The European Commission have developed a long-term energy strategy that, if successful, will result in net-zero greenhouse gas emissions in Europe. This may be achieved in part by designing future energy systems with a close link between the electricity and other end-use sectors. Such well-integrated systems take decades to engineer, which allows for additional climate change. Time is therefore a significant constraint and timely mitigation strategies are important. In this dissertation, I focus on the impact of climate change on future European electricity and heating systems and present a selection of my first-authored articles on this topic. Initially, I treat these sectors separately, but by the end, I focus on the potential benefits of designing a closely linked European electricity and heating system. To represent a broad range of climate outcomes for the 21st Century, I adopt three representative climate projections from the Intergovernmental Panel on Climate Change. Based on the underlying assumptions of these projections, the World Climate Research Programme developed state-of-the-art weather data for the 21st Century that is made available for further research. I use weather data from nine independent climate models to generate climate change affected energy system data for this project. The large ensemble of data defines the foundation of this project and is used in all analyses. The electricity sector is fundamental in the energy systems and with its rising share of renewable power production it becomes important to investigate into its resilience to climate change. In the article "21st Century Climate Change Impacts on Key Properties of a Large-Scale Renewable-Based Electricity System", I have shown that highly renewable electricity systems might perform equally well at the end of this century as of now. This is in particular an interesting result for coupling other end-use sectors with the power sector. Measured data on space heating is not available on country scale, nor are highly granular estimates. To this end, I have developed a coherent method that can be used for this purpose. The method is presented in the paper "Estimating country-specific space heating threshold temperatures from national gas and electricity consumption data", and shows that current results can improve significantly by including weather and primary energy use. In the paper "Impact of climate change on the cost optimal mix of decentralized heating in Europe", I uncover that the need for space heating may reduce significantly depending on the degree of climate change. With a careful modelling of the coefficient of performance, I show that heat pumps become more economically feasible with rising ambient temperatures. I conclude this dissertation with an ongoing research, which shows that a closely linked power and heating system reduces the system cost by up to 10%. The impact of climate change and the CO2-constraints have a considerably higher impact, w
{"title":"Impacts of Climate Change on European Electricity and Heating Systems","authors":"S. Kozarcanin","doi":"10.7146/aul.378","DOIUrl":"https://doi.org/10.7146/aul.378","url":null,"abstract":"The European Commission have developed a long-term energy strategy that, if successful, will result in net-zero greenhouse gas emissions in Europe. This may be achieved in part by designing future energy systems with a close link between the electricity and other end-use sectors. Such well-integrated systems take decades to engineer, which allows for additional climate change. Time is therefore a significant constraint and timely mitigation strategies are important. In this dissertation, I focus on the impact of climate change on future European electricity and heating systems and present a selection of my first-authored articles on this topic. Initially, I treat these sectors separately, but by the end, I focus on the potential benefits of designing a closely linked European electricity and heating system. \u0000To represent a broad range of climate outcomes for the 21st Century, I adopt three representative climate projections from the Intergovernmental Panel on Climate Change. Based on the underlying assumptions of these projections, the World Climate Research Programme developed state-of-the-art weather data for the 21st Century that is made available for further research. I use weather data from nine independent climate models to generate climate change affected energy system data for this project. The large ensemble of data defines the foundation of this project and is used in all analyses. \u0000The electricity sector is fundamental in the energy systems and with its rising share of renewable power production it becomes important to investigate into its resilience to climate change. In the article \"21st Century Climate Change Impacts on Key Properties of a Large-Scale Renewable-Based Electricity System\", I have shown that highly renewable electricity systems might perform equally well at the end of this century as of now. This is in particular an interesting result for coupling other end-use sectors with the power sector. \u0000Measured data on space heating is not available on country scale, nor are highly granular estimates. To this end, I have developed a coherent method that can be used for this purpose. The method is presented in the paper \"Estimating country-specific space heating threshold temperatures from national gas and electricity consumption data\", and shows that current results can improve significantly by including weather and primary energy use. \u0000In the paper \"Impact of climate change on the cost optimal mix of decentralized heating in Europe\", I uncover that the need for space heating may reduce significantly depending on the degree of climate change. With a careful modelling of the coefficient of performance, I show that heat pumps become more economically feasible with rising ambient temperatures. \u0000I conclude this dissertation with an ongoing research, which shows that a closely linked power and heating system reduces the system cost by up to 10%. The impact of climate change and the CO2-constraints have a considerably higher impact, w","PeriodicalId":126978,"journal":{"name":"AU Library Scholarly Publishing Services","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131533415","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}
Hvad er multikulturel litteratur? Hvordan arbejder dansklaerere i tre forskellige8. klasser med en multikulturel ungdomsbog og en dertilhorende didaktiskintervention?Formalene med denne afhandling er to. For det forste bidrager afhandlingen meden defi nition pa multikulturel litteratur, der blandt andet handler om at synliggoreminoriteter litteraert. For det andet skaber afhandlingen viden om, hvordan eleverog laerere fra tre 8. klasser pa skoler med forskellige elevsammensaetningerforhandler og positionerer sig i arbejdet med multikulturel litteratur.Studiets teorigrundlag udgores af poststrukturalismen og de primaere analytisketilgange er hentet i teorien om medieret diskursanalyse og i positioneringsanalysen.Jeg ser derfor bade pa diskursive- samt materielle og kropslige positioneringer iarbejdet med multikulturel litteratur.Afhandlingen bidrager med ny viden om, hvordan danskfagetslitteraturundervisning kan inddrage multikulturel litteratur, uanset hvilke elever,der sidder i klasserne. I afhandlingen vises, hvordan saerligt laerernes didaktiskesporgestrategier spiller en afgorende rolle for, hvilke positioner der abnes for iklassens faelles laesning. Laererne benytter sig blandt andet af perspektiverende-,personlige-, kontrasterende-, tekstnaere- og kulturelle laesemader. Studiet viserogsa, at den didaktiske intervention, som laererne far udleveret sammen medden multikulturelle ungdomsroman, er en vigtig stotte i arbejdet med multikulturellitteratur. Gennem elevernes evalueringer har studiet ogsa vist, at fl ere elevermener, at de har laert noget om ”andres” kulturer. Endvidere viser resultaterne,at saerligt minoritetselevers viden, holdninger og indbyrdes forskellige kulturelleerfaringer kom pa banen i dette didaktiske faellesskab.
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English summary Objective The aim of this dissertation is to study the teachers’ practice and attitude towards school food and meals in EAT-schools and madskoler (food schools) in Copenhagen, as well as the possibility for different forms of food literacy and bildung in more general terms. The EAT and madskole programs, concepts and practices, which is the case of this dissertation, emphasize that eating in schools is more than food and nutrition. The focus is cooking and eating in schools as a pedagogic, social and educational arena. The dissertation wishes to examine how teachers relate to the concepts of EAT and madskoler and which concepts and perceptions of bildung are expressed and practiced among teacher in relation to pupils. The central analytical concepts that are applied to address this question are sociability (selskabelighed) and food as common denominator (mad som faellesnaevner) in theories by Georg Simmel, food as the formation of common identity in theories by Claude Fischler and action competence (handlekompetence) in theories by Bjarne Bruun Jensen and Karsten Schnack. In terms of methodology, fieldwork was carried out in six schools representing different approaches to the implementation of pedagogical aspects of school food. Of the six schools, three are EAT schools and three are madskoler (food schools), and interviews have been conducted with teachers, kitchen staff and headmasters, as well as the director of Kobenhavns Madhus. Qualitative interviews were combined with close observation of teachers’ and pupils’ practices in class, during lunch breaks as well as kitchen activities in order to get a closer contextual understanding of how school food was implemented and practically organized and what kind of social interaction it lead to. A central finding was that there are significant gaps between the pedagogical concepts of EAT and madskoler and the actual understanding of these concepts among teachers as well as the practical ability to implement those concepts. Occasionally there were also notable difference between what informants said about their experiences of the programs and my own observations of how they worked with them in practice. Furthermore, I used the central analytical concepts to identify different forms of bildung and food literacy in the analysis of the empirical data and how they overlapped or were expressed differently by the teachers in and across the two different food programs and concepts. In terms of method and analysis, I found that my original approach entailing normative ideas that school food programs are largely successful and unproblematic was challenged by my informants, not the least as I spend more time with teachers and pupils. This bias was a consequence of being closely affiliated to the central actors implementing school food in Copenhagen (Kobenhavns Madhus) and the PhD project partly being funded by these actors, having specific interests in the outcome of the research. In order
本论文的目的是研究哥本哈根eat学校和madskoler(食物学校)教师对学校食物和膳食的做法和态度，以及更一般地说，不同形式的食物素养和培养的可能性。EAT和madskole计划，概念和实践，这是本论文的案例，强调在学校吃饭不仅仅是食物和营养。重点是将学校的烹饪和饮食作为教学、社会和教育领域。本论文希望研究教师如何与幼儿教育和幼儿教育的概念联系起来，以及教师在与学生的关系中表达和实践了哪些关于培养的概念和观念。用于解决这个问题的核心分析概念是乔治·西梅尔的理论中的社交能力(selskabelogel强调)和食物作为共同点(mad som faellesnaevner)，克劳德·费舍尔的理论中的食物作为共同身份的形成，以及Bjarne Bruun Jensen和Karsten Schnack的理论中的行动能力(handlecompeence)。在方法论方面，实地调查是在六所学校进行的，代表了不同的方法来实施学校食品的教学方面。在这六所学校中，三所是EAT学校，三所是madskoler(食品学校)，并对教师、厨房工作人员和校长以及Kobenhavns Madhus的主任进行了采访。定性访谈结合了对教师和学生在课堂上、午休时间以及厨房活动的实践的密切观察，以便更深入地了解学校食物是如何实施和实际组织的，以及它导致了什么样的社会互动。一个重要的发现是，在英语和数学的教学概念和教师对这些概念的实际理解以及实施这些概念的实际能力之间存在着显著的差距。有时候，举报人所说的他们在项目中的经历与我自己对他们在实践中如何与项目合作的观察之间也存在显著差异。此外，我使用中心分析概念来识别不同形式的建筑和食物素养在分析经验数据，以及他们如何重叠或表达不同的教师在两种不同的食物计划和概念。在方法和分析方面，我发现我最初的方法包含了规范的想法，即学校食品计划在很大程度上是成功的，没有问题，这受到了我的线人的挑战，尤其是当我花更多的时间与老师和学生在一起时。这种偏见是与在哥本哈根实施学校食品的核心参与者密切相关的结果(Kobenhavns Madhus)，博士项目部分由这些参与者资助，对研究结果有特定的兴趣。为了解决这种可能存在的偏见和风险，我逐渐尝试远离对这些项目成功的最初偏见，随着时间的推移，作为对我发现这些项目存在重大缺陷和挑战的回应，我对这些理想和目的变得更加挑剔。本文对该领域的现有研究进行了综述。虽然从社会学的角度对食物和饮食进行了一些研究，但大多数关于学校食物和饮食的文献和研究主要集中在营养或饮食与学业成绩之间的联系上。此外，在这一领域对教师进行的研究不多，因此必须产生和包括了解他们在实施教育和精神教育方面的作用。结论和启示研究表明，学校的食物和饮食具有作为社会和/或教育框架实践一般建设的潜力。但是，由于缺乏共同的教学目标，缺乏时间和空间来开展教师所认为的食物培养，以及教师对食物和饮食的态度，这往往是限制的，因为这占用了真正的教育时间。然而，当涉及到与学生一起吃饭时，老师的态度和做法在不同的学校是非常不同的。一些老师把这顿饭作为传授生活技能和社会教育的舞台。有些老师认为食物和饮食是一种关怀和社会项目，而另一些老师则认为这是一项为家长服务的项目，他们不以教学或教育的方式参与其中。 总体而言，该研究表明，Kobenhavns Madhus和市政府最初希望将“maddannelse”(食物建设)作为学校午餐计划EAT和madskoler的一部分实施的理想和概念，与教师在不同学校实践中尝试实施该计划时所经历和参与的日常对食物的理解、障碍和社会形式之间存在差距。这项研究的结果表明，为了更符合科本哈夫斯Madhus和哥本哈根市政府制定的最初目标，教师需要明确的共同教学和教学目标，以便与学生一起用餐，并将用餐视为社会教育的舞台。研究结果还表明，更广泛的教师参与可能有助于整合每所学校的课程，因为每所学校的当地特色与不同的人口和教学传统相适应。此外，制定学校午餐计划等概念的演员和食品和教育领域的研究人员需要更深入地研究膳食和食品的日常挑战和社会方面。此外，食物作为身份的形成和教师的实际工作生活，以便创建被认为是教师的资产而不是负担的项目，并充分理解诸如食物建设(maddannelse)等术语如何在实践中被感知和相关。关键词学校午餐与教师，社交性，行动能力，食物建设与教育学，作为社交舞台的学校午餐
{"title":"Dannelsesperspektiver om skolemad og måltider","authors":"M. Jacobsen","doi":"10.7146/aul.375","DOIUrl":"https://doi.org/10.7146/aul.375","url":null,"abstract":"English summary \u0000Objective \u0000The aim of this dissertation is to study the teachers’ practice and attitude towards school food and meals in EAT-schools and madskoler (food schools) in Copenhagen, as well as the possibility for different forms of food literacy and bildung in more general terms. The EAT and madskole programs, concepts and practices, which is the case of this dissertation, emphasize that eating in schools is more than food and nutrition. The focus is cooking and eating in schools as a pedagogic, social and educational arena. The dissertation wishes to examine how teachers relate to the concepts of EAT and madskoler and which concepts and perceptions of bildung are expressed and practiced among teacher in relation to pupils. The central analytical concepts that are applied to address this question are sociability (selskabelighed) and food as common denominator (mad som faellesnaevner) in theories by Georg Simmel, food as the formation of common identity in theories by Claude Fischler and action competence (handlekompetence) in theories by Bjarne Bruun Jensen and Karsten Schnack. \u0000In terms of methodology, fieldwork was carried out in six schools representing different approaches to the implementation of pedagogical aspects of school food. Of the six schools, three are EAT schools and three are madskoler (food schools), and interviews have been conducted with teachers, kitchen staff and headmasters, as well as the director of Kobenhavns Madhus. Qualitative interviews were combined with close observation of teachers’ and pupils’ practices in class, during lunch breaks as well as kitchen activities in order to get a closer contextual understanding of how school food was implemented and practically organized and what kind of social interaction it lead to. A central finding was that there are significant gaps between the pedagogical concepts of EAT and madskoler and the actual understanding of these concepts among teachers as well as the practical ability to implement those concepts. Occasionally there were also notable difference between what informants said about their experiences of the programs and my own observations of how they worked with them in practice. Furthermore, I used the central analytical concepts to identify different forms of bildung and food literacy in the analysis of the empirical data and how they overlapped or were expressed differently by the teachers in and across the two different food programs and concepts. \u0000In terms of method and analysis, I found that my original approach entailing normative ideas that school food programs are largely successful and unproblematic was challenged by my informants, not the least as I spend more time with teachers and pupils. This bias was a consequence of being closely affiliated to the central actors implementing school food in Copenhagen (Kobenhavns Madhus) and the PhD project partly being funded by these actors, having specific interests in the outcome of the research. In order","PeriodicalId":126978,"journal":{"name":"AU Library Scholarly Publishing Services","volume":"12 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114046661","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}
This PhD dissertation investigates migrant fathers' experiences of home-school cooperation. Based on ethnographic fieldwork in a public school in Copenhagen, a social housing complex and various fathers' groups, the dissertation sheds light on how migrant fathers are navigating the terrain of home-school cooperation differently, and how certain constrains in these interlocutors' lives hindered some fathers from performing as "visible" and "active" fathers - performances, appreciated by the school. The dissertation also identifies a social phenomenon termed as mistrusted masculinity. We see how certain negative controlling images of the Muslim, migrant man, is figuring in political and media rhetoric, where this 'kind of man' is represented as controlling, a patriarch and as a brake on integration and equality of gender. Migrant fathers express how they, in various ways, had to relate and navigate according to this negative controlling image, in their struggle to be acknowledged as good school-fathers.
{"title":"Becomings of school-fathers","authors":"A. Jørgensen","doi":"10.7146/aul.370","DOIUrl":"https://doi.org/10.7146/aul.370","url":null,"abstract":"This PhD dissertation investigates migrant fathers' experiences of home-school cooperation. Based on ethnographic fieldwork in a public school in Copenhagen, a social housing complex and various fathers' groups, the dissertation sheds light on how migrant fathers are navigating the terrain of home-school cooperation differently, and how certain constrains in these interlocutors' lives hindered some fathers from performing as \"visible\" and \"active\" fathers - performances, appreciated by the school. The dissertation also identifies a social phenomenon termed as mistrusted masculinity. We see how certain negative controlling images of the Muslim, migrant man, is figuring in political and media rhetoric, where this 'kind of man' is represented as controlling, a patriarch and as a brake on integration and equality of gender. Migrant fathers express how they, in various ways, had to relate and navigate according to this negative controlling image, in their struggle to be acknowledged as good school-fathers.","PeriodicalId":126978,"journal":{"name":"AU Library Scholarly Publishing Services","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129068115","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 hvordan det social medborgerskab blev forhandlet fra Grundloven i 1849 til indforelsen af socialreformerne i begyndelsen af 1890’erne. Med et teoretisk og metodisk afsaet i nyere medborgerskabsstudier, undersoger afhandlingen kommunale medborgerskabsforhandlinger i Aarhus og hvordan disse forhandlinger spillede sammen med udformningen af det nationale medborgerskab. Afhandlingen beskaeftiger sig bade med formaliserede forhandlinger, der foregik i officielle politiske institutioner, og de mindre formaliserede forhandlinger, der var indlejret i den kommunale forvaltning og som foregik mellem giver og modtager af fattighjaelp. Afhandlingen giver et indblik i den danske velfaerdsstats historie, en grundig indforing i 1800-tallets fattiglovgivning og fattigforsorg og saetter samtidigt ansigt pa de mennesker, der sogte om hjaelp fra det offentlige. Afhandlingen bestar af 5 dele: Del 1: Fattigforsorg og medborgerskab. Del 2: Henvendelser til Aarhus Byrad. Del 3: Fattighaver. Del 4: Legater og legatboliger. Del 5: Ekstraordinaer hjaelp.
{"title":"De fattiges ret","authors":"Leonora Lottrup Rasmussen","doi":"10.7146/aul.366","DOIUrl":"https://doi.org/10.7146/aul.366","url":null,"abstract":"Denne afhandling undersoger hvordan det social medborgerskab blev forhandlet fra Grundloven i 1849 til indforelsen af socialreformerne i begyndelsen af 1890’erne. Med et teoretisk og metodisk afsaet i nyere medborgerskabsstudier, undersoger afhandlingen kommunale medborgerskabsforhandlinger i Aarhus og hvordan disse forhandlinger spillede sammen med udformningen af det nationale medborgerskab. Afhandlingen beskaeftiger sig bade med formaliserede forhandlinger, der foregik i officielle politiske institutioner, og de mindre formaliserede forhandlinger, der var indlejret i den kommunale forvaltning og som foregik mellem giver og modtager af fattighjaelp. Afhandlingen giver et indblik i den danske velfaerdsstats historie, en grundig indforing i 1800-tallets fattiglovgivning og fattigforsorg og saetter samtidigt ansigt pa de mennesker, der sogte om hjaelp fra det offentlige. \u0000Afhandlingen bestar af 5 dele: \u0000Del 1: Fattigforsorg og medborgerskab. \u0000Del 2: Henvendelser til Aarhus Byrad. \u0000Del 3: Fattighaver. \u0000Del 4: Legater og legatboliger. \u0000Del 5: Ekstraordinaer hjaelp.","PeriodicalId":126978,"journal":{"name":"AU Library Scholarly Publishing Services","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130528460","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}
This dissertation addresses the introduction, sustainment and articulation of digital design literacy in K-12 education. It is the result of my four years of research in the FabLab@school.dk research and development project. Within this project, I have researched the topic through constructive design research experiments on both students’ and teachers’ experiences and competencies with digital design as new subject matter in K-12. The contributions presented in this dissertation are positioned within the emerging research field of making in education. The contributions concern new possibilities that making in education creates for K–12 students to develop competencies to design and critique digital technologies. The point of departure for my work was to explore how the implementation of maker settings and technologies might provide novel ways to combine constructionism, design and digital technology with the intention of having students develop digital design literacy. Hence, this dissertation is a response to the question of how to educate K–12 students to understand, use, critically reflect on, and design digital technologies through the emerging educational possibilities enabled by maker activities, maker settings, and maker technologies. The dissertation is comprised of five research papers and two reports framed by an overview that sum up the arguments made in the papers and the contributions from these come together as a whole. The first contribution is a conceptual understanding of digital design literacy. I lay out a genealogy of traditional literacy toward new literacies to legitimize digital design as a new literacy in K–12 education. I contribute an understanding of how design and digital literacies are interrelated, can mutually benefit one another, and be synthesized and articulated holistically as integrated digital design literacy. The second contribution are quantitative measures of the state-of-the-actual in terms of students’ digital, design, and critical literacy and an assessment tool for quantitatively evaluating students’ stance towards inquiry, which I argue to be an important competence of digital design literacy. The third contribution is an understanding of three crucial aspects which must be considered when developing teachers’ capability to teach digital design literacy. I point to impediments for such teaching and to existing practicing teachers’ limited possibilities to meet demands presented by teaching digital design literacy. I contribute a framework for educating reflective design educators who can support students in developing digital design literacy. The accumulation of these three contributions has resulted in what is the main contribution of this dissertation overview: The Digital Design Literacy Framework. The framework contributes a legitmaziation, articulation and operational definitions of digital design as a new literacy and its underlying competencies.
{"title":"Digital Design Literacy in K-12 Education","authors":"Kasper Skov Christensen","doi":"10.7146/aul.358","DOIUrl":"https://doi.org/10.7146/aul.358","url":null,"abstract":"This dissertation addresses the introduction, sustainment and articulation of digital design literacy in K-12 education. It is the result of my four years of research in the FabLab@school.dk research and development project. Within this project, I have researched the topic through constructive design research experiments on both students’ and teachers’ experiences and competencies with digital design as new subject matter in K-12. The contributions presented in this dissertation are positioned within the emerging research field of making in education. The contributions concern new possibilities that making in education creates for K–12 students to develop competencies to design and critique digital technologies. The point of departure for my work was to explore how the implementation of maker settings and technologies might provide novel ways to combine constructionism, design and digital technology with the intention of having students develop digital design literacy. Hence, this dissertation is a response to the question of how to educate K–12 students to understand, use, critically reflect on, and design digital technologies through the emerging educational possibilities enabled by maker activities, maker settings, and maker technologies. The dissertation is comprised of five research papers and two reports framed by an overview that sum up the arguments made in the papers and the contributions from these come together as a whole. The first contribution is a conceptual understanding of digital design literacy. I lay out a genealogy of traditional literacy toward new literacies to legitimize digital design as a new literacy in K–12 education. I contribute an understanding of how design and digital literacies are interrelated, can mutually benefit one another, and be synthesized and articulated holistically as integrated digital design literacy. The second contribution are quantitative measures of the state-of-the-actual in terms of students’ digital, design, and critical literacy and an assessment tool for quantitatively evaluating students’ stance towards inquiry, which I argue to be an important competence of digital design literacy. The third contribution is an understanding of three crucial aspects which must be considered when developing teachers’ capability to teach digital design literacy. I point to impediments for such teaching and to existing practicing teachers’ limited possibilities to meet demands presented by teaching digital design literacy. I contribute a framework for educating reflective design educators who can support students in developing digital design literacy. The accumulation of these three contributions has resulted in what is the main contribution of this dissertation overview: The Digital Design Literacy Framework. The framework contributes a legitmaziation, articulation and operational definitions of digital design as a new literacy and its underlying competencies.","PeriodicalId":126978,"journal":{"name":"AU Library Scholarly Publishing Services","volume":"300 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115289265","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}
C. Kjeldsen, Niels Rosendal Jensen, Dorthe Brix, Jørn Bjerre, Dorthe Aabjerg Munk, Susanne Dau
Denne rapport praesenterer over de folgende sider en undersogelse af skolepaedagogers samarbejde om staerke faglige faellesskaber for lavt praesterende drenge i indskolingen. Undersogelsen er gennemfort af Danmarks institut for Paedagogik og Uddannelse (DPU) og University College Nordjylland (UCN). Undersogelsen afrapporteres hermed. Den er struktureret saledes, at vi begynder med den teoretiske og vidensmaessige kontekst, efterfulgt af to gennemgaende perspektiver (drengeproblem og professionsmode), der skitseres i kort form. Pa baggrund heraf gives et ligeledes kort indblik i beskrivelse og dokumentation af skolepaedagogers indsats i de deltagende skoler. Derefter folger et afsnit om dataindsamlingen. Rapportens egentlige substans fremlaegges under overskriften haemmere og fremmere, og eksempler pa haemmende hhv. fremmende faktorer vises. Afrundende fremstiller vi en raekke anbefalinger, som yderligere stottes af tidligere rapporter (se afsnit 8). Dog vil vi allerede lofte en flig af sloret: paedagogernes kerneopgave er at arbejde med elevernes sociale relationer og kompetencer gerne under inddragelse af alternative former at laere pa og desuden arbejde med elevernes parathed til at laere. I et afsluttende perspektiv koncentreret om kompetencer peger rapporten bade ind i skolepaedagogernes daglige virksomhed og ud i paedagoguddannelsen. Forskningsprojektet havde til formal at undersoge skolepaedagogers professionelle bidrag til at oge lavt praesterende drenges deltagelse, laering og udvikling i indskolingen. Projektet bygger pa udviklingseksperimenter, hvor skolepaedagoger fokuserer malrettet pa at udvikle staerke faglige faellesskaber for lavt praesterende drenge. Projektet fokuserer pa to opgavefelter: (1) skolepaedagogernes forberedelse sammen med laereren og (2) skolepaedagogernes bidrag til et forbedret foraeldresamarbejde i forhold til lavt praesterende drenge. Staerke faglige faellesskaber for lavt praesterende drenge fordrer en helhedsorienteret indsats, hvor hovedtesen er, at paedagogprofessionen kan bidrage til at lose den udfordring, skolerne star med i forhold til den udsatte gruppe af lavt praesterende drenge. Staerke faglige faellesskaber bygger for det forste pa laering som oplevelse af social tryghed, hvorved frygten for at fejle ikke skader laeringslysten. For det andet pa positive tilbagemeldinger fra de sociale omgivelser med henblik pa at balancere indholdet mellem elevernes kognitive, sociale og emotionelle kompetencer. En sadan fremgangsmade kraever, at laeringsindholdet praesenteres via multiple repraesentationer. Rapporten er forst og fremmest malrettet praktikere, hvilket har praeget rapportens formidlingsstil. De praksisnaere eksempler er taenkt som vaerende anvendelige i skolepaedagogers arbejde.
{"title":"Hvad hæmmer hhv. fremmer skolepædagogers samarbejde om stærke faglige fællesskaber for lavt præsterende drenge i indskolingen?","authors":"C. Kjeldsen, Niels Rosendal Jensen, Dorthe Brix, Jørn Bjerre, Dorthe Aabjerg Munk, Susanne Dau","doi":"10.7146/aul.356","DOIUrl":"https://doi.org/10.7146/aul.356","url":null,"abstract":"Denne rapport praesenterer over de folgende sider en undersogelse af skolepaedagogers samarbejde om staerke faglige faellesskaber for lavt praesterende drenge i indskolingen. \u0000Undersogelsen er gennemfort af Danmarks institut for Paedagogik og Uddannelse (DPU) og University College Nordjylland (UCN). Undersogelsen afrapporteres hermed. Den er struktureret saledes, at vi begynder med den teoretiske og vidensmaessige kontekst, efterfulgt af to gennemgaende perspektiver (drengeproblem og professionsmode), der skitseres i kort form. Pa baggrund heraf gives et ligeledes kort indblik i beskrivelse og dokumentation af skolepaedagogers indsats i de deltagende skoler. Derefter folger et afsnit om dataindsamlingen. Rapportens egentlige substans fremlaegges under overskriften haemmere og fremmere, og eksempler pa haemmende hhv. fremmende faktorer vises. Afrundende fremstiller vi en raekke anbefalinger, som yderligere stottes af tidligere rapporter (se afsnit 8). Dog vil vi allerede lofte en flig af sloret: paedagogernes kerneopgave er at arbejde med elevernes sociale relationer og kompetencer gerne under inddragelse af alternative former at laere pa og desuden arbejde med elevernes parathed til at laere. I et afsluttende perspektiv koncentreret om kompetencer peger rapporten bade ind i skolepaedagogernes daglige virksomhed og ud i paedagoguddannelsen. \u0000Forskningsprojektet havde til formal at undersoge skolepaedagogers professionelle bidrag til at oge lavt praesterende drenges deltagelse, laering og udvikling i indskolingen. Projektet bygger pa udviklingseksperimenter, hvor skolepaedagoger fokuserer malrettet pa at udvikle staerke faglige faellesskaber for lavt praesterende drenge. Projektet fokuserer pa to opgavefelter: (1) skolepaedagogernes forberedelse sammen med laereren og (2) skolepaedagogernes bidrag til et forbedret foraeldresamarbejde i forhold til lavt praesterende drenge. Staerke faglige faellesskaber for lavt praesterende drenge fordrer en helhedsorienteret indsats, hvor hovedtesen er, at paedagogprofessionen kan bidrage til at lose den udfordring, skolerne star med i forhold til den udsatte gruppe af lavt praesterende drenge. Staerke faglige faellesskaber bygger for det forste pa laering som oplevelse af social tryghed, hvorved frygten for at fejle ikke skader laeringslysten. For det andet pa positive tilbagemeldinger fra de sociale omgivelser med henblik pa at balancere indholdet mellem elevernes kognitive, sociale og emotionelle kompetencer. En sadan fremgangsmade kraever, at laeringsindholdet praesenteres via multiple repraesentationer. \u0000Rapporten er forst og fremmest malrettet praktikere, hvilket har praeget rapportens formidlingsstil. De praksisnaere eksempler er taenkt som vaerende anvendelige i skolepaedagogers arbejde.","PeriodicalId":126978,"journal":{"name":"AU Library Scholarly Publishing Services","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123480531","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}
Pa Institut for Geoscience, Aarhus Universitet arbejder forskere, laboranter og studerende med specialiserede metoder indenfor geovidenskaberne. Der forskes bl.a. i sedimenter der kommer fra den danske undergrund og er dannet under de seneste istider eller mellemistider. Heriblandt benyttes en speciel type aflejringer (till) til at kortlaegge isens udbredelse i Kvartaertiden ud fra indholdet af fingrus.
{"title":"Retningsbestemmelse af isfremstød i Danmark ud fra analyser af fingrus","authors":"C. Rasmussen","doi":"10.7146/aul.351","DOIUrl":"https://doi.org/10.7146/aul.351","url":null,"abstract":"Pa Institut for Geoscience, Aarhus Universitet arbejder forskere, laboranter og studerende med specialiserede metoder indenfor geovidenskaberne. Der forskes bl.a. i sedimenter der kommer fra den danske undergrund og er dannet under de seneste istider eller mellemistider. Heriblandt benyttes en speciel type aflejringer (till) til at kortlaegge isens udbredelse i Kvartaertiden ud fra indholdet af fingrus.","PeriodicalId":126978,"journal":{"name":"AU Library Scholarly Publishing Services","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127356930","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}
Kirsten Elisa Petersen, L. H. Sørensen, Trine Elisabeth Møbius Sørensen, Lars Ladefoged
Denne rapport formidler et saerligt fokus pa fritids- og ungdomsklubbers betydning for born og unge i udsatte boligomrader og praesenterer centrale resultater fra et netop afsluttet forskningsprojekt om fritids- og ungdomsklubbers paedagogiske arbejde rettet mod born og unge i alderen 12-25 ar. Rapporten henvender sig isaer til paedagoger og paedagogisk personale, der arbejder inden for dette omrade, til studerende inden for den paedagogiske profession og til fagfolk, der pa forskellig vis arbejder med at stotte og udvikle born og unges livsforhold i udsatte boligomrader rundt om i Danmark.
{"title":"Fritids- og ungdomsklubbers betydning for børn og unges hverdagsliv og fællesskaber i udsatte boligområder","authors":"Kirsten Elisa Petersen, L. H. Sørensen, Trine Elisabeth Møbius Sørensen, Lars Ladefoged","doi":"10.7146/aul.350","DOIUrl":"https://doi.org/10.7146/aul.350","url":null,"abstract":"Denne rapport formidler et saerligt fokus pa fritids- og ungdomsklubbers betydning for born og unge i udsatte boligomrader og praesenterer centrale resultater fra et netop afsluttet forskningsprojekt om fritids- og ungdomsklubbers paedagogiske arbejde rettet mod born og unge i alderen 12-25 ar. \u0000Rapporten henvender sig isaer til paedagoger og paedagogisk personale, der arbejder inden for dette omrade, til studerende inden for den paedagogiske profession og til fagfolk, der pa forskellig vis arbejder med at stotte og udvikle born og unges livsforhold i udsatte boligomrader rundt om i Danmark.","PeriodicalId":126978,"journal":{"name":"AU Library Scholarly Publishing Services","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124815899","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}
A study on nature and reason as normative concepts in natural law thought and environmental ethics. The Protestant reformer, Philipp Melanchthon, and the pre-enlightenment thinker, Christian Wolff, are read as representatives of a normative understanding of nature. With regard to reason as the source of normative, the study focuses on the reformer, Martin Luther, and the Enlightenment thinker, Immanuel Kant. The study shows how there is a remarkable parallel to contemporary environmental ethics in the underlying mode of normative thought. This is demonstrated both with respect to nature as norm (Holmes Rolston III, J. Baird Callicott, and Paul W. Taylor) and reason as a source of normativity (Bryan G. Norton, Mark Sagoff, and Robin Attfield). The study is concluded with an attempt to reshape nature and reason as normative concepts.
自然与理性在自然法思想与环境伦理中的规范性概念研究。新教改革家菲利普·梅兰希顿(Philipp Melanchthon)和启蒙运动前的思想家克里斯蒂安·沃尔夫(Christian Wolff)被视为对自然的规范性理解的代表。关于理性作为规范的来源，研究的重点是改革者马丁·路德和启蒙思想家伊曼努尔·康德。该研究表明，在规范思想的潜在模式中，与当代环境伦理有显著的相似之处。这既体现在自然作为规范(Holmes Rolston III, J. Baird Callicott和Paul W. Taylor)，也体现在理性作为规范的来源(Bryan G. Norton, Mark Sagoff和Robin Attfield)。本研究最后试图将自然和理性重塑为规范概念。
{"title":"Nature and Reason","authors":"U. Nissen","doi":"10.7146/AUL.334.226","DOIUrl":"https://doi.org/10.7146/AUL.334.226","url":null,"abstract":"A study on nature and reason as normative concepts in natural law thought and environmental ethics. The Protestant reformer, Philipp Melanchthon, and the pre-enlightenment thinker, Christian Wolff, are read as representatives of a normative understanding of nature. With regard to reason as the source of normative, the study focuses on the reformer, Martin Luther, and the Enlightenment thinker, Immanuel Kant. The study shows how there is a remarkable parallel to contemporary environmental ethics in the underlying mode of normative thought. This is demonstrated both with respect to nature as norm (Holmes Rolston III, J. Baird Callicott, and Paul W. Taylor) and reason as a source of normativity (Bryan G. Norton, Mark Sagoff, and Robin Attfield). The study is concluded with an attempt to reshape nature and reason as normative concepts.","PeriodicalId":126978,"journal":{"name":"AU Library Scholarly Publishing Services","volume":"34 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116479042","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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