Magne Olufsen
Dados Biográficos
| ID | 6872050 |
|---|---|
| NOME | Magne Olufsen |
| PRENOMES | Magne |
| SOBRENOME | Olufsen |
| ASSINATURA | OLUFSEN M |
| AFILIAÇÕES | UiT The Arctic University of Norway |
| ORCID | 0000-0003-1401-6786 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2021 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
The Impact of Practical Work on Student Activity and Content Knowledge Learning
Practical work has been demonstrated to offer various benefits for science learning. Despite benefits, several studies have indicated that practical work does not necessarily improve the learning of content knowledge. This study employed a video observation manual to systematically analyse the practical work in 73 videotaped science lessons from ten primary and ten lower secondary classrooms in Norway. Our findings suggest that students were more…
Context matters
The current investigation aims to adapt and validate the Teacher Education and Development Study-Instruct observation instrument for assessing teaching quality in new contexts: Norwegian Grade 6 mathematics and science lessons. More specifically, the article examines content validity and reliability in the new contexts using a multi-methods approach, involving the Delphi technique and generalizability theory. Findings suggest that while the core …
A comparative study of teachers’ conceptualisations and enactment of inquiry-based science education
Inquiry-based science education (IBSE) is widely championed as an effective instructional approach, with teachers being key agents in its implementation. While substantial research exists on students’ learning outcomes in IBSE, the relationship between teachers’ conceptions of IBSE and their classroom implementation remains unclear. This study addresses this gap by comparing teachers’ expressed understandings and enactments of inquiry practices t…
Studying the quality of inquiry-based teaching in science classrooms. A systematic video study of inquiry-based science teaching in primary and lower-secondary schools
A large body of research has studied the role and potential of inquiry to increase the quality of teaching in science education. While much of this existing research is based on international large-scale assessment studies, we still lack a clear understanding of the factors that influence the quality of inquiry-based science teaching in actual classroom practices. In this paper, we operationalise teaching quality through an observation manual, an…
The impact of specialised content courses on student teaching in a Norwegian teacher education programme
In recent decades, most Nordic countries have seen reforms in their teacher education programme, giving rise to an ongoing debate on these programmes’ content, structure, and quality. As part of a recent reform of teacher education in Norway, new Master’s-level programme have been introduced to educate teachers for grades 5–10, whereby pre-service teachers (PSTs) take specialised content courses and undergo field placements twice a year. The purp…
Sem obras proeminentes nesta página.
The impact of specialised content courses on student teaching in a Norwegian teacher education programme
In recent decades, most Nordic countries have seen reforms in their teacher education programme, giving rise to an ongoing debate on these programmes’ content, structure, and quality. As part of a recent reform of teacher education in Norway, new Master’s-level programme have been introduced to educate teachers for grades 5–10, whereby pre-service teachers (PSTs) take specialised content courses and undergo field placements twice a year. The purp…
Studying the quality of inquiry-based teaching in science classrooms. A systematic video study of inquiry-based science teaching in primary and lower-secondary schools
A large body of research has studied the role and potential of inquiry to increase the quality of teaching in science education. While much of this existing research is based on international large-scale assessment studies, we still lack a clear understanding of the factors that influence the quality of inquiry-based science teaching in actual classroom practices. In this paper, we operationalise teaching quality through an observation manual, an…
Context matters
The current investigation aims to adapt and validate the Teacher Education and Development Study-Instruct observation instrument for assessing teaching quality in new contexts: Norwegian Grade 6 mathematics and science lessons. More specifically, the article examines content validity and reliability in the new contexts using a multi-methods approach, involving the Delphi technique and generalizability theory. Findings suggest that while the core …
A comparative study of teachers’ conceptualisations and enactment of inquiry-based science education
Inquiry-based science education (IBSE) is widely championed as an effective instructional approach, with teachers being key agents in its implementation. While substantial research exists on students’ learning outcomes in IBSE, the relationship between teachers’ conceptions of IBSE and their classroom implementation remains unclear. This study addresses this gap by comparing teachers’ expressed understandings and enactments of inquiry practices t…
The Impact of Practical Work on Student Activity and Content Knowledge Learning
Practical work has been demonstrated to offer various benefits for science learning. Despite benefits, several studies have indicated that practical work does not necessarily improve the learning of content knowledge. This study employed a video observation manual to systematically analyse the practical work in 73 videotaped science lessons from ten primary and ten lower secondary classrooms in Norway. Our findings suggest that students were more…
Norwegian (3 obras) · Science education (3 obras) · Science Education and Pedagogy (3 obras) · Teaching method (3 obras) · Content analysis (2 obras) · Mathematics education (2 obras) · Mathematics Education and Teaching Techniques (2 obras) · Pedagogy (2 obras) · Psychology (2 obras) · Comparative education (1 obras)