Papers by Marianne Ødegaard
International Journal of Science Education, 2015
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International Journal of Science Education, 2014
ABSTRACT In the Budding Science and Literacy project, we explored how working with an integrated ... more ABSTRACT In the Budding Science and Literacy project, we explored how working with an integrated inquiry-based science and literacy approach may challenge and support the teaching and learning of science at the classroom level. By studying the inter-relationship between multiple learning modalities and phases of inquiry, we wished to illuminate possible dynamics between science inquiry and literacy in an integrated science approach. Six teachers and their students were recruited from a professional development course for the current classroom study. The teachers were to try out the Budding Science teaching model. This paper presents an overall video analysis of our material demonstrating variations and patterns of inquiry-based science and literacy activities. Our analysis revealed that multiple learning modalities (read it, write it, do it, and talk it) are used in the integrated approach; oral activities dominate. The inquiry phases shifted throughout the students' investigations, but the consolidating phases of discussion and communication were given less space. The data phase of inquiry seems essential as a driving force for engaging in science learning in consolidating situations. The multiple learning modalities were integrated in all inquiry phases, but to a greater extent in preparation and data. Our results indicate that literacy activities embedded in science inquiry provide support for teaching and learning science; however, the greatest challenge for teachers is to find the time and courage to exploit the discussion and communication phases to consolidate the students' conceptual learning.
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Procedia - Social and Behavioral Sciences, 2015
ABSTRACT In the Budding Science and Literacy project, we explored how working with an integrated ... more ABSTRACT In the Budding Science and Literacy project, we explored how working with an integrated inquiry-based science and literacy approach may challenge and support the teaching and learning of science at the classroom level. By studying the inter-relationship between multiple learning modalities and phases of inquiry, we wished to illuminate possible dynamics between science inquiry and literacy in an integrated science approach. Six teachers and their students were recruited from a professional development course for the current classroom study. The teachers were to try out the Budding Science teaching model. This paper presents an overall video analysis of our material demonstrating variations and patterns of inquiry-based science and literacy activities. Our analysis revealed that multiple learning modalities (read it, write it, do it, and talk it) are used in the integrated approach; oral activities dominate. The inquiry phases shifted throughout the students’ investigations, but the consolidating phases of discussion and communication were given less space. The data phase of inquiry seems essential as a driving force for engaging in science learning in consolidating situations. The multiple learning modalities were integrated in all inquiry phases, but to a greater extent in preparation and data. Our results indicate that literacy activities embedded in science inquiry provide support for teaching and learning science; however, the greatest challenge for teachers is to find the time and courage to exploit the discussion and communication phases to consolidate the students’ conceptual learning.
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Science Education Research and Practice in Europe, 2012
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Vi haper at dette heftet kan inspirere og at kodeskjemaet (i vedlegget) kan fungere som et redska... more Vi haper at dette heftet kan inspirere og at kodeskjemaet (i vedlegget) kan fungere som et redskap til a observere og analysere klasseromsinteraksjoner, enten man skal analysere videoopptak eller s ...
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Science Education, 2014
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Research in Science Education, 2014
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Journal of Biogeography, 1991
ABSTRACT Vahlodea atropurpurea ssp. atropurpurea is a perennial grass with an amphi-Atlantic dist... more ABSTRACT Vahlodea atropurpurea ssp. atropurpurea is a perennial grass with an amphi-Atlantic distribution. The degree of variation in this taxon was studied by biochemical genetic methods and by morphometric analyses in populations from both sides of the Atlantic Ocean. Genetic screening at seventeen loci revealed monomorphism and genetic identity among populations. The morphometric analysis of leaf traits supported the isozyme analyses in lack of variation. The lack of intra- and interpopulational heterogeneity is discussed.
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Method The aim of analysing different data corpora from Austria, France, Germany, the UK, Norway ... more Method The aim of analysing different data corpora from Austria, France, Germany, the UK, Norway and Sweden is to address the following questions: what is the public perception of biotechnology? and what attitudes, images and linguistic repertoires guide thoughts on and discussions of this topic?
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Papers by Marianne Ødegaard