By Ola Erstad, Kristiina Kumpulainen, Åsa Mäkitalo
Advancements in the "knowledge society," specifically these because of technological innovation, have intensified an curiosity within the dating among assorted contexts and a number of websites of studying throughout what's usually termed as formal, non-formal and casual studying environments. the purpose of this publication is to track studying and event throughout a number of websites and contexts as a way to generate new wisdom in regards to the borders and edges of alternative practices and the boundary crossings those entail within the studying lives of youngsters in instances of dynamic societal, environmental, monetary, and technological swap. The empirical learn mentioned during this ebook has grown out of a Nordic community of researchers. The study projects within the Nordic nations are likely to keep away from the extra staggering debates over the way forward for the academic associations that have a tendency to dominate and vague discussions on schooling within the wisdom society, and which glance to types of casual studying, even if within the "learning groups" of offices and households or within the new socio-technical areas of the net, as a resource of different academic concepts. relatively, Nordic researchers extra modestly ask if it is attainable to envisage new versions of educating and studying which take heavily either the accountability to social justice and social wellness, which, at the very least rhetorically, underpinned a dedication to mass schooling of the twentieth century, in addition to to the novel demanding situations to conventional academic versions provided by way of the hot socio-technical areas and practices of the twenty first century.
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Sample text
The data corpus consists of video recordings of four groups of students. As was described in the previous section, there are some problems regarding data collection and conclusions in both article abstracts that the students have to grapple with. 2, which were formulated in collaboration with the marine biologist who designed the student assignment, provide an overview of the aspects that could be questioned. In addition, the tables indicate whether the problems were brought up by the students (marked as X in the tables) or if they were not (marked as – in the tables).
In this chapter, we have reviewed pedagogical approaches that addressed this concern by connecting school learning to students’ everyday lives outside of school. In particular, we identified three pedagogical rationales that guided these approaches. We also analysed the pedagogical practices and tools that were associated with these rationales. The first rationale, educational equity and inclusiveness, had already been identified in earlier reviews of research on the topic (Hogg, 2011; Hull & Schultz, 2001).
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