White Paper 30, "Culture for learning" emphasizes the need for a stronger and more targeted focus on practice-oriented research and development in teacher education in dialogue with the school owners. The research takes its point of departure in our educational training for teachers. The practice-based research will be developed further in the future.
Priority research areas and topics:
Learning within natural resource management
Research in vocational didactic within natural resource management includes both learning linked to the study programs in natural resource sciences and the meaning of natural resource management as the basis for learning in primary schools, local economic development and landscape management. Three research areas are prioritized:
- Academic and educational development in the field of study on natural resource management in the face of changing needs in the community and among students.
- The use of the farm as an entity of learning in primary and secondary schools.
- Communication and learning related to the role of natural resource management in local and regional development and landscape management.
Learning within science
There are three research areas that are relevant:
- Research on a phenomenological access to natural science education (see http://www.umb.no/larerutdanning/artikkel/phenomenon-based-science-education ).
- Research on exploratory work methods in natural science and basic skills, based on “Elevforsk” (“Student Research”) (see http://elevforsk.umb-sll.wikispaces.net/). This research is also focused on educational use of ICT, including collaborative tools (web 2.0).
- Research on education for sustainable development and an inclusive natural science is a priority based on the project SUSTAIN (see http://www.umb.no/larerutdanning/artikkel/project-sustain).
Development of the educational fields of pedagogics, general didactics and supervision
The research is practice-based and has its point of departure in the activities that we teach. The activities are developed through documentation, reflection and theory formation.
Examples of activities:
Development of strategies for self-regulated learning, supervision of/between students with the usage of ICT, the development of methods for usage of artistic expression in education and supervision.