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Background: Research suggests that head-mounted displays (HMD) can spark situational interest when they are used to provide science learning experiences that are not possible in traditional classroom settings. However, few studies have investigated the lasting effects of using HMDs in an authentic instructional intervention. Objectives: We investigated the effects of a one-time experience of a virtual field trip to Greenland in a sample of 105 middle school students. Methods: Students used either a standard 2D video (video condition; N = 50) or an HMD (HMD condition; N = 55) as part of a six-lesson educational activity on the topic of climate change. Informed by social cognitive career theory (SCCT), we investigated the effects of the different conditions (video vs. HMD) on the outcomes of self-efficacy, outcome expectations, interest, and science intentions across three time points. Results and Conclusions: The results showed that using the HMD-based virtual field trip, compared to the video, had a positive immediate effect on self-efficacy and interest, and total later effects on self-efficacy, outcome expectations, and interest an average of two and a half weeks after the virtual field trip. The results suggest that HMD-based virtual field trips can influence self-efficacy, outcome expectations, and interest more than a video-based virtual field trip when measured approximately two and a half weeks after the intervention.

In Scandinavia, plurilingualism has been embraced as an important goal in language curricula. However, research shows that teachers struggle to understand what plurilingualism is and how it can be implemented. To address this lack of clarity, we analysed the curricula for the three main language subjects of schooling in Denmark, Norway, and Sweden with the purpose of identifying which pluralistic approaches can be found in them. We based our analysis on the three main approaches described in "The Framework of Reference for Pluralistic Approaches to Languages and Cultures": integrated didactic approach (IDA), intercomprehension between related languages (ICRL) and eveil aux langues (EAL). We found several similarities across the Scandinavian countries, but also some major differences, suggesting that plurilingual education in these countries will likely have different learning outcomes for the students. For example, IDA is lacking in the Swedish curriculum, and the goals for ICRL are more ambitious in Denmark than in the other countries. Furthermore, Norway and Sweden include national minority languages in their pluralistic approaches, whereas no attention is given to language diversity in regions with close political bonds to Denmark, such as the Faroe Islands, Iceland, and Greenland.

Based on Bourdieu's theory of practice, this article explores pedagogical ideals and educational policies in teachers' everyday practice in a postcolonial bilingual university setting in Greenland. Greenlandic and Danish teachers' teaching ideals were explored during a one-year pedagogy qualifying course for assistant professors organised by the (Danish) authors in cooperation with University of Greenland. The overall pedagogical agenda placed an emphasis on student activity. Both Greenlandic and Danish teachers' representations of their practice accounted for the linguistic and cultural backgrounds of their indigenous students, but they did so in different ways. Whereas Greenlandic teachers tended to emphasise formal correctness in the use of Greenlandic language and student understanding and translation of the learning objectives, Danish teachers tended to lower their own perceived academic norms and graded certain students more leniently in order to compensate for both their dominant role as teacher and for postcolonial dominance.

This paper outlines a new model of language revitalisation that understands language to be a characteristic of a nexus of social activities rather than an independent object. Language use is one of an overall set of factors contributing to the wellbeing of a particular community. Our model treats language as one node (or a cluster of nodes) in a complex system of interacting behaviours. Changes to another node or in the language node(s) itself can impact overall social wellbeing, something often ignored by linguists (but not by other social scientists working in Indigenous communities). Disruption to an existing network occurs within a time frame; the longer the disruption, the more likely that the network redefines the group. Variables that define the language ecology operate on multiple levels. For the group and for individuals within the group, there can be considerable variation in usage and proficiency over time. Sustainability cannot be reduced to simple cause-and-effect relationships between sociocultural variables. The next phase of language revitalisation projects should be built around the concept of language activity as part of promoting community wellbeing. The use of complex networks that have been applied to human wellbeing in other contexts support our argument.

We describe findings from an exploratory study on Greenlandic and Canadian preservice teachers' (PSTs') views on climate change teaching and teacher education programs. Greenland and Canada are experiencing more rapid warming than the global average. Climate resilience is thus of great importance and climate change needs to be taught to foster innovations and adaptation and to prepare young citizens to be engaged participants in policy debates about mitigation. Forty-five PSTs at the University of Greenland and Lakehead University answered a survey comprised mainly Likert Scale and open-ended questions. We found that PSTs need more knowledge about climate change, while, across disciplines, almost all would like to teach climate change and believe that preparing to do so should be a part of initial teacher education.

This first analysis of aggregated data from the Kahoot! game-based player response system demonstrates that it can provide assessments of overall US student polar knowledge and identifies differences in polar knowledge across several states. A kahoot online quiz on polar topics recorded over 25,000 United States teacher-hosted classroom players (mostly middle-high school students) run by 1,167 unique teacher hosts within nine months (09/2018 through 06/2019). This high volume of teacher-initiated kahoots shows that many US teachers are motivated to include polar content in their teaching. We selected a subset of questions for analysis to compare with external data from a 2016 survey assessing polar knowledge of the US adult public. On three directly comparable questions kahoot student accuracy averaged just 30%, well below the 49% average accuracy observed on the nationwide survey of adults. Our geographic analysis focused on 13 states that had greater than 100 players for all questions analyzed. Among these, students in Rhode Island, Oregon, Arizona, and Washington exhibit the highest scores overall, while responses from Ohio and Illinois students appeared no better than guessing. Although widespread US teacher interest in polar content is indicated by the many who chose to use the polar kahoot in their classroom, students' polar knowledge proves to be very low. These findings reinforce a need to include more polar and Earth system content in curricula, as well as to crowdsource benchmarked suites of knowledge questions appropriate for assessment of educational interventions.

Immersive Virtual Reality (IVR) is being used for educational virtual field trips (VFTs) involving scenarios that may be too difficult, dangerous or expensive to experience in real life. We implemented an immersive VFT within the investigation phase of an inquiry-based learning (IBL) climate change intervention. Students investigated the consequences of climate change by virtually traveling to Greenland and exploring albedo and greenhouse effects first hand. A total of 102 seventh and eighth grade students were randomly assigned to one of two instructional conditions: (1) narrated pretraining followed by IVR exploration or (2) the same narrated training material integrated within the IVR exploration. Students in both conditions showed significant increases in declarative knowledge, self-efficacy, interest, STEM intentions, outcome expectations and intentions to change behavior from the pre- to post-assessment. However, there was a significant difference between conditions favoring the pretraining group on a transfer test consisting of an oral presentation to a fictitious UN panel. The findings suggest that educators can choose to present important prerequisite learning content before or during a VFT. However, adding pretraining may lead to better transfer test performance, presumably because it helps reduce cognitive load while learning in IVR.

This article is about how to work with young children's online communication in the kindergarten and how the children can acquire knowledge of other cultures through this online communication. The article presents various projects in which online communication between kindergartens has been attempted. Then the article will argue about the importance of supporting kindergarten children to be able to act in a globalized, mediatized and digitized world, both through a reflection on how society is changing and through a description of how children today use digital technologies. Finally, the article also suggests a future media pedagogy in kindergarten.

We will present a framework for establishing distance education in schools by combining Networked Learning and media ecologies seen as both environments and as relations between media. Our model for such a framework is called "The Flexible Meeting Place" and can be used in schools that lack teachers in certain subjects, and also in schools that want to extend their teaching to other schools in the world around them. The school can become an arena, where children as part of their schooling start to communicate globally. The study is rounded in the project Assisted Distance Teaching in Primary Schools (Forsøg Med Assisteret Fjernundervisning i folkeskolen: ASSIST, 2018) that developed tools to ensure appropriate vocational levels in school classes where there was a lack of teachers educated in the specific subject. This project involved 12 Danish schools, with 2 partner schools in Kenya and Greenland. The focus was on the development of pedagogical methods and technical experimentation. In Assisted Distance Teaching in Primary Schools, the thesis was that a teacher who knew about either the subject, the pedagogy or the technology could support a teaching assistant through a digital mediated connection. It turned out that everybody involved, teachers, children and citizens, began to collaborate through network mediated by online app, tools and services and adapt to the circumstances according to their actual knowledge and to develop new knowledge in collaboration. Based on the above, we will present a pedagogical model with a number of challenges and questions that suggests ways to establishing networked learning through a networked school. The theoretical framework, the model and the reflections around it are meant to support the further development of processes, a preschool teacher or teacher in a school can organise together with the children in her or his class. It is an attempt to push school systems into becoming networked and giving children the opportunity to act locally and globally. This development of schools are supported by an organisation like World Economic Forum, who in their recommendations for a future school system, talks about global citizenship, learning using digital technologies and even make education possible without one having to have access to school buildings.

The extent to which highly emotional autobiographical memories become central to one's identity and life story influences mental health. Young adults report higher distress and lower well-being, compared with middle-aged and/or older adults; whether this replicates across cultures is still unclear. First, we provide a review of the literature that examines age-differences in depression, post-traumatic stress disorder (PTSD), and life satisfaction in adulthood across cultures. Second, we report findings from a cross-cultural study that examined event centrality of highly positive and negative autobiographical memories along with symptoms of depression and PTSD, and levels of life satisfaction in approximately 1000 young and middle-aged adults from Mexico, Greenland, China and Denmark. Both age groups provided higher centrality ratings to the positive life event; however, the relative difference between the ratings for the positive and negative event was smaller in the young adults. Young adults reported significantly more distress and less well-being across cultures.

In this article we explore how reconceptualizing the role of technology in place-based education (PBE) enhances place responsive pedagogies through technology. Combining the strengths of adventure learning (AL) and PBE, Adventure Learning @ (AL@) advances both place responsive education and online learning in science education. This is needed, as the conventional AL model lacks authentic explorations of places that are ''local'' to the expedition teams and the students following along. The AL@ approach promotes localized authorship and knowledge keeping. AL@ more fully realizes the potential of AL, using PBE approaches that engage students as authors of knowledge through direct field experiences and the creation of digital artifacts of scientific inquiry.

The scholarship on Indigenous peoples is deeply steeped in colonization and often assumes a Western perspective. I start this article with my poetry as a female "kalaaleq" (Inuk from Greenland) poet. I contextualize my writing through discussions on praxis and new knowledge creation through poetry. In this article, I argue for a process of decolonization of written, academic knowledge on Indigenous peoples by inviting Indigenous writers to consider writing in poetry form, which comes from giftedness of inner soul-namely the spirit.

The development of education programmes in career guidance and counseling (CGC) has followed different paths among the various Nordic countries. Ten CGC programmes in Denmark, Finland, Greenland, Iceland, Norway and Sweden were evaluated against the NICE curricular model. The results show that all NICE core competences are represented in the curricula. However, there is greater focus in some programmes on developing competences for individual career guidance, than on developing competences for working at organisational and societal levels. Implications for the cooperation and professionalisation of CGC within the Nordic countries are discussed as well as limitations of the NICE model.

Sea kayaking may be best understood through the insights and knowledge of people whose ancestors kayaked for survival. Greenland Camp, held over several days in late summer, is a kayaking event that draws paddlers from around the world to reconnect with one another and learn age-old and advanced skills of the Arctic's Inuit. Greenland Camp is a gathering for paddlers that preserves and passes on to future generations the traditional paddling/rolling skills of Greenland's experienced seal catchers. Rooted in the need for responsive skill development and observant awareness as well as the indispensable skills needed to hunt and survive in Arctic waters, the Inuit point to a traditional practice that challenges the depth, scope, and limitation of experience of all kayakers. Facilitating mentorship of the disciplined practice of sea kayaking is thus explored to discern how the cultivated practice of hunter-gatherer Inuit communities may positively affect youth resilience to adversity.

This autoethnography makes use of 10 years of field notes that the author collected while living and working as an educational researcher in Greenland and Hawaii. Using Kaomea's framework for thinking about when non-Native people should step forward, step back, or step out, the author's analysis of these field notes indicates that she struggled around knowing her role in these post-colonial communities. The author was hesitant in moving into leadership positions in Greenland because it was only recently decolonized and she feared being perceived as someone interested in usurping qualified Greenlanders to fill important leadership positions. However, in Hawaii, which has had more time to consider its colonial past, the author felt less threatened, which gave her greater freedom to explore opportunities for where she could step forward. The study provides another dimension on white researchers working in post-colonial educational settings, and demonstrates the complexity of navigating post-colonial settings even in circumstances where researchers have personal experience with these power dynamics.

Within the last two decades, there has been increased interest in how technology supports Indigenous language revitalization and reclamation efforts. This paper considers the effect technology has on Indigenous language learning and teaching, while conceptualizing how language educators, speakers, learners, and technology users holistically understand, skillfully apply and communicate creative and balanced technological solutions that are based on understanding of contextual factors. A total of 80 participants representing at least 47 Indigenous languages completed a survey in 2009 representing individuals, organizations, and institutions that serve one or more Indigenous language communities across the United States, Canada, Australia, New Zealand, Taiwan, Guatemala, Peru, Greenland, Mexico, Bolivia, French Polynesia (Marquesas Islands and Tuamotu Islands), and Russia. The data reveal the functions digital technology has in Indigenous language revitalization, which include (1) positive and supportive roles (2) concerns, constraints, and tensions, and (3) Indigenous language education. Regardless of the size of the community, opportunities for using technology in Indigenous language revitalization efforts are shaped by linguistic, cultural, social, economic, environmental, and technological factors as expressed in the technacy framework for language revitalization. Findings indicate that technology has wide and mostly positive applications in language learning and teaching, that the benefits of those applications remain consistent across communities regardless of size and geographic location, and that new and innovative uses of technology are being adopted to support language revitalization efforts. Overall, the study underscores the importance of context in making grounded decisions about technology as a component of contemporary language revitalization efforts.

Effectively communicating scientific research has taken on greater importance as climate change impacts the world we live in. It is increasingly incumbent upon the science and education communities to produce and deliver curriculum that is timely, accessible, and scientifically accurate. In the summer of 2012, scientists and educators worked together to develop and conduct the "Adventure Learning @ Greenland" (AL@GL) project, which explored the capacity of hands-on and web-based climate science education experiences that occurred in Greenland and the US. The Adventure Learning approach and associated framework was used to design the learning experience during AL@GL activities. Participating students were from Greenland, Denmark, and the US; these students included participants who were diverse, rural, and traditionally underrepresented. Participating students worked closely with educators and scientists to learn about an atmospheric observatory at Summit Station, located on the Greenland Ice Sheet. The purpose of this article is to inform readers in how they may use Adventure Learning and the newly developed curriculum model called "Content, Transition, Inquiry, and Synthesis" for the education and outreach of research projects.

This article argues that high-stakes educational testing, along with the attendant questions of power, education access, education management and social selection, cannot be considered in isolation from society at large. Thus, high-stakes testing practices bear numerous implications for democratic conditions in society. For decades, advocates of high-stakes educational testing have argued that testing would result in meritocracy, ensuring that everyone would be afforded the same opportunities to find success in adulthood. Examined from a critical perspective, however, we learn that testing is also extremely well designed as a bulwark against opposing or alternative outlooks and opinions, because testing is a complex tool requiring highly specialised knowledge to administer effectively. This article sets out to investigate the relation between high-stakes educational testing and democracy drawn from the experiences of 20th-century high-stakes educational testing practices in the Danish history of education. Among other things, the article concludes that a combination of different evaluation technologies--some formative and some summative--might be the safest way to go from a democratic perspective.

In 2002, Greenlandic reform leaders launched a comprehensive, nation-wide reform to create culturally compatible education. Greenland's reform work spans the entire educational system and includes preschool through higher education. To assist their efforts, reform leaders adopted the Standards for Effective Pedagogy developed at the Center for Research on Education, Diversity, and Excellence (CREDE). The standards are principles of effective teaching and learning that have been researched in many other indigenous communities. This study investigated the early stages of Greenland's reform work of the public school to understand why reform leaders adopted the CREDE standards, and what constraints, if any, the standards posed in the Greenlandic context. The findings suggest the reform was initiated to further decolonize Greenland as a former colony of Denmark. The standards were adopted to assist in this process by increasing Greenlandic students' linguistic abilities, strengthening native culture and identity, and improving Greenland's labor market.

In this case study the authors investigate how a Native Greenlandic teacher planned and implemented the Center for Research on Education, Diversity, and Excellence Standards for Effective Pedagogy, an instructional model that builds upon students' cultural and linguistic strengths. Researchers and educators interested in transformative education may find this article helpful in bridging multicultural education with practical teaching methods.

For most of the last two centuries, Native Greenlandic teachers had been left out of the decision-making process regarding effective education for Greenlandic students. Rather, Danish education and church officials, living in Denmark, made important pedagogical and curricular decisions with little to no input from local teachers (Jakobsen, 1999). This article describes a collaborative effort between Center for Research on Education, Diversity, and Excellence (CREDE) professional developers and Greenlandic teachers in the design and implementation of a coaching model that includes Native Greenlandic ways of teaching and learning. Implications for other professional developers and researchers in education doing similar work are included. (Contains 1 note.)

This paper presents findings of gender-related tendencies found in a study of factors influential in third language acquisition of English in Denmark and Greenland. A survey consisting of a questionnaire and an English test was carried out amongst pupils in their last year of compulsory schooling in Copenhagen, Denmark, and Nuuk, Greenland. In total, responses from 187 pupils were included, some of which were responses from pupils learning English as a second language; these respondents were included for comparisons (Copenhagen: L2 learners N = 59, L3 learners N = 32; Nuuk: L3 learners N = 96; age: 14-16 years). The results showed significant gender-related differences with different patterns between the three learner groups (L2 and L3 learners in Copenhagen, L3 learners in Nuuk) with regard to the level of English proficiency, the degree to which pupils like English as a school subject and the pupils' degree of English classroom anxiety. The results differentiate the view that L3 learners as a group do less well in English than L2 learner peers, warranting further research into gender-related tendencies and extra focus on the English acquisition of L3 learner boys in particular in the Danish context. (Contains 5 tables, 1 figure and 8 notes.)

This study investigated the adaptation process of an externally developed model of reform in Greenland's educational system. Under investigation was how reform leaders responded to the needs of the community after implementing an educational model developed in the United States by researchers at the Center for Research on Education, Diversity, and Excellence. Also investigated were the support structures used to accompany and sustain reform efforts. The results indicate reform leaders (1) ensured cultural congruity, (2) designed professional development to fit the needs of the local community, (3) broadly disseminated information, and (4) developed a database to track the imported model.

In 1921, the Greenlandic anthropologist Knud Rasmussen set out to travel twenty thousand miles by dog team across Inuit Nunaat--the Inuit homeland. During this three-year journey--the famous Fifth Thule Expedition--Rasmussen was struck by the similarities in the language and culture of Inuit communities across the entire Arctic. Considering the geographical and historical distance between groups of Inuit, Rasmussen observed that "it would be natural for the language and traditions of the various tribes to have lost all homogeneity." The Inuit people may have been composed of widespread regional groups, but their language and literary traditions told a different story. They spoke of a connection that surpassed geographical and historical distance. As one might expect, the literature of this territory is likewise varied and complex. The texts that make up the Inuit literary corpus span thousands of years and a number of genres: they include the classic stories and songs of the oral tradition, more recent memoirs and life writing, elders' oral histories, and contemporary fiction, poetry, and film. Local contexts are highly important to these works, as the literature of each region takes on the particular flavors of its geography and political history. However, Inuit continue to suffer from underrepresentation in southern university classrooms. Even in Native literature classes, Inuit writers and storytellers have a marginal presence, if they are present at all. This article asks whether the strategic concept of an Inuit circumpolar literature is justifiable, even as a temporary measure. Is an Inuit literary history possible? The author concludes that in view of the Arctic's current role as an international political chesspiece, an Inuit literary history is possible; and not only that--it is necessary. (Contains 66 notes.)

This systematic review of population based studies of homicide followed by suicide was conducted to examine the associations between rates of homicide-suicide, rates of other homicides and rates of suicide. The review analysed 64 samples, including the case of an outlier (Greenland) that were reported in 49 studies. There was a significant association between the rates of homicide-suicide and those of other homicides in studies from the U.S.A. Outside the U.S.A. there was no clear association between homicide-suicide and other homicide but there was modest but significant association between rates of suicide and homicide-suicide. Homicide-suicide appears to be closer in epidemiological terms to homicide than suicide in regions with high rates of homicide and measures to reduce homicide in these regions may also reduce homicide-suicide.

Graffiti constitutes a medium through which the youth express opposition to authorities, as well as desires, dreams, and hopes. Graffiti shows many of the linguistic characteristics of youth language, including playfulness and, first and foremost, polylingual languaging. Graffiti in almost every city, at least in Europe, uses English and one or more local language, and almost everywhere additional languages are involved. The relationship to North American urban graffiti culture is obvious, but at the same time there is clear evidence of the graffiti writers' affinity to their locality. Examples are included from Estonia, Greenland, Denmark, Catalonia, Germany, Turkey and elsewhere. (Contains 9 figures.)

The great ice sheets in Antarctica and Greenland are vast deposits of frozen freshwater that contain enough to raise sea level by approximately 70 m if they were to completely melt. Because of the potentially catastrophic impact that ice sheets can have, it is important that we understand how ice sheets have responded to past climate changes and will respond to present climate changes, so that we can predict the effect global warming will have on sea level rise in the coming centuries. The purpose of this article is to introduce students to some of the basic concepts of glaciology, the physical variables that control the evolution of ice sheets, and how changes in these parameters may affect the long-term evolution of ice sheets. (Contains 3 figures.)

The hydrologic cycle is a very basic scientific principle. In this article, background information is presented on how the hydrologic cycle provides scientists with clues to understanding the history of Earth's climate. Also detailed is a web-based activity that allows students to learn about how scientists are able to piece together a record of Earth's climate thanks to a unique ice core drilling program in Greenland. (Contains 4 figures and 11 resources.)

Cultural differences in response to the Satisfaction With Life Scale (SWLS) items is investigated. Data were fit to a mixed Rasch model in order to identify latent classes of participants in a combined sample of Norwegians (N = 461) and Greenlanders (N = 180). Initial analyses showed no mean difference in life satisfaction between the two subsamples. After transforming the ordinal raw scores into interval scales while simultaneously controlling for response bias, different results appeared. First, approximately 80% of the participants in the Greenlandic subsample fit a latent class with a large degree of random responding to the SWLS. Second, relative to the Norwegians, more Greenlanders were using extreme categories in responding to the SWLS. After statistically controlling for this tendency, Norwegians were in general more satisfied with their lives than Greenlanders. Third, Greenlanders who belonged to one specific latent class were more satisfied than their Norwegian counterparts. A salient feature of this class was the relative unwillingness of respondents to change the circumstances of their lives if they were given such an opportunity. The above results are a reminder of the care that must be used in analyzing survey data across cultures. The analytical strategy applied in the article offers an improved approach to handling such data.

Journal entries, reflections, and interviews from a phenomenological study indicate the benefits experienced by 70 British youth participating in a six-week Greenland expedition. Themes emerging from the data include reflection on values, life and career plans, friendships and relationships, connectedness to self and society, environmental appreciation, and post-expedition adjustment. (SAS)

The reader is a component part of the only form of a text which can be discussed meaningfully as a message. As readers with different linguistic backgrounds experience texts in fusions with their own personalities and their own social and cultural backgrounds, these dynamic texts differ in different languages. Accordingly, intranslatability exists only as an integral part of the process of translation itself. This being so, it also follows that intranslatability is in itself unstable: hovering between languages and cultures, and intimately connected with the linguistic middleman--the translator--any change in this tangle may create or bring forth new words, phrases, concepts, and, consequently, areas of intranslatability, as well as of translatability, in new processes of translation. (Two figures are included.) (RAE)