Knowledge in motion across contexts of learning (KnowMo): Investigating knowledge practices in and out of school (completed)

How and what do young people learn when they participate in organized sports or in online communities? What characterises learning that takes place in family activities and mealtime conversations? Can teachers make use of such out-of school learning, and will it make school learning more engaging for students? These are some of the questions that motivate the research project KnowMo.

About the project

The aim of the KnowMo project is to study the conditions under which learning experiences in out-of-school settings can be made relevant for learning in lower secondary schools. Many students experience schooling as disconnected from other domains in their lives, and there is much debate on how to increase student motivation at this level of schooling. One suggested solution is to bring young people’s experiences outside school into the classroom. There is a lack of knowledge, however, about the consequences of different ways of doing this. The KnowMo project aims to develop understanding of the differences and similarities between learning processes in different contexts. A practical objective is to investigate and suggest how teachers can draw on young people’s out-of-school experiences in ways productive for school learning.

Financing and cooperation

The project has received funding from the Norwegian Research Council’s Program for Practice-based Educational Research (PRAKUT) and will be carried out by researchers from The department of Educational Research (UiO), NOVA and University College of Southeast Norway. The Norwegian Broadcasting Corporation (NRK) is also contributing in the part of the project that is connected to young people’s use of media.

 

Page in Norwegian

Page en français

 

 

                    

      

Publications

  • Kari Stefansen; Ingrid Smette & Åse Strandbu (2016). "De må drive med noe": Idrettenes mening i ungdomstida, fra foreldrenes perspektiv, In Ørnulf Nicolay Seippel; Åse Strandbu & Mari Kristin Sisjord (ed.),  Ungdom og idrett.  Cappelen Damm Akademisk.  ISBN 978-82-02-44967-4.  8.  s 154 - 172
  • Åse Strandbu; Kari Stefansen & Ingrid Smette (2016). En plass i jevnalderfellesskapet. Idrettens betydning i ungomdstida., In Ørnulf Nicolay Seippel; Mari Kristin Sisjord & Åse Strandbu (ed.),  Ungdom og idrett.  Cappelen Damm Akademisk.  ISBN 978-82-02-44967-4.  6.  s 113 - 132
  • Kari Stefansen; Ingrid Smette & Åse Strandbu (2016). Understanding the increase in parents’ involvement in organized youth sports. Sport, Education and Society.  ISSN 1357-3322.

View all works in Cristin

  • Ingrid Smette; Kari Stefansen & Åse Strandbu (2016). Personhood and gendered risks Parents narratives of teenage children’s development.
  •  (2016). Hvorfor finner foreldre det så meningsfylt å involvere seg i tenåringenes idrett? Det ville forskere se på..
  •  (2016). Ny studie: Elever lærer bedre hvis forholdet til læreren er godt.
  •  (2016). Hvorfor er dagens foreldre blitt så idrettsgale?.
  •  (2016). Sondre (16): Jeg tror de som er mye med foreldrene sine på idretten, får et ...bedre forhold til dem ellers også. Jeg får det..
  •  (2016). Syv tips til hvordan skape de viktige fristundene i familien i 2017.
  •  (2015). Tenåringene som liker foreldrene .
  •  (2015). Fritidsaktiviteter - stress eller status.
  •  (2015). På denne arenaen nekter foreldre å gi slipp.

View all works in Cristin

Published Aug. 20, 2012 9:57 AM - Last modified Nov. 7, 2017 11:17 AM