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dc.contributor.authorDaae, Kjersti
dc.contributor.authorDarelius, Elin Maria K.
dc.contributor.authorÅrvik, Anne Digranes
dc.contributor.authorGlessmer, Mirjam Sophia
dc.date.accessioned2024-03-22T13:55:14Z
dc.date.available2024-03-22T13:55:14Z
dc.date.created2023-10-10T09:42:51Z
dc.date.issued2023
dc.identifier.issn2535-4574
dc.identifier.urihttps://hdl.handle.net/11250/3123908
dc.description.abstractWe have observed that students often struggle with laboratory experiments. There is a high threshold to getting involved hands-on for fear of ruining an experiment, losing time, or breaking the equipment. More importantly, students have difficulty connecting the theory they learn in lectures and exercises with observations they make in the laboratory. As a result, it is challenging to formulate hypotheses, figure out what observations are needed, and make and interpret observations. We address this challenge by creating across-course collaboration between a basic- and an advanced-level Ocean and Atmosphere Dynamics course, which run during the same study periods and are typically taken in subsequent years. We train students from the advanced-level course to act as "guides" and to support groups of basic-level students doing laboratory experiments with the practicalities of running the experiments, making observations, and facilitating discussions about interpretations by asking open-ended questions. This benefits students from both levels: Basic-level students appreciate the help with new lab equipment and the supporting questions that help them make sense of observations. Advanced-level students understand the importance of questions in the learning process and realize how far they have come in understanding the topic in just one year. They report they would like to act as a guide again. We reflect on which design criteria help make this across-course collaboration successful and where we still see room for improvement. Based on our experience and evaluation, we present recommendations for other teachers that might want to try a similar approach.en_US
dc.language.isoengen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectLaboratorieundersøkelseen_US
dc.subjectLaboratory testen_US
dc.subjectLæring og undervisning i høyere utdanningen_US
dc.subjectTeaching and learning in higher educationen_US
dc.titleStudent guides: supporting learning from laboratory experiments through across-course collaborationen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.description.versionpublishedVersionen_US
dc.rights.holderCopyright 2023 The Author(s)en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doi10.5324/njsteme.v7i1.5093
dc.identifier.cristin2183163
dc.source.journalNordic Journal of STEM Educationen_US
dc.relation.projectHK-dir - Direktoratet for høyere utdanning og kompetanse: Program for Studentaktiv læring AKTIV-2021/10219en_US
dc.subject.nsiVDP::Matematikk og naturvitenskap: 400en_US
dc.subject.nsiVDP::Mathematics and natural scienses: 400en_US
dc.subject.nsiVDP::Matematikk og naturvitenskap: 400en_US
dc.subject.nsiVDP::Mathematics and natural scienses: 400en_US
dc.identifier.citationNordic Journal of STEM Education. 2023, 7 (1)en_US
dc.source.volume7en_US
dc.source.issue1en_US


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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal