Afhandlingen praesenterer en kvalitativ empirisk undersogelse af samarbejde i skolen. Det undersoges, hvordan samarbejde tematiseres i kommunikationen i et kommunalt dansk skolesystem med fokus pa, om og hvordan samarbejde bidrager til kobling mellem professionelles praksis og elevers laering. Undersogelsen inkluderer data fra 6 policy-dokumenter og 18 kvalitative forskningsinterviews, hvor forvalt ningschefer og -medarbejdere, skoleledere og laerere deltager. Afhandlingen konkluderer, at samarbejde bidrager til kobling mellem de professionelles praksis og elevers laering, nar skoleledelse, ressourcepersoner og laerere sikres tilkoblingsmuligheder, ligesom bade forvaltning, skoleledelse, ressourcepersoner og laerere bor garantere tilkoblingsduelighed i forhold ti organisationens dagsorden. Endvidere konkluderer jeg, at alle initiativer skal tilpasses, hvis intentionerne med dem skal opfyldes, og ethvert initiativ skal kobles til den praksis, som i forvejen kendetegner skolen. Det gaelder endvidere, at samarbejde mellem forvaltning og skole, men ogsa det indbyrdes samarbejde mellem skoleledelse, ressourcepersoner og laerere, med fordel kan initieres og formaliseres, hvis det skal bidrage til kobling mellem de professionelles praksis og elevers laering.
{"title":"Samarbejde i skolen","authors":"Anne Krøger","doi":"10.7146/AUL.414","DOIUrl":"https://doi.org/10.7146/AUL.414","url":null,"abstract":"Afhandlingen praesenterer en kvalitativ empirisk undersogelse af samarbejde i skolen. Det undersoges, hvordan samarbejde tematiseres i kommunikationen i et kommunalt dansk skolesystem med fokus pa, om og hvordan samarbejde bidrager til kobling mellem professionelles praksis og elevers laering. Undersogelsen inkluderer data fra 6 policy-dokumenter og 18 kvalitative forskningsinterviews, hvor forvalt ningschefer og -medarbejdere, skoleledere og laerere deltager. \u0000Afhandlingen konkluderer, at samarbejde bidrager til kobling mellem de professionelles praksis og elevers laering, nar skoleledelse, ressourcepersoner og laerere sikres tilkoblingsmuligheder, ligesom bade forvaltning, skoleledelse, ressourcepersoner og laerere bor garantere tilkoblingsduelighed i forhold ti organisationens dagsorden. Endvidere konkluderer jeg, at alle initiativer skal tilpasses, hvis intentionerne med dem skal opfyldes, og ethvert initiativ skal kobles til den praksis, som i forvejen kendetegner skolen. Det gaelder endvidere, at samarbejde mellem forvaltning og skole, men ogsa det indbyrdes samarbejde mellem skoleledelse, ressourcepersoner og laerere, med fordel kan initieres og formaliseres, hvis det skal bidrage til kobling mellem de professionelles praksis og elevers laering.","PeriodicalId":126978,"journal":{"name":"AU Library Scholarly Publishing Services","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132303274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Digital technologies are gaining an increasingly prominent role in Danish primary and lower secondary school mathematics education. The expectations are that digital technologies can support students’ development of mathematical competencies. However, studies have demonstrated that the insertion of digital technologies into school mathematics does not automatically correspond to increased student learning outcomes (OECD, 2015). In fact, digital technologies can both produce marvels and cause disasters in mathematics teaching and learning (Niss, 2016). How digital tools are implemented seems to be essential. It is, therefore, a crucial research objective to unveil how didactic sequences may be designed for the efficient implementation of digital tools. The overarching purpose of this dissertation is to identify guidelines for the design of didactic sequences that exploit potentials of dynamic geometry environments (DGEs) in relation to supporting students’ development of mathematical reasoning competency in Danish lower secondary school. The dissertation consists of five papers and this summarizing report – which, altogether, seeks to shed light on the abovementioned purpose by first examining what the potentials of DGEs in relation to reasoning competency are according to previous mathematics education research (paper I) and then examining the extent to which these potentials are currently utilized in Danish lower secondary school (paper II). Based on these initial studies, guidelines are identified for the design of didactic sequences that utilize these potentials to support students’ development of mathematical reasoning competency (papers I, III, IV and V). Methodologically, a mixed methods approach was applied with a qualitative priority. The quantitative data were collected from a web-based questionnaire that was developed and distributed to lower secondary school teachers. Anchored in design-based research methodology, the qualitative data were collected in connection with the design, testing and redesign of a didactic sequence in five different school classes. The data that were collected in the iterations of design are screencast recordings, videos, interviews, audio recordings and students’ written products. The results from the project can coarsely be summarized as follows: In the review of mathematics education research, four DGE potentials were identified in relation to mathematical reasoning competency: dragging, feedback, measuring and tracing (paper I). The results of the survey indicate that these potentials are only exploited to a limited extent in lower secondary schools (paper II). The utilization of the potentials is described in guidelines that comprise a learning trajectory in terms of 5students’ cognition, task design and the role of the teacher. The a priori guidelines that are theoretically developed initially (paper I) are subsequently refined empirically based on the data that emerged in the design-based research (paper
{"title":"Toward Marvels in Dynamic Geometry Teaching and Learning","authors":"I. Højsted","doi":"10.7146/AUL.413","DOIUrl":"https://doi.org/10.7146/AUL.413","url":null,"abstract":"Digital technologies are gaining an increasingly prominent role in Danish primary and lower secondary school mathematics education. The expectations are that digital technologies can support students’ development of mathematical competencies. However, studies have demonstrated that the insertion of digital technologies into school mathematics does not automatically correspond to increased student learning outcomes (OECD, 2015). In fact, digital technologies can both produce marvels and cause disasters in mathematics teaching and learning (Niss, 2016). How digital tools are implemented seems to be essential. It is, therefore, a crucial research objective to unveil how didactic sequences may be designed for the efficient implementation of digital tools. The overarching purpose of this dissertation is to identify guidelines for the design of didactic sequences that exploit potentials of dynamic geometry environments (DGEs) in relation to supporting students’ development of mathematical reasoning competency in Danish lower secondary school. The dissertation consists of five papers and this summarizing report – which, altogether, seeks to shed light on the abovementioned purpose by first examining what the potentials of DGEs in relation to reasoning competency are according to previous mathematics education research (paper I) and then examining the extent to which these potentials are currently utilized in Danish lower secondary school (paper II). Based on these initial studies, guidelines are identified for the design of didactic sequences that utilize these potentials to support students’ development of mathematical reasoning competency (papers I, III, IV and V). Methodologically, a mixed methods approach was applied with a qualitative priority. The quantitative data were collected from a web-based questionnaire that was developed and distributed to lower secondary school teachers. Anchored in design-based research methodology, the qualitative data were collected in connection with the design, testing and redesign of a didactic sequence in five different school classes. The data that were collected in the iterations of design are screencast recordings, videos, interviews, audio recordings and students’ written products. The results from the project can coarsely be summarized as follows: In the review of mathematics education research, four DGE potentials were identified in relation to mathematical reasoning competency: dragging, feedback, measuring and tracing (paper I). The results of the survey indicate that these potentials are only exploited to a limited extent in lower secondary schools (paper II). The utilization of the potentials is described in guidelines that comprise a learning trajectory in terms of 5students’ cognition, task design and the role of the teacher. The a priori guidelines that are theoretically developed initially (paper I) are subsequently refined empirically based on the data that emerged in the design-based research (paper","PeriodicalId":126978,"journal":{"name":"AU Library Scholarly Publishing Services","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116248430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Med afsaet i erfaringsorienteret undervisning, inspireret af Deweys holistiske og pragmatiske tilgang til viden, bidrager denne ph.d.-afhandling med en anden made at laese tekster pa i skolen. Bidraget er en stedorienteret litteraturtilgang, hvis saeregenhed bestar i, at elever skal opleve de steder, der har betydning for indholdet i de tekster, de laeser. Eksempelvis laeser eleverne i naervaerende forlob om en dreng, der flygter ud i en skov og overnatter under aben himmel, hvorfor eleverne ligeledes overnatter i en skov under aben himmel, mens de laeser i teksten. Dette sker med den forventning, at teksten derved laeses med hele kroppen. I forbindelse med at konkretisere den stedorienterede litteraturtilgang, er der udviklet et didaktisk design, som er materialiseret i et undervisningsforlob og forankret i litteraturdidaktiske perspektiver. Disse perspektiver vaerdsaetter undervisning, der i transaktioner mellem elever, tekster og steder intenderer at overskride kognitive/efferente og affektive forstaelser af laesninger. Tilgangen er i saerdeleshed inspireret af Anne-Marie Mais historiske perspektiver pa sted og litteratur, samt en forstaelse af stedet som en begivenhed. Endvidere en forstaelse af, at stedet som begivenhed kan give eleverne nogle handlemuligheder, affordances, i kraft af den kombinerede laese- og stedoplevelse, hvilket kan bidrage til orther-oriented perspective-taking.
{"title":"Det er, som om man er med i bogen","authors":"Pernille Damm Mønsted Pjedsted","doi":"10.7146/AUL.409","DOIUrl":"https://doi.org/10.7146/AUL.409","url":null,"abstract":"Med afsaet i erfaringsorienteret undervisning, inspireret af Deweys holistiske og pragmatiske tilgang til viden, bidrager denne ph.d.-afhandling med en anden made at laese tekster pa i skolen. Bidraget er en stedorienteret litteraturtilgang, hvis saeregenhed bestar i, at elever skal opleve de steder, der har betydning for indholdet i de tekster, de laeser. Eksempelvis laeser eleverne i naervaerende forlob om en dreng, der flygter ud i en skov og overnatter under aben himmel, hvorfor eleverne ligeledes overnatter i en skov under aben himmel, mens de laeser i teksten. Dette sker med den forventning, at teksten derved laeses med hele kroppen. I forbindelse med at konkretisere den stedorienterede litteraturtilgang, er der udviklet et didaktisk design, som er materialiseret i et undervisningsforlob og forankret i litteraturdidaktiske perspektiver. Disse perspektiver vaerdsaetter undervisning, der i transaktioner mellem elever, tekster og steder intenderer at overskride kognitive/efferente og affektive forstaelser af laesninger. Tilgangen er i saerdeleshed inspireret af Anne-Marie Mais historiske perspektiver pa sted og litteratur, samt en forstaelse af stedet som en begivenhed. Endvidere en forstaelse af, at stedet som begivenhed kan give eleverne nogle handlemuligheder, affordances, i kraft af den kombinerede laese- og stedoplevelse, hvilket kan bidrage til orther-oriented perspective-taking.","PeriodicalId":126978,"journal":{"name":"AU Library Scholarly Publishing Services","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114751757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Emil Smith, David Reimer, I. G. Andersen, Bent Sortkær
This report describes the process of selecting and recruiting schools, classes and teachers to take part in the Exploring School Culture (ESCU) survey. The ESCU survey was part of the “Exploring School Culture” research project, funded by the Velux foundation. The survey was conducted among Danish 6th and 9th grade students and their respective teachers in the subjects mathematics and Danish during spring 2019.
{"title":"Exploring School Culture: Technical report for data collection","authors":"Emil Smith, David Reimer, I. G. Andersen, Bent Sortkær","doi":"10.7146/AUL.403","DOIUrl":"https://doi.org/10.7146/AUL.403","url":null,"abstract":"This report describes the process of selecting and recruiting schools, classes and teachers to take part in the Exploring School Culture (ESCU) survey. The ESCU survey was part of the “Exploring School Culture” research project, funded by the Velux foundation. The survey was conducted among Danish 6th and 9th grade students and their respective teachers in the subjects mathematics and Danish during spring 2019.","PeriodicalId":126978,"journal":{"name":"AU Library Scholarly Publishing Services","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126830695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I ATEL undersoger vi borns tidlige skriveudvikling (0.klasse - efterar 2. klasse) sadan som denne kan identificeres i elevtekster skrevet i programmet WriteReader. Som redskab til kunne undersoge denne udvikling har vi udviklet en analysemodel, som beskrives teoretisk i dette arbejdspapir. Mange forhold spiller en rolle for skriveudvikling set i et livsperspektiv, men vi identificerer saerligt hvordan den kan forega sprogligt set i de tidlige skolear. Vi undersoger derved borns forste skriftsprogsudvikling som den muliggores og udfolder sig inden for skolens domaene, og mere praecist inden for fagraekken i indskolingen, og samtidig betinget af mulighederne i programmet WriteReader. Der deltager mere end 60 klasser i studiet, som har forpligtet sig til at sikre skrivetid for eleverne hver uge i perioden 2019-2021.
{"title":"Teoretisk arbejdspapir: Analysemodel til scoring af elevtekster","authors":"Kristine Kabel, Ulf Dalvad Berthelsen, Jesper Bremholm, Jeppe Bundsgaard","doi":"10.7146/AUL.399","DOIUrl":"https://doi.org/10.7146/AUL.399","url":null,"abstract":"I ATEL undersoger vi borns tidlige skriveudvikling (0.klasse - efterar 2. klasse) sadan som denne kan identificeres i elevtekster skrevet i programmet WriteReader. Som redskab til kunne undersoge denne udvikling har vi udviklet en analysemodel, som beskrives teoretisk i dette arbejdspapir. Mange forhold spiller en rolle for skriveudvikling set i et livsperspektiv, men vi identificerer saerligt hvordan den kan forega sprogligt set i de tidlige skolear. Vi undersoger derved borns forste skriftsprogsudvikling som den muliggores og udfolder sig inden for skolens domaene, og mere praecist inden for fagraekken i indskolingen, og samtidig betinget af mulighederne i programmet WriteReader. Der deltager mere end 60 klasser i studiet, som har forpligtet sig til at sikre skrivetid for eleverne hver uge i perioden 2019-2021.","PeriodicalId":126978,"journal":{"name":"AU Library Scholarly Publishing Services","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121010258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Offshore structures are subjected to a harsh environment where the fluctuating waves continuously strain the structures and these forces cause the initiation and propagation of cracks in the structures. In other words, the structures accumulate fatigue damage, which eventually leads to structural failure. To avoid fatigue failure, the operational lifetime of a structure is limited to a design lifetime in which the structure is safe for operation. This design process is based on precautious stochastic assessments, norms, and industry standards that simplify the actual structure and environment in such a manner that it involves little risk of structural failure. As many structures in the North Sea approach the end of their design lifetime, the owners are faced with a dilemma: either abandon the field or replace the structures. Another option is the lifetime extension of the existing structures. This requires a reduction of the uncertainties in the design process - such as the stress history in fatigue-critical location. Unfortunately, these locations are often inaccessible or directly harmful to the sensors due to the hostile environment of the ocean. This thesis focuses on virtual sensing to estimate the stress/strain response of offshore structures by indirect measurements. The thesis addresses the state of the art and maps some essential issues within stress/strain estimation. In this thesis, stress/strain estimation is applied to different test specimens to address certain scientific issues. Parts of the thesis relate to the calibration of the system model for virtual sensing by operational modal analysis.
{"title":"Stress Estimation of Offshore Structures","authors":"Marius Tarpø","doi":"10.7146/aul.393","DOIUrl":"https://doi.org/10.7146/aul.393","url":null,"abstract":"Offshore structures are subjected to a harsh environment where the fluctuating waves continuously strain the structures and these forces cause the initiation and propagation of cracks in the structures. In other words, the structures accumulate fatigue damage, which eventually leads to structural failure. To avoid fatigue failure, the operational lifetime of a structure is limited to a design lifetime in which the structure is safe for operation. This design process is based on precautious stochastic assessments, norms, and industry standards that simplify the actual structure and environment in such a manner that it involves little risk of structural failure. \u0000As many structures in the North Sea approach the end of their design lifetime, the owners are faced with a dilemma: either abandon the field or replace the structures. Another option is the lifetime extension of the existing structures. This requires a reduction of the uncertainties in the design process - such as the stress history in fatigue-critical location. Unfortunately, these locations are often inaccessible or directly harmful to the sensors due to the hostile environment of the ocean. This thesis focuses on virtual sensing to estimate the stress/strain response of offshore structures by indirect measurements. The thesis addresses the state of the art and maps some essential issues within stress/strain estimation. In this thesis, stress/strain estimation is applied to different test specimens to address certain scientific issues. Parts of the thesis relate to the calibration of the system model for virtual sensing by operational modal analysis.","PeriodicalId":126978,"journal":{"name":"AU Library Scholarly Publishing Services","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126559174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Afhandlingen har fokus pa organisatorisk brugerinddragelse og redegor for et aktionsforskningsprojekt pa en dansk socialpsykiatrisk dogninstitution for psykisk sarbare unge og unge voksne. Aktionsforskningsprojektet undersoger gennem en at-home-etnografisk tilgang, om teorier, metoder og erfaringer fra en teoretisk dramaturgi i kombination med aktionsforskningen, kan danne befordrende rammer for at inddrage beboerne i udvikling af institutionens hverdag, struktur og planlaegning pa en sadan made, at det imodekommer beboernes udfordringer i sociale sammenhaenge og samtidigt bidrager til at oge beboernes selvtillid, trivsel og udvikling som demokratiske aktorer i det sociale og organisatoriske felt. Afhandlingen bygger pa et internationalt litteraturreview. Sociolog Michel Foucault indgar som afhandlingens hovedteoretiker og inspirerer til en dispositivanalyse. Afhandlingens teoretiske udgangspunkt baserer sig desuden pa en systemisk tilgang samt socialpsykologiske teorier.
{"title":"Organisatorisk brugerinddragelse på en socialpsykiatrisk døgninstitution","authors":"Lise Lotte S. Helm-Petersen","doi":"10.7146/aul.383","DOIUrl":"https://doi.org/10.7146/aul.383","url":null,"abstract":"Afhandlingen har fokus pa organisatorisk brugerinddragelse og redegor for et aktionsforskningsprojekt pa en dansk socialpsykiatrisk dogninstitution for psykisk sarbare unge og unge voksne. Aktionsforskningsprojektet undersoger gennem en at-home-etnografisk tilgang, om teorier, metoder og erfaringer fra en teoretisk dramaturgi i kombination med aktionsforskningen, kan danne befordrende rammer for at inddrage beboerne i udvikling af institutionens hverdag, struktur og planlaegning pa en sadan made, at det imodekommer beboernes udfordringer i sociale sammenhaenge og samtidigt bidrager til at oge beboernes selvtillid, trivsel og udvikling som demokratiske aktorer i det sociale og organisatoriske felt. \u0000Afhandlingen bygger pa et internationalt litteraturreview. Sociolog Michel Foucault indgar som afhandlingens hovedteoretiker og inspirerer til en dispositivanalyse. Afhandlingens teoretiske udgangspunkt baserer sig desuden pa en systemisk tilgang samt socialpsykologiske teorier.","PeriodicalId":126978,"journal":{"name":"AU Library Scholarly Publishing Services","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124032965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Denne afhandling undersoger forandringsprocesserne fra de tidligere fag slojd og handarbejde til faget handvaerk og design. I min undersogelse har jeg haft mulighed for at folge processerne pa taet hold blandt andet gennem feltarbejde i skolen. Her fik jeg oje pa, at den didaktiske forandringsproces i fagomradet ikke alene var et lokalt anliggende internt i skolen og faget, men et anliggende der havde betydning for og stod i relation til andre praksisformer uden for skolen i bade samfund og stat. I dette mode blev det ligeledes synligt, hvordan de tidligere praksisformer i slojd og handarbejde spillede ind i handvaerk og designfagets tilblivelse. For at gribe hele forandringsprocessen har jeg, ud fra en dialektisk forstaelse, integreret teorier i et undersogelsesdesign, der videnskabsteoretisk traekker pa forskellige forstaelser. Tilsammen bygger teorierne til pa videreudvikling af en bred forstaelse af didaktikbegrebet, og soger at bygge bro mellem didaktik og kulturanalyse som videnskabelige tilgange Ud fra et historisk greb er analysen rammesat af fem epoker, hvor folgende praksisformer behandles i hver epoke: fagets undervisningspraksis, folkeskolens praksis, laereruddannelsens praksis, de eksterne deltagere i fagets praksis, den politiske praksis og den mellemstatlige praksis. Efter epokeanalyserne praesenteres en kronologisk praksisfortaelling, som viser handvaerk og design fagets tilblivelsesproces pa en skole gennem flere epoker. Her synliggores og analyseres, hvordan de didaktiske forandringsprocesser lokalt set traekker trade til andre praksisformer i skolen, samfund og stat og over tid. Faelles for alle epoker og praksisfortaellingen er, at relationerne mellem de definerede praksisformer synliggores og undersoges ud fra teori om didaktik og materialitet. Det understreger afhandlingens grundlaeggende erkendelsesinteresse, der stiller sporgsmalet om, hvordan didaktisk undervisningspraksis kan forstas og undersoges som noget der formes, dannes og forandres i brede samfunds- og politiske sammenhaenge over tid, pa tvaers af fag, institutioner, fagforstaelser og forskellige deltagere. Desuden soger afhandlingen at vise, hvordan den materielle vending abner for nye mulige mader at undersoge og analysere kulturer og didaktisk praksis pa. Saledes rummer afhandlingen en almen didaktisk undersogelse af fagdidaktiske tilblivelsesprocesser, som bidrager med nye kulturanalytiske perspektiver pa, hvordan fag og fagdidaktik fra slojd og handarbejde til handvaerk og design kan begribes og gribes an som forandringsprocesser.
{"title":"Fra sløjd og håndarbejde til håndværk og design","authors":"Lisa Monica Fälling Andersen","doi":"10.7146/aul.382","DOIUrl":"https://doi.org/10.7146/aul.382","url":null,"abstract":"Denne afhandling undersoger forandringsprocesserne fra de tidligere fag slojd og handarbejde til faget handvaerk og design. I min undersogelse har jeg haft mulighed for at folge processerne pa taet hold blandt andet gennem feltarbejde i skolen. Her fik jeg oje pa, at den didaktiske forandringsproces i fagomradet ikke alene var et lokalt anliggende internt i skolen og faget, men et anliggende der havde betydning for og stod i relation til andre praksisformer uden for skolen i bade samfund og stat. I dette mode blev det ligeledes synligt, hvordan de tidligere praksisformer i slojd og handarbejde spillede ind i handvaerk og designfagets tilblivelse. \u0000For at gribe hele forandringsprocessen har jeg, ud fra en dialektisk forstaelse, integreret teorier i et undersogelsesdesign, der videnskabsteoretisk traekker pa forskellige forstaelser. Tilsammen bygger teorierne til pa videreudvikling af en bred forstaelse af didaktikbegrebet, og soger at bygge bro mellem didaktik og kulturanalyse som videnskabelige tilgange \u0000Ud fra et historisk greb er analysen rammesat af fem epoker, hvor folgende praksisformer behandles i hver epoke: fagets undervisningspraksis, folkeskolens praksis, laereruddannelsens praksis, de eksterne deltagere i fagets praksis, den politiske praksis og den mellemstatlige praksis. Efter epokeanalyserne praesenteres en kronologisk praksisfortaelling, som viser handvaerk og design fagets tilblivelsesproces pa en skole gennem flere epoker. Her synliggores og analyseres, hvordan de didaktiske forandringsprocesser lokalt set traekker trade til andre praksisformer i skolen, samfund og stat og over tid. \u0000 \u0000Faelles for alle epoker og praksisfortaellingen er, at relationerne mellem de definerede praksisformer synliggores og undersoges ud fra teori om didaktik og materialitet. Det understreger afhandlingens grundlaeggende erkendelsesinteresse, der stiller sporgsmalet om, hvordan didaktisk undervisningspraksis kan forstas og undersoges som noget der formes, dannes og forandres i brede samfunds- og politiske sammenhaenge over tid, pa tvaers af fag, institutioner, fagforstaelser og forskellige deltagere. Desuden soger afhandlingen at vise, hvordan den materielle vending abner for nye mulige mader at undersoge og analysere kulturer og didaktisk praksis pa. Saledes rummer afhandlingen en almen didaktisk undersogelse af fagdidaktiske tilblivelsesprocesser, som bidrager med nye kulturanalytiske perspektiver pa, hvordan fag og fagdidaktik fra slojd og handarbejde til handvaerk og design kan begribes og gribes an som forandringsprocesser.","PeriodicalId":126978,"journal":{"name":"AU Library Scholarly Publishing Services","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115438095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Fortaellingen om det danske mindretal i Tyskland fra 1864-1920 kan efterlade det indtryk, at dansktalende nordslesvigere over en bred kam primaert folte sig som ’danskere’. Dette gor sig isaer glaedende i den made mindretallets deltagelse, erfaringer og selvopfattelse under 1. Verdenskrig udlaegges. I det beskedne omfang nordslesvigske soldaters selvopfattelse har vaeret under faghistorisk behandling, har sporgsmalet om netop nationalt sindelag ogsa ofte vaeret i centrum. I modsaetning hertil er denne afhandling en mere aben undersogelse af forskellige former for faellesskabsforstaelse i sammenhaeng med krigsdeltagelsen, og analysen tager udgangspunkt i en raekke udvalgte dansksindede nordslesvigske krigsdeltagere.
{"title":"”Vi ved bedst selv, hvad vi er”","authors":"S. Christensen","doi":"10.7146/aul.381","DOIUrl":"https://doi.org/10.7146/aul.381","url":null,"abstract":"Fortaellingen om det danske mindretal i Tyskland fra 1864-1920 kan efterlade det indtryk, at dansktalende nordslesvigere over en bred kam primaert folte sig som ’danskere’. Dette gor sig isaer glaedende i den made mindretallets deltagelse, erfaringer og selvopfattelse under 1. Verdenskrig udlaegges. I det beskedne omfang nordslesvigske soldaters selvopfattelse har vaeret under faghistorisk behandling, har sporgsmalet om netop nationalt sindelag ogsa ofte vaeret i centrum. I modsaetning hertil er denne afhandling en mere aben undersogelse af forskellige former for faellesskabsforstaelse i sammenhaeng med krigsdeltagelsen, og analysen tager udgangspunkt i en raekke udvalgte dansksindede nordslesvigske krigsdeltagere.","PeriodicalId":126978,"journal":{"name":"AU Library Scholarly Publishing Services","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126908012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
When piles are installed through soft, subsiding soils, a drag force is developed in the piles. The consolidation induced by e.g. lowering of the groundwater table or placing the fill around the piles causes settlements and thus a relative movement between the pile and the soil. As a consequence, negative skin friction develops in the upper part of the pile, which is resisted by positive shaft resistance in the lower part of the pile and the toe resistance. This phenomenon should be considered in the design of pile foundations. Previous studies on the development of negative skin friction have mainly been performed on driven piles installed in marine clay. Driven piles installed in gyttja, a typical of Denmark, have received little attention. Consequently, there is still insufficient documentation for the effect of bitumen coating in reducing the shear force between the pile and the soil in such ground conditions. Additionally, all the test piles in the reported studies were instrumented with spot sensors giving information only at discrete points. Therefore, the full distribution of strain along the piles was not possible to obtain. The present thesis investigates the soil-pile interaction in soft, subsiding soils using a distributed fibre optic sensing system, which provided a high spatial resolution. The development of and the controlling factors behind negative skin friction along uncoated and bitumen coated piles were of special focus. These objectives were obtained through a program of full-scale field tests, supplemented by laboratory soil-pile interface shear tests. This PhD study has shown that the development and magnitude of negative skin friction was a function of effective stress and settlement. The soil-pile interface type had an impact on the magnitude of the shear stress in both full-scale and laboratory tests. The bitumen coating significantly reduced negative skin friction and its efficiency is related to the shearing rate. Finally, driven piles can be successfully instrumented with distributed fibre optic sensors providing continuous distribution of strain along piles.
{"title":"Soil-pile Interaction in Soft Soils","authors":"J. Kania","doi":"10.7146/aul.380","DOIUrl":"https://doi.org/10.7146/aul.380","url":null,"abstract":"When piles are installed through soft, subsiding soils, a drag force is developed in the piles. The consolidation induced by e.g. lowering of the groundwater table or placing the fill around the piles causes settlements and thus a relative movement between the pile and the soil. As a consequence, negative skin friction develops in the upper part of the pile, which is resisted by positive shaft resistance in the lower part of the pile and the toe resistance. This phenomenon should be considered in the design of pile foundations. Previous studies on the development of negative skin friction have mainly been performed on driven piles installed in marine clay. Driven piles installed in gyttja, a typical of Denmark, have received little attention. Consequently, there is still insufficient documentation for the effect of bitumen coating in reducing the shear force between the pile and the soil in such ground conditions. Additionally, all the test piles in the reported studies were instrumented with spot sensors giving information only at discrete points. Therefore, the full distribution of strain along the piles was not possible to obtain. The present thesis investigates the soil-pile interaction in soft, subsiding soils using a distributed fibre optic sensing system, which provided a high spatial resolution. The development of and the controlling factors behind negative skin friction along uncoated and bitumen coated piles were of special focus. These objectives were obtained through a program of full-scale field tests, supplemented by laboratory soil-pile interface shear tests. \u0000This PhD study has shown that the development and magnitude of negative skin friction was a function of effective stress and settlement. The soil-pile interface type had an impact on the magnitude of the shear stress in both full-scale and laboratory tests. The bitumen coating significantly reduced negative skin friction and its efficiency is related to the shearing rate. Finally, driven piles can be successfully instrumented with distributed fibre optic sensors providing continuous distribution of strain along piles.","PeriodicalId":126978,"journal":{"name":"AU Library Scholarly Publishing Services","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134171019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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