Publikasjoner
NIBIOs ansatte publiserer flere hundre vitenskapelige artikler og forskningsrapporter hvert år. Her finner du referanser og lenker til publikasjoner og andre forsknings- og formidlingsaktiviteter. Samlingen oppdateres løpende med både nytt og historisk materiale. For mer informasjon om NIBIOs publikasjoner, besøk NIBIOs bibliotek.
2019
Sammendrag
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Sammendrag
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Sammendrag
EDU-ARCTIC is an open-schooling project, funded by the EU for the years 2016-2019 and managed by scientists, nature educators and IT technicians. The main aim is to attract young people (13-20 years old) to the natural sciences. Further, to raise awareness of how everything in nature is connected, and that STEM education therefore in part must be interdisciplinary across normal school curricula. To achieve these goals, EDU-ARCTIC uses innovative online tools with open-access, combined with nature expeditions. Four main modules complement each other, but can also be used independently: 1) Webinars, where scientists conduct online lessons about their own field of expertise. The lessons comes as packages with worksheets and online games. The lessons brings youth close to scientists. They can ask questions what it means to work with science. It is also a valuable tool for teachers to brush up their STEM knowledge and get inspiration for their own teaching. 2) Polarpedia, which is an online encyclopaedia of scientific terms used in the webinars. The science is kept easy-to-grasp, with the aim to stimulate the pupils’ curiosity to look for more information. 3) Monitoring system, which uses citizen science and the project’s own app to record observations of meteorology and phenology. Observations are open for everybody to use in their own teachings. 4) Arctic Competitions, which is the module that has engaged the pupils the most. They submit their idea for a science project in late autumn, work with the project over the winter and present it in spring as an essay, a poster or a video. Teachers come up with innovative ways to fit this work into the normal curricula. A few lucky winners get to join scientists on expeditions to polar research stations. After 2.5 years, EDU-ARCTIC has engaged at least 1093 teachers from 58 countries. There is a language barrier for some teachers, and it is difficult to fit webinars into the school timetable. However, the challenges are minor compared to the interdisciplinary success of having teachers meet across countries and curricula. Here we illustrate this in detail by presenting a way of interdisciplinary teaching (“the beauty of poetry and maths”) developed by one of the teachers in the project, Mr. Francisco José Gómez Senent. Starting from a single poem published in Nature, it innovatively combines mathematics, literature, history and linguistic competence. The teacher originally used it to stimulate curiosity about the aesthetic criterion in science. Science is not only about facts! The approach can be generalized to cover a wide range of curricula, and different teachers can use it in a team effort across classes. Conclusion: The EDU-ARCTIC project has demonstrated that letting teachers meet across countries and teaching fields facilitates inspiring and innovative cross-overs in the normal school curricula. When teachers are inspired we believe it creates a happy teacher – happy teaching effect. keywords: interdisciplinary, natural science, open schooling, research, transdisciplinary.
Sammendrag
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Forfattere
Knut ØistadSammendrag
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Sammendrag
Jord er et fantastisk materiale og basis for all plantevekst, nedbryting og resirkulering av organisk materiale, rensing av vann, og en rekke andre såkalte økosystemtjenester. I tillegg er jord levested for et enormt mangfold av liv som er grunnlaget for at jord beholder kvaliteten og fruktbarheten sin over tid. I anledning FNs internasjonale dag for jord den 5/12 arrangerer Jordforeningen et frokostmøte kl 8-9 i kafeen på på Vitenparken på Ås/NMBU der forskerne Claire Coutris og Erik Joner samtaler om hva som lever i jord, og hvordan jordorganismene sørger for å opprettholde jordas kvalitet og fruktbarhet. Vi tar deg fra Charles Darwins aller siste verk «The formation of vegetable mould through the action of worms ” fra 1881 til det vi i dag vet om livet i jorda, fra skrukketroll til sopp og bakterier.
Forfattere
Ari HietalaSammendrag
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Forfattere
Ari HietalaSammendrag
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Forfattere
Ari HietalaSammendrag
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Sammendrag
This study aimed at identifying optimal sward conditions for successful establishment of red clover (Trifolium pratense L.) through sod-seeding two typical Norwegian grassland systems dominated by timothy (Phleum pratense L.) and perennial ryegrass (Lolium perenne L.), respectively. A total of four sod-seeding trials were implemented, two in late summer (SUM) and two in spring (SPR), one for each sward type and time point for reseeding. The sward coverage status was the basis for threshold definition, and image analysis techniques were used for objective coverage estimation of living plants, dead material and bare soil. Plots with different coverage levels (0–100% of the soil covered by vegetation) were created by spraying a broad-spectrum herbicide (glyphosate) in a spot-wise pattern, mimicking common types of patchiness caused by stressful weather events, e.g., frost or mechanical damage from wheels or hoofs. Seed germination and emergence started similarly in all coverage ranges. However, as time progressed clover seedlings started to die at a coverage dependent rate, and at the final harvest red clover dry matter (RCDM) was the lowest on plots with the highest pre-seeding coverage level. Dose-response curves explained these relationships and allowed estimating the effective-coverage ( ECov80 ), being the initial sward coverage at which 80% of all established red clover plants contributed significantly to the total biomass. Above 2500 kg ha−1 RCDM were produced on timothy ( ECov80 : 15–50%) in SUM, while less than 1000 kg ha−1 RCDM were produced on ryegrass ( ECov80:±10% ), indicating better conditions for clover establishment in timothy compared with ryegrass. In SPR, an ECov80 : 10–15% allowed a good red clover estabishment in ryegrass at cut 3, while RCDM was important and significant in timothy even between ECov80 20 and 60%, at cut 2 and cut 3, respectively. These thresholds for sod-seeding mark the challenges to introduce red clover in dense swards and could be applicable for grassland renovation with other desirable legume and grasses species. Our findings represent particular soil and climatic characteristics of the study site, thus should be taken with caution. Due to the lack of experimentally and sytematically determined thresholds for reseeding, future studies could benefit from our experimental approach, as a base for more complex, multi-site and multi-seasonal investigations, and farmers could use these thresholds for decision making on successful grassland renovation, to avoid wasting seed resources and yield loses.