Rie Hjørnegaard Malm

• Håkansson, Lena & Malm, Rie Hjørnegaard (2019). Aligning a course in Arctic Geology through analysing student participation and challenges. Nordic Journal of STEM Education.  ISSN 2535-4574.  3(1), s 126- 130 . doi: https://doi.org/10.5324/njsteme.v3i1.2992
• Malm, Rie Hjørnegaard & Martens, Iver (2019). Exploring the teaching environment in a higher education geoscience programme. Nordic Journal of STEM Education.  ISSN 2535-4574.  3(1), s 95- 99 . doi: 10.5324/njsteme.v3i1.2992 Show summary

  This paper explores the teaching environment among the teaching staff in thegeoscience programme at UiT The Arctic University of Norway. The findings in this paper are based on a large baseline study conducted in 2018. This paper operationalises the teaching culture by analysing the teachers’ ideas, collaborations, and attitudes towards teaching. In-depth interviews with selected teachers provide insights into the individual teacher’s conceptions of teaching and teaching experience in the department. The study focusses on how the teaching environment is constructed and perceived in the department. Teachers’ tacit or implied notions influence the teaching environment, and we explore how this becomes visible, at one specific department. Combining survey data and interviews provides insights into the structures and culture in the department. We show that a supportive teaching environment has been established at the department. The teachers often discuss teaching and alignment of courses. However, most of the discussions are limited to small sub-disciplinary groups within thedepartment. This creates a barrier for discussing teaching and alignment of courses across thecurriculum. The analysis also shows that the teachers receive little feedback on their teaching. The paper further discusses how the department can use the existing structures to improve theteaching environment, the culture for feedback and alignment of courses in the programme

• Malm, Rie Hjørnegaard; Lundmark, Anders Mattias & Lilleøren, Karianne Staalesen (2017). Interviewing researchers – introducing first year bachelor students to their scientific discipline. Nordic Journal of STEM Education.  ISSN 2535-4574.  1(1), s 140- 144 . doi: https://doi.org/10.5324/njsteme.v1i1.2248
• Malm, Rie Hjørnegaard & Madsen, Lene Møller (2017). Geovidenskab skaber omverdensbevidste studenter. Geografisk Orientering.  ISSN 0105-4848.  42(2), s 42- 48 Show summary

  Geovidenskab blev med den seneste gymnasiereform gjort til permanent fag i den danske gymnasieskole. Faget har eksisteret som forsøgsfag siden 2011 (de første hold blev igangsat januar 2013) og er blevet udbudt på en række skoler, både stx og htx. Af to omgange har vi opsamlet lærer- og eleverfaringer med faget (Malm og Madsen 2014, 2015). I denne korte artikel har vi fokus på eleverne: hvem er det der vælger geovidenskab? og hvad ser de af muligheder i faget? Desuden giver vi et bud på hvad lærere og skoler skal arbejde med for at få geovidenskab gjort til et attraktivt valg.

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• Malm, Rie Hjørnegaard (2018). Fieldwork in Higher Education Geoscience: why should we improve teaching in the field?.
• Malm, Rie Hjørnegaard (2018). What do we actually teach students in the field?. Show summary

  Fieldwork has a central position in the geosciences and is typically an integrated part of the study programme, where it is considered by many as a crucial part of the learning process and linked to the process of becoming a professional geoscientist (King, 2008; Raab & Frodeman, 2002). Fieldwork is suggested to be an effective learning arena to teach the scientific method and reasoning (Mogk & Goodwin, 2012). Educational research shows great opportunities for learning, but how do we know what the students learn? And how does our teaching in the field affect the students’ opportunities to learn? In this piece of research I follow students closely in the field and explore how and what they learn. By seeing teaching from the students’ perspective I am able to show in detail how the organization of teaching has an influence on the learning potentials for the students. When the students are given the freedom to explore and collect data on their own they experience a learning situation that simulates an authentic research situation. In this process it proves to be crucial that the students are allowed to make mistakes and are given enough time to discuss their data collection. If we only show students how to work in the field great learning opportunities are lost. I present results from my research on students working in the field in mainland Norway, Svalbard, the Orkney Islands, and the Spanish Pyrenees and discuss how we can construct teaching in the field that promotes learning. Presentation at the 33rd Nordic Geological Winter Meeting, 2018.

• Indrevær, Kjetil; Malm, Rie Hjørnegaard & Lundmark, Anders Mattias (2017). Nye karttjenester for mobil gjør det enklere å undervise geologi i skolens nærmiljø..
• Malm, Rie Hjørnegaard (2017). Hvilke potentialer for læring skaber feltarbejde?.
• Malm, Rie Hjørnegaard (2017). Integrating first year geoscience bachelor students in academia.
• Malm, Rie Hjørnegaard & Elmose Vad, Karsten (2017). Naturvidenskab er vigtigere end fjollede forsøg. Dagbladet Politiken.  ISSN 0907-1814.
• Malm, Rie Hjørnegaard; Lilleøren, Karianne Staalesen & Lundmark, Anders Mattias (2017). Linking students and lecturers – a first year student-staff interview project.
• Malm, Rie Hjørnegaard; Lundmark, Anders Mattias & Lilleøren, Karianne Staalesen (2017). Interviewing researchers-­‐introducing first year bachelor students to their scientific discipline.
• Malm, Rie Hjørnegaard & Madsen, Lene Møller (2017). Using inquiry to facilitate high school teachers’ use of fieldwork in their future teaching.
• Malm, Rie Hjørnegaard (2016). Det første år på Naturressourcer: En undersøgelse af studerendes oplevelser på det første år af bacheloruddannelsen i Naturressourcer på Københavns Universitet.

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