenTeacherEducation(MinistryofEducationandResearch,2018)statethatkindergartenteacher-studentsaftercompletingtheireducationmustbeableto“criticallyreflectontheworkwithtextinthekindergarten”,andbeabletoparticipate“criticallyincontemporarydiscussionsrelatedtotextinkindergarten”(p.15,mytranslation).Thus,thewordingemphasizesacriticalapproachtoensurequalityinthekindergarten’swork,includingchildren’sliterature.Therefore,kindergartenteachersmustmakequalityassessmentsofthetextstheyuse.Qualityisnoteasilydefinedbutdependsonmanyfactors,includingcontext:Forthestudent,thecontextisthekindergarten,situatedinacomplicatedrelationshipbetweenchildren’splayandparticipation,andexpectationsofstructuredlearningactivities(Greve,2015).TheNordickindergartentraditionemphasizestheintrinsicvalueofchildhood.Simultaneously,children’slanguagedevelopmentishighlightedasoneofthekindergarten’smostessentialareasofresponsibility,asintheFrameworkPlanforKindergartens(KD,2017).Itiswellknownthatreadingactivitiespromotechildren’svocabulary(Broström,deLópez&Løntoft,2013;Hoel,Oxboruogh&Wagner,2011).Thistensionmayhavesupportedaninstrumentalapproachtoliteratureinkindergarten,wherechildren’sliteratureandreadingaloudareprimarilyjustifiedbybeingusefultoolsforstrengtheningchildren’slanguagedevelopment(Dybvik,2016).Professionaleducationsareheterotelic;thatis,theyserveapurposeotherthanthemselves.Ontheonehand,thestudents’professionalismandinterestinchildren’sliteratureshouldbedeveloped.Ontheotherhand,onemustlookbeyondthelearningofhighereducationandintothedemandsofprofessionalworkinkindergarten.Howcanacriticalapproachtoliteratureinkindergartenteachers’educationcounteractthenotionthatthemostcrucialcriterionforevaluatingchildren’sliteratureispotentiallearningoutcomes?Moreover,whyisthisquestionimportant?HildeDybvikOsloMet,Oslo,Norway

AbstractTitle.

Children’sliteratureandthebookreviewinkindergartenandearlychildhoodeducation

Keywords

Children’sliterature,EarlyChildhoodEducation,children’sbookreview,kindergarten,quality

Presentation

Symposiumpresentation

57

Despitecallsforresearch(Löftöm&Grammes,2020;Hahn,2016),therearefewobservationalstudiesaboutteachingpracticesinsocialstudiesclassroomsacrosscontexts.ThispresentationreportsfromanalysesofclassroomobservationfromnaturaloccurringteachingacrosssocialstudiesclassroomsinNorway(N=8classroomsand32lessons).ItisapartoftheoverarchingQualityinNordicTeaching(QUINT)projectandthesub-projectQualityinSocialScienceTeaching(QUISST),andLISANordicstudy(seeKlette&Blikstad-Balas,2018),investigatingandcomparingteachingpracticesacrosstheNordiccountries.Inordertoaddressteachingpracticesinsocialstudiesclasses,wehaveapplieddifferentobservationalapproaches,e.g.observationalmanualsandthematicanalysis.Inthispresentationwewilldiscussdifferentobservationalapproachesdesignedtocapturedisciplinarydimensionsofsocialstudiesteaching.Wewillalsoillustratehowdifferentanalysescapturedifferentdimensionsofsocialstudiesteachingandlearning(Christensen&Christensen,2015),e.g.discoursepractices,howtheteachingrelatestostudents’experiencesandlifeworld,andthedisciplinarycomplexityandrigorousnessoftheteaching.Thus,wearguethatcombiningmethodsoganalysismightbeavaluableapproachforexploringwhatisgoingoninsocialstudiesclassrooms.LiteratureChristensen,A.S.,&Christensen,T.S.(2015).Fagopfattelserisamfundsfag-analytiskemodeller.InT.S.Christensen(Ed.),Fagdidaktikisamfundsfag.Frederiksberg:Frydenlund.Hahn,C.L.(2016).Pedagogyincitizenshipeducationresearch:Acomparativeperspective.CitizenshipTeaching&Learning,11(2),121-137.Klette,K.,&Blikstad-Balas,M.(2018).Observationmanualsaslensestoclassroomteaching:Pitfallsandpossibilities.EuropeanEducationalResearchJournal,17(1),129-146.doi:10.1177/1474904117703228Löfström,J.,&Grammes,T.(2020).OutliningsimilaritiesanddifferencesincivicseducationinEurope–astarterkitfortransnationalEuropeanresearch.JSSE-JournalofSocialScienceEducation,19(1).PeterN.Aashamar,NoraE.H.MathéUniversityofOslo,Oslo,Norway

AbstractTitle.

AnalysingTeachingPracticesinNorwegianLowerSecondarySocialStudiesClassrooms

Keywords

socialstudieseducation,teachingpractices,classroomobservation

Presentation

Symposiumpresentation

60

Criticalliteracyisaboutenablingstudentstotakeacriticalstancetowardsthetexts(inthebroadestsenseoftheterm)theymeetinandoutofschool,thusallowingthemtoapprehendhowthetextsbymeansoftheirdiscursivestructuresarecarriersofspecificinterests,valuesandpowerrelations.Thus,criticalliteracyempowersstudentsbysupportingindependentthinkingandcounteringsubjugationandalienationvis-à-visdominantdiscourses(Blikstad-Balas,2016;Janks,2013;Luke,2014).Inacriticalliteracyperspective,sciencerepresentsaspecialcasecomparedtomostotherschoolsubjects.Indisputably,textualrepresentationsinscienceareinfusedwithideologicaldiscourses,butasseveralscholarshavepointedout,students’alienationandlackofempowermentinscienceprimarilystemsfromthelanguageofsciencebeingdepersonalized,highlytechnicalandcharacterizedbyanauthoritarianapproachtoknowledgeandfacts(Bremholm,2014;Lemke,1990,Lyons,2006).Lemkehastermedthisexcludingaspectofthelanguageofscienceas‘themystiqueofscience’(Lemke,1990,s.129).Akeyobjectiveofcriticalliteracyinscienceisthereforetoempowerthestudentsbyovercoming‘themystiqueofscience’.Thisimpliesallowingthestudentstoexperienceandrealizehowscientificknowledgeandfactsresultfromhumanagencyandproductiveprocesses.InDenmark,sciencehasbeenpartofthecurriculumfortheprimarygradessince1993.However,notmuchattentionhasbeenpaidtowhatacriticalliteracyapproachcouldlooklikeinearlyscienceteaching.Inthispresentation,IproposetoaddressthisquestionusingpreliminaryresultsfromasmallinterventionstudyintwoDanishsecondgradescienceclasses.Thisstudycombinesaninquiry-basedinstructionalapproachwiththestudentswritingsciencetextsabouttheirinquiriesusingadigitalbookcreator.Thispresentationwillbeapartoftheproposedsymposium‘Criticalliteracyfromadisciplinaryperspective’.

JesperBremholmNationalCentreforReading,Copenhagen,Denmark

AbstractTitle.

Criticalliteracyinearlygradesscienceteaching:Whatcoulditlooklike?

Keywords

Scienceteaching,Primarygrades,Criticalliteracy,Writing,Inquiry-basedinstruction

Presentation

Symposiumpresentation

62

Since2005Foreningen!les,anon-profitorganizationfundedbytheNorwegianMinistryofCultureandEqualityandtheMinistryofEducationandResearch,hasbeendevelopingcriticalreadingasamethodinschoolincollaborationwithprofessionalcriticsandteachers.Themethodhasbeendevelopedthroughhavingstudentsawardliteratureprizesatdifferentschoollevels.Theevaluationprocesschallengechildrenandyoungpeopletodiscussandtakeastandonliteraryworksandofferthestudentsanauthenticplatformwheretheirviewsbecomevisibleandmakeadifference.Professionalcriticsandteachersfacilitatetheprocess,buttherelevantcriteriaareestablishedbythestudentstoreflecttheirownviewsandvalues.Theworksarenew,andthestudentsperformtheirevaluativeactatanearlystageofthecanonizationprocess.Relevantcriteriaarethereforeessentialwhenjustifyingtheirreasonsforselectingawinner.Thebookreviewisanintegralelementofthecriticalmethodsinceithighlightscentralelementsofthecritic’stoolboxandtheevaluativeact.However,feedbackhasmadeitclearthatthecriticalmethodhasanimportantroletoplayinclassroomdiscussionsaswell.Byestablishingauthenticsituationswheretheviewsandvaluesofstudentsarerelevantandimportant,thecriticalmethodalsocontributestooraldiscussionsinwhichyoungreadersareofferedtheopportunitytotraintheircriticalskillsandtodiscussconflictingviewsthroughexploratorytalk.Althoughstillinprogress,feedbackfromparticipatingclassesindicatesthatcriticalreadingasamethodinschoolisrelevantasaresourceineducationbecauseitincorporatescriticalevaluation,makesstudentsfamiliarwithcentraltoolsofcriticism,traintheircriticalreadingskillsandincreasethestudents'engagementinreadingandliterature.TroelsPosseltForeningen!les,Oslo,Norway

AbstractTitle.

Criticisminschool-developingcriticalreadingasamethodinschool

Keywords

criticalthinking,criticalreading,criticalevaluation,bookreview

Presentation

Symposiumpresentation

63

Thedevelopmentofstudents’criticalthinkingneedsincreasedattentioninallschoolsubjects.Theidentificationofrelevantteachingmethods,andallocationofteachingtime,arechallengingquestions.BasedonexperiencesfromtheARGUMENT-projectinvolvingscienceandmathematicsteachersatthreelowersecondaryschools,thispaperarguesforarenewedepistemologyinsubjectdidactics,enablingintegrationofcriticalthinkingintheeverydayteachingofe.g.science.Ourargumentinvolvestwoclaims.First,weclaimthatdeeplearninginvolvesthekindsofpracticescharacteristicofcriticalthinking.Second,weclaimthatempiricaldatacansupportthepossibilityofincludingsuchpracticesindialogicteachingassociatedwithdeeplearning.Tosubstantiatethefirstclaim,conceptionsoflearningfocusingoninquiryanddialoguewillbediscussedandcomparedwithdifferentconceptionsofcriticalthinking.Thediscussionwillarguethatthedevelopmentofdeepconceptualunderstandingwill,ideally,includeepistemologicalpracticeslikecriticalinspectionandevaluationofobservationsandinformationencounteredduringthelearningprocess.Thediscussionwilldrawuponconceptionsofcriticalthinkingfrompragmatic,cognitive,andphilosophicalperspectivesalongwithconceptionsfocusingonindividualandcollectiveinquiryintopositionsandarguments.Tosubstantiatethetheory-basedarguments,empiricaldatafromscienceclassroomswillbeanalysedfromthetwoperspectivesdiscussedabove:conceptionsoflearningandofcriticalthinking.Theseanalyseswillincludefourdifferentclassroomsituations,involvingawholeclassdiscussion,agroupdiscussion,apracticalinquirysituation,andateachersupervisingagroupofstudents.Theanalysisofthedialogueinvolvedinthesefoursituationssuggeststhatcentralcharacteristicsofcriticalthinkingarepracticedduringdialogicprocessesconsistentwithdeeplearning.Possiblechallengesforimplementationrelatedtoteachers’differentconceptionsofteachingandoftheirteachingsubjectwillbediscussed.SteinDankertKolstøUniversityofBergen,Bergen,Norway

AbstractTitle.

Integratingcriticalthinkingandlearninginscience–arenewedepistemology

Keywords

criticalthinking,learning,inquiry,dialog,science

Presentation

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64

ThecurrentstudyispartofalargerNRCresearchproject(ARGUMENT)aimedatfosteringcriticalthinkinginstudents.Itfolloweda9th-gradeclassduringaweek-longmultidisciplinaryprojectongoodnutrition.Theresearchlookedatthequalityofstudents’argumentsandcriticalthinkinginadebatefocusingontheclimateimpactoffoodproductionandconsumptiononthefourthdayoftheproject.Thestudentshadpreparedargumentsfordifferentroles(i.e.climateactivist,farmer,andfoodindustry)beforethedebateingroups,andrepresentativesfromeachgroupdiscussedforaboutfiftyminutes.Avideorecordingofthedebatewastranscribedforanalysis.WeusedToulmin’sargumentpatterntoanalysethequalityoftheargumentsputforwardduringthedebate.Asasecondtheoreticallens,weusedFacione’scriticalthinkingframeworktocharacterisehowstudentsrespondedtoargumentsfromothergroups.Theanalysisofthedebateshowedthatthestudentsusedmainlyrudimentaryarguments.Theclaimswererarelysubstantiatedbyrelevantdataoranexplanationofunderlyinggrounds.Therewaslittlecriticaldiscussionbetweentheparticipatingroles.Critiqueincludedmostlycounterclaims,theselectiveuseofdata,logicalfallaciesinothers’arguments,andthecredibilityofreferences.Theresultssuggestthatsuchadebatehaslimitedvalueforteachingstudentshowtobuildstrongargumentsandhowtocriticallyevaluatethem.Criticalresponsesappearedtoaimmostlyatweakeningthepositionofoneofthecounterparts,butnottobetterunderstandthecontroversies.Contributingfactorsseemtobealackofknowledgeabouttheissuesathand,theneedtorespondimmediately,andafocusonconvincingothersofone’sownopinionorwinningovertheotherside.Wefurtherdiscusshowadebateearlierintheprojectcouldbenefitstudents’criticalthinking.

MatthiasStadler1,RoaldA.Renså21UniversityofBergen,Bergen,Norway.2Årstadvideregåendeskole,Bergen,Norway

AbstractTitle.

AFFORDANCESOFASIMULATEDDEBATEONSUSTAINABILITYOFFOODPRODUCTIONFORTEACHINGCRITICALTHINKINGINSCIENCE

Keywords

criticalthinking,science,learningopportunities,debate,argument

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Individualsanddemocraciesareunderincreasingdemandtoreasonablyevaluateaconstantstreamofinformation,todiscerntruthfromfakenews,andtodecidewhattobelieveordo.Thereisanincreasedcurricularfocusoncriticalthinking.Withthiscomesaneedtoassessthecurrentsituation,andtoidentifywhichaspectsofcriticalthinkingstudentsstrugglewith.Inthisexploratorystudywefirstpresentcriticalthinkingtestresultsfrom1391lowersecondarystudentsfromsixschoolsinBergen,Norway.ThestudyisapartofprojectARGUMENT.Onaverage,studentsscoredsignificantlyloweronsectionII,observationandcredibility(M=.4885,SE=.0042),comparedtothecompletetest(M=.5189,SE=.0038),t(1352)=-11.35,p<.001,d=0.31.Further,comparedtotheiraveragescoresonsectionII,studentsscoredsignificantlyloweronitemsthatrequiredthemtodiscernbetweenobservationandinference(M=.1530,SE=.0053),t(1352)=-53.37.p<.001,d=1.45;torecognizeaconflictofinterest(M=.2775,SE=.0095),t(1352)=-23.48,p<.001,d=0.64;andtorecognizethatoneproposedmethodofobservationwasbetterthananother(M=.4241,SE=.0071),t(1352)=-12.75,p<.001,d=0.35.Weadministeredamodifiedtestto284studentsfromthesamepopulation.ThistestpromptedstudentstogivereasonsfortheiranswerstothesedifficultitemsfromsectionII.Analysesofthereasonsrevealedthatformostoftheseitems,moststudentswhoansweredcorrectlydidnotgivethecorrectreasons.Further,athematicanalysisofthereasonsgaveinsightintothethinkingassociatedwithincorrectanswers.Lastly,wesuggestwaystoimprovecriticalthinkingbyfocusingontheaspectsthatstudentsstruggledwith.VegardHavrePaulsen,SteinDankertKolstøUniversityofBergen,Bergen,Norway

AbstractTitle.

Challengingaspectsofcriticalthinking:someresultsfromatestoflowersecondarysciencestudents

Keywords

criticalthinking,test,cornellcriticalthinkingtest,mixedmethodsresearch,observationversusinference

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In2014,theDanishprimaryschoolsystemfacedgrandandbasicreformchangesregardingtheintroductionofcompetencethinkinginallschoolsubjects.Asaresult,currentcurriculardocumentsnowdescribehistoryandsocialscienceeducationthroughsixseparatecompetenceareascontaininggoalsforstudentskillsandknowledgedevelopments.Thedifferentcompetenceareasreflectthedisciplinaryoriginsofthetwoschoolsubjectsandthereforewhatcanbedeterminedasculturalpracticesofnormsforhowknowledgeiscreatedandcommunicatedasmeaning(Shanahan/Shanahan,2014,p.636).Conceptsandvocabularyrelatedtothecompetenceareasindicatethis,andthecurriculadocumentsofbothschoolsubjectsexplicitlyformulatetheimportanceofconceptlearningforstudents’competencedevelopment(MinistryofChildrenandEducation,2019).Thepurposeofhistoryandsocialscienceteachingisthustodevelopstudents’disciplinaryliteracythroughworkingwiththesubjects'specializedwaysofreading,understandingandthinking(Shanahan/Shanahan,2012.Shanahan/Shanahan,2014).Basedonacommunicationtheoreticalanalysis–i.e.asubject-orienteddidacticapproachtotheareaasa'rhetoricalpracticearea'(Krogh,2011.Kroghetal.2016)–thepresentationfocusesonhowcurriculardocumentsforhistoryandsocialscienceeducationdiscursivelyhighlightandinterpretdifferentdisciplinaryconceptsandencourageteacherstoimplementtheseconceptsintheirteaching.Thepresentationfocusesonhowtodeterminespecializedwaysofunderstandingandthinkinginhistoryandsocialscienceeducation–anddiscusspotentialimplicationsforteachingthesubjectsinpractice.ThepresentationrepresentsinitialstudiesofdisciplinaryliteracyinDanishhistoryandsocialscienceeducation.ThepresentationwilltakepartoftheCOURSEsymposium(arrangedbyLiseKvande,NTNU)HeidiEskelundKnudsen,AndersStigChristensenUCLDenmark,Odense,Denmark

AbstractTitle.

GroundsforliteracyinDanishhistoryandsocialscienceeducation?Interpretationsofdisciplinaryconceptsincurriculardocuments(Faghæfter)

Keywords

Historyandsocialscienceeducation,disciplinaryliteracy,conceptlearning,curricularstudies,COURSE

Presentation

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CriticalthinkingisacrucialcomponentoftheNorwegianSubjectcurriculum(Utdanningsdirektoratet,2020),andthispaperwillfocusonthepotentialcontributionoftheForeignLanguagesubjectstothedevelopmentofthiscapacity,specificallythroughafocusonplurilingualismandinterculturalcompetence,andhowtheuseoffilmsasalearningresourcecancontributetothis.Asstatedbythesubjectcurriculum,thedevelopmentofcriticalthinkingpresupposesbothestablishedknowledgeaswellasexplorativeandcreativethinking,anditmustmakeroomforuncertaintyandunpredictability(ibid.).TheForeignLanguagesubjectsareinaprivilegedpositiontoexploretheseaspectsofcriticalthinking,asthey(ideally)continuouslyengagewithplurilingualismandinterculturalcompetence,wherethestudents’knowledgeaboutthemselvesandtheworldareconstantlybeingchallengedandgiveroomfornewinsightsandknowledge(Liddicoat&Scarino,2013).Basedonpreviousresearch(Skalleetal.,2015),wearguethataestheticdocuments,suchascinema,thatrepresentandproblematizetheexperienceofinterculturalencountersandplurilingualism,areusefulresourcesfordevelopinginterculturalcompetence,andbyextensionfordevelopingcriticalthinking.Inthispaper,wepresentastudyofthefilmUnprophète(Audiard,2009)basedonKartevold(2020),andshowhowthefilmcanbeusedtoengagewithcriticalthinking.ReferencesAudiard,J.(2009).Unprophète.Paris:CelluloïdDistributionKartevold,S.(2020).Lavariationlinguistiquedanslecinémacontemporain.Unpublishedtermpaper,ØstfoldUniversityCollege.Liddicoat,A.J.andScarino,A.(2013).InterculturalLanguageTeachingandLearning.Oxford:Wiley-Blackwell.Skalle,C.,A.M.Gjesdal,andH.Tveit(2015).“MangfoldiLæreplanforfremmedspråk-Migrantnarrativerifremmedspråkundervisningogutviklingavinterkulturellkompetanse”.Norskpedagogisktidsskrift03-04(99):256-267.Utdanningsdirektoratet(2020).Overordnetdel–verdierogprinsipperforgrunnopplæringen.Retruevedfromhttps://www.udir.no/lk20/overordnet-del/AnjeMüllerGjesdalØstfoldUniversityCollege,Halden,Norway

AbstractTitle.

ThinkingCriticallythroughCinema.DevelopingCriticalThinkingthroughtheForeignLanguages’FocusonPlurilingualismandInterculturalCompetence.

Keywords

French,interculturalcompetence,plurilingualism,criticalthinking,film

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ThepresentationexploresthenegotiationofvaluesthatcanappearinaclassroomwhendiscussingexistentialquestionsinReligiousEducation(RE).ThepurposeofNorwegianpublicschoolisontheonehandtopromotegood,fundamentalvalues,asmutualrespect,toleranceanddemocraticparticipationamongthepupils.Ontheotherhand,thepupilsaretogainknowledgeaccordingtothecompetenceaimineveryschoolsubject.InREthelatterincludesforexampleknowledgeaboutvalues,suchasHumanRightsandhumanworth(UDIR2019).ThediversityintheNorwegiansociety,alsowhenitcomestovalues,haveincreasedrapidlyinthelastdecades.Publicschoolsareauniquespaceforlearningtolivewithandinthisdiversity.Throughacommunityofdisagreement(Iversen2014)itispossibletoagreeuponsomecommon,fundamentalvalues.Additionally,onecancometoanunderstandingoflivingwithdisagreementwhenitcomestopersonalvalues,beyondthesefundamentalvalues.FredwallandLysaker(2020)holdsthatavalue-anchoredcommunityofdisagreementcanformthebasisofaproductivedisagreement,wheredialogueandlearningwillstrengthentheabilitytoliveinavalue-diversesociety.Andresen’sresearch(2020),ontheotherhand,indicatethatteachersdonotprioritizeteachingabouttopicsthatcancreatedebateanddiscussions.ThepresentationisbasedonclassroomobservationsinupperprimarylevelinRE.ThetheoreticalframeworkisinspiredbyBiesta’sconceptsofqualification,socialisation,andsubjectification.Basedontheanalysisoftheempiricalmaterial,thepaperwillreflectontwotopics.First,value-negotiationoccurinwhatissaidanddone,andadditionally,inwhatisnotsaidanddone.Secondly,itexploreshowexistentialquestionscanbeacommongroundforpupilswhendevelopingvaluesandskillsofmutualrespectandtolerance.AnneBritLauvsnesWesternNorwayUniversityofAppliedSciences,Sogndal,Norway

AbstractTitle.

Negotiatingvaluesintheclassroom:ExistentialquestionsinReligiousEducation(RE)

Keywords

ReligiousEducation,ExistentialQuestions,Valuenegotation,Communitiesofdisagreement,Subjectification

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Criticalliteracyhasgainedprominenceas“awaytoinvolvestudentsascriticsofthemselves,texts,andtheworldastheyreadclosely”(Catterson&Pearson,2017,p.458),butquestionsremainregardingitsapplicationinsecondlanguage(L2)andforeignlanguage(L3)subjects,wherelanguageskillsaredeveloping.ThisstudyinvestigatestheconnectionsbetweenlanguageproficiencylevelsandopportunitiesforcriticalliteracywithinandacrosslanguagelessonsinL2EnglishandL3FrenchlessonsinNorway.AdolescentsinNorwayareamongthemostproficientL2EnglishusersinEurope(EducationFirst,2020).InL3French,theirlanguageskillsarejustbeginningtodevelop,andtheirlimitedunderstandingofthelanguageislikelytoaffecttheirabilitytoengageincognitivelydemandingcriticalliteracytasks.ThispaperisbasedonclassroomvideosfromtheLISEprojectacrosstwoschoolyears(9thand10thgrade).Theanalysisof45Frenchlessonsand60Englishlessonsshowscleardifferencesbetweenopportunitiesforcriticalliteracyinthetwolanguagesubjects.WhilestudentsinsomeEnglishlessonsaregiventheopportunitiestousecriticalliteracy,thereareveryfewopportunitiestodosoinFrenchlessons.WhenEnglishteachersinvolvedstudentsascritics,theyreadauthenticsources,citeddetailsasevidenceoftheirunderstanding,andrelatedtheiropinionofcharactersandtopicstorealworldissues.InFrenchstudentsworkedwithbasicunderstandingandwerenotinvitedtotakeacriticalapproachtothetextsthattheyread.Ourcomparativeanalysisindicatesthatthedevelopmentofcriticalliteracyiscloselyconnectedtostudents’languageskills.Wearguethatifcriticalliteracyistobedevelopedacrosslanguagesinlowersecondaryschool,teachersneedtoconsciouslydesignopportunitiesthatbuildonstudents’individuallanguageskills.LisbethM.Brevik,EvaThueVoldUniversityofOslo,Oslo,Norway

AbstractTitle.

ComparingcriticalliteracyacrossFrenchandEnglishlessonsinlowersecondaryschool

Keywords

Criticalliteracy,English,French

Presentation

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ThefocusofthispaperistoinvestigatediscourseasaninstructionaltoolinIcelandicsocialscienceclassesusingcomparativevideodatafromlowersecondaryclassrooms.Overthelastdecadesseverallarge-scaleclassroomstudieshaveaimedtoidentifyhowinstructionalqualitypromotesbetterstudentoutcomesusingobservationaldata.(Kaneetal.,2013).Instructionalqualitycanbedescribedas“..thosefeaturesofteachersinstructionalpracticeswellknowntobepositivelyrelatedtostudentoutcomes,bothcognitiveandaffectiveones”(Nilsen,Gustafsson&Blömeke,2016,p.5).Reviewsofteachingqualityresearch(ibid)highlight4integraldimensionsofhigh-qualityteachingpractices:1)Discoursefeatures,2)Cognitiveactivation,3)Instructionalclarityand4)Supportiveclimate.Thekeyambitionofsocialscienceeducationistoprepareyoungpeopleforresponsibleparticipationinanincreasinglycompositedemocraticsociety.Theskillsneededtoreachthosegoals,emphasizedbypolicymakersandexperts,arerootedincriticalthinkingskillsandattitudes.Suchasactivelylisteningandengagingwithotherspointofview,aswellasone’sown,inamannerbasedonknowledgeandmutualrespect(Christensen,2013;Mathé&Elstad,2020).Achievingthisrequiresspecificinstructionalsupportfromknowledgeableteachers.Drawingonclassroomvideodata,thisstudyinvestigateshowthesampledIcelandicsocialscienceteacherssupporttheselearninggoals.ThedataisapartofalargerQUINTdatabase,gatheredfromallfiveNordiccountriesandthusmakingcrosscountrycomparisonfeasible.Additionaldataincludesteacherinterviewsandstudentquestionnaires.Thedataisgatheredfrom10Icelandiclowersecondarysocialscienceclassrooms,fourlessonsfromeachclassroom(n=40)andcodedusingthePLATOobservationalprotocol(Grossmanetal,2015;K-12Education,2010).Theanalysiswillfocusonthedevelopmentofhigherorderthinkingskillsandclassroomdiscussion,capturedbythePLATOelements‘IntellectualChallenge’and‘ClassroomDiscourse’.ValgarðurReynissonUNAK,Akureyri,Iceland.QUISST,QUINT,Norway

AbstractTitle.

DiscourseandhigherorderthinkinginIcelandicsocialscienceclassrooms

Keywords

TeachingQuality,Instruction,IntellectualChallenge,ClassroomDiscourse,VideoObservation

Presentation

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OneofthenoveltiesoftheForeignLanguagessubjectcurriculumof2020inNorway,istheestablishmentoffourcore-elements,oneofwhichisinterculturalcompetence.Furthermore,thenewinstructionsforevaluationstatethatthefinalmarkawardedforclasswork,bothatlevelIandII,shouldbegroundedonthestudent´scommunicativeandinterculturalcompetence.Asthenewcurriculumisimplemented,itisthereforehighlyimportantbothtodefinewhatinterculturalcompetenceis,andthereaftertoensureitsevaluationthroughconcreteachievements.Muchhasbeenwrittenaboutcultureandinterculturalcompetenceindifferentacademicfieldsovertheyears.IntheNorwegiancontextofForeignLanguage(FL)educationonepublicationcanbesaidtohavehadaspecialimpact:ThechapteroninterculturalcompetenceintheanthologyonForeignLanguageDidactics(Fremmedspråksdidaktikk),firstpublishedin2014.ThetextbookistheonlyNorwegianoneofitskindandiswidelyusedinFLteachereducationthroughoutNorway.Thispresentationisbasedonaclosereadingofthe2014,2018and2020editionsofthechapteroninterculturalcompetence.Iwillanalyzehowtheconceptisdefined,andhowithasevolvedandchangedthroughoutthisperiodofsixyears.Iwillalsodiscusshowchangesintheunderstandingofinterculturalcompetencehaveconsequencesforclassroompractice.Finally,IwilladdresssomecurrentchallengeswhenworkingwithinterculturalcompetenceintheFLclassroom.IngerOlsbuUniversitetetiAgder,Kristiansand,Norway

AbstractTitle.

InterculturalcompetenceinForeignLanguageDidactics(2014-2020)

Keywords

InterculturalCompetence,ForeignLanguageEducation,TheNorwegianSubjectRenewal,LK20,Didactics

Presentation

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TheresearchprojectTestingapproachestoreading-constructionofreadingcomprehensionindisciplinaryreadingpracticesaimstoilluminatehowdifferentapproachestoreadingintheschoolsubjectofsocialsciencecreatedifferentconditionsforstudents’disciplinaryliteracydevelopment.Inthepresentstudyweareinterestedinexploringanddescribinghowreadingapproachesareusedinorderforstudentstodevelopcriticalliteracythroughconceptsthatareusedtocriticallyreviewdiscoursesinsociety.Basedonempiricalmaterialfromthreeclassesingrade5andthreeclassesingrade8(video-andaudiorecordings,fieldnotes,texts),theresearchquestioninfocusisWhatsecondorderthinkingconceptsdostudentsencounterwhileusingtextsinsocialscience?ThestudyisplacedwithinthefieldofDisciplinaryliteracy(Shanahan&Shanahan,2012),wheredifferencesbetweendisciplinesregardingpurposesandtraditionsofcommunicationarefocused.Previousstudieshaveforexampledescribedthatexpectationsonstudents’readingwithinthesocialsciencesubjectareimplicitlyexpressedintheSwedishcurriculum(Lind,2019)andthatstudents’understandingofconceptsiscrucial(e.g.Ekendahletal.2015).Inordertogobeyondfirstorderconcepts(thatconstitutethesubstantialknowledgeofthesubject),weareinthisstudyanalyzingconstructionsofsecondorderthinkingconceptsrelevantforcriticalliteracyasformulatedbySandahl(2015):causality,evidenceandinference,abstraction,comparisonandcontrast,perspectivetakingandtheevaluativedimension.Preliminaryresultsshowthatclassroomtextactivitiescreateopportunitiesforstudentstoencounteralltypesofthesesecondorderthinkingconcepts.However,someoftheseoccurrencescanbeseenasinitialstepstowardsusingmoreelaboratedsecondorderthinkingconcepts.Duringthepresentationwewillpresentcontinuatowardsmoreelaborateddisciplinaryliteracythroughexamplesfromclassroomactivitiesandinlightofdifferentwaysofworkingwithtext.

JennyW.Folkeryd1,ÅsaafGeijerstam1,PiaVisén2,YvonneHallesson31DepartmentofEducation,UppsalaUniversity,Uppsala,Sweden.2DepartmentofLanguageEducation,StockholmUniversity,Stockholm,Sweden.3DepartmentofScandinavianLanguages,UppsalaUniversity,Uppsala,Sweden

AbstractTitle.

EmergentcriticalliteracyinSocialScience

Keywords

reading,criticalliteracy,socialscience,secondorderthinkingconcepts,textactivities

Presentation

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92

Criticalliteracyencompassesanindependentandexploratoryattitudetowardsstatementsabouttheworldandtheabilitytounderstand,identifyanddescribethepremisesbehindsuchstatements(Luke,2014;Veum&Skovholt,2020).Importanttothisformofliteracyiscriticalthinking,whichisrelevantintheNordiccountriestodaybecauseoftheworldsituationandthepervasivedigitisationofsocieties;yettherearealsootherdrivingforcesthathaveputcriticalreadingandthinkingontheagendaintheNordicschoolsystemslately.Criticalliteracyaffectsallschooldisciplinesandcannotbereducedtogenericcompetencies.Indeed,thereisaneedforadisciplinaryperspectiveoncriticalliteracy.Here,literacycanbedefinedasdomain-specificfamiliaritywiththeuseoflanguageasameaning-makingresource(Bremholm,2013),andinlanguagesubjects,criticalreadingandwritingarecentral.Inotherdisciplines,literacyislessrelatedtowriting,buttextinthebroadestsensewillplayarolein,forexample,politicalliteracy,artliteracy,thecriticalanalysisofhistoryorcriticalinvestigationsinissuesofasocial,technologicalorscientificnature.Thisdoublesymposiumwillshedlightonsubject-specificliteracyandconsistoftwoparts:Part1DisciplinarycriticalreadingpracticesIntroductionFrønesa)EmergentcriticalliteracyinSocialScienceFolkeryd,afGeijerstam,Visén&Hallessonb)Criticalliteracyinearlygradesscienceteaching:Whatcoulditlooklike?Bremholmc)Cancriticalreadingbemeasured?ProposalforatheoreticalFrameworkforAssessmentWeyergangCommentaryFrønesPart2CriticalliteracyinlanguagedisciplinesIntroductionFrønesTheLISEproject:KnowledgeoninstructionthroughvideostudiesBrevikd)CriticalliteracyinNorwegianlanguageartsclassroomsBakkene)Culture,InterculturalCompetenceandCriticalThinkinginLowerSecondaryEnglishandFrenchClassroomsinNorwayUvsløkkf)ComparingcriticalliteracyacrossFrenchandEnglishlessonsinlowersecondaryschoolVold&BrevikCommentaryFolkerydDiscussionToveStjernFrønesUniversityofOslo,OSLO,Norway

AbstractTitle.

Criticalliteracyfromadisciplinaryperspective

Keywords

Criticalliteracy,Socialsciences,Scienceeducation,Readingassessment,Languagedisciplines

Presentation

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Theabilitytoreadcriticallyisaprerequisiteforparticipatingindiversetextpractices.Criticalthinkingandreadingareessentialtoparticipationinourknowledge-basedsocietyandarecommonlyconsideredtobekeycompetenciesinthe21stcentury.CriticalreadingisalsoemphasisedintherevisionoftheNorwegiancurriculum.Ifwewanttoensurethatstudentsdevelopfunctionalskillsandachieveimprovedoutcomes,weneedtoolsthatprovideinformationonwhatstudentscanandcannotdo.Inmostcountries,standardizedtestsareusedtomeasurereadingcomprehension.However,therearedisagreementsaboutwhetheritispossibletomeasureadvancedcognitiveskillsascriticalreading.Testdevelopmentisaboutmakingcomplexandlargeconceptsmeasurable.Theoverallgoalofthisstudyistodevelopatheoreticalframeworkformeasuringcriticalreadinginreadingassessments.ThestudyisinitiatedbyadescriptionofcriticalreadingintheNorwegiancurriculum.Furthermore,thedescriptionsarelinkedtorelevanttheoriesandresearchfields.Criticalreadingcanbeconceptualizedbasedontheoreticalmodelsofreading,textanddiscourse,andalsoreadingandwritingdidactics.Thestudyexplores‘criticalreading’fromthetheoreticalperspectivesofcriticalliteracy,criticaldiscourseanalysisandtheoriesofreadingmultipletexts,amongothers.Thetheoreticalreviewgeneratesaframeworkwithdifferentcategoriesofcriticalreading.TextsanditemsfromtheNorwegianNationalAssessmentofreadingliteracyskillsareusedasexamplesofhowthecategoriescanbeoperationalizedinreadingtests.Thispresentationwillbeapartoftheproposedsymposium‘Criticalliteracyfromadisciplinaryperspective’.CecilieWeyergangUniversityofOslo,Oslo,Norway

AbstractTitle.

Cancriticalreadingbemeasured?ProposalforatheoreticalFrameworkforAssessment

Keywords

Readingassessment,Readingcomprehension,Multipletextcomprehension,Criticaldiscourseanalysis,Testdevelopment

Presentation

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96

Innleggtilsymposium:«Verdiforhandlingerisamtidskulturen»,NOFA2021LesingavskjønnlitteratursomdemokratiskdanningÅseHøyvollKallestadSomdemokratiskeborgeretrengerviåleseskjønnlitteratur,hevderfilosofenMartaNussbaum.Hunmeneratskjønnlitteraturengirenunikmulighettilåsetteseginniandremenneskerlivssituasjoneroglivsvilkårgjennomutviklingenavdethunkalleren«narrativforestillingsevne».Skjønnlitteraturensestetiskeformidlingskaperdenneevnen,somgjørleserenbedreistandtilåtaandresperspektiv.Idenlitteræreverdentarvidelilivettilmenneskersomviellersaldrihaddemøtt,påpekerNussbaum,ogviblirkjentmedpersonersomviivirkelighetenaldrihaddeønsketåmøte.Dettegjørossistandtilåtavalg–ikkebarepåvegneavossselv–menogsåimedlidenhetellerempatimedpersonerellergrupperisamfunnetviikketilhørerelleridentifisererossmed.Iendidaktiskkontekst,ogimittbidrag,tarjegutgangspunktiNussbaumsfilosofiskerefleksjoneromskjønnlitteraturensmuligheterfordemokratiskdanning.Vedhjelpavskjønnlitteræreeksemplerogbasertpåteoriomdialogisklitteraturundervisning,viljegbelysehvordanlesingavskjønnlitteraturiskolenkanværeleddiskolensoverordnedemålsettingomopplæringiogutviklingavelevenedemokratiskeferdigheter.SærligviljegtautgangspunktiLouiseRosenblattstransaksjonsteori,somtarforsegdetgjensidigeforholdetmellomleserogtekst,ogHansSkjervheimsteoriomdialektiskundervisning,derhanfokusererpåetlikeverdigforholdmellomsubjekteridendidaktiskesituasjonen.Jegvildrøftehvordantekstensetiskeproblemstillinger,formidletgjennomskjønnlitteraturensestetiskeform,kanføretilverdiforhandlingeriklasserommet,somisinnaturerdemokratiskeogsomutviklerdemokratiskkompetanse.ÅseKallestadHøgskulenpåVestlandet,Bergen,Norway

AbstractTitle.

Lesingavskjønnlitteratursomdemokratiskdanning

Keywords

skjønnlitteratur,demokratiskdanning,utdanning,didaktikk,dialog

Presentation

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97

Acentralaimoftheresearchprojectistodevelopprinciplesforcriticalthinkingforuseintheclassroom.Thisimpliesadilemma;ontheonehand,weseekdodevelopwaysthatteacherscanpromoteacertainwayofthinkingintheirclassroom,whileontheotherhand,thiswayofthinkingisbyitsveryessenceunderstoodasfreeandindependentthinkingonthepartofthestudents.This“pedagogicaldilemma”–howcanstudentsbebroughtuptobefreethinkers–cannotberesolved;itisaninherentpartofteaching.However,inordertobeabletotalkaboutteachingthataimstobringaboutcriticalthinking,thedilemmamustbehandledandnegotiatedbytheteachers.Onatheoreticallevel,thereisalongtraditionofthinkingwithinthetraditionofBildungcentredDidaktik(Hopmann,2010;Klafki,2011),thathassoughttodealwiththesequestions.KlafkiseesBildungasthefreeunfoldingoftheindividualwithinademocraticsocietythatcantakeplaceinschoolasstudents“openthemselves”toeducationalcontentinsuchawaythatthecontent“opensuptothem”.Understoodinthisway,thetaskoftheteacheristofacilitateaproductivemeetingbetweenthestudentandthecontentinsuchawaythatBildungcantakeplace.ThusBildungcenteredDidaktikandthedevelopmentofcriticalthinkingcanbeconnected(Ryen,2019;2020).Inthispaper,wediscusshowwecangofromgivingatheoreticalaccountofthisconnection,towardsdevelopingempiricalindicatorsthatinturncanbeusedtodevelopadeeperunderstandingofhowthemeetingbetweendifferenttypesofcontent(newsandchildren’sliterature)andthestudentcanbefacilitatedinprimaryschoolclassroomsinthesubjectsofscience,socialstudies,NorwegianandEnglish.

ErikRyen1,KirstiJegstad21OsloMet,Oslo,Norway.2Oslomet,Oslo,Norway

AbstractTitle.

Developingatheoreticalframeworkandempiricalindicatorsfordevelopingandresearchingcriticalthinkinginscience,socialscienceandlanguagedidactics.

Keywords

criticalthinking,Didaktik,Bildung

Presentation

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101

Thisinterventionstudyinvestigatesandqualifiesstudents`useofexploratoryandcriticaldialogueswhenreadingdigitalandmultimodaltextsinlowersecondaryschool.Iinvestigatehowstudentsengageingroupdialoguesdevelopingskillsforcriticalcommunicationandvalidatingtextsonwebsitesthroughinterthinking(Littleton&Mercer,2013).Thestudyhasitsmaintheoreticalfoundationinasocioculturalunderstanding(Vygotsky,1986,Bakhtin,1986,Littleton&Mercer,2013,Maine,2015,Wegerif,2013;2016,Mercer,Wegerif&Major,2020).Learningandunderstandingdoesnothappenindividuallybutisdevelopedthroughdialoguesinsocialcontexts.Therearetwoassumptionsinthispaperpresentation:1)thatstudentscanacquirecriticalcommunicationskillsbyusingthelanguagetolookexploratoryontheirowngroupdialogues.2)thatstudentsneedameta-languageforlearningandreflectionthroughexploratoryandcriticaldialogue.Thequestioninfocushereis:Howcanwequalifythestudent´sdialoguebyfacilitatinganexploratoryandcriticalvalidationofitbystudents?Throughanewteachingmaterialaddressingexploratoryandcriticaldialogues,I’mexploringthestudentsuseofinformationseeking,exploratoryandcriticaldialogues.I´vebeenanalyzing24dialoguesrecordedwithvideoes.Ihavedonecontrolledencodingsanddata-drivencategorizingmyresearchdataInsomeofthedialoguesIcanseethatwhenstudentsusehypotheses,comparisonsandinvolvegeneralknowledge,itextendstheirmetareflectionsandtheiruseofdialogicspacesindifferentways.Ihave,inthestudent´sdialogues,founddifferenttypesofcriticaldialogues:exploratory,criticallydebatable,criticallyassociativeandcreativedialogues.Thosetypesofcriticaldialoguesseemtogivethestudentsdifferentopportunitiesonwaysofrespondingtoeachother´sutterancesandwheretheyindifferentwaysareputtingtalktointerthinkwitheachother.EvaDamChristensenUniversityofSouthernDenmark,Odense,Denmark

AbstractTitle.

ExploratoryandCriticalDialoguesasLearningandReflectionTools.

Keywords

criticaldialogue,exploratorydialogue,interthinking,dialogicspace,associationchains

Presentation

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102

EconomicsisasocialsciencecontenttaughtincompulsoryschoolinallNordiccountries.Also,toknoweconomicswellisanimportantpartofcopingwitheverydaylifesinceeconomicsaffectusinmanydifferentwaysbothprivatelyandpublicly(Jappelli,2010;Miller&VanFossen,2008).Yet,withinNordicsocialsciencedidacticresearch,economicshasnotreceivedalotofattention.Thisisespeciallytrueforresearchonwhatcharacterizestheteachingofeconomicsinsidesocialscienceclassrooms.Usingtheprotocolforlanguageartsteachingobservation(PLATO)(Belletal.,2019;Grossmanetal.,2013)tostudythequalityofteachingeconomicsinSwedishsocialscienceclassrooms,eightteacherseconomicteachinginfourdifferentschoolshavebeenobservedtogetanoverviewoftowhatextentimportantcomponentsforhighqualityteachingarepresentintheclassrooms.Additionally,furtherqualitativeanalysispinpointsinwhatwaytheteachersrepresentthecontenttaughtintermsofbasicconcepts,modelconceptsandthresholdconcepts(Davies&Mangan,2008;Meyer&Land,2003)ontheonehandandinwhatwaythisrepresentationshiftsbetweeneverydayknowledgeanddisciplinaryknowledge(Maton,2013).Throughthisanalysisoftheobservedteachingtheaimistocapturethequalityoftherepresentationoftheeconomiccontenttaughtforstudentstobuildtheirknowledgeontobeabletocopewitheverydayeconomiclife.Somepreliminaryfindingsbasedonthisanalysiswillbepresented.MartinKristiansson,MichaelWalkert,NiklasJakobsson,NiclasModigKarlstaduniversity,Karlstad,Sweden

AbstractTitle.

QualityofeconomicsteachinginSwedishsocialscienceclassrooms

Keywords

qualityteaching,economics,socialscience,contentrepresentation

Presentation

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104

Thepurposeofthispaperistopresentpostcolonialtheory(see,forexample,Said,1979,Spivak,1988,Chakrabarty,2008)asthetheoreticalfoundationofmyPhD-thesis.Inthispaper,Iaskhowthistheoreticallenschallengessocialstudiesdidacticsandwhatcontributionsthetheoriescanmaketothefieldofcitizenshipeducation.InmyPhD-project,IexaminestructuresofidentificationinsocialstudieseducationandparticularlyaskwhatnarrativesandimaginarieswereconstructedaboutNorwgianessandWesternessinsocialstudieseducationatapubliclowersecondaryschoolinoneofthelargercitiesinWesternNorway.Thethesisbuildsonamicroethnographywheredatafortheprojectwasestablishedthroughobservationofthesocialstudiessubjectinthreeninth-gradeclassesandthroughinterviewswith36pupilsconcerningtheirreflectionson,andexperienceof,thesocialstudiessubject.Postcolonialtheory,whichamongstothersisrepresentedbySaid(1979)andscholarsoftheSubaltern-studies(Spivak,1988,Chakrabarty,2008),drawsattentiontohowpracticesofrepresentationreproducealogicofsubordinationthatenduresevenafterformercoloniesgainedindependence.Inthelastdecade,wehaveseenanincreaseinthedebateconcerningtheroleoftheNordiccountriesincolonialism(LoftsdóttirandJensen,2012).ResearchshowingtheNordiccountries’participationincolonialpracticesandprocessesofglobalization(Eidsvik,2012;Mikander,2016)underlinestheNordiccountries'colonialcomplicity(Keskinenetal.,2009).ThischallengestheideasofNordicexceptionalismandeurocentrism,hegemonicnotionswhichinfluencesocialstudieseducation(Jore,2018,2019),andideasofothering(Spivak,1988)andstereotypicalrepresentationsofusandthem(Jore,forthcoming).Inresponsetothiscriticalthinkingandawarenessofpowerrelationsisofuttermostimportance.Whatkindofdidacticalapproachescanhelpuschallengehegemonicnotionsanddenaturalizestereotypicalrepresentationsof“us”and“them”?MariKristineJoreHøgskulenpåVestlandet,Bergen,Norway

AbstractTitle.

Postcolonialtheoryasanoutsetforcriticalthinkinginsocialstudieseducation

Keywords

Socialstudieseducation,Postcolonialtheory,Criticalthinking

Presentation

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105

Thisstudyviewswhole-classdialogueasacontextthatcanfostercriticalthinkingifthestudentsareencouragedtocomeupwithownideasandengagecriticallyandconstructivelywitheachother’sclaimsandsuggestions(MercerandWegerif,1999).However,thewaywhole-classdialoguesarecarriedoutinpracticemightnotmeetthisideal.ThedialoguesanalyzedaretakenfromthefirstlessonsintwolowersecondaryclassesconductingteachingprogramsdevelopedintheNRC-projectARGUMENT.Theaimofthisprojectistomakestudentsinquireintoanduseauthenticdatatoargueandcriticallyevaluateclaimsaboutacontroversialtopic.Inthisfirstpartthestudentsweresupposeddiscusspreconceptionsrelatedtodifferentideasabouttopic,andfurthersuggestwaystoinvestigatedifferentproblems,firstingroupsandtheninwholeclass.Wewantedtoanswerthefollowingquestion:Whatcharacterizedifferentteachers’discursivemovesandcorrespondingstudentresponsesinclassroomdialoguesaimedtopromotestudents’criticalthinking?Transcribedvideo-recordingsfromthewhole-classdialoguewereanalyzedbyusingaframeworkthatdescribeteachers’discursivemovesandteacherquestioningapproaches.AnalysisofstudentresponseswerefurtherusedtoexaminedifferentfeaturesofthedialoguesbasedonaframeworkfordialoguetypesthatscaffoldIBL.Preliminaryanalysisofthewhole-classdialoguesindicatesthattheteachers’discursivemovesshiftbetweendialogic,authoritativeandhybridapproaches.Thestudents’responsesexpressaccordingtotheanalysisashiftbetweennoresponse,uncertainty,withdrawal,ownsuggestions,andreflectivethinking.Thecharacterizationsareusedtodiscusshowtheteachers’shiftingandhybridapproacheshamperorstimulatestudentstoformulateclaimsandfurtherexploreandevaluateownandothersuggestions.Wediscussfurtherhowthischaracterizationcanbeusedtofindbetterwaystoframewholeclassdialoguethatfosterstudents’inquirypracticesandcriticalthinking.

IdarMestad1,JørgenStangeLarsen2,11WesternNorwayUniversityofAppliedSciences,Bergen,Norway.2FjellsdalenSkole,Bergen,Norway

AbstractTitle.

Characterizingteachers’discursivemovesandstudents’responsesinsciencerelatedclassroomdialoguesaimedtopromotestudents’criticalthinking

Keywords

Criticalthinking,Dialogue,Inquiry,Literacy,Science

Presentation

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106

Inthispresentation,IreportfrommydoctoralstudyexploringthecolonialityofNorwegiancitizenshipeducation.ThemethodologyinthestudyisColonialdiscourseanalysis,focusingonrelationsbetweenknowledgeproductionandpower,andidentifyinghegemonic,ahistorical,andEurocentricinstitutionalizeddiscursivestructures.Todothis,Iapplyacombinationofmethodsallowingmetoexplorediscoursesfromdifferentmodalitiesofdiscursivepractice,hereundertextbooks,classroomconversations,andstudents’andteachers´meaning-making.Thefirstmodalityisaccessedthroughcriticaldiscourseanalysisoftextbooks,andtheothermodalitiesareapproachedthroughethnography,includingparticipantobservationofclassroominteractionsandconversations,semi-structuredinterviewswithstudentsandteachers,andteachinginterventions.Theanalyticalemphasisoncolonialityengagesanalysesofhowhistoricalcolonialisminstalledenduringepistemologicalandmaterialstructuresthatcontinuetoinformourcurrentwaysofthinkingandbeing.Colonialityencompassasystemwherethewhitemajorityrepresentstheinvisiblenorm,actingasthebeareroftheallegeduniversalrationality.Thesignificanceofcolonialityforcitizenshipeducationisrelatedbothtolocatingthepossiblelimitationsposedbycolonialframeworksofknowledgetothepotentialforfosteringcriticalthinking,andthereproductionofracializationandotheringthrougheducationaldiscourses.Inthepresentation,Iwillpresentimplicationsfromthestudytowardsanantiracist,decolonizing,andcriticalcitizenshipeducationpractice,anddiscusschallengesandopportunitiesposedbyadecolonizingapproachtocitizenshipeducationintheNorwegiancontext.KristinGregersEriksenUniversityofSouth-EasternNorway,Drammen,Norway

AbstractTitle.

Towardadecolonialcitizenshipeducation

Keywords

Coloniality,Citizenshipeducation,Criticalthinking,Whiteness,Classroomstudies

Presentation

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112

ThisqualitativestudyexamineshowvocationalstudentsinNorwegianuppersecondaryschoolperceiveEnglishasaschoolsubject,withthemainaimofpresentingtheirviewsofengaginganddisengagingclassroompractices.Academicsubjects,likeL2English,havebeenseenasdetrimentaltotheschoolexperienceofvocationalstudents,eitherbybeingtootheoretical(Dæhlen,2017),orbyhamperingstudents’perceptionsofrelevanceandmeaninginschool(Dahlbacketal.,2011;Hiim,2013).MercerandDörnyei(2020)proposethattoincreasestudents’engagementforlearning,theymustbegivenmeaningfulopportunitiestoshapethewaytheylearn.Thisstudyisonesuchcontribution,asamouthpieceforvocationalstudents’experienceswiththeEnglishsubject.Toaccessvocationalstudents’viewsofengaginganddisengagingpractices,thestudycomparestheirexperiencewithEnglishinlower-anduppersecondaryschool.Itreliesongroupinterviewswith50vocationalstudentsfrom10classroomsinyear11and12in10differentschools.Thestudyidentifiestwomainthreatstovocationalstudents’engagementintheEnglishsubject:lackofperceivedrelevanceandrepetitionacrossschoolyears.ItisacleartrendforthestudentstodescribelowersecondaryEnglishasbasedonirrelevantandrepetitivecontent,whileuppersecondaryoffersmorevariation.Predictably,thestudentspreferlessonsthatareframedasrelevanttotheirlives,includingtheirfuturecareers.Furthermore,theywantEnglishlessonstobebasedonstudent-activelearningforms,preferablyorganisedasgroupwork.ThestudentsareadamantthattheywillneedEnglishforworkandexpressaninterestinbeingabletoperformtheirregularworktasksinEnglish.Lessonswithavocationalorientationthusemergeaspromisingintheseclassrooms,being(ideally)neitherirrelevantnorrepetitive.KajaGranumSkarpaasUniversityofOslo,Oslo,Norway

AbstractTitle.

VocationalstudentsandtheEnglishschoolsubject–engaginganddisengagingclassroompractices

Keywords

L2Englishteaching,vocationalstudents,engagement

Presentation

Symposiumpresentation

114

Thedevelopmentofinterculturalcompetence(IC)isacrucialpartofforeignlanguage(FL)teaching,yetitremainsunder-exploredinteachingmaterialsandteachereducation.ThenotionofIC,anditsapplicationintheclassroomandteachingmaterials,alsoruntheriskofreproducingpowerstructuresandculturalstereotypesandthereforeneedtobeapproachedcritically(Gorski2008).WearguethatthemonoculturalfocusofFLshouldbequestioned,toallowmorespacefortransnationalperspectivesandtheinterculturalencounterspotentially(andpreferably)takingplaceintheFLclassroom.Moreover,wearguethatliterarytextsareaninterestingtoolforworkingwithIC,astheymayactbothasamirror,allowingforthereflectionofstudents’ownlife-worlds,aswellasawindowintothelife-worldsofothers(GlazierandSeo2005,688).Inthispaper,weprovideanexploratoryanalysisofaselectionofthreeliterarytextsonexileandmigrationintheforeignlanguagesFrench,Italian,andSpanish,toshowhowtheycanbeusedforthispurpose,andhowtheymaybeintegratedintoamorecriticalapproachtointerculturaleducation.Literarytextsonmigrationandexilearepartofmulticulturalliterature.Thiskindofliteraturemay,inouropinion,helpstudentstoidentifywiththeirowncultures,exposethemtoothercultures,andopenthedialogueonissuesregardingdiversity,thusactascatalystsfordevelopingtheabilityofcriticalthinking.Moreover,wearguethatsuchtextsprovideamorerealisticrepresentationofthelanguageareasinquestion,asthesearecharacterizedbyporousbordersduetomigration,globalizationaswellastheircolonialpasts.

LivEide1,CamillaSkalle1,AnjeMüllerGjesdal21UniversityofBergen,Bergen,Norway.2ØstfoldUniversityCollege,Halden,Norway

AbstractTitle.

MigrationNarrativesasCatalystforCriticalThinking

Keywords

criticalthinking,interculturalcompetence,foreignlanguages,literarytexts,migration

Presentation

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118

DeterenøkendeerkjennelseatvestligemilitæreintervensjoneriMidtøstenogNord-Afrikadesiste30åreneharværtmislykketogharskaptvedvarendeustabilitet.Deterilitengradforsketpåhvordandissekonflikteneblirframstiltigrunnskolenslærebøker.DetteprosjektetskalforetaenkomparativundersøkelseavlærebøkeneforungdomstrinnetiDanmark,NorgeogSverige.Prosjektetskalundersøkehvordandissekonflikteneframstillesoghvilkesentralebegrepersombrukesforateleveneskalkunneforståkonfliktene.IGolfkrigen(1990-91)deltokDanmark,NorgeogSverigeikoalisjonensommedFN-mandattvangIrakutavKuwait.IkrigeniAfghanistanfrahøsten2001deltokDanmarkogNorgeidenUSA-ledeteOperationEnduringFreedom.MensalletrelandadeltokidenFN-initierteISAF-styrken.IangrepetpåIraki2003,sommangletmandatfraFN,deltokbareDanmark.IkrigeniLibyai2011deltokalletreiintervensjonensomiutgangspunktethaddeFN-mandat.Dedanskeognorskeskvadronenevarblantdesombombetmest,mensdesvenskeflyenebidromedrekognosering.Vivilforetaeninnholdsanalyseavlærebøkenesomtaleavdefirekonfliktene,inkludertdeskandinaviskelandaseventuelledeltakelse.Samtidigvilvianalyserehvilkesentralebegrepersombenyttes,samtdrøftehvilkebegrepersombørinngåforateleveneskalfåenforståelseforikkeminstdefolkerettsligesidenevedkonfliktene.Ettspørsmåleromdeterforskjelleriframstillingenavkonflikteneilærebøkeneetterhvilkenstillingdeulikelandainntoktilkonfliktene.Tekstanalyseavbøkenemedsinargumentasjonogretoriskevirkemidlerværeentilnærming.Enannenvilværeåundersøkeombøkeneanleggerrealistiskeelleridealistiskperspektiveriomtalenavstatenesatferdikonfliktene.Samtidigmåvitaibetraktningdenasjonalekonteksteneogvirkelighetsoppfatningeneavkrigenesomdominertedabøkenebleskrevet.

PerOverrein1,LeifSletvold21NTNU,Trondheim,Norway.2USN,Drammen,Norway

AbstractTitle.

VestligeintervensjoneriMidøstenogNord-Afrika-Enkomparativbegreps-oginnholdsanalyseavdanske,norskeogsvenskelærebøker

Keywords

Lærebokanalyse,Begrepslæring,Intervensjon,Folkerett,FN-mandat

Presentation

Paperpresentation

119

Newtechnologiesininformalcontextsoutofschoolhaveconsiderableimplicationsforlanguagelearningandteaching.Inthispresentation,weargueforthewealthoflearningopportunitiesprovidedbyconnectinginformalandformalEnglishuseandtherebyengagingstudentsintheirlearning.Whilestudieshavedemonstratedpositiverelationsbetweenlearners’informalEnglishuseoutofschoolandEnglishproficiency(Slettenetal2015;Sykes2018),lessisknownabouthowEnglishteachersconnectstudents’informalEnglishusewithmoreformaluseofEnglishintheclassroom(ReinhardtandThorne2020;Sauroetal.2020).AspartoftheresearchprojectVocationalandGeneralstudents'EEUseofEnglishinandoutofschool(VOGUE),thisstudyinvestigatesthesignificanceofsuchconnectionsbyexamininglanguagepracticesandstudentengagementintwovocationalEnglishclassesinNorway(16–17years)taughtbythesameteacher,wherevocationalstudentswerelearningEnglishduringatechnology-basedproject.Dataaredrawnfromthreeweeksoffieldworkandincludeobservationdatacollectedinschool(videoandscreenrecordings,studenttextsandteacherinterview)aswellasdatacollectedoutsideofschool(studentlanguagelogsandscreenrecordingsathome).IncludingdataacrosscontextsprovidedauniqueanalyticalopportunitytocompareinformationabouthowstudentsactuallyusedEnglishintheinformalcontextoutsideofschool,andcomparethiswiththeirEnglishuseinthemoreformalclassroomcontext.Wefoundthatinformalandformallanguageusewasconnectedintwoways:(1)theteachercreatedaffinityspacesintheL2Englishclassroomthatweremodelledonaffinityspacesoutofschoolinordertocreatestudentengagement;and(2)intheseaffinityspaces,studentsdrewextensivelyontheirinformalEnglishuse.Implicationsincludetheimportanceofunderstandingstudents’informallanguageusetorethinktheirteachingpractices.LisbethMBrevik,TheaHolmUniversityofOslo,Oslo,Norway

AbstractTitle.

RethinkingEnglishinstruction.EngagingvocationalstudentsinprogrammingintheEnglishsubject.

Keywords

Gaming-basedinstruction,English,studentengagement,affinityspace

Presentation

Symposiumpresentation

127

TheoverallaimofmyPhD-studyistoexplorelowersecondarystudents’andteachers’interpretationsofcolonialimperialisminAfrica.Onechallengeininterpretativeprocessesinhistoryeducationispresentism,thatisinterpretinghistoricalagentsandeventsmerelyfromacontemporaryperspective,insteadofseekingtounderstandpastagentsandeventsaspartofthecontextinwhichtheylivedandoccurred.Theaimofthispaperistodiscussonefindinginmystudy;howthepresentandpastareintertwinedinstudents’interpretations.Theprojectisanactionresearchproject.Aninterventionwastriedoutanddatacollectedinfour9thgradeclassroomsincooperationwithfiveteachersin2019.TheteachersandIcreatedalessonplaninordertoenhancecontextualisation,perspectivetaking,andanaffectiveconnection,inlinewithEndacottandBrooks’(2013)conceptualisationof‘historicalempathy’.Thecollecteddataincludesparticipantobservation,students’writtenwork,andsoundrecordingsfromstudents’groupworkandmeetingsbetweenteachersandtheresearcher.Thedatawillbeanalysedthroughthelensof‘historyeducationandcolonialism’and‘historicalempathy’.Inthepaper,Iwillpresentanddiscussthreepreliminaryandinterrelatedaspectsofthisfinding:Participants’moraljudgmentofcolonialimperialisminAfricaandhowthischallengesand/orencourageshistoricalcontextualisation.Whichideasfromthepresentthatinformstudents’interpretationsofcolonialimperialism.Participants’historicalquestionsasastartingpointforlearningaboutthistopic.Iwillalsoincludesomereflectionsonpossibleimplicationsforhistoryteachingandlearningaboutcolonialimperialism.Keywords:colonialimperialism,historicalempathy,presentism,contextualisation,historicaljudgmentReference:Endacott,J.L.&Brooks,S.(2013).AnUpdatedTheoreticalandPracticalModelforPromotingHistoricalEmpathy.SocialStudiesResearchandPractice,8(1),18.HelgaBjørkeHarnesNLAUniversityCollege,Bergen,Norway

AbstractTitle.

Thepresentinthepast:Lowersecondarystudents’contemporarygazeatcolonialhistory.

Keywords

colonialimperialism,historicalempathy,presentism,contextualisation,historicaljudgment

Presentation

Symposiumpresentation

129

KriT(Criticalthinkinginprimaryeducation)isaninterdisciplinaryresearchprojectfundedbytheResearchCouncilofNorway(NFR)aimingatdevelopingeducationalmodelsforcriticalthinkinginprimaryeducationusingchildren’sliteratureandnews.Asapartoftheproject,wewillinvestigatethecharacteristicsofconversationsthatpromotecriticalthinking.Wewillalsodevelopindicatorsforcriticalthinkingfromgradeonetosevenandstrengthenthestudents’competencesinverbalandvisualargumentation.Finally,wewillinvestigatehowtheteachercanfacilitatecriticalthinkingformulti-lingualstudents.Themethodusedintheprojectisdesign-basedresearch,whichimpliesthattheresearchwillincludeseveralcycles.Eachcycleconsistsof(1)developmentofeducationalprinciplesforcriticalthinking,(2)developmentofteachingresources,(3)testingandadjustmentoftheteachingresourcestogetherwithdatacollection,and(4)dataanalysis.Researchandexperiencefromonecyclewillcontributeinfurtherdevelopingtheeducationalprinciplesandteachingresources.Inthissymposium,wewillpresentanddiscusshowteacherscanfacilitatecriticalthinkingthroughdifferentdidacticalperspectives.Thefirstpaperpresentsthetheoreticalframework,foundedinKlafki’scriticalconstructivedidactic.Thesecondpaperwilldiscusschildren’sliteratureandtheliteracydiscourseasastartingpointofcriticalthinking.Thethirdpaperwilladdresstheroleofteacherquestionstoenhancecriticalthinkingworkingwithnewsarticles.Thefourthpaperaddressesworkingwithcriticalthinkingandeco-citizenshipthroughcross-curricularworkaboutbumblebees.Thesymposiumwillbeconcludedwithadiscussionaroundbothwhatcanenablecriticalthinkingandhowteacherscanworktoenhancecriticalthinkingintheclassroom.KirstiMarieJegstad,EmiliaAndersson-Bakken,TuvaBjørkvold,MargarethSandvikOsloMet-OsloMetropolitanUniversity,Oslo,Norway

AbstractTitle.

Enhancingcriticalthinkinginprimaryeducationthroughchildren’sliteratureandnews

Keywords

Criticalthinking,Primaryeducation,Literature,News

Presentation

Symposiumpresentation

136

Studentengagementiskeytodevelopingcriticalliteracy,particularlyinsecondaryschoolstudents(Gee,2017).Indeed,theschoolhasadualroleindevelopingbothcriticalliteracyandstudentengagement.Ontheonehand,itisessentialtoprovideopportunitiesinschoolforstudentstocriticallyexaminearangeoftexts,withmultiple–andpreferablycontrasting–worldviews(Blikstad-Balas,2016).Ontheotherhand,developingcriticalliteracydoesnotautomaticallyinvolvestudentengagement.MercerandDörnyei(2020)proposedthatinordertoincreasestudents’engagementforlearning,theymustbegivenmeaningfulopportunitiestoshapethewaytheylearn.Inthissymposium,wewillpresentexamplesfromtheVOGUEprojectattheUniversityofOslo,wherestudentsofEnglisharegivenavoicetoexpresstheirperspectivesonengagementforlearning.Examplesincludestudents’self-reportsofwhattheyfindtoberelevantandengagingintheEnglishsubject.Inaddition,classroomobservationsprovideexamplesofhowteachersengagestudentsindigitalprogrammingandonlinegaminginEnglishlessons,andthepotentialofsuchactivitiestojuxtaposeengagementandcriticalliteracy.Thissymposiumwillshedlightontheimportanceofengagementincriticalliteracy:IntroductionLisbethMBrevikVocationalstudentsandtheEnglishschoolsubject–engaginganddisengagingclassroompracticesKajaSkarpaasGaming-basedengagementduringEnglishlessonsinlowersecondaryschoolShilanAhmadianRethinkingEnglishinstruction.EngagingvocationalstudentsinprogrammingintheEnglishsubjectTheaHolmCommentary/discussionÅstaHaukåsLisbethBrevik,KajaSkarpaas,ShilanAhmadian,TheaHolmUniversityofOslo,Oslo,Norway

AbstractTitle.

CriticalliteracyandstudentengagementintheEnglishsubject

Keywords

Englishsubject,criticalliteracy,engagement,gaming-basedlearning

Presentation

Symposiumpresentation

141

Theschoolsubjectsocialstudiesisoftenputinthevanguardofeducatingwell-informedcitizenswhocanoperateinsocietyandeconomiclife.Butalsootherschoolsubjectscanbeconsideredtocontributetothisaim.Inthenationalcurriculathetasksofeducatingcitizensaredistributedandauctionedouttoschoolsubjects.Aninterestingprocesstakesplacewhenanewschoolsubjectiscreated,oranexistingoneissplit,likewhenhistoryandsocialstudiesinFinlandinthelatterhalfofthe20thcenturyweredevelopedasadual-subjectbutinthe2000’sweresplitintotwo.Howhasthedivisionoflaborbetweenthesetwosubjectsevolvedinciviceducationandindevelopingstudent’scivicliteracyorcriticalthinkingincivicmatters?Whatdemarcationswithintheolddual-subjectandbetweenthetwonewsubjectscanbeperceivedinthisrespect?Howdoestheprofileofsocialstudiesdevelopagainstthereliefofhistoryinthistimeperiod?ThepaperseeksanswerstothesequestionsbyanalysingthenationalcorecurriculainFinlandand,asamirrorofcurricularstipulations,examquestionsinhistoryandsocialstudiesinthematriculationexaminations,fromthe1960’stothepresent.Theaimistobetterunderstandthedevelopmentofsocialstudiesasastruggleonwhichsubjecthastheprerogativetodevelopwhataspectsofstudent’scivicliteracyandcriticalthinking.Thisaspectofstrugglemayhavebeenonlysymbolicearlierbutithasmorerecentlybecomeapotentiallymoreconcreteissue,becauseofsubjectscompetingforresourcesandcomparingtheirexchangevalueinstudents’eyes.

JanLöfström1,TomGullberg21UniversityofTurku,Åbo,Finland.2Åboakademi,Vasa,Finland

AbstractTitle.

Collaborationandcompetition:civicliteracyintheaimsofsocialstudiesandhistoryteachinginFinland,the1960’stothepresent

Keywords

socialstudies,history,civicliteracy,criticalthinking

Presentation

Symposiumpresentation

145

Thepaperpresentedhereaimsatrelatingtwostudieswitheachother,bothwithacomparativeapproachonformalsocialstudiescurriculainNorwayandSweden.Oneofthestudiesaddressthehistorysubjectandthesecondaddresstheschoolsubjectsocialsciences.Thesetwosubjectsareinterestingcompare,sincetheydifferregardingtheirfield(s)ofknowledgeproduction(Bernstein2000)thattheydrawonasthehistorysubjectisrootedmainlyinoneacademicdisciplinewhilethesocialsciencesubjectcanberelatedtoseveralacademicdisciplines.Theinclusionofdifferenttypesofknowledgeincurriculaisanissuethatisdiscussed(a)ongenerallevel(Young&Lambert,2014)and(b)inrelationtospecificschoolsubjects(YatesandMilar2016,Rosenlund2019).Thediscussionsaddresstwodifferentaspectsofknowledgetypes,firstthereisonediscussionaboutthedifferencebetweeneverydayknowledgeanddisciplinaryknowledgeandsecond,thedifferencebetweendifferenttypesofacademicknowledge.InthestudiespresentedheretheframeworksuggestedbyAndersson(2001)isused,andcomplementedwithadditionalframeworksandconcepts(Blennow2019,Keegan2020),toidentifyknowledgetypesrelatedtobothoftheseaspectsincurriculadocumentsanddiscussthesimilaritiesanddifferencesbetweenthetwonationaleducationalcontexts.Thepaperwillalsoshedlightonthesimilaritiesanddifferencesbetweenhistoryandsocialsciencecurricula.DavidRosenlund,JannaLundbergMalmöUniversity,Malmö,Sweden

AbstractTitle.

WhatkindsofknowledgeismadeavailablefortheyounggenerationofNordiccitizens?TwocomparativestudiesbetweenNorwegianandSwedishcurriculainHistoryandsocialscience.

Keywords

socialstudies,curriculum,knowledgetypes,activecitizenship,history

Presentation

Paperpresentation

148

KriTisaninnovativeresearchprojectfundedbytheResearchCouncilofNorway(NFR)aimingatanalyzinghowandwhencriticalthinkingisseeninclassrooms.Criticalthinkingisunderstoodastheabilitytothinkdeeplyandinaflexibleway(Alexander,2014)andthusrelatestodeeperlearningwheretheprocessandopennessofthelearningtasksareasimportantastheoutcomeitself(Fullan&Langworthy,2014).Thispaperdescribesadesign-basedresearchprojectwithalocalschoolintheOsloareaandthedataconsistsofobservations,videosandpupiltexts.Theprojectitselfiscross-curricularincludingscience,Norwegianandartsandcraftswheretheoverarchingaimistoestablishopportunitiesforcriticalthinkinginaschoolcontext.Moreover,theaimistogenerateaplace,apossibilitytoinvestigateyoungpupils’interactionwithapicturebookaboutbumblebeesandtoanswerthefollowingquestion:whenandwheredoescriticalthinkingemerge.Usingthetwouniquemodes(Kress,1997;2003)asdiversepointsofdeparturesisessential;theverbalmodeinatextaboutlifeofbumblebees,andthevisualtext.Furthermore,exploringhowmultiplerepresentationsofideasofbiodiversity,pollinationandsustainabledevelopmentisembeddedinscienceteachingtodeepenpupils’inherentunderstandingofthelifeofbumblebees(Prain&Waldrip,2006;Scott,Mortimer,&Ametller,2011).Suchworkmaypossiblyresultinmakingbumblebeehousingattheschoolarea.Theauthenticity(Sinnes&Straume,2017)ofthiscross-curricularworkmayconceiveasenseofeco-citizenship(Massey&Bradford,2011)andempowermentintheyounglearner.Asaresponsethisclassroomwork,pupilscreatetheirownfactualorfictionalpicturebooks.Expectedresultsaretracesofcriticalthinkingintheconversationaboutthelifeofbumblebees,biodiversityandsustainabledevelopmentaswellasanenactedeco-citizenshipseeninpupils’textsandreflections.IngerKristineJensen,HildeTørnby,CharlotteAkslandOsloMet,Oslo,Norway

AbstractTitle.

Cross-curricularworkaboutbumblebeestofostercriticalthinkingandenactingeco-citizenship

Keywords

Criticalthinking,Sustainabilityliteracy,Cross-curricular,Picturebooks,Primaryschool

Presentation

Symposiumpresentation

150

NOFA8ShilanAhmadianTitle:Gaming-basedengagementduringEnglishlessonsinlowersecondaryschoolAbstractGee(2007)statesthatusingavideogameisvaluableforengagementinlearning,whichinturnleadstolearningwhenyoumasteradomainassociatedwiththevideogame.Thepresentstudyarguesthatengagementinvideogameshasthepotentialtodevelopcriticalliteracyinlowersecondarystudents.Itpresentsdatafromlowersecondaryschool(8thgrade),wheregaming-basedactivitieswereusedtocreateengagementanddevelopstudents’abilitytocriticallyevaluatethepotentialofthegameforlearningintheEnglishsubject.Thestudydrawsonmultipledatasourcescollectedduringatwo-weekgaming-basedprojectaboutNativeAmericansintwoEnglishclasses.Intheobservedlessons,oneclassreadabookaboutNativeAmericansbeforeplayingthegameThisLandisMyLand,whilsttheothergroupplayedthegamebeforereadingthebook.Datainclude(a)classroomvideos,(b)students’screenrecordingsfromplayingthegame,(c)students’writtenreflectionsafterplayingthegame,(d)teachers’screenrecordingsduringfeedbackconversationswiththestudents,and(e)teachersurveysconcerningthegaming-basedproject.Findingsindicatethatstudentstoacertainextentdevelopedacriticalstancetothegame.Amainfindingconcerntheirexperiencesofbeingengagedinthegame,withdifferencesindicatingmoreengagementamongthestudentswhoreadbeforeplayingthegame,comparedtothosewhoplayedthegamebeforereadingthebook.Anothermainfindingconcerngenderdifferences,inthatseveralgirlsexpressedconcernsaboutthelackoffemalecharactersinthegame,whilethemajorityoftheboysdidnotmentionthegenderofthe(male)charactersatallandinsteadexpressedtheiropinionsabouttechnicalaspectsofthegame.ShilanAhmadianUniversityofOslo,DepartmentofTeacherEducationandSchoolResearch,Oslo,Norway

AbstractTitle.

Gaming-basedengagementduringEnglishlessonsinlowersecondaryschool

Keywords

Gaming-basedinstruction,studentengagement,English

Presentation

Symposiumpresentation

156

CriticalthinkingisanimportantperspectiveinthenewcurriculuminNorwaywhichwasimplementedAugust2020.Inordertodevelopcriticalthinkingintheclassroom,amoreprofoundunderstandingofpupil’sabilitytothinkcriticallyaswellasteachers’choiceofquestionsareexamined.Howteachersrespondtopupilresponsesisakeyelementindevelopingpupils’metacognitiveandcriticalthinking.Previousresearchshowstheimportanceofteachers’questionsasawayofopeningtheirperspectivesandlookingattheircurrentperceptioninnewways,tobroadentheirhorizons.ThispaperbuildsonvideodataandrecordedinterviewswiththeteachersfromthefirstcycleoftheKriT-project.Wedrawonanalysesofconversationsaboutlocalnewsintwo6th gradeclassroomsinNorway,andhowtheteachersreflectupontheirchoicesinretrospect.Ourfocusisontheteachers’questionsrelatedtothetopics,furthermore,aninvestigationintowhichquestionswereaskedandhowtheypromotecriticalthinkingaboutsustainability,isundertaken.Ourpreliminaryresultsindicatethattheteachersinthefirstcycleareconcernedwithbringingoutdifferentperspectives.However,teachersrarelybuildonpupilresponsesoraskforjustificationsorelaborations.Infutureseminars,ideasonhowtocaterforamoreopenandreflectiveclassroomtalktofacilitatepupils’criticalthinkingwillbediscussed.Inthispaper,adiscussiononhowteacherscanworktoassistpupilsindevelopingcriticalthinkingisatthecore.MartheBergAndresenReffhaug,EmiliaAndersson-Bakken,KirstiMarieJegstadOsloMet,Oslo,Norway

AbstractTitle.

EnhancingCriticalThinkingthroughTeacherQuestions

Keywords

criticalthinking,teacherquestions,uptake,news,sustainability

Presentation

Symposiumpresentation

157

Criticalthinkingisunderstoodastheabilitytothinkdeeplyandinaflexiblewayandthusrelatestodeeperlearningwheretheprocessandopennessofthelearningtasksareasimportantastheoutcomeitself.Thispaperbuildsonvideodataandexamineshowcriticalthinkingisseeninafourth-gradeclassroomwhereJonKlassen’sbookWefoundahat(2016)framedtheliterarydiscourse.Thelessondesignwasstructuredtogiveopportunitiesforreflectionanddeepthinking.Leadingintotheliterarytext,theteacherusedanartifacttocreateexpectationandfocus,moreover,bridgingtheworldoftheclassroomwiththatofthebook.Wefoundahatnarratesthestoryoftwoturtleswhofindahatinthedesert.Notknowingwhattodo,sincebothturtleswouldlikethehat,aconversationtakesplace.Intheclassroompausesforreflectioninitiatedbyopenquestionswerescaffoldedbytheteacherthroughoutthereadingsequence.Ideasofhowtosolvethepracticalproblemsoftherebeingonlyonehatandtwoturtlessurfacedintheclassroomconversation–“Theycancutthehatintosmallerpiecesandmaketwohats”or“theycanusethehateveryotherday”.Latertheethicalperspectiveofnotstealingthehatwasgiventhoughtandwords.Thus,criticalthinkingisobservedinthreeperspectives;aprofoundunderstandingoftheethicalsummoningthetwoturtlesexperience,suggestionsforsolutionstotheethicalsummoningandconnectingittostudents'ownlifeexperience.IngvillKrogstadSvanes,HildeTørnby,SissilLeaHeggernes,EmiliaAndersson-BakkenOsloMetropolitanUniversity,Oslo,Norway

AbstractTitle.

Creatingaspaceforcriticalthinkingthroughliterarydialogues

Keywords

criticalthinking,literarydialogues,picturebooks,classroomconversation

Presentation

Symposiumpresentation

161

Howdovaluestransformwhenhistoryculturechange?Inaddition,isitpossibletodiscernsuchadevelopmentinanongoingclassroomstudent-teacherdiscourse?Inthispresentation,Itrytoaddressthesequestionsthroughtwointertwinedissues:firstasatheoreticalconceptinterpretationandthenasapresentationofsomeempiricalfindings.Theobservedclassroomdatawascollectedtheyearsaround2010,whichIargue,couldbeseenasasomehowunnoticedturningpointinanationalhistoryculturedevelopment,atleastinSweden.Thetheoreticalpartofthepresentationconsistsofananalysisof“thirdorder”conceptsinregardtohistorydidacticsandwithsomecomparisonswithsocialsciencedidactics.Inhistoryeducationthirdorderconceptshasbeenperceivedasdistinctivebothfrom“firstorder”concepts(likeRenaissance,9thofAprilorBostonTeaParty)andfrom“secondorder”concepts(likecause&consequence,historicalevidenceorsimilarity&differences),buttherearestillsomeuncertaintiesregardinginwhatway.Whilesecondorderconceptsareratherwellknowninresearchonhistoryteaching,therearefewenquiriesonthevalueloadedthirdorderconcepts(like"historicalhatred”,“historicalidentity”or“historicalproudness”).Thirdorderconceptscorrespondfurthermorewithvalueaspectsinfirstorderconceptslike“revolution”or“democracy”.Ofthesereasons,Iclaimthirdorderconceptstobeanimportantissuetoexploreinspeech-actsinschools.Theempiricaldataconsistsofabulkofutterancesonhistorylessons,butinadditionalsofindingsininterviewswithteachersandstudents.HansOlofssonKarlstadUniversity,Karlstad,Sweden

AbstractTitle.

Thirdorderconceptsinhistoryclassroominteraction

Keywords

historyeducation,disciplinaryliteracy,conceptlearning

Presentation

Symposiumpresentation

162

Detfinstsværtliteforskingomsamfunnsfagpådeiyngsteårstrinnaibarneskulen.Detfinstdiforliteforskingsbasertkunnskapomkorleisomgrepslæringgårføresegpådettenivåetogkvaplassdethariundervisninga.Elevanesiforståingforgrunnleggjandefagomgreperviktigikkjeberrefordidetgirkunnskapomfaglegeemne,menogsåfordideilegggrunnlagetforvidarelæringogrefleksjonoverfagleginnhald.Kunnskapomomgrepslæringtidlegibarneskulenerdiforviktigforåforståvidarefaglegutviklingogprogresjonifaget.Presentasjonenviltautgangspunktifølgjandeproblemstilling:Kvaplassharomgrepslæringisamfunnsfagismåskulenogkvaslagsforståingavfagomgrepgirelevaneuttrykkfor?Undersøkingaerbasertpåintervjumed31lærararsomunderviserisamfunnsfagpåsmåtrinnet(1-4.klasse).Læraraneharblittspurtomikorstorgraddeileggvektpåomgrepslæring,kvaslagsomgrepdeiserpåsomsærlegsentrale,kvametodarsomvertbruktiarbeidmedomgrepslæringogomkorleisdeioppleverelevanesiforståingavfaglegeomgrep.Undersøkingaviserateitstortfleirtalavlæraraneeropptekneavomgrepslæringogmeinerdetmåhaeinsentralplassifaget,ogsåpådeiyngsteårstrinna.Deterlikevelstoreskilnaderpåomgrepslæringasinplassiundervisninga.Formangelærararhandlarundervisningameiromålærakvaeinskildordtyderennomåbrukafagomgrepforåoppnåfaglegforståingogsamanheng.Deterogsåstorvariasjonilæraranesioppfatningavelvarsiforståingavomgrepa.Resultataavundersøkingavilblidiskutertilysavuliketeoretiskeperspektivpåomgrepslæring.YngveSkjævelandNorwegianUniversityofScienceandTechnology,Trondheim,Norway

AbstractTitle.

Omgrepslæringisamfunnsfagismåskulen.

Keywords

Conceptuallearning,Socialstudies,Primaryschool

Presentation

Paperpresentation

166

Grunnloveninneholderdegrunnleggenderegleneforstatsformen,detpolitiskesystemetogregulerermangeavdeviktigstemåtenedetpolitiskesystemetfungererpå.Fellesforreglene,prinsippeneogfunksjoneneeratdeerabstraktebegreper.Idemokratiopplæringenskillesdetgjernemellomopplæringom,foroggjennomdemokrati.Opplæringomdemokratidominereriskolenssamfunnsfag,medtradisjonelltilegnelseavkunnskapsstoff.Opplæringfordemokratihandlergjerneomverdier.Detvanskeligsteålykkesmediopplæringenerofteopplæringgjennomdemokrati.Envanligfremgangsmåteforåforståbegrepeneeråoverføredemtilpraksisienskole-ellerklassekontekst.Detforutsettessåateleveneoverførerforståelsesformenetilbakefraskolekontekstentildetdemokratiskesystemet.Denneforutsetningenerproblematisk.Grunnloveninneholderenrekkeabstraktebegreperiformavprinsipperogfunksjonsmåtersomsamletproduserersentraledeleravdetpolitiskesystemet,menogsåomgangsformerogtenkemåter.Ytringsfriheteretsliktprinsipp,omgangsformogtenkemåte.Detkjennetegnesogsåavåværeforutfordemokrati,ikkeetproduktavdemokrati.Idetteprinsippetsbegrunnelserkansentraledemokratiproduserendeprosesserpåsamfunnsmessigogindividueltnivåidentifiseres.HensiktenidetteinnleggeteråforsvarepåstandenatdetergjennomarbeidsformersomemulererGrunnlovensbegrunnelseforbegrepetytringsfrihetatsamfunnsfagetsekteogopplysteveitildemokratiproduserendekritisktenkningskalfinnes.Viskalpåsporetav«sannhetsmaskinen».JakobMaliksNTNU,Trondheim,Norway

AbstractTitle.

BegrepslæringgjennomGrunnloven.Ytringsfrihetsomarbeidsformforkritisktenkningigrunnskolenssamfunnsfag

Keywords

kritisktenkning,ytringsfrihet,begrepslæring,samfunnsfag

Presentation

Paperpresentation

167

Theperceptionthatmodernschoolingandcurriculaisdesignedtofabricatefuturecitizenshasbecomeatruismineducationalresearchandcurriculumstudies(Kim,2018;Popkewitch,2004).In1900Sadlerwrote:“Anationalsystemofeducationisalivingthing,theoutcomeofforgottenstrugglesanddifficultiesand“ofbattleslongago””(Sadler,1902).Thushistory,geographyandsocialstudieshadbecomeessentialsubjectsinthesecularelementaryschoolenablingnextgenerationtoparticipateinsocietyascitizens.Theperceptionofamodernnationalschoolfabricatingfuturecitizenshasneverthelesslefttheconceptof“citizen”asafloatingsignifier(Tröhler2016).Inthissessionweask;WhowasandistheNordicCitizenasdeducedfromthesyllabiandcurriculaofsocialstudiesdesignedtofabricatethem.WhatcivicliteraciesareexpressedinrespectivelyFinland,SwedenandNorwayfromtheverybeginningof“thelong19thcentury”untiltoday?WeaimatpinpointingsomepreliminarysimilaritiesanddifferencesbetweenthedifferentNordicconceptsof“citizenship”usingtheelementaryschoolsubjectofsocialstudiesasalens.Empiricalanalysis’ofthesubjects’contentandscopeatdifferenttimeandspaceilluminatessomepointofreferencewhenitcomestosocialstudies’citizenshipeducationindifferentcontextsandsocieties.Thelensesarezoomingintheconsciousactofeducatingcriticalcitizensfromwithintheclassroomsinwhichcitizensare“fabricated”:Whatcanthecurriculums,textbooks,learningmaterialsandexamstellusaboutthesocietalexpectationstowardswhatthefuturegenerationneedtoknowtofulfilltherequirementsofbeingagoodcitizen?ThesessionthusilluminatestheNordiccitizenconceptinlightofcriticalthinking,byanalysingthecontentoftheprimaryschoolsubjectofsocialstudies(samfunnsfagene,SO-ämnen,samhällslära)indifferentcountriesandatdifferenttimes.BritMarieHovlandNLAHøgskolen,Oslo,Norway

AbstractTitle.

Session/SymposiumWhoisthecriticalNordiccitizen?Yesterday–today–tomorrowSocialstudiesasnationallensestocriticalcitizenshipandcivicliteracies.Finland,SwedenandNorway

Keywords

socialstudies,Citizen,civicliteracies,citizenshipeducation,Criticalthinking

Presentation

Symposiumpresentation

170

ThepaperaimstocircleintheearlyNorwegiancitizenbyanalysingthecontentofhistorytextbooksfromtheperiodhistorywasestablishedasaschoolsubjectandgiveapreliminaryNordiccomparison.Throughthequestionsofwhen,whereandhowtobeanationalcitizen,wedevelopahypothesisthataspecificmapintheearlyhistorytextbooks(WHEN)“thePhantomLimbMap”(Jensen1894,firstedition1885)mapped(WHERE)adominatinghistoricalnarrativethroughstoriesofthelostlandandborderbattlesagainsttheSwedes.AnationalkeysymbolexamplifyingSadlersstatementfrom1900:“Anationalsystemofeducationisalivingthing,theoutcomeofforgottenstrugglesanddifficultiesand“ofbattleslongago””.Themapwasapoliticalargumentinthecontemporaryunionstruggle,ashistoryservedinnationbuildingprocessesalloverEurope(Hovland2013,2016;Thröler,2016).Thehypothesisisthatthismapalsoillustratedthesectionofcivicsinthetextbooks,andwemightpresume,theeducation.Whatcharacterizedthecivicssection,growingfrom2-3to20pagesinadecade?Andhowdothecivicssectionrelatetothehistoricalnarrativeanditsmapping?TheanalysisofthecivicssectionofthehistorytextbookrelatestothequestionHOWtobeacitizen.ModernschoolingisperceivedtofabricatefuturecitizensandschoolliteracieshencebridgesthepastandthefuturethroughthepupilasthefutureCitizen.Kosellecks“spaceofexperience”and“horizonofexpectation”shedslighttohowsuchliteraciesbridgethegap.Dothe“PhantomLimbmap”haveanysimilardepictionsinneighbouringcountries?Andhowisthismapcomparedtotodayscitizenshipeducationandcontemporarycurriculareformandwhitepaper2020and2021.BritMarieHovlandNLAOslo,Oslo,Norway

AbstractTitle.

Mappingthenationandthecitizen.When,WhereandHow:theNorwegianexampleandNordicparallels

Keywords

socialstudies,history,citizenshipeducation,civicliteracies,mappinghistoriography

Presentation

Paperpresentation

173

ThisstudypresentsrelevantissuesrelatedtotheuseoffilmsinFLteaching,focusingprimarilyonsuitableapproaches(e.g.thehumanistic-affectiveandtheinterculturalapproach)toeffectiveuseofvideosaswellasitsbenefitsandproblems.Theincorporationofaudio-visualmaterialintheFLclassroomhasgrownrapidlynotonlybecauseoftheincreasingemphasisoncommunicativetechniqueswithinFLpractices,butevenbecauseofthegrowingawarenessofthemedium’sbenefitswhenitcomestolearning.Filmshavetheadvantageofmakingthetargetlanguagemorerealtostudents,theymayincreasestudents’motivation,thustheuseoffilmsmayacceleratethelearningprocess:Thecombinationofvisualandverbalcluesinfilmscontextualizesthetargetlanguage;theauthenticlanguageusedinmoviesoffersamorerealisticapproachtoacquirethelanguageinquestion;nonverbalcommunication(likehandgesturesorfacialexpressions)letsstudentsrealizehowthosemovementspartakesandenhancecommunication.Myfieldworkhasshownthattheuseofvideomaterialsenhanceslearners’attentionbyincreasingtheirmotivation,andafterhavinghighlightedthehumanistic-affectiveandtheinterculturalapproachastwoapproachesthatmightassistteachersandlanguagelearnersineffectivelyusingfilmintheclassroom,thispresentationwillfocusonsomepracticaltechniquesfortheapplicationofvideomaterialsintheFLclassroom.ElenaPerghemSt.Paulgymnas,Bergen,Norway

AbstractTitle.

Humanistic-affectiveandinterculturalapproachtotheuseoffilmsintheFLclassroom

Keywords

Video,Motivation,ForeignLanguageTeaching,Affective-HumanisticApproach,InterculturalApproach

Presentation

Symposiumpresentation

176

CurriculaintheNordiccountriesdemandthatteaching/learninginsocialstudiesmustincludeaprogressioninthestudents’understandingofcoredisciplinaryconcepts.Thissession(part1of2)aimsatdiscussinginsightsfromresearchincontemporaryclassroompractices,textbooks,curricula,andthetheoreticalbasesofpossibilitiesaswellasobstaclesinteachingdisciplinaryconceptsinsocialstudies.Somestudiesindicatethatconceptlearningingeneralispoorlyconductedinteachers’planningandpracticeinsocialstudies.Itisalsoalmostabsentfromteachereducation.Atthebest,teachershavesomefocusondisciplinaryconceptsbutthisseemstobemotivatedbytheiraimsofbroadeningthestudents’vocabularymorethanpromotingtheircompetenceinsocialstudies.(Historyispartlyanexception.)Thus,oneofourhypothesesisthatthereisagapbetweencurriculaaimsandteachereducation/classroompractices.Furthermore,wemissstudiesthattrytodiscernconceptsandconceptualunderstandingfromamoretheoreticalperspectiveinsocialscienceteaching,especiallyinprimaryandlowersecondaryschoolsettings.Thissessionwilldiscussthefollowingquestions:Whatdoweknowaboutcurrentresearchonconceptlearninginsocialstudies?Whatchallengesdoesthisresearchimplyforfulfillingthecurricularaimsforconceptlearning?How,andtowhatextent,maywediscussdifferencesbetweensocialsciences’andhumanities’toconceptanalysis,andinwhatwayscouldthisinfluenceonclassroompractices?TheCOURSEprojectisinaninitialphaseandquestionsaboutbothdata,theoriesandanalysiswillbediscussed.Someempiricaldataiscollectedsofarandwillbepresentedinthesession.Organizer:LiseKvandePresentingpapers:LiseKvandeHansOlofssonJakobMaliksDiscussant:Tobeannounced

LiseKvande1,HansOlofsson2,JakobMaliks31NTNU,deptofteachereducation,Trondheim,Norway.2Karlstadsuniversitet,CentrumfordesamfunnsvetskapligaämnernasdidaktikD,Karlstad,Sweden.3NTNU,Instituttforlærarutdanning,Trondheim,Norway

AbstractTitle.

CONCEPTLEARNINGANDREASONINGINSOCIALSTUDIESEDUCATION(COURSE)partI

Keywords

socialstudies,disciplinaryliteracy,conceptlearning

Presentation

Symposiumpresentation

177

CurriculaintheNordiccountriesdemandthatteaching/learninginsocialstudiesmustincludeaprogressioninthestudents’understandingofcoredisciplinaryconcepts.Thissession(part2of2)aimsatdiscussinginsightsfromresearchincontemporaryclassroompractices,textbooks,curricula,andthetheoreticalbasesofpossibilitiesaswellasobstaclesinteachingdisciplinaryconceptsinsocialstudies.SomestudiesfromNorwayindicatethatconceptlearningingeneralispoorlyconductedinteachers’planningandpracticeinsocialstudies.Itisalsoalmostabsentfromteachereducation.Atthebest,teachershavesomefocusondisciplinaryconceptsbutthisseemstobemotivatedbytheiraimstobroadeningthestudents’vocabularymorethanpromotingtheircompetenceinsocialstudies.(Historyispartlyanexception.)Thus,oneofourhypothesesisthatthereisagapbetweencurriculaaimsandteachereducation/classroompractices.Topicsinthissessioninclude,butarenotlimitedto:ProgressinconceptlearninganditspotentialforeducatingyoungstudentsComparative,transnationalstudiesasameanstocontextualize“common”conceptsRelationshipsbetweenformalandidealaimsofthecurriculaandteachingresourcesforteachersandstudents.TheCOURSEprojectisinaninitialphaseandquestionsaboutbothdata,theoriesandanalysiswillbediscussed.Someempiricaldataiscollectedsofarandwillbepresentedinthesession.Organizer:LiseKvandePresentingpapers:YngveSkjævelandHeidiEskelundKnudsenandAndersStigChristensenPerOverreinandLeifSletvoldDiscussant:PatrikJohansson,Stockholmuniversity

YngveSkjæveland1,HeidiE.Knudsen2,AndersStigChristensen3,PerOverrein1,LeifSletvold41NTNU,Instituttforlærarutdanning,Trondheim,Norway.2UniversityCollegeLillebælt,Odense,Denmark.3UniversitycollegeLillebælt,Odense,Denmark.4UniversitetetiSørøst-Norge,Drammen,Norway

AbstractTitle.

CONCEPTLEARNINGANDREASONINGINSOCIALSTUDIESEDUCATION(COURSE)partII

Keywords

socialstudies,disciplinaryliteracy,conceptlearning

Presentation

Symposiumpresentation

180

Deiflestesamfunnsfaglærararharfåttspørsmålfråelevaromkvaeitsærskiltomgrepbetyr.Deterrelativtliteforskingpåkvalæraranegjerforåaukekunnskapenogforståingaavsamfunnsfaglegeomgrepgjennompraksis.Forskingkantydepåatlærararunderviservedågikorte,konsisedefinisjonarsomelevanekanbrukevednesteprøve/eksamen.Fokuspå-oglæringavsamfunnsfaglegeomgreperviktigforbådea)oppfyllelæreplananesinemålomaukafokuspålæringavfagomgrep,ogb)forståingavogrefleksjonarkringsentraleomgrepidagensoffentlegedebatttrengstforåkunnebidratilelevanesineevnertilåopparbeidekritisktenking.Vektleggingaavgenerellliteracyhardeisisteårablittutfordraavforskararsomarbeidermedfaglegliteracy.omgreperavgjerandeforåkunnemeistreeitfagiskolen,sjåt.d.LK-20iNoreg.Omgrepsforståingog-brukkanseiaståikkjeberrevereeitelement,mensjølvegrunnlagetelevarkanutviklefaglegforståingpåbådenårdetgjeldinnhaldetifaget,ogkvasomgjerdeteinskildefagettileineigenmåteåforstå/tolkeverdapå.Detteeråforståsomeindelavdetutvidatekstomgrepet;dethandlaromåkunnebrukespråkogomgreppåeinfaglegkvalifisertmåte.Eitspørsmålblirderforkvasamfunnsfaglegliteracyhandlarom,ogkorleisdetkanutviklastsomeitteoretiskgrunnlagsåvelsomeitpraktiskutgangspunktforlæringiskolen.Samfunnsfagetertuftapåvitskapstradisjonaneisamfunnsvitskapoghumaniora.Deitofeltaharulikeinngangartilomgrepsanalyse.Dersamfunnsvitskapenseretterdetuniverselle,nomotetiskevedomgrepsanalyse,serhumanioradettesomeitspesifikt,idiografiskområdeforutforsking.Detteborgarforfleireaktuellelæringsstrategiar.Kanviderforsnakkeom,vurdereogutvikleulikemåtarådriveomgrepslæringpåisamfunnsfaget?LiseKvandeNTNU,Instituttforlærarutdanning,Trondheim,Norway

AbstractTitle.

Omgrepslæringogfaglegliteracy.Ulikeutmaningarisamfunnsfaget

Keywords

socialstudieseducation,disciplinaryliteracy,conceptlearning

Presentation

Paperpresentation

189

Thisarticleinvestigateswhylisteningisanimportantlearningstrategyandhowlisteningcanqualifystudents'academiclearningandparticipationopportunitiesinL1.Listeningisanintegralpartoforacyandplaysaroleinmostteaching.GoodlisteningcomprehensionisthusnecessaryforactiveparticipationinoralsituationsinL1.Itisempiricallyunderexposedwhatlisteningcompetencemeansforstudents'participationandacademiclearning,andlisteningasanintegralpartoftheschoolandL1isdidactic-non-existent(Adelmann,2012).ThisleadstothefollowingRQ:Whyshouldlisteninghavedidacticattentioninteaching,andhowcanlisteningqualifystudents'academiclearninginL1?Theassumptionisthatthedevelopmentofstudentslisteningstrategieswillstrengthentheirparticipationandacademiclearning(Høegh2020).Researchindicatesthatstudentswithpoorreadingcomprehensionoftenalsohaveweaklisteningcomprehensionandthatfocusingondevelopmentoflisteningcompetencecanhaveapositiveimpactonstudents'readingcompetence.Thestudyisbasedon“oracy”and“dialogicteaching”research(Mercer&Littleton2007)andmorespecifically“oracyandlistening”(Adelmann,2009)andisaqualitative,exploratorystudybasedonethnographicmethods(videoobservationsandvideostimulatedrecordprotocols)whichwithanexploratoryapproachinvestigatestheconceptsoflistening,listeningcompetence,listeningcomprehensionandlisteningstrategies.Theobjectsofanalysisareoraltextsandischaracterizedasafluid,unstableandambiguousphenomenonthatincludeslanguage,body,facialexpressionsandcontext.Oralityisdefinedas“acommunicativeunit,wherebodies,facialexpressionsandgesturesbelong,andmeaningarisessituationally(Høegh,2018:31).TheNexusanalysis(Scollon,2001)isusedasananalysisframeworkinordertocapturetheinvisibleandambiguous.ThepurposeistocontributetothedevelopmentofliteracyinL1andtoqualifypracticebydevelopingstrategiesfororaldidactics.LeneillumSkovUCSYD/SDU,Haderslev,Denmark

AbstractTitle.

DialogueandListening

Keywords

Literacy,Dialogue,Listening,Listeningcomprehension,Listeningcompetence

Presentation

Symposiumpresentation

190

WithinL1/Languageartsteachingmultimodalityisnowawell-establishedprescribedknowledgedomaininallcurrentNordicL1curricula(Elf,Gilje,Olin-Scheller,&Slotte,2018).Thiscurriculardevelopmentreflectsadecade-longtheoreticalandempiricalexplorationofthepotentialsandnecessitiesofteachingandlearningmultimodalmeaning-making,asdemonstratedinternationallyandintheNordicregion(e.g.Bezemer&Kress,2016;Burgess,2016;Christensen,2015;Kress,2010;Løvland,2010).However,severalquestionsremaintobeansweredwhenitcomestotherealisationofmultimodalteachingandlearninginclassroompractice.Inthispaper,wefocusontherelationbetweenmultimodalityandaesthetictexts(Tønnessen&Forsgren,2018).Drawingonvideo-basedcasestudiesoftheKiDMproject,wehighlighttwointer-relatedperspectivesformultimodalinquiriesofaesthetictextsinclassrooms:1)theinquiryofliterarytextsasmultimodaltexts;2)studentsandteachers’interactionalmultimodalmeaning-makingintheclassroomastheymakeinquiriesaboutthemultimodaltext.Incontinuation,theresearchquestionasks:Howismultimodalteachingofliteratureandotheraesthetictextsdidacticizedandrealisedforlower-secondaryL1education?FocusingonempiricaldatafromaL1classroomteachingtheDanishshortfilmSøn(Kiørboe,2014),weanalysehowtheteacherusesthelearningresourcestoteachstudentsaboutthemovieasmultimodalaesthetictext.Furthermore,wedemonstratehowinteractionalmeaning-making,suchasgesturesandspontaneousbodilyexpressions,istakingplace.Intheinteractionbetweenstudents,teachers,andthelearningresource,wefindthatstudentsrespondnotonlyanalyticallyandverbally,butalsomultimodallyandemotionallytothemultimodaltext.Fordiscussion,wearguethattheinteractionalaspectofmultimodalmeaning-makingwhenteachingliteratureandotheraesthetictextsshouldattainmoreinterestandacknowledgementamongstscholars,teachers,andteachereducatorsrecommendingthatteachersexperimentwithinvestigationsofmultimodalinquiriesincollaborationwithcolleagues.NikolajElf,VibekeChristensenSDU,Odense,Denmark

AbstractTitle.

MultimodalinquiriesofliteratureandotheraesthetictextsintheL1classroom

Keywords

L1,Multimodalinteraction,Literatureteaching

Presentation

Symposiumpresentation

191

IntroductionThesymposiumpresentsanddiscussesqualityliteratureeducationfromaninquiry-basedperspective.Thepresentationsreportqualitativeanalysesandfindingsfromthecompletedlarge-scaleresearchanddevelopmentprojectImprovingtheQualityofDanishandMathematicsinDanishLower-SecondaryEducation(Hansenetal.2019).ThepurposeoftheLanguagearts/L1partoftheprojectwastoimprovethequalityofliteratureteaching.Amultipleinterventionresearchprogramwasdesigned,whichestablishedaninitialprogramtheorybasedonabricolageoftheoriesincludingphenomenological,socio-culturalandsocialsemioticapproaches(Hansenetal.,2019).Basedonasystematicreviewof216studies(Elf&Hansen,2017)andanexaminationofexistingpractice,aprogramtheorypromotingatask-basedteachingapproach,whichscaffoldsarhythmictransactionandbalancebetweentheaestheticallyexperientialandtheanalyticallyreflectivedimensionswasformulated.Theprogramtheorywasconvertedintoeightpedagogicalprinciplesandseveninterpretationstrategies,whichwereoperationalizedinteachingmaterial.Amixedmethodsdesignwasappliedincludingquantitativeandqualitativestudies.Focusingonqualitativework,literatureteachinginfour8thgradeclasses(studentsapproximately14yearsold)wasobservedandvideorecordedbytworesearchersineachclasssixtoninedaysduringthefall2018.Theteacherandtwostudentfocusgroupsineachclasswereinterviewed.Observationsandinterviewsmadeitpossibletoinvestigatehowteachingwiththematerialsledtotherealisationofinquiry-orientedteachingofliteratureandotheraesthetictexts.Inthethreepapers,wewillpresentaspectsofqualitativeclassroomstudiesandinterviews.Thecasesdemonstrate1)in-depthexplorationsofshiftsindialogicformsforcedbytheKiDM-learningmaterial;2)shiftsinstudents’rolesintostudent-centeredinquiryandaesthetic-analyticaltext-comprehension;and3)multimodalinquiriesofliteratureandotheraesthetictextsthatemphasizeinteractionbetweenstudents,theteacherandthelearningresource.NikolajElf,TinaHøegh,VibekeChristensenUniversityofSouthernDenmark,Odense,Denmark

AbstractTitle.

QualityLiteratureEducation:AnInquiry-BasedApproachtoLiteratureEducationinLanguageartsteaching

Keywords

literacy,literatureeducation,inquiry-basedlearning

Presentation

Symposiumpresentation

192

ClassroomdialogueisadominantactivityinliteratureteachingandintheKiDMmaterialsinparticular.Theinquiry-basedapproachmeansinvestigatingliteratureandotheraesthetictextswithoutknowingindetailinadvancewheretoend.Ingeneral,acommonstructureinclassroomdialoguesisInitiation,ResponseandEvaluation/Feedback(IRE)withtheteacherasinitiatorandevaluator(Høegh,2018).However,maintainingtheambiguityintheunderstandingoftheliteratureforthestudentsseemsdifficultwithinthestructureoftheIRE-dialogueandcallsfordevelopmentandfurtherinvestigationofthepracticeofclassroomdialogueinaninquiry-basedapproachtoliteratureeducation.Inthispresentationweinvestigateateacher’sopportunitiesinbalancingthedialogueinclassbetweenteacher-ledandstudent-ledinvestigation,betweenAuthoritativeandDialogicDiscourse(Scottet.al.,2006)ThepresentationdrawsonBachtin’stheoriesofheteroglossiaandpolyphony(Andersen2017;Bachtin2003)indiscourseandinliterature,andwefoundReznitskayaogWilkinson’s(Wilkinsonetal.2017)principlesforshapinganInquiryDialoguehelpfulfordescriptionoftheteacher’spossibilitiesinconductingdialogicclassroomconversations.Inadialogicapproachtheunderstandingoffeedback,describedwiththeterminologyofHattieandTimperley(2007),needstochange.TheresultsshowateacheracknowledgingthenecessitytogiveuptheIRE-structureintheclassroomdialogueandyetfightingtoavoidgivingfeedbacktotheinterpretationspresentedbythestudents.Thedialogicapproachcallsfornewrolesforboththeteacherandthestudents.Fordiscussion,wearguethattheteachermustrelyonthestudents’contributionstothedialogueandaskquestionsinsteadofassessingthestudents’contributions.VibekeChristensen,TinaHøeghUniversityofSouthernDenmark,Odense,Denmark

AbstractTitle.

Classroomdialogueandfeedback

Keywords

literatureeducation,inquiry-basedlearning,inquirydialogue,classroomdialogue

Presentation

Symposiumpresentation

194

Thecasepresentedinthispaperisanin-depthanalysisofaninquirydialogue(Wilkinsonetal.2017)amongfourstudentsingrade8whiletheywereexploringandinterpretingthefirstpartofashortstory,ataskintheKiDM-learningmaterial.Ourgoalistodescribeanddiscussthedifferentkindsofdevelopmentandimprovementinunderstandingandrealisationofanaesthetictextthatfourstudentsshowduringtheirgroup-dialogueandduringtheirreflectionsinalaterinterviewabouttheirlearningoveralongerperiod.Thecaseisconductedthroughthequalitativestudiesofthemixed-methodKiDM-design2016-18,i.e.observationandinterviews.EmpiricalstudiesanalysedhereareadescriptionofdevelopmentfromEastSchoolattwolevels.A)Microlevel:Videoobservation(visit1,Module1,studentsworkingwithashortstory”Learningapprenticeship”(KimFupzAakeson(2007));andgroupworkfocusingonoralinterpretationwiththepurposeofpreparingashortperformancefortheclass.B)Mesolevel:Interviews:EastSchoolfocusgroup2atVisit1(24Sept2018)andVisit2(16Nov2018).Weattempttocapturethestudents’developmentthroughatimescalesanalysis(Lemke,2000)atmicroandmeso-levelapplyingthreecyclesofanalysis:1)Textmakingastranscriptionpolicyatthemicro-analyticallevel(Høegh,2017aandb),2)intersubjectivevalidationamongthestudentsacrossmonths(Sept.-Nov.)atthemeso-level;and3)analysesofpracticearchitecturesineducation(Kemmisetal.2014).Ourfindingsarethatwell-establishedarrangementsofstudentengagementarereconfiguredthroughtheinquirygroupdialogueandthebroaderdesignoftheKiDMmaterial.Weseefourverydifferentstudentsallgainfromthisgrouptask:self-confidence,aesthetic-analyticaltextcomprehension,acknowledgementoftheirpeers’recognitionsandmastering,masteryofstrategiesandpersonaldevelopmentandimpactonidentitylevel.TinaHøegh,NikolajElfUniversityofSouthernDenmark,Odense,Denmark

AbstractTitle.

InquiryGroup-DialoguearoundLiteratureReadings–oracyinthesecondaryclassroom

Keywords

InquiryDialogue,development,oralinterpretation

Presentation

Symposiumpresentation

197

Ineducation,oracyisoftenunderstoodasthestudent’scompetencetogiveaspeechoranoralpresentationofsubjectmattersforthepeersinclass(Svenkerudetal.2012).Andofcourse,itis–butoracyineducationismuchmorethanthat.Oracyanddialogueinclassarethewholecultureinwhichteachingandlearningareshaped(Høegh2018;2020).Thus,theawarenessforhowthisoralcultureismanagedandhowtimefortalk,dialogueandthinkingaredistributedinclassaredecisive,andnotleast:itisimportantwhocontrolsthepathsforthinkingandreflection.Theincreasinginterestindialogicpedagogyingeneralpointstoanewaerawhereschoolpracticeandresearchincombinationdeveloppedagogicalsensibilityfororacyintheclassroomandgiveteachersandstudentsopportunitiestoparticipateinverydifferentformsofdialoguesandtalk.ThesymposiumOracyandDialoguewillshowawiderangeofresearchwithinthefieldbypresentingfivescopesoforacyanddialogue:1)students’expectationsofcriteriatooralexamsandstudents’conceptionofhowtopreparefororalexams(uppersecondaryschool);2)students’exploratorygroupdialogueandhowstudentsformtheirawarenessof“howtousedialoguetolearnandtothinktogether”(loweranduppersecondary;3)listeninganddevelopmentoflisteningasadifferentiatedcompetencetogainlearningindividuallyandparticipationintheclassroomdiscourse(primary);4)experimentationandjointlyshapingofperformancesandoralpresentationsasdevelopmentofstudent-centreddiscourseofsubjectspecificlanguage;and5)theoreticaldevelopmentofananalyticaltool,theTriangleofOracy,toanalyseoraltexts.Theperspectiveoforacyinthissymposiumissubjectspecificoracyforallschoolsubjects.Wewillstartwithanintroductiontothefieldandmakeroomfordiscussions

TinaHøegh1,JulieMarieIsager1,EvaDamChristensen1,LeneIllumSkov1,DortheCarlsen21UniversityofSouthernDenmark,Odense,Denmark.2UniversityCollegeSouth,Haderslev,Denmark

AbstractTitle.

SymposiumOracyandDialogue

Keywords

oralexam,groupdialogue,listening,subjectspecificperformance,triangleoforacy

Presentation

Symposiumpresentation

198

Oralpresentationsinschoolarelikeallperformingartsabodilyevent.Thedeliveryishappeninghereandnow,andtheperformerneedstorelyonthepreparationandtrainingbeforedelivery.Oralpresentationsinschoolarealsosubjectspecificlanguage(ShanahanandShanahan2008),whichentailsthatoralpresentationsinforexampleBiologyisaspecialisedmatterandrequiresknowledge,languageandmultimodalvisualizationdifferentfromHistory.Theteacher’ssupervisionofthestudentwhilepreparinganoralpresentationisimportantbutneedstobesupplementedbystudent-motivatedinquiryamongthestudentsthemselvesintheirqualificationofsubjectspecificoracy.Interactiveresponse,IR(Høegh2018)isbasedonDouglasBarnes’(1992)importantdistinctionbetweenpresentationalandexploratorytalkinclass,andIRishighlyexploratoryandexperimental.InanIR-sequenceintheclassroom,aspecificperformanceinquestionisobservedbythepeersforthesakeofqualifyingit.Afterwardssuggestionsfromthepeersaretriedoutinbodyandvoice,modellingtheirideas.Inthisspaceofinter-activeness,theidealisthatlanguageisstillinprocess,incompleteandmaybehalfsentencesfortheclasscommunitytodiscussfurther:howtogetthesubjectspecificlanguageright.Thisisthespacefornewtakes(tryouts).Theclasscollectsexperiencesasajointknowledge-bankuponcriteriaforgoodpresentationsgivenbytheteacheratfirst,butqualifiedandexaminedbodilybythestudentsthemselves.TheproposalofIRtoqualifysubjectspecificoracyismadeuponclassroomobservationsandinterventionsinloweranduppersecondaryeducationandtheoreticallyuponliteracystudiesinabroadsense:subjectspecificreadingandwritingasmentioned;classroomdiscourse(Dysthe1996;Alexander2010);theideaofwritingconferences(Hetmar2000);performancestudies(Conquergood2013;Fine1994),andelementaryrhetoric(Burns1994;Rydstedt1993).TinaHøeghUniversityofSouthernDenmark,Odense,Denmark

AbstractTitle.

Interactiveresponse–experimentaldialoguetoqualifyoralperformance.PaperpresentationinSymposiumOracyandDialogue

Keywords

oralpresentation,exploratorium,subjectspecificoracy,literacy

Presentation

Symposiumpresentation

203

Thereviewrepresentsamulti-facetedtextualgenre(Corno2002),whoseanalysisiscertainlycomplexduetothemultiplicityofaspectstowhichitcanbeapplied(Fasolo,Nitti2017).Itispossible,infact,toreviewabookorscientificwork,employingavarietyofformalandspecializedlanguages,butitisalsofeasibleandverycommontoreviewarestaurant,aservice,atouristpackage,etc.Sincethereviewappliestodifferentaspectsofhumanexperience,itholdsahigheducationalvaluewithregardstoItalianlanguageteaching(LoDuca2013).Weproposetodiscusssomedataontheuseofthereviewsreferringtovariousaspectsofhumanactivity,toteachItalianL2atdifferentlevels,examiningsomecourses,thefirstaimedatuniversitystudents(levelC1)oftheLiberaUniversitàdiBolzanoandtheothers(“ScrivereinItalianoL2”-levelB2-andthe“Linguaitaliana”-levelA2),heldattheCentroInterculturaledellaCittàdiTorino.Thestudentstookpartinseveralexperimentalgroups(Nitti2018a)towhichthereviewwasproposedasaneducationalformat(Porcelli1990)todeveloptextualcompetence(Palermo2013),inordertoconfirmtheresultsofapreviousresearch(heldatIULMin2020).Theachievementsofthesegroupswerecomparedwiththoseofthreecontrolgroupswhichduringthepreviousyeardidnotworkwiththesameformat.Theresultsoftheend-of-coursetestsfortheexperimentalgroups,demonstrateagaintheeffectivenessofthedidacticformatanditsvaliditywithrespecttothedifferentphasesofinterlingualdevelopment.Finally,thesatisfactionquestionnaireshighlighthowthereviewisahighlymotivatingtextualtool,sinceitisapplicabletothelifecontextsofthelearners,bothindailyandacademic-professionalcontexts.PaoloNittiUniversitàdegliStudidell'Insubria,Varese,Italy

AbstractTitle.

TextualcompetencedevelopmentinItalianasasecondlanguage

Keywords

TextLinguistics,LanguageEducation,ItalianLanguage,LanguageTeaching,Reviews

Presentation

Paperpresentation

204

Thepaperdiscussestheconceptualizationofpracticalandaestheticsubjectsasknowledgefieldinschoolandteachereducation.ThesesubjectsarePhysicalEducation,ArtsandCrafts,FoodandHealthandMusic.Weinvestigatehistoricalconceptualizationandexplicitaswellasmoreimplicitkeymomentsthataretypicallyoverlookedandthatmayhavebeenimportanttothedevelopmentofthesubjectgroupinschoolandteachereducation.WehavesearchedintextsandusedtheserviceNBN-gramfromtheNationalLibrary,whichmakesitpossibletosearchforoccurrenceofspecificwordsandwordfrequencies,toobtainahistoricalpictureoftheoccurrenceofdifferentconceptsinsteeringdocuments.Further,wehavedevelopedatimelinetodelineateeducationalpolicyeventsthatmayhaveinfluencedhowthesubjectsandsubjectgroupareconceptualised.Individualinterviewsgaveusknowledgeofimportantprofessionalandhistoricalkeymomentsforthesubjectsinschoolandteachereducation.Differentconceptualisationsmayberelatedtoconstantlyongoingdiscussionsregardingthepracticalandaestheticschoolsubjectsasasubjectgroupandindividualsubjectsinschoolandinteachereducation,andtheinteractionthisentails.Thestudycontributeswithresearchthatcanbeusefulinfutureeducation.Thereisaneedforfurtherdiscussionsonthesubjectgroupandtheindividualsubjects'distinctivecharacter,andaboutoperationalisationsofthesubjectsinschoolandteachereducation.

JorunnSpordBorgen1,BjørgOddrunHallås2,EliHeldaasSeland2,EliKristinAadland2,NjålVindenes31UniversityofSouth-EasternNorway,Kongsberg,Norway.2WesternNorwayUniversityofAppliedSciences,Bergen,Norway.3WestrnNorwayUniversityofAppliedSciences,Bergen,Norway

AbstractTitle.

Thepracticalandaestheticsubjectsinschoolandteachereducation-historicalconceptualization.

Keywords

practicalaesthetic,schoolsubjects,conceptualization,school,teachereducation

Presentation

Symposiumpresentation

205

Thepurposeofthisstudywastoinvestigateif,andinwhatways,physicaleducationcanbecharacterisedas“amilewideandaninchdeep”.ThearticleisthuspositionedwithinthecurrenteducationaldiscourseinNorwayconcerningdeeplearningandconcentrationoncoreelementsinallschoolsubjects.Basedonamixedmethodstudywithasurveyofstudentsinsecondaryschoolandfocusgroupinterviewswithphysicaleducationteachers,weshowthatthesubjectseemstobecharacterisedbyalimitedselectionofactivitiesandtraditionalteachingmethods.Atthesametime,weseethatteachersandstudentsbothperceivesocialandemotionalcompetenciesascentraltothesubject.Seeninlightofbothnationalandinternationalresearch,ourstudysuggeststhattheteachingofphysicaleducationissimilartowhatSawyer(2014)callsinstructionism:teacher-ledtransmissionofknowledgeandskills.However,therearereasonstodiscusswhatdeeplearningactuallymeansinphysicaleducationandwhetheritiscorrecttoconnectdepthtotheselectionofactivitiesusedinthesubjectornot.Reference:Standal,ØyvindF.,MordalMoen,K.,&Westlie,K.(2020).«Eimilvidogeintommedjup»?–eiundersøkingavinnhaldogundervisningikroppsøvingpåungdomstrinnetiNoreg.JournalforResearchinArtsandSportsEducation,4(1).https://doi.org/10.23865/jased.v4.1749

ØyvindFørlandStandal1,2,KjerstiMordalMoen2,KnutWestlie21OlsoMet,Olso,Norway.2InlandNorwayUniversityofAppliedSciences,Elverum,Norway

AbstractTitle.

“Amilewideandaninchdeep”:ResearchofcontentandteachinginphysicaleducationinuppersecondaryschoolsinNorway.

Keywords

physicaleducation,deeplearning,mixedmethod,pedagogy

Presentation

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206

Thispaperexplorestherelationshipbetweenphysicaleducationasaschoolsubject,andphysicalactivityhealthinitiativesinschools.Drawingoncurriculumtheoryanddiscoursetheory,westudypolicydocumentsrelatedtophysicaleducationandschool-basedphysicalactivityinitiatives.WeexploretheboundariesofknowledgebetweenphysicaleducationandphysicalactivitythatcanbeidentifiedintwoNorwegianpolicydocuments.Weareparticularlyinterestedinthesedocumentsas‘texts’inboththenarrowsense,studyingstatements,wordsandphrases,andinthebroadersense,examininghowdiscoursesproducespecificunderstandings,subjectivitiesandsocialrelationsrelatedtophysicaleducationandphysicalactivityinschool.Theseanalysesandreadingslaythefoundationforclosingdiscussionsandoutlineofhowboundarymaintenanceandtoolsfornegotiationbetweenphysicaleducationandphysicalactivitycanbeproductiveforthedevelopmentofphysicaleducationinthefuture.Keywords:physicaleducation,physicalactivity,curriculum,health,education.Reference:Borgen,J.S.,Hallås,B.O.,Løndal,K.,Moen,K.M.&Gjølme,E.G.(2020)Problemscreatedbythe(un)clearboundariesbetweenphysicaleducationandphysicalactivityhealthinitiativesinschools,Sport,EducationandSociety,DOI:10.1080/13573322.2020.1722090

JorunSpordBorgen1,BjørgOddrunHallås2,KnutLøndal3,KjerstiMordalMoen4,EgilGalaaenGjølme51UniversityofSouth-EasternNorway,Notodden,Norway.2WesternNorwayUniversityofAppliedSciences,Bergen,Norway.3OsloMetropolitanUniversity,Oslo,Norway.4InlandNorwayUniversityofAppliedSciences,Elverum,Norway.5NTNU,Trondheim,Norway

AbstractTitle.

Problemscreatedbythe(un)clearboundariesbetweenphysicaleducationandphysicalactivityhealthinitiativesinschools

Keywords

physicaleducation,physicalactivity,curriculum,health,education

Presentation

Symposiumpresentation

TheformationandcentralaspectsofteachingandlearningofPhysicalEducationinatimeofreforms

AbstractforsymposiumSubjectmattercontent,teachingapproachesandlearningprocessescomeunderpressure,andleadtodiscussioninnewcurriculumreforms.ThishasbeenparticularlyrelevantinthecontextoftheNorwegiancurriculumrenewalreforminschoolsubjects(LK20).Inthissymposiumweinvestigatetheformationofphysicaleducationinpolicydocuments,possibleteacherapproachesandempiricalpracticesinschool.Physicaleducationasaschoolsubjecthastraditionallybeentiedtonarrativesabouthowtoformanefficient,healthy,andproductivesocietythroughbodilyandmoralregulationofitscitizens(Augestad,2003,Ilha,2017).Thesymposiumpapersexaminethepastanddiscusshowparticularsocialvaluesandideologiestodayenablefuturedevelopment.Thestudiespresentedinthissymposiumareexaminingtheformationofphysicaleducationinsteeringdocumentsandthenewsubjectcurriculumas‘texts’inboththenarrowandthebroadersense,howlanguageisused,andhowdiscoursesproducespecificunderstandings,subjectivitiesandsocialrelationsrelatedtophysicaleducationinschool.Thepapersinthesymposiumrepresentseveralapproachestosubjectformation(Krüger,2018).Atinstitutionallevel,asconsequencesofinstitutionalstructures,onexpressionlevelasstudiesoftexts,formsofexpression,waysofacting,andatthelevelofdetailwithemphasisonhowdetailsmatter,intexts,inreading,inteachingcontexts,inconversationwithchildrenandyoungpeople.Inthesymposium,theauthorsdiscusshowteacherscanreadandoperationalisethephysicaleducationsubjectcurriculumandpossibleroomforcreativityandcriticalthinkingineffortsofrenewalofaschoolsubject.

JorunnSpordBorgen1,2,GunnHeleneEngelsrud3,BjørgOddrunHallås2,KnutLøndal4,KjerstiMordalMoen5,ØyvindStandal6,EliHeldaasSeland2,EliKristinAadland2,KnutWestlie5,EgilGalaaenGjølme7,NjålVindenes21UniversityofSouth-EasternNorway,Kongsberg,Norway.2WesternNorwayUniversityofAppliedSciences,Bergen,Norway.3WesternNorwayUniversityofAppliedSciences,Sogndal,Norway.4OsloMetroplitanUniversity,Oslo,Norway.5InlandNorwayUniversityofAppliedSciences,Elverum,Norway.6OsloMetropolitanUniversity,Oslo,Norway.7NorwegianUniversityofScienceandTechnology,Trondheim,Norway

AbstractTitle.

TheformationandcentralaspectsofteachingandlearningofPhysicalEducationinatimeofreforms.

Keywords

schoolsubjectformation,curriculumreform,conceptualisation,teachingpractices,physicaleducation

Presentation

Symposiumpresentation

Acceptancetype:Workshoppresentation

79

DettarundabordssamtaliworkshopformkommerattmedutgångspunktidennordiskaSO-ämnesdidaktiskatidskriftenNordidacticas10årsjubileumdiskuteratidskriftersrolliutvecklingenavdenvetenskapligainfrastrukturenförämnesdidaktiken.Tidskrifterharflerarollerattspela.Dekandrivainomdisciplinärutveckling,ellerbidratillkunskapscirkulationmellanolikaarenorochkunskapsfält.Tidskrifterharocksåfåttenalltviktigarerollfördoktoranderiderasavhandlingsarbete,menocksåsomcentraltinslagförmeriteringochprojektrapporteringförsenioraforskare.Nordidacticaharetableratssomettnordisktsamarbetsprojektochennordiskpubliceringsarenafördesamhällsorienterandeämnena,vilkaspecifikautmaningarochmöjligheterhardettainneburit?Idennaworkshopkommerettantalinbjudnaforskare,doktoranderochredaktörerresoneraomderaserfarenheteravvetenskapligpubliceringochhurdeserpåtidskriftersrolliallmänhetochNordidacticasrollochutvecklingisynnerhet.

JohanSamuelsson1,TorbenSpangetChristensen21Karlstadsuniversitet,Karlstad,Sweden.2Syddanskuniversitet,Odense,Denmark

AbstractTitle.

Fagdidaktisketidskrifterochvetenskapligpublicering–ettsamtalomerfarenheterav10årmedNordidacticapådennordiskasamfundsfagdidaktiskaarenan

Keywords

Samhällsorienterandeämnen,Ämnesdidaktiskatidskrifter,Vetenskapligpublicering

Presentation

Workshoppresentation

82

Denordiskaländernadelarmångaförutsättningarisinhistoria,kulturochsamhällsutveckling.Dennordiskakulturellagemenskapenochdenordiskavälfärdssamhällenaharformatenkontextförmångagemensammautbildningshistoriskaavtryckellerutvecklingstrenderivåraskolsystem.Urettämnesdidaktisktperspektivställerviidennaworkshopfråganvadsomkännetecknardesamhällsorienterandeskolämnenaiettnordiskkomparativtperspektiv.MedutgångspunktitidsbilderfrånenkonferensomnordisktsamfundsfagiOslo1959,ochtidskriftenNordidacticastioårsomnordiskarenafördesamhällsorienteradeämnenadiskuterasblandannatomdetfinnssärskildanordiskaämnesdidaktiskasamfundsfagtraditionerochomochhurdeärunderförändring.Hurmötsutmaningarkringt.ex.kreativitet,literacitetochkritiskttänkandeiämnena?

GabrielBladh1,RoarMadsen2,JanLöfström31Karlstadsuniversitet,Karlstad,Sweden.2NTNU,Trondheim,Trondheim,Norway.3TurunYliopisto,Turku,Finland

AbstractTitle.

SamfundsfagiNorden–återblickar,inblickarochutblickarpåettämnesdidaktisktfält

Keywords

Samhällsorienterandeämnen,samfundsfag,ämnesdidaktik,nordiskkomparation

Presentation

Workshoppresentation

140

BackgroundandmethodsTheauthorshavetriedouttheconcept“exemplaryeducation”inajointlytaught60ETCteachereducationcourseforseveralyears.Exemplaryeducationmeansthatstudentstryoutpracticalexamplesbothatcampusandinpractice,followedbydiscussions,thusexploringdidacticmodels,learningtheoriesandeducationalprinciples.Exemplaryeducationparallelsworklife,providingcomplex,comprisingelementsfromthewholerangeofsubjectsinteachereducation–subject,subjectdidactics,pedagogicalandethical.MotivesThereareseveralreasonsforexemplaryeducationinteachertraining.Firstly,teacherstendtoteachastheyhavebeentaught.Itseemssensibletoprovideteacherstudentswithabroadrangeoftheoreticalandpracticalapproachestopreparethemforteachinginvariouscontextsandmanysortsofsituations.Secondly,studentactivelearningisanidealandademandinthecurrentcurriculumforprimaryandsecondaryeducationinNorway.Tobeabletomeetthisrequirement,futureteachersneedtolearnhowtoteachinwaysthatpromotestudentactivelearning.Thetermexemplaryrefersbothto“instances”ofsomethingandto“(role)models”.Morethanamatterofteachingtechniques,exemplaryeducationprovidesopportunitiestoexploreandexperiencehowdifferentwaysofteachingwork.Thirdly,teachereducationisatthesametimeascholarlyandapracticaleducation,andassuchshouldpreparestudentsforthejobtheyqualifyfor.Exemplaryeducationincludespracticalexercisesaswellastimeforreflectiveandexplorativediscussions,andsostimulatesstudents’professionaldevelopmentandmaturation.OutcomeExemplaryteachereducationappearsasintegratedandholistic.Intheirevaluations,Studentsexpresshighsatisfactionwiththeexemplaryeducationmodel.Studentwork(essays,practicaltraining,exams)areanalyzed,andtheaveragestudentdemonstrateshereahighabilitytocombineandreflectupondifferentaspectsoftheireducation.KjerstiLea,JorunNyléhnUniversityofBergen,Bergen,Norway

AbstractTitle.

Exemplaryscienceteachereducation

Keywords

scienceeducation,teachereducation,exemplaryteachingandlearning,,allaspectsoftheconferencetheme;creativity,literacyandcriticalthinkinginsubjecteducationapply,asteachereducationshouldincludeallofthese.

Presentation

Workshoppresentation