Nordland National Park Centre

Benny Sætermo

NEED – Northern Environmental Education Development

WP3, action 12

A comparative analysis between learning opportunities provided by Norwegian target areas and the National Core Curriculum

Nordland National Park Centre was established in 2005, and is located in Saltdal municipality in the county of Nordland.

The centre is lying close up to several nature reserves and National Parks, and has a huge range of learning environments outside and inside. The centre has since 2005 worked with learning methods for schools in the target area.

This analysis will describe

both inside learning opportunities and outside learning opportunities.

Photo: Asbjørn Hagen ©

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Content:

1. Introduction ...... 3

LK06 – The Norwegian Core Curriculum for the elementary school/lower secondary school ...... 3

2. Essence of National Core Curriculum in respect to the natural sciences including geography and the NEED project ...... 4

Competence aims after Year 4 ...... 5

Competence aims after Year 7 ...... 6

Competence aims after Year 10 ...... 7

3. Learning environments of Nordland National Park Centre ...... 8

3.1 a) Chalkstone cave ...... 9

3.1 b) Ice age as Norway’s main architect ...... 9

3.1 c) Climate crises and natural hazards impact on extinct organisms ...... 10

3.1 d) Learning by doing ...... 10

3.2 Learning environments nearby the centre and its surroundings...... 12

4. Comparing learning opportunities in or nearby the centre and skills in the National Core Curriculum ...... 13

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1. Introduction This analyses focus on the Norwegian Core Curriculum in accordance of what learning possibilities that is to be found inside the National Park Centre, but also outside in the nearby nature of the Centre feasibility. The National Park Centre is located in a very exiting area related to geological aspects, where the entire Norwegian geological history can be studied in a very little area. By this matter we will especially front the nature reserve of Junkerdalsura (scree river valley). A nature protected area is the strongest form of nature protection of Norway. Because of the fusion of very special climate and geology in Junkerdalsura Nature Reserve we have one of the richest botanical locations in Northern Europe close up to the Centre.

The Norwegian Core Curriculum is split up in different main aims and themes. This analysis will focus on the different themes in according of how they relate to the NEED project.

The geology has since the revolution of industry made a big influence for the wealth of society in Norway and its rural areas. Almost all of the Norwegian industry is based on geological resources. Later years the same geology has become the ground wall for different tourist based companies.

The geological aspect will therefore fit in to the National Core Curriculum in many different levels and in many different grades.

To meet this possibility and importance the National Park Centre of Nordland wish to increase our knowledge about geological learning methods thru pedagogical development and a presentation of great learning environments.

When it comes to the learning possibilities in and nearby the centre, the Nordland Research Institute in 2007 made a study about several of the learning environments. The results of the study will be given weight in this analysis.

LK06 – The Norwegian Core Curriculum for the elementary school/lower secondary school

Norway got the first Core Curriculum as early as 1939, and that first plan as well as every plan since then, has been full of progressive ideas and ways of thinking. Thru the 1970`s this thinking was growing in the direction of that the schools was suppose to bring the local situation in the societies in to the school desk. The teaching was supposed to relate more to

3 the life children was a part of. As a result of this way of thinking the next Core Curriculum (1987), did increase the focus on the pupils as scientists in their own local communities. That pedagogical focus, as we can call “learning without walls” where the local society was supposed to play a role, has even been increased in the two latest Core Curricula as well (1997 and 2006).

This is a result of the discovery of what great importance the nature resources, companies that uses them, and culture is as the basis in a society, hereby also the importance of sustainable use of nature resources and environmental awareness.

2. Essence of National Core Curriculum in respect to the natural sciences including geography and the NEED project

Knowledge on, understanding of and experiences in nature can strengthen the will to protect natural resources, preserve biological diversity and contribute to sustainable development. In this context it is important to respect that Sami and other indigenous peoples have knowledge of nature. Natural science shall also help children and young persons attain knowledge and form attitudes that will give them a considered view of the interaction between nature, individuals, technology, society and research. This is important for the possibilities the individual has to understand various types of natural science and technological information and shall give one the basis for participation in democratic processes in society.

The subject shall stimulate an understanding of the relation between nature and man-made environments. The subject shall also help pupils to develop awareness that mankind is part of a historical context, and that a long chain of historical events has led us to become what we are today. This shall give the individual insight into on how society in general influences attitudes, knowledge and actions and how the individual can influence society and his or her own life situation. The teaching in social studies shall focus on natural and man-made conditions on earth. Work in the subject shall stimulate discussions on the relation between production and consumption and evaluations of the consequences that resource use and living one's life have on the environment and sustainable development.

4 “Knowledge on, understanding of and experiences in nature can strengthen the will to protect natural resources, preserve biological diversity and contribute to sustainable development”. Here from a lection showing how the nature itself has changed and formed the area that today is our livingplaces. The understanding of the action of natural processes is in the National Core Curriculum fronted as an important base for later knowledge about nature and sustainable use of nature.

Photo: Print from local newspaper.

Competence aims after Year 4

Geography

The aims for the education are that the pupil shall be able to

 describe terrain formations and geographical terms by exploring the terrain around the school and their home  use pictures, film and other sources to tell others about important landscapes and terrain formations in Norway

Phenomena and substances

The aims for the education are that the pupil shall be able to

 carry out experiments showing that substances may change their nature when subjected to various influences

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Competence aims after Year 7

The universe

The aims for the education are that the pupil shall be able to

 describe our solar system and natural science theories on the origin of the earth

Phenomena and substances

The aims for the education are that the pupil shall be able to

 examine and describe some central characteristics of some minerals and rocks and how they have been formed  elaborate on the use of some sources of energy in earlier times and in contemporary times, and describe consequences for the environment, locally and globally  carry out relevant weather measurements and present the results with and without digital aids

Geography

The aims for the education are that the pupil shall be able to

 read and use printed and digital maps and pinpoint main geographical characteristics of his/her own county, neighboring counties, Sami settlement areas, Norway, Europe and other regions of the world  register and sort traces left by the ice age in the place where he or she lives and explain what the ice age meant to the formation of the terrain and the country as a whole  explain relations between natural resources, industry, settlements and living conditions  explain how production and consumption can destroy ecosystems and pollute the soil, water and air, and discuss and elaborate on how this might be prevented and repaired

6 Competence aims after Year 10

Phenomena and substances

The aims for the education are that the pupil shall be able to

 explain how crude oil and natural gas have come about and how these substances are used.

Diversity in nature

The aims for the education are that the pupil shall be able to

 explain the main characteristics of theories on how the earth is changing and has changed throughout all time and the underpinning of these theories  elaborate on which biotic and a biotic factors are part of an ecosystem and explain the relationship between the factors  observe and provide examples of how human activities have affected a nature area, identify the views of different interest groups on the effects and propose measures that might preserve nature for future generations

Geography

The aims for the education are that the pupil shall be able to

 read, interpret and use printed and digital maps and be able to use map scales and read map legends  tell others about the basis in nature focusing on internal and external forces on earth, movement in air masses, circulation of water, weather, climate and vegetation, and discuss and elaborate on relations between nature and society  describe and explain natural and cultural landscapes in the local community  explain how people exploit resources in nature, other resources and technology in Norway and other countries in the world  assess the use and misuse of resources, consequences this might have for the environment and society, and conflicts this can create locally and globally  discuss and elaborate on premises for sustainable development

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3. Learning environments of Nordland National Park Centre The Nordland National Park Centre is situated in the municipality of Saltdal in Nordland. The centre is located just above the arctic-circle, and is one of 14 National Park Centers in Norway. This Centre is built for information about the National Parks in Norway. Because of the big difference on how Norwegian nature is between east and west, north and south, there are quite big differences in how these centers are built and the nature aspects they are focusing on. The two National Parks; Junkerdalen and Saltfjellet/Svartisen are located close up to this Centre, and there are also several nature reserves in the closest area.

Nordland is a county of Norway that has very many and rich geological resources, and the resources has been well used to build the area since year the middle of 1800 century. I can mention especially soapstone, iron, copper, and marble. The discovery of Silver in the 16 century became the reason for fights between Sweden and Norway, which actually did change the borders between the two countries. Today also gold is an economical geological resource of Nordland County.

This part of Norway was covered by thick ice under the last ice age that began its return about 10000 years ago. The ice age did make big impact on this area. Deep valleys, quite steep mountains, and many tracks from the ice can today be seen very clearly. 90% of the calc stone caves in Norway is located in Nordland, and we find most of them near Nordland National Park Centre.

The learning environments in the Norwegian part of the NEED project is split up in two:

1. Learning environments inside Nordland National Park Centre.

2. Learning environments nearby the centre and its surroundings.

The National Park Centre has a permanent geological exhibition in about ¼ of the Centre’s total exhibition area. The geological part of the exhibition focuses on:

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3.1 a) Chalkstone cave

In the entrance to the geological exhibition we have a full scale calc stone cave, with a bear head skeleton that is 2500 years old. It was found in a cave like we have built, and it shows the caves value as reference places for the science. The cave is also showing dripstones, and they are examples of why most of the calc stone caves are closed for public.

Pedagogic use of exiting learning environments is a great way of reaching young pupils’ minds, and awake their curiosity for geology.

Photo: Benny Sætermo ©

3.1 b) Ice age as Norway’s main architect

This two installations focus on how the ice did press the land down under the ice ages, making the sea level rise, and how the deep valleys and moraines was made because of the ice glaciers movements.

Photo: Benny Sætermo © Photo: Benny Sætermo ©

9 3.1 c) Climate crises and natural hazards impact on extinct organisms

Several different types of habitats and nature areas is been used by a huge diversity of species because geological recourses has made it possible. Most threatened by total extinction in Scandinavia is the arctic fox (Lat: Alopex lagopus). The arctic fox use high mountain morenes for den, but because of global heating the bigger relative red fox has starting taking over the old arctic fox living areas and dens. The Saltfjellet-Svartisen area is one of extremely few areas in the world the arctic fox still can be found. The National Park centre has a 1:1 scale arctic fox den in our exhibition.

Best way of create knowledge is to bring static exhibitions to life. Letting children explore by themselves is making the basis of upcoming questions while their in exploring activities. Why and how-questions is a pedagogic gift for teachers. The National Parks Centers of Norway have options for exhibitions like this, something that is missing at the schools.

Photo: Benny Sætermo ©

The National Park Centre are putting a big effort in creating learning environments that shows teachers, pupils and visitors, not only how the nature looks in our area, but also why the nature is so important as ground wall for the living life. The arctic fox is very important in that way.

3.1 d) Learning by doing

In the Norwegian Core Curriculum the active ”do it, feel it, see it” elements are a basic for creating knowledge. Thru theses elements the pupils are constructing knowledge easier, and the knowledge is been stored in their mind as their own knowledge created by themselves for themselves.

10 On the circle in the middle of the Centre we have a atrium with no roof. On this place the pupils can try to work with different rocks, and self experience the huge differences between how different stones act. The fascinating part is very important to in currish pupils to create knowledge, and by using the very exciting and fascinating soapstone we let the pupils experience how a “boring stone” can be real fun and a base for great activities. Working with a soapstone really touch the pupils “before-thinking” that a stone as a hard, boring thing that nature is full of. Working with this material are getting pupils construct new knowledge about stones.

Soapstone workshop. The photo is taken a few hours after we did put two big soap stones on this place. A school class from the local area really put a big effort in working with forming the stones this day.

A mining company close up to the Centre gives us as much soapstone as we want. Perfect combination between learning environments and corporation with local Photo: Benny Sætermo © companies.

Mostly the exhibition contains information on boards and posters. The figures are illustrating and there are also photos and samples of rocks and sediments shown. It is also a small wall with tools made of stones back in the Stone Age. This is very relevant for this area because of the discovery of human life in this area under the Stone Age during building this Centre.

The nature area close up to the National Park Centre is a very rare area in Norway because of its many specialties. The Junkerdalsura nature reserve is one of three places in Norway with similar botanical qualities. Junkerdalsura is a popular canyon for tourists and many thousand people walk thru the area every summer, especially because of geological and botanical qualities, as well as nature beautifulness and birdlife variations.

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3.2 Learning environments nearby the centre and its surroundings.

- potholes

- dead ice holes

- Junkerdalsura Canyon

- screes

- animal trap holes (catching reindeers)

- river moraines

- very old bedrock

- very young bedrock

- fascinating mountain forms (Solvågtind/nunatak)

- large waterfalls (Kjemåga waterfall)

- huge glacier scree/tsunami scree 8000 years ago (Storjord)

Photo showing a several thousand year old animal trap hole used for catching reindeers. This trap holes was made on places well known as living areas for the reindeers.

In a radius of only one kilometer we find a very exiting learning environment with trap holes, dead ice holes, and pot holes close up to each other.

A measurement on the tracks in 2008 showed that over 4000 people did visit theses places. Photo: Benny Sætermo ©

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Junkerdalsura canyon is one of the National Park Centre’s most unique learning environments because of its geological and weather conditions.

In this area very old bedrock meets very young bedrock, and this is in an area with very little rain. The climate here is stabile.

The unique conditions are the reason of the fabulous botanic life here.

Junkerdalsura has status as a nature reserve. That is the strongest form of protection we got in Norway.

Photo: Benny Sætermo ©

4. Comparing learning opportunities in or nearby the centre and skills in the National Core Curriculum The Norwegian Core Curriculum carries out very concrete aims for the different grades in both elementary school and lower secondary school.

Different aspects of geology is been mentioned in several of the many field of expertise the pupils are working with. When we are working with planning study modules at the National Park Centre we always set the aspects of the Core Curriculum in the first line. Based on learning and educational environments the Nordland National Park Centre is located on the best place in the municipality.

13 When we consider the contents of the National Core Curriculum, and the National Park centre, the comp ability is good. However there are room for improvements, and especially atrium “the outdoor room” can be developed with even more active learning activities /learning environments so the pupils themselves can be a part of an active learning process.

Our experience is that the grade of pupils’ fascination in a learning process depends on how active they are under their visit at the National Park Centre. We have also noticed that our learning environment are in best function when it is been used as learning environment by the Centres own employers instead of different teachers who are arriving together with the schools. But as an aim for the future we will try ways of preparing visiting teachers on how they best by themselves can use our environments in and near the Centre.

The didaktic model of learning

The knowledgehungry human beeing

Kreativeity background Environmentaly awareness

Evaluation Aims/tasks

The integrated human being

What to be learn Frames

Learning methods

Hard working Corporational skills

The sosiety/sosial funksionating human beeing

The figure shows the ”didactic model of learning” and is the base for how teachers are planning how to bring the knowledge to the pupils. The model focuses on that thru an interaction between creativity, co operational skills, environmentally awareness, and hard work the mainframes for learning is set. For the exact skills to learn the detail tasks, frames, methods, evaluation, background knowledge, is the base of learning mechanism. The National Park Centre has a better advantage of great learning frames (= learning environments) than most of the schools of Nordland County.

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