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

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.

 

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Publications

  • Silseth, Kenneth & Erstad, Ola (2018). Connecting to the outside: Cultural resources teachers use when contextualizing instruction. Learning, Culture and Social Interaction. ISSN 2210-6561. 17, p. 56–68. doi: 10.1016/j.lcsi.2017.12.002. Full text in Research Archive
  • Wiig, Astrid Camilla; Silseth, Kenneth & Erstad, Ola (2018). Creating intercontextuality in students learning trajectories: Opportunities and difficulties. Language and Education. ISSN 0950-0782. 32(1), p. 43–59. doi: 10.1080/09500782.2017.1367799. Full text in Research Archive
  • Strandbu, Åse; Stefansen, Kari & Wiig, Camilla (2017). Læring i idrett og skole. In Erstad, Ola & Smette, Ingrid (Ed.), Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid. Cappelen Damm Akademisk. ISSN 978-82-02-53333-5. p. 74–93.
  • Silseth, Kenneth (2017). Students’ everyday knowledge and experiences as resources in educational dialogues. Instructional Science. ISSN 0020-4277. 46(2), p. 291–313. doi: 10.1007/s11251-017-9429-x.
  • Strandbu, Åse; Stefansen, Kari; Smette, Ingrid & Sandvik, Morten Renslo (2017). Young people’s experiences of parental involvement in youth sport. Sport, Education and Society. ISSN 1357-3322. 24(1), p. 66–77. doi: 10.1080/13573322.2017.1323200. Full text in Research Archive
  • Silseth, Kenneth & Smette, Ingrid (2017). Utviklingssamtalen. Elevens ansvar mellom skole og hjem. In Erstad, Ola & Smette, Ingrid (Ed.), Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid. Cappelen Damm Akademisk. ISSN 978-82-02-53333-5. p. 94–112.
  • Smette, Ingrid; Stefansen, Kari & Silseth, Kenneth (2017). Å koble seg på elevers livsverden - betraktninger fra lærere. In Erstad, Ola & Smette, Ingrid (Ed.), Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid. Cappelen Damm Akademisk. ISSN 978-82-02-53333-5. p. 23–36.
  • Stefansen, Kari; Strandbu, Åse & Smette, Ingrid (2017). Foreldre som "bakkemannskap" for ungdomsskoleelever: klasserelaterte forskjeller. In Erstad, Ola & Smette, Ingrid (Ed.), Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid. Cappelen Damm Akademisk. ISSN 978-82-02-53333-5. p. 113–132.
  • Gilje, Øystein & Silseth, Kenneth (2017). Mobiltelefonens lange vei fra fritid til skole. In Erstad, Ola & Smette, Ingrid (Ed.), Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid. Cappelen Damm Akademisk. ISSN 978-82-02-53333-5. p. 55–73.
  • Silseth, Kenneth; Wiig, Camilla & Erstad, Ola (2017). Elevers hverdagserfaringer og kunnskaper som ressurser for læring. In Erstad, Ola & Smette, Ingrid (Ed.), Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid. Cappelen Damm Akademisk. ISSN 978-82-02-53333-5. p. 37–54.
  • Silseth, Kenneth & Gilje, Øystein (2017). Multimodal composition and assessment: a sociocultural perspective. Assessment in education: Principles, Policy & Practice. ISSN 0969-594X. 26(1), p. 26–42. doi: 10.1080/0969594X.2017.1297292. Full text in Research Archive
  • Strandbu, Åse; Stefansen, Kari & Smette, Ingrid (2016). En plass i jevnalderfellesskapet. Idrettens betydning i ungomdstida. In Seippel, Ørnulf Nicolay; Sisjord, Mari Kristin & Strandbu, Åse (Ed.), Ungdom og idrett. Cappelen Damm Akademisk. ISSN 978-82-02-44967-4. p. 113–132.
  • Stefansen, Kari; Smette, Ingrid & Strandbu, Åse (2016). "De må drive med noe": Idrettenes mening i ungdomstida, fra foreldrenes perspektiv. In Seippel, Ørnulf Nicolay; Sisjord, Mari Kristin & Strandbu, Åse (Ed.), Ungdom og idrett. Cappelen Damm Akademisk. ISSN 978-82-02-44967-4. p. 154–172.
  • Sletten, Mira Åboen; Strandbu, Åse & Gilje, Øystein (2015). Idrett, dataspilling og skole – konkurrerende eller «på lag»? Norsk pedagogisk tidsskrift. ISSN 0029-2052. 99(5), p. 334–350. Full text in Research Archive

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  • Stefansen, Kari & Strandbu, Åse (2016). Hvorfor finner foreldre det så meningsfylt å involvere seg i tenåringenes idrett? Det ville forskere se på. [Newspaper]. Aftenposten.
  • Smette, Ingrid; Stefansen, Kari; Strandbu, Åse & Lavold, Hallvard (2016). Hvorfor har dagens foreldre blitt så idrettsgale? [Internet]. HiOA Podcast.
  • Smette, Ingrid; Stefansen, Kari & Strandbu, Åse (2016). Personhood and gendered risks Parents narratives of teenage children’s development .

View all works in Cristin

Published Aug. 20, 2012 9:57 AM - Last modified Sep. 28, 2018 10:56 AM