Zoom: https://uio.zoom.us/j/5569813741
Description
We aim to continue the discussion on Teaching Quality and Didactics/ Subject Didactics. This time we focus on two papers targeting respectively Language Arts education and Social Science education.
The Surplus of Quality: How to Study Quality in Teaching in Three QUINT Projects
Paper "The Surplus of Quality: How to Study Quality in Teaching in Three QUINT Projects" by Professor Nikolaj Elf discusses the notion of teaching quality applied to Language Arts classrooms drawing on different analytical lenses and frameworks. The chapter explores what this means with regards to three QUINT projects. I ask: What are the commonalities and differences when comparing the LISA, Connected Classrooms and Quality Literature Education projects’ theoretical and methodological approaches to investigating teaching quality in Nordic classrooms? One commonality is that all three projects investigate quality in everyday teaching practices. This unit of analysis is construed, however, in different ways that imply a multidimensional framework for understanding teaching quality.
Nikolaj Elf "The Surplus of Quality: How to Study Quality in Teaching in Three QUINT Projects" in Blikstad-Balas Marte, Kirsti Klette & Michael Tengberg (2021) Ways of Analyzing Teaching Quality. Potential and Pitfalls, Universitetsforlaget, DOI: https://doi.org/10.18261/9788215045054-2021
Full text (link to an external website idunn.no)
Higher order thinking in Social Science classrooms in Denmark and Norway
Working Paper "Higher order thinking in Social Science classrooms in Denmark and Norway" (work in progress, restricted access), by Associate Professors Anders S. Chistensen and Nora Mathé, discuss challenges in social science education across three Nordic countries. In the Nordic countries, preparing young people to contribute to society is an important educational aim. The school subject of social science plays an important role in this mission, as it aims to contribute to young people’s knowledgeable participation in democratic and political institutions and processes. Particularly, social science in school focuses on knowledge, skills and values that contribute to equipping students to take active part in society, including analytic and higher order thinking about that society based on the subject’s content and concepts.
In this presentation we aim to investigate what higher order thinking can look like in social science education. To the best of our knowledge, this is the first time this has been done in a comparative light in Scandinavian social science education. This study was guided by the following research question: Which kinds of higher order thinking are encouraged in a selection of social science lessons? By answering and discussing this question, we aim to develop a more precise understanding of what characterises teaching that encourages higher order thinking in social science education in Denmark and Norway.
Suggested readings:
- Anders S. Christensen & Nora E. H. Mathé
"Higher order thinking in Social Science classrooms in Denmark and Norway" (work in progress, restricted access) - Nikolaj Elf "The Surplus of Quality: How to Study Quality in Teaching in Three QUINT Projects" in Blikstad-Balas Marte, Kirsti Klette & Michael Tengberg (2021) Ways of Analyzing Teaching Quality. Potential and Pitfalls, Universitetsforlaget, DOI: https://doi.org/10.18261/9788215045054-2021
Full text (link to an external website idunn.no)
Abstract: The QUINT ambition is to investigate quality in teaching through a systemic and differential framework. This chapter explores what this means with regards to three QUINT projects. I ask: What are the commonalities and differences when comparing the LISA, Connected Classrooms and Quality Literature Education projects’ theoretical and methodological approaches to investigating teaching quality in Nordic classrooms? One commonality is that all three projects investigate quality in everyday teaching practices. This unit of analysis is construed, however, in different ways that imply a multidimensional framework for understanding teaching quality.
Discussion points
- Higher order thinking as generic vs subject-specific
- The two-dimensional framework: distinguishing between knowledge and cognitive processes
- Is there a trade-off between the students taking a stand and forming an opinion or being engaged with higher order knowledge?
Moderator:
QUINT Centre Director Professor Kirsti Klette
This webinar is limited to researchers at QUINT.