Rie Hjørnegaard Malm

• 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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