2019
Sammendrag
EDU-ARCTIC is an open-schooling project, funded by the EU for the years 2016-2019 and managed by scientists, nature educators and IT technicians. The main aim is to attract young people (13-20 years old) to the natural sciences. Further, to raise awareness of how everything in nature is connected, and that STEM education therefore in part must be interdisciplinary across normal school curricula. To achieve these goals, EDU-ARCTIC uses innovative online tools with open-access, combined with nature expeditions. Four main modules complement each other, but can also be used independently: 1) Webinars, where scientists conduct online lessons about their own field of expertise. The lessons comes as packages with worksheets and online games. The lessons brings youth close to scientists. They can ask questions what it means to work with science. It is also a valuable tool for teachers to brush up their STEM knowledge and get inspiration for their own teaching. 2) Polarpedia, which is an online encyclopaedia of scientific terms used in the webinars. The science is kept easy-to-grasp, with the aim to stimulate the pupils’ curiosity to look for more information. 3) Monitoring system, which uses citizen science and the project’s own app to record observations of meteorology and phenology. Observations are open for everybody to use in their own teachings. 4) Arctic Competitions, which is the module that has engaged the pupils the most. They submit their idea for a science project in late autumn, work with the project over the winter and present it in spring as an essay, a poster or a video. Teachers come up with innovative ways to fit this work into the normal curricula. A few lucky winners get to join scientists on expeditions to polar research stations. After 2.5 years, EDU-ARCTIC has engaged at least 1093 teachers from 58 countries. There is a language barrier for some teachers, and it is difficult to fit webinars into the school timetable. However, the challenges are minor compared to the interdisciplinary success of having teachers meet across countries and curricula. Here we illustrate this in detail by presenting a way of interdisciplinary teaching (“the beauty of poetry and maths”) developed by one of the teachers in the project, Mr. Francisco José Gómez Senent. Starting from a single poem published in Nature, it innovatively combines mathematics, literature, history and linguistic competence. The teacher originally used it to stimulate curiosity about the aesthetic criterion in science. Science is not only about facts! The approach can be generalized to cover a wide range of curricula, and different teachers can use it in a team effort across classes. Conclusion: The EDU-ARCTIC project has demonstrated that letting teachers meet across countries and teaching fields facilitates inspiring and innovative cross-overs in the normal school curricula. When teachers are inspired we believe it creates a happy teacher – happy teaching effect. keywords: interdisciplinary, natural science, open schooling, research, transdisciplinary.
Sammendrag
Denne rapporten oppsummerer Sørhjort – merke- og utviklingsprosjekt for hjort i Agder og Telemark (2015-2019). Prosjektets mål har vært å utvikle kunnskap om hjortens arealbruk på Sørlandet og i Telemark til grunnlag for hjorteforvaltningen i regionen. Rapporten presenterer resultatene fra prosjektet.
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Den store etiske, økonomiske og miljømessige utfordringen med såkalt overproduksjon av sau er satt ettertrykkelig på dagsordenen. DN mener 3. oktober at problemet er enkelt å løse – nemlig ved å produsere mindre sau. Dette er en «kvikkfiks» som er svakt forankret i FNs bærekraftsmål, og som viser at DN ikke forstår fotosyntesen. FN sier at alle land skal bruke sine egne ressurser til å produsere mat. Norges arealressurser består av 95 prosent utmark, og halvparten av dette kan gi mat til beitedyr. Det er mulig å doble kjøttproduksjonen som er basert på norske utmarksbeiter. Da er det et paradoks at knapt 10 prosent av nordmenns kjøttforbruk utgjøres av sau og lam. På denne bakgrunn er det betimelig å snakke om underforbruk i stedet for overproduksjon.
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