Nøgleord
Naturfagsformidling
Co-creation
Citation/Eksport
Resumé
Abstract: I artiklen præsenteres en undersøgelse af, hvordan naturfagslærerstuderende positioneres i læreruddanneres professionel inquiry-projekter. Rationalet for at fokusere på co-creation er forskning om studerende i videregående uddannelse samt tidligere resultater fra NAFA, som viste en korrelation mellem at være i en medudviklerposition og oplevet udbytte. Der indgår kvantitative data fra men national sample af lærerstuderende og kvalitative data fra tre cases. Resultaterne viser en positiv mudvikling i udbytte fra anden iteration, hvor flere lærerstuderende har været aktivt involveret i en medudviklerposition. De lærerstuderende fremhæver bl.a., at co-creation med medstuderende, læreruddannere og forskere bidrager til motivation og engagement.
Referencer
Bovill, C. (2020a). Co-creation in learning and teaching: The case for a whole-class approach in higher education. Higher Education, 79(6), 1023‑1037. https://doi.org/10.1007/s10734‑019‑00453-w
Bovill, C. (2020b). Co-creating learning and teaching. I C. Bovill, J. Jarvis & K. Smith (red.), Cocreating learning and teaching: Towards relational pedagogy in higher education (s.25‑42). Critical Publishing.
Bovill, C. & Bulley, C.J. (2011). A model of active student participation in curriculum design: Exploring desirability and possibility. I C. Rust (red.), Improving student learning 18: Global theories and local practices (s. 176‑188). Oxford Brookes University.
Bovill, C. & Woolmer, C. (2019). How conceptualisations of curriculum in higher education influence student-staff co-creation in and of the curriculum. Higher Education, 78, 407‑422. https://doi.org/10.1007/s10734‑018‑0349‑8
Boyd, P. & White, E. (2017). Teacher educator professional inquiry in an age of accountability. I P. Boyd & A. Szplit (red.), Teachers and teacher educators learning through inquiry: International perspectives (s. 123‑142). Attyka.
Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77‑101. https://doi.org/10.1191/1478088706qp063oa
Braun, V., Clarke, V., Hayfield, N. & Terry, G. (2018). Thematic analysis. I P. Liamputtong (red.), Handbook of research methods in health social sciences (s. 1‑18). Springer. https://doi.org/10.1007/978‑981‑10‑2779‑6_103‑1
Brousseau, G. (2002). Theory of didactical situations in mathematics. Kluwer Academic Publishers.
Creswell, J.W. & Clark, V.L.P. (2018). Designing and conducting mixed methods research. Sage Publications.
Davies, B. & Harre, R. (1999). Positioning and personhood. I R. Harré & L. Van Langenhove (red.), Positioning theory: Moral contexts of intentional action (s. 32‑52). Blackwell Publishers.
DeLuca, C.et al. (2015) Collaborative inquiry as a professional learning structure for educators: a scoping review. Professional Development in Education, 41(4), 640‑670. https://doi.org/10.1080/19415257.2014.933120
Duit, R., Gropengießer, H., Kattmann, U., Komorek, M. & Parchmann, I. (2012). The model of educational reconstruction: A framework for improving teaching and learning science. I D. Jorde & J. Dillon (red.), Science education research and practice in Europe (s. 13‑37). Sense.
Ebert, J.R., Dolphin, G. & Bischoff, P. (2022). An undergraduate research experience in earth science education that benefits pre-service teachers and in-service earth science teachers. Journal of Geoscience Education, 71(2), 238‑252. https://doi.org/10.1080/10899995.2022.2126203
Fowler, K., Windschitl, M. & Auning, C. (2020). A layered approach to scientific models: Creating scaffolds that allow all students to show more of what they know. Science Teacher, 88(1), 24‑36. https://doi.org/10.1080/00368555.2020.12293554
Harris, A., Jones, M. & Huffman, J.B. (Red.)(2018). Teachers Leading Educational Reform – the Power of Professional Learning Communities. Routledge.
Kvale, S. & Brinkmann, S. (2009). Interview. Hans Reitzels Forlag.
Matthews, K.E., Dwyer, A., Hine, L. & Turner, J. (2018). Conceptions of students as partners. Higher Education, 76, 957‑971. https://doi.org/10.1007/s10734‑018‑0257-y
McVee, M.B., Silvestri, K.N., Barrett, N. & Haq, K.S. (2018). Positioning theory. I D.E. Alvermann, N.J. Unrau, M. Sailors & R.B. Ruddell (red.), Theoretical models and processes of literacy (s. 381‑400). Routledge.
Mercer-Mapstone, L., Dvorakova, S.L., Matthews, K.E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R. & Swaim, K. (2017). A systematic literature review of students as partners in higher education. International Journal for Students as Partners, 1(1), 15‑37. https://doi.org/10.15173/ijsap.v1i1.3119
Nielsen, B.L., Auning, C., Petersen, N.A.I., Johannsen, B.F. & Dolin, J. (2024). PLF-samarbejde om udvikling i læreruddannelsens naturfagsundervisning: Resultater fra NAFA’s første år. NAFA.
Nielsen, B.L., Auning, C., Petersen, N.A.I., Rahbek Thyssen, M., Hansen, D. & Krarup, M.-L. (2025). Læreruddanneres PLF-samarbejde efter to år med NAFA: Professionel inquiry og co-creation med lærerstuderende. NAFA.
Nielsen, B.L. & Wied, K. (2024). Praksisbaseret læreruddannelse og integreret praktik: Visioner fra en tværgående udviklingsgruppe indenfor naturfag. Studier I Læreruddannelse og Profession, 9(2), 141‑161. https://doi.org/10.7146/lup.v9i2.143060
Nielsen, B.L., Wiskerchen, M. & Kvols, A.M. (i tryk). Teacher educators’ agency and student teachers in co-creation in the context of a systemic initiative developing teacher education through professional inquiry. I J. Kangas, H. Harju-Luukkainen & N.B. Hanssen (red.), Innovative teacher training: Practical frameworks for future education (kap. 18). Routledge.
Ryan, M.R. & Deci, E.L. (2017). Self-determination theory. The Guilford Press.
Vanderlinde, R., Smith, K., Murray, J. & Lunenberg, M. (2021). Teacher educators and their professional development: Learning from the past, looking to the future. Routledge.
Van Langenhove, L. & Harré, R. (1999). Introducing positioning theory. I R. Harré & L. Van Langenhove (red.), Positioning theory: Moral contexts of intentional action (s. 14‑31). Blackwell.
Walkington, H. (2015). Students as researchers: Supporting undergraduate research in the disciplines in higher education. The Higher Research Academy.
Wenger, E., Trayner, B. & de Laat, M. (2011). Promoting and assessing value creation in communities and networks: A conceptual framework. Ruud de Moor Centrum.
Wenger-Trayner, E. & Wenger-Trayner, B. (2020). Learning to make a difference: Value creation in social learning spaces. Cambridge University Press.
Dette værk er under følgende licens Creative Commons Navngivelse –Ikke-kommerciel (by-nc).
Copyright (c) 2026 Birgitte Lund Nielsen, Claus Auning, Anders Illemann Petersen, Maiken Rahbek Thyssen, Marie-Louise Krarup, Dorrit Hansen