| 114941. |
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| 114942. |
- Edfors, Inger, et al.
(författare)
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University students' reflections on representations in genetics and stereochemistry revealed by a focus group approach
- 2015
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Ingår i: NorDiNa. - : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 11:2, s. 169-179
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Tidskriftsartikel (refereegranskat)abstract
- Genetics and organic chemistry are areas of science that students regard as difficult to learn. Part ofthis difficulty is derived from the disciplines having representations as part of their discourses. In orderto optimally support students’ meaning-making, teachers need to use representations to structure themeaning-making experience in thoughtful ways that consider the variation in students’ prior knowledge.Using a focus group setting, we explored 43 university students’ reasoning on representationsin introductory chemistry and genetics courses. Our analysis of eight focus group discussions revealedhow students can construct somewhat bewildered relations with disciplinary-specific representations.The students stated that they preferred familiar representations, but without asserting themeaning-making affordances of those representations. Also, the students were highly aware of the affordances of certain representations, but nonetheless chose not to use those representations in theirproblem solving. We suggest that an effective representation is one that, to some degree, is familiarto the students, but at the same time is challenging and not too closely related to “the usual one”.The focus group discussions led the students to become more aware of their own and others ways ofinterpreting different representations. Furthermore, feedback from the students’ focus group discussionsenhanced the teachers’ awareness of the students’ prior knowledge and limitations in students’representational literacy. Consequently, we posit that a focus group setting can be used in a universitycontext to promote both student meaning-making and teacher professional development in a fruitfulway.
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| 114943. |
- Edfors, Inger, et al.
(författare)
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University students' reflections on representations in introductory genetics and stereochemistry
- 2014
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Genetics and organic chemistry are areas of science that are regarded as difficult. Part of thisdifficulty is derived from them having representations as part of their disciplinary discourses. Inorder to optimally support students’ learning and meaning-making, teachers need to thoughtfullyuse representations to structure the learning experience in ways that open up the variation instudents’ prior knowledge. For our study, university students’ reasoning on representations ingenetics and organic chemistry was investigated using a focus group approach (8 groups, 4-8students/group). This revealed how students can construct somewhat bewildered relations withdisciplinary-specific representations. For instance, they stated that they preferred familiarrepresentations, but without asserting the meaning-making affordances of those representations.Also, the students were highly aware of the affordances in certain representations, but nonethelesschose not to use those representations in their problem solving. The focus group discussions ledthe students to become more aware of their own and others meaning-making. At the same time,feedback from the students’ focus group discussions enhanced the teacher’s awareness of thestudents’ prior knowledge and meaning-making. Consequently, we posit that a design focus groupmethodology can be fruitfully used both to promote teacher development and progression, andstudent learning.
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| 114944. |
- Edforss Fuchs, Inger, et al.
(författare)
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Final reporting for the VASS project : The virtual world meets the authentic world in sensuous and integrated learning
- 2015
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The starting point for the Vass project was to conduct a closer examination of how ICT works in an outdoor educational and curriculum controlled context with students in years 4, 5, 6 and 7. VASS stands for virtual world meets a real in sensuous and integrated learning.The VASS project has been carried out by Västra Ramlösa school and Miljöverkstaden in Helsingborg as well as National Centre for Outdoor Education (NCU) and SICS East Swedish ICT both based at Linköping University. The project, which has run during the period 2012 – 2015, was made possible through support from the Marcus and Amalia Wallenberg foundation with 1,3 million SEK. Inger Edforss Fuchs, teacher leader at Västra Ramlösa School in Helsingborg has been the project leader.The project had three main starting pointsThe teaching is based on a curriculum which gives the starting point for the teaching and learning in school and therefore also for lessons connected to the project.Where we conduct the teaching, meaning the relation to place, is of great importance for the students’ learning. This pedagogical perspective and outlook related to the where-aspect of teaching and learning characterises outdoor education.Teaching in an outdoor educational context can be carried out with the help of ICT.There are a number of different examples of the use of ICT in combination with outdoor education, but the focus of this particular project was the close connection to the curriculum and its targets where outdoor education was included as a starting point.We choose to present the project here through four different essays which all represent different perspectives. Inger Edforss Fuchs starts by describing the work that has been carried out at her school in Helsingborg. Ingemar Nyman wants to show the gains in environmental theory of pedagogy the schools can make by using IT in outdoor pedagogical work. Mattias Arvola, who does research on the interface between people and digital devices, describes the development work that has been carried out within the framework for the project in his department at Linköping University. In the last essay Anders Szczepanski shares his view of how IT supported outdoor educational work affects the way students and teachers look at learning.We would like to thank the Marcus and Amalia Wallenberg foundation for wanting to support this project. Without their help it would not have been possible to carry out the project, which would also have meant that we would not have got this far in the important work on developing the schools’ use of ICT in a curriculum based and outdoor educational context.Helsingborg June 2015Inger Edforss FuchsProject leaderMattias ArvolaIngemar NymanAnders Szczepanski
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| 114945. |
- Edforss Fuchs, Inger, et al.
(författare)
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Slutrapportering av VASS-projektet “Virtuell värld möter autentisk värld i ett sinnligt, samlat lärande"
- 2015
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Utgångspunkten för VASS-projektet var att närmare undersöka hur IKT fungerar i ett utomhuspedagogiskt och läroplansstyrt sammanhang med elever i årskurs 4, 5, 6 och 7. VASS står för virtuell värld möter en reell i ett sinnligt och samlat lärande.VASS-projektet har genomförts av Västra Ramlösa skola och Miljöverkstaden i Helsingborg samt Nationellt för centrum i utomhuspedagogik (NCU) och SICS East Swedish ICT Research Faculty båda vid Linköpings universitet. Projektet, som löpt under tiden 2012 – 2015, blev möjligt efter stöd från Marcus och Amalia Wallenbergs minnesfond på 1,3 miljoner kronor. Projektledare har varit Inger Edforss Fuchs som är förstelärare på Västra Ramlösa skola i Helsingborg.Det fanns tre huvudsakliga utgångspunkter i projektet:Undervisningen styrs av en läroplan som ger en utgångspunkten för undervisningen i skolan och därmed också för lektioner som kopplats till projektet.Var vi bedriver undervisningen, det vill säga platsrelationen, har en stor betydelse för elevernas lärande. Detta pedagogiska perspektiv och grundsyn relaterad till undervisningen och lärandets var-aspekt karakteriserar utomhuspedagogik.En undervisning i ett utomhuspedagogiskt sammanhang kan bedrivas med hjälp av IKT.Det finns en del olika exempel på att använda IKT i kombination med utomhuspedagogik, men det centrala i just det här projektet var den nära anknytningen till läroplanen och dess mål där utomhuspedagogiken fanns med som en utgångspunkt.Vi väljer här att redovisa projektet med fyra olika essäer som var och en representerar olika perspektiv. Inger Edforss Fuchs inleder med att beskriva det arbete som bedrivits på hennes skola i Helsingborg. Ingemar Nyman vill framhålla de miljöpedagogiska vinster som skolorna kan nå genom att använda IT i ett utomhuspedagogiskt arbete. Mattias Arvola, som forskar i gränsytan mellan människa och digitala enheter, beskriver det utvecklingsarbete som bedrivits inom projektets ram på hans enhet vid Linköpings universitet. Till sist så ger Anders Szczepanski sin syn på hur ett utomhuspedagogiskt arbete, som är IT understött, påverkar elever och lärares syn på lärandet.Till sist vill vi tacka Marcus och Amalia Wallenbergs minnesfond för att de ville understödja projektet. Projektet hade inte kommit till stånd utan och vi hade då inte heller kunnat nå så långt med det viktiga arbetet med att utveckla skolornas användning av IKT i ett läroplansstyrt och utomhuspedagogiskt sammanhang.Helsingborg i juni 2015Inger Edforss Fuchs, ProjektledareMattias ArvolaIngemar NymanAnders Szczepanski
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| 114946. |
- Edgar, Boo, 1948
(författare)
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Framing the claim
- 2010
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Ingår i: Sustainable Business Development. - Göteborg. ; , s. 58-67
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- There is a growing recognition that effective communication around a scientific issue, a new technology, and around disruptive ideas require initiatives that sponsor dialogue, trust, relationships, and public participation across a diversity of social settings and media platforms. In 2001 this was not present. There was not even a common plan within the stem cell community. No learning’s from the Gene Modified Crops debates a few years earlier was considered. From the companies involved, neither the perspective nor the potentials for framing was not at all present, partly due to the discussion on in vitro fertilisation taken place 15 years earlier or the understanding that a accepted word, embryonic, could be understood in the wrong way. The communication did not take place between researchers and policymakers nor toward the general public. There were some references to the ongoing debate but that was all.
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| 114947. |
- Edgar, Boo, 1948, et al.
(författare)
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Increasing the utility of university based bioscience research - trends in Norway and Sweden
- 2005
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Ingår i: BioForum Europe 5/2005.
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- A European strategy for life science and biotechnology produced by the commission in 2002 and 2003 preceded national bioscience strategies published recently in Norway and Sweden. This article summarizes these strategies and compares them with some current trends and visions in the area of utilizing bioscience research in the two countries.In the European strategy , bioscience was placed in the frontline being seen as the next wave in the knowledge economy after information technology. Key elements in the strategy are:- Developing bioscience education- Improving the intellectual property system - Facilitating the access to capital - Networking for the stakeholders- Increase the proactive role for the public authorities - Responding to a global challenge - Implement the strategy coherently and further develop the strategy In the 19th annual provocative report "Beyond borders"[2], Ernst & Young describes the situation as not so favorable in Europe as compared to the rest of the world.In summary the bioscience industry in Europe is considered to recover and is now better positioned to move forward - but remains restricted by fundamental European issues.As can be seen in figure 1, the European number of bioscience companies is at least as high as in the US. However, there are significant differences in both size and maturity. The biotech industry is generally becoming more global and more competitive. In terms of financial figures, the industry is dominated by the activities in the US. However, Canada and Europe are catching up, driven by strong strategies. The major advantages for younger companies are the available market and resources strengths from around the world.Nevertheless, there is a still a concern around valuation and financing, where most capital and early financing is available in the US. The amounts of available funds have according to the Ernst & Young report not grown in Europe for a while. A key concern is still to build sustainable companies around experienced management teams and good products. In Europe more companies are built around a single good product idea rather than a product portfolio. Many such early stage companies are struggling to avoid the much feared "wash-out" by keeping the initially spent cash as low as possible with a non optimal development as a result..
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| 114948. |
- Edgar, Boo, 1948
(författare)
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Outcome analysis of the first courses in the ScanBalt Education Platform
- 2013
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The potential development of entrepreneurial competencies are on the agenda for Europe and several of the Baltic Sea Region states have included innovation and entrepreneurship in their national agendas, as in Sweden. Along with the education in entrepreneurship the pedagogy used, the entrepreneurial education to raise the interest, change the attitude and develop an entrepreneurial culture are essential. Entrepreneurial education is complex and has to be ‘classified’ to increase the understanding, on purpose, to be distinguished between different activities in terms of degree of motivation for the learner (student) as well as in terms of complexity for the teacher. This can help educators’ and mentors judgment of which class of activity to optimal for in any given situation depending on purpose, ability, resource access, interest and context. To increase the leaning outcome the education and the courses have to based on core subject knowledge for the teacher, learner and mentor. The entrepreneurial learning should involve besides the knowledge and skills, important changes in the attitude, as the formation of the identity, self-efficacy, increased tolerance for failure and self-insight. Action based education therefore seems to be the best way to convey and form these insights, and to improve the performance of the local cluster, the education in a cluster situation seems to favour the development in several aspects.
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| 114949. |
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| 114950. |
- Edgar, Boo, 1948, et al.
(författare)
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Using Scenario Planning in Regional Development Context: The Challenges and Opportunities
- 2013
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Ingår i: World Journal of Science, Technology and Sustainable Development. - : Emerald. - 2042-5945. ; 10:2, s. 103-122
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – Planning under conditions of uncertainty is more demanding than doing the same under less uncertain circumstances. Planning which is coupled to high level of uncertainty requires good strategic thinking by the planners. There are a number of methods used for planning under such circumstances. Among these methods is scenario planning. Scenario planning has been used for classical management to help organizations and firms in their decision-making activities. One area where scenario planning has not been used intensively, according to the authors’ understanding, is in a regional development context and especially in relation to the innovation aspects and policy issues. Design/methodology/approach – In this paper, the authors discuss and exemplify the possible utilization of scenario planning to promote innovation in a regional development context. They look at the hidden potential of the method and discuss the challenges of its utilization. To run their analysis, they use a number of cases from the health sector. These cases are unique because they also involved input from a number of actors of the regional innovation system. Findings – The authors found that scenario planning is a valuable tool to deal with regional development schemes under high level of uncertainty and where diverse actors from the regional innovation system are involved. Originality/value – The authors argue in this work that scenario planning has the potential to be used, at a more intense scale, in promoting innovation activities in organizations within the context of a regional development drive. Surely, scenario planning need be considered when discussing innovation in relation to introduction of new therapies, new educational schemes, and other regional development initiatives.
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