Abstract
This thesis provides insights into fieldwork practices in Higher Education Earth Science and how these practices influence students’ senses of belonging and their negotiations of geoscience identities. The work illustrates how the social practice of fieldwork reveals taken-for-granted ideas about students’ engagement in and perception of fieldwork and their possibilities for learning. The thesis’ empirical material in the form of observations and interviews enables investigations of fieldwork practices that go beyond seeing fieldwork as only an inherently ‘good’ teaching method but also as a practice with norms and values of disciplinary culture, as well as tacit knowledge. Furthermore, the work shows how disciplinary practices are negotiated and contested by students on their way to become Earth Scientists, which illuminates barriers for learning and participation.
List of papers
Article I: Doing geoscience: negotiations of science identity among University students when learning in the field. Lene Møller Madsen and Rie Hjørnegaard Malm. Book chapter under review for L. Archer and H. T. Holmegaard (Eds.) Science Identities - Theory, method and research. Springer. To be published. The paper is not available in DUO awaiting publishing. |
Article II: Students’ negotiations of belonging in geoscience: experiences of faculty-student interactions when entering university. Rie Hjørnegaard Malm, Lene Møller Madsen and Anders Mattias Lundmark. Published in Journal of Geography in Higher Education (2020). doi: 10.1080/03098265.2020.1771683. The article is not included in the thesis. The published version is available at: http://urn.nb.no/URN:NBN:no-84351 |
Article III: Geological reasoning and Identity: exploring links between fieldwork and students’ identity work. Rie Hjørnegaard Malm. Under review for Journal of Geoscience Education. To be published. The paper is not available in DUO awaiting publishing. |
Article IV: Geoscience for the future: are we ready to change Geoscience education in Norway? Rie Hjørnegaard Malm, Anders Mattias Lundmark and Bjarte Hannisdal. To be submitted. To be published. The paper is not available in DUO awaiting publishing. |