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• Malm, Rie Hjørnegaard; Madsen, Lene M. & Lundmark, Anders Mattias (2020). Students’ negotiations of belonging in geoscience: experiences of faculty–student interactions when entering university. Journal of Geography in Higher Education. ISSN 0309-8265. 44(4), p. 532–549. doi: 10.1080/03098265.2020.1771683. Full text in Research Archive
• Senger, Kim; Betlem, Peter; Birchall, Thomas; Buckley, Simon John; Coakley, Bernard & Eide, Christian Haug [Show all 23 contributors for this article] (2020). Using digital outcrops to make the high Arctic more accessible through the Svalbox database. Journal of Geoscience Education (JGE). ISSN 1089-9995. doi: 10.1080/10899995.2020.1813865.
• Malm, Rie Hjørnegaard & Madsen, Lene Møller (2017). Geovidenskab skaber omverdensbevidste studenter. Geografisk Orientering. ISSN 0105-4848. 42(2), p. 42–48.
• 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), p. 140–144. doi: 10.5324/njsteme.v1i1.2248.

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• Malm, Rie Hjørnegaard & Lundmark, Anders Mattias (2020). What are the future challenges of geoscience higher education in Norway?
• Malm, Rie Hjørnegaard (2019). Fieldwork in Higher Education Geoscience. Show summary

  Invited talk in Special Interest Group Seminar, University of Copenhagen, Denmark.

• Malm, Rie Hjørnegaard (2019). Doing fieldwork in geology: processes of negotiations and identity .
• Håkansson, Lena & Malm, Rie Hjørnegaard (2019). Aligning a course in Arctic Geology through analysing student participation and challenges.
• 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), p. 95–98. doi: 10.5324/njsteme.v3i1.2992. Full text in Research Archive
• 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.

• Malm, Rie Hjørnegaard (2018). Fieldwork in Higher Education Geoscience: why should we improve teaching in the field? .
• Malm, Rie Hjørnegaard (2017). Integrating first year geoscience bachelor students in academia .
• 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; Lundmark, Anders Mattias & Lilleøren, Karianne Staalesen (2017). Interviewing researchers-­‐introducing first year bachelor students to their scientific discipline.
• Malm, Rie Hjørnegaard; Lilleøren, Karianne Staalesen & Lundmark, Anders Mattias (2017). Linking students and lecturers – a first year student-staff interview project.
• Malm, Rie Hjørnegaard (2017). Hvilke potentialer for læring skaber feltarbejde?
• Malm, Rie Hjørnegaard & Elmose Vad, Karsten (2017). Naturvidenskab er vigtigere end fjollede forsøg. Dagbladet Politiken. ISSN 0907-1814.
• Malm, Rie Hjørnegaard & Madsen, Lene Møller (2017). Using inquiry to facilitate high school teachers’ use of fieldwork in their future teaching . Show summary

  Invited talk at NTNU, Trondheim, Norway.

• Martens, Iver & Malm, Rie Hjørnegaard (2019). Martens, I. & Malm, R. H (2019). Baseline undersøkelse av studiekvalitet og undervisningskultur på Institutt for geovitenskap ved UiT Norges arktiske universitet. Department of Geosciences, UiT the Arctic University of Norway.. Full text in Research Archive
• 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. Institut for Naturfagenes Didaktik, Københavns Universitet.

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