{"id":6314,"date":"2026-10-19T09:48:45","date_gmt":"2026-10-19T09:48:45","guid":{"rendered":"https:\/\/phd.hi.is\/doktorsvorn\/doktorsvorn-i-menntavisindum-ingolfur-gislason\/"},"modified":"2026-10-19T09:48:45","modified_gmt":"2026-10-19T09:48:45","slug":"doktorsvorn-i-menntavisindum-ingolfur-gislason","status":"publish","type":"phd_defence","link":"https:\/\/phd.hi.is\/en\/doktorsvorn\/doktorsvorn-i-menntavisindum-ingolfur-gislason\/","title":{"rendered":"Doktorsv\u00f6rn \u00ed menntav\u00edsindum: Ing\u00f3lfur G\u00edslason"},"content":{"rendered":"<div class=\"field-items\">\n<div class=\"field-item even\" property=\"content:encoded\">\n<p>Ing\u00f3lfur G\u00edslason ver doktorsritger\u00f0 s\u00edna \u00ed menntav\u00edsindum vi\u00f0 Deild menntunar og margbreytileika.<\/p>\n<p>V\u00f6rnin fer fram m\u00e1nudaginn 6. mars kl. 13.00 \u00ed H\u00e1t\u00ed\u00f0arsal H\u00e1sk\u00f3la \u00cdslands og ver\u00f0ur einnig\u00a0<strong>streymt h\u00e9r\u00a0<\/strong><\/p>\n<p><strong>Heiti ritger\u00f0ar:\u00a0\u00a0<\/strong>Merkingarsk\u00f6pun nemenda \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i \u00ed framhaldssk\u00f3la me\u00f0 kennara sem leggur \u00e1herslu \u00e1 samr\u00e6\u00f0ur og notkun t\u00f6lvut\u00e6kni.<\/p>\n<p><strong>Andm\u00e6lendur: <\/strong>Dr. N\u00faria Planas pr\u00f3fessor vi\u00f0 Universitat Aut\u00f2noma de Barcelona \u00e1 Sp\u00e1ni og dr. Ann-Sofi R\u00f6j-Lindberg d\u00f3sent vi\u00f0 \u00c5bo Akademi \u00ed Finnlandi.\u00a0<\/p>\n<p><strong>A\u00f0allei\u00f0beinandi: <\/strong>Dr. \u00d3lafur P\u00e1ll J\u00f3nsson pr\u00f3fessor vi\u00f0 Menntav\u00edsindasvi\u00f0 H\u00e1sk\u00f3la \u00cdslands.<\/p>\n<p><strong>Me\u00f0lei\u00f0beinandi: <\/strong>Dr. Simon Goodchild, pr\u00f3fessor vi\u00f0 H\u00e1sk\u00f3lann \u00ed Agder \u00ed Noregi.<\/p>\n<p>Auk \u00feeirra sat \u00ed doktorsnefnd dr. Bharath Sriraman, pr\u00f3fessor vi\u00f0 University of Montana \u00ed Bandar\u00edkjunum. Dr. Berglind R\u00f3s Magn\u00fasd\u00f3ttir forseti Deildar menntunar og margbreytileika stj\u00f3rnar ath\u00f6fninni.<\/p>\n<p><strong>Um verkefni\u00f0:\u00a0<\/strong><\/p>\n<p>Margir nemendur upplifa st\u00e6r\u00f0fr\u00e6\u00f0i sem tilgangslausa og \u00f3vi\u00f0komandi l\u00edfi s\u00ednu utan sk\u00f3lakerfisins. \u00dev\u00ed hafa st\u00e6r\u00f0fr\u00e6\u00f0imenntafr\u00e6\u00f0ingar kalla\u00f0 eftir meiri \u00e1herslu \u00e1 merkingarsk\u00f6pun og samr\u00e6\u00f0ur \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i og sumir hafa r\u00f6kstutt a\u00f0 t\u00f6lvut\u00e6kni geti umbreytt st\u00e6r\u00f0fr\u00e6\u00f0ikennslu. Hef\u00f0bundnar a\u00f0fer\u00f0ir eru \u00fe\u00f3 enn r\u00edkjandi og t\u00e6kni hefur haft takm\u00f6rku\u00f0 \u00e1hrif \u00e1 kennslu.<\/p>\n<p>Doktorsranns\u00f3knin beinist a\u00f0 merkingarsk\u00f6pun \u00edslenskra framhaldssk\u00f3lanema \u00e1 fyrsta \u00e1ri \u00ed st\u00e6r\u00f0fr\u00e6\u00f0it\u00edmum. Flestir nemendur \u00ed h\u00f3pnum h\u00f6f\u00f0u ekki n\u00e1\u00f0 g\u00f3\u00f0um \u00e1rangri \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i \u00e1\u00f0ur samkv\u00e6mt vi\u00f0mi\u00f0um sk\u00f3lakerfisins. Kennslufr\u00e6\u00f0i kennarans bygg\u00f0i \u00e1 \u00fev\u00ed a\u00f0 draga nemendur inn \u00ed samr\u00e6\u00f0ur um st\u00e6r\u00f0fr\u00e6\u00f0iverkefnin. Sl\u00edkar samr\u00e6\u00f0ur ganga \u00fat \u00e1 a\u00f0 rannsaka saman spurningar, setja fram tilg\u00e1tur og sannf\u00e6ra a\u00f0ra um \u00fe\u00e6r. Sum verkefnin voru s\u00e9rstaklega h\u00f6nnu\u00f0 \u00ed samstarfi kennara og rannsakanda til a\u00f0 stu\u00f0la a\u00f0 merkingarsk\u00f6pun \u00ed samr\u00e6\u00f0um, s\u00e9r \u00ed lagi verkefni \u00fear sem nemendur notu\u00f0u kvikt r\u00famfr\u00e6\u00f0iforrit.<\/p>\n<p>H\u00f3purinn var tekinn upp \u00e1 myndband yfir eina \u00f6nn og samskipti og athafnir nemenda voru greind \u00fat fr\u00e1 samr\u00e6\u00f0usj\u00f3narmi\u00f0i (dialogism) til a\u00f0 t\u00falka \u00fe\u00e1 merkingu sem nemendur sk\u00f6pu\u00f0u saman \u00ed verkefnavinnunni. Greiningin s\u00fdnir hvernig kennari getur dregi\u00f0 nemendur inn \u00ed st\u00e6r\u00f0fr\u00e6\u00f0ilega samr\u00e6\u00f0u \u00fear sem nemendur upplifa \u00e1n\u00e6gju af \u00fev\u00ed a\u00f0 skapa st\u00e6r\u00f0fr\u00e6\u00f0ilega merkingu jafnvel \u00fe\u00f3 a\u00f0 nemendur hafi haft neikv\u00e6\u00f0a reynslu af st\u00e6r\u00f0fr\u00e6\u00f0i \u00e1\u00f0ur. H\u00fan s\u00fdnir einnig a\u00f0 sl\u00edk merkingarsk\u00f6pun er langt fr\u00e1 \u00fev\u00ed a\u00f0 vera l\u00ednulegt ferli heldur einkennist h\u00fan af \u00fdmsum togstreitum.<\/p>\n<p>Me\u00f0al annars takast \u00e1 sj\u00f3narhorn hlutfirringar (abstraction) og sj\u00f3narhorn \u201eraunveruleikans\u201c, vi\u00f0mi\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0innar um sk\u00fdrleika togast \u00e1 vi\u00f0 hversdagsleg vi\u00f0mi\u00f0, \u00fear sem \u00e6tlast er til a\u00f0 vi\u00f0m\u00e6lendur geti \u00ed ey\u00f0urnar til a\u00f0 skilja hva\u00f0 a\u00f0rir eiga vi\u00f0, hugmyndir um st\u00e6r\u00f0fr\u00e6\u00f0i sem ferli k\u00f6nnunar-tilg\u00e1tna-sannf\u00e6ringar takast \u00e1 vi\u00f0 markmi\u00f0 nemenda um a\u00f0 lj\u00faka skylduverkefnum, og tilhneiging f\u00f3lks til a\u00f0 \u00e1lykta \u00fat fr\u00e1 \u00fev\u00ed sem vir\u00f0ist sj\u00f3nr\u00e6nt lj\u00f3st togast \u00e1 vi\u00f0 vi\u00f0mi\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0innar um a\u00f0 r\u00f6ksty\u00f0ja \u00e1lyktanir \u00fat fr\u00e1 skilgreindum eiginleikum.<\/p>\n<p>Samkv\u00e6mt ni\u00f0urst\u00f6\u00f0um skiptir sk\u00f6pum fyrir kennara a\u00f0 taka afst\u00f6\u00f0u me\u00f0 samr\u00e6\u00f0unni. \u00deeirri afst\u00f6\u00f0u ver\u00f0ur a\u00f0 fylgja n\u00e6mni \u00e1 \u00fea\u00f0 fl\u00f3kna ferli sem \u00fea\u00f0 er a\u00f0 tileinka s\u00e9r st\u00e6r\u00f0fr\u00e6\u00f0ilega or\u00f0r\u00e6\u00f0u. \u00dea\u00f0 ferli felur \u00ed s\u00e9r a\u00f0 nemendur \u00fer\u00f3a s\u00ednar eigin lei\u00f0ir til a\u00f0 l\u00fdsa venslum \u00e1 s\u00edfellt n\u00e1kv\u00e6mari h\u00e1tt vegna \u00feess a\u00f0 \u00feeir \u00feurfa a\u00f0 gera hugsunina \u00f6\u00f0rum lj\u00f3sa. Einnig \u00fearf kennari a\u00f0 tengja lei\u00f0ir nemenda vi\u00f0 hef\u00f0bundnar lei\u00f0ir st\u00e6r\u00f0fr\u00e6\u00f0innar til a\u00f0 tj\u00e1 tengsl, \u00fear \u00e1 me\u00f0al \u00fe\u00e6r sem h\u00e6gt er a\u00f0 nota til a\u00f0 b\u00faa til graf\u00edsk l\u00edk\u00f6n me\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0ihugb\u00fana\u00f0i.<\/p>\n<p><strong>Um doktorsefni:<\/strong><\/p>\n<p>Ing\u00f3lfur G\u00edslason f\u00e6ddist \u00ed Reykjav\u00edk \u00e1ri\u00f0 1974. Hann lauk B.S. pr\u00f3fi \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i fr\u00e1 H\u00e1sk\u00f3la \u00cdslands 1998 og M.Paed. gr\u00e1\u00f0u \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i fr\u00e1 H\u00e1sk\u00f3la \u00cdslands 2006. Ing\u00f3lfur er a\u00f0junkt vi\u00f0 Menntav\u00edsindasvi\u00f0 H\u00e1sk\u00f3la \u00cdslands s\u00ed\u00f0an 2016, en kenndi \u00e1\u00f0ur st\u00e6r\u00f0fr\u00e6\u00f0i, einkum \u00e1 framhaldssk\u00f3lastigi. Foreldrar Ing\u00f3lfs eru Arnhei\u00f0ur Ing\u00f3lfsd\u00f3ttir hj\u00fakrunarfr\u00e6\u00f0ingur og G\u00edsli Sigurkarlsson l\u00f6gfr\u00e6\u00f0ingur (1942-2013). Eiginkona Ing\u00f3lfs er dr. Gu\u00f0r\u00fan Sif Fri\u00f0riksd\u00f3ttir mannfr\u00e6\u00f0ingur. D\u00f3ttir \u00feeirra er Vaka og sonur Ing\u00f3lfs er Fl\u00f3ki.<\/p>\n<p>\u00d6ll velkomin \/\u00a0<strong>Fylgjast me\u00f0 doktorsv\u00f6rn \u00ed streymi h\u00e9r<\/strong><\/p>\n<\/div><\/div>","protected":false},"featured_media":5572,"template":"","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"_phd_date_start":"2023-03-06T13:00:00+00:00","_phd_date_end":"2023-03-06T16:00:00+00:00","_phd_location":"A\u00f0albygging H\u00e1t\u00ed\u00f0arsalur, A\u00f0albygging.","_phd_admission":"A\u00f0gangur \u00f3keypis","_phd_thesis_title":"Merkingarsk\u00f6pun nemenda \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i \u00ed framhaldssk\u00f3la me\u00f0 kennara sem leggur \u00e1herslu \u00e1 samr\u00e6\u00f0ur og notkun t\u00f6lvut\u00e6kni","_phd_source_url":"https:\/\/gamli.hi.is\/vidburdir\/doktorsvorn_i_menntavisindum_ingolfur_gislason","_phd_source_node_id":"393150","_phd_source_type":"vidburdir","_phd_member_id":850,"footnotes":""},"phd_school":[91,90],"phd_discipline":[92],"class_list":["post-6314","phd_defence","type-phd_defence","status-publish","has-post-thumbnail","hentry","phd_school-deild-menntunar-og-margbreytileika","phd_school-menntavisindasvid","phd_discipline-phd-i-menntavisindum"],"_links":{"self":[{"href":"https:\/\/phd.hi.is\/en\/wp-json\/wp\/v2\/phd_defence\/6314","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/phd.hi.is\/en\/wp-json\/wp\/v2\/phd_defence"}],"about":[{"href":"https:\/\/phd.hi.is\/en\/wp-json\/wp\/v2\/types\/phd_defence"}],"version-history":[{"count":0,"href":"https:\/\/phd.hi.is\/en\/wp-json\/wp\/v2\/phd_defence\/6314\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/phd.hi.is\/en\/wp-json\/wp\/v2\/media\/5572"}],"wp:attachment":[{"href":"https:\/\/phd.hi.is\/en\/wp-json\/wp\/v2\/media?parent=6314"}],"wp:term":[{"taxonomy":"phd_school","embeddable":true,"href":"https:\/\/phd.hi.is\/en\/wp-json\/wp\/v2\/phd_school?post=6314"},{"taxonomy":"phd_discipline","embeddable":true,"href":"https:\/\/phd.hi.is\/en\/wp-json\/wp\/v2\/phd_discipline?post=6314"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}