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31.
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32.
  • A. Manneh, Ilana, et al. (författare)
  • Progression in action for developing chemical knowledge
  • Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
    • In this paper, we discuss the well-known teaching challenge of how to provide undergraduate students with basic chemistry knowledge without making them experience these basics as meaningless and unintelligible. First, we situate the challenge in a classic dilemma: should we teach the necessary basic facts before the chemical explanations or should the explanations be taught before or in parallel to these facts? Here we draw on examples from interviews with graduate students reflecting on their experiences regarding their studies at the undergraduate level. Second, we suggest a way out of the dilemma, through a shift in perspective from the typical progression of facts and explanations towards a purpose and activity-based progression. We conclude with a discussion of implications of such a shift for university chemistry education together with suggestions for future research.
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33.
  • A. Manneh, Ilana, 1970- (författare)
  • Supporting Learning and Teaching of Chemistry in the Undergraduate Classroom
  • 2019
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • There is agreement in research about the need to find better ways of teaching chemistry to enhance students’ understanding. This thesis aims to contribute to the understanding of how we better support teaching and learning of undergraduate chemistry to make it meaningful and intelligible for students from the outset. The thesis is concerned with examining the interactions between student, specific content and teacher in the undergraduate chemistry classroom; that is, the processes making up the three relations of the didactic triangle. The data consists of observations of students and tutors during problem-solving activities in an introductory chemistry course and interviews with graduate students.Systematic analyses of the different interactions between the student, the chemistry content, and the tutor are made using the analytical tool of practical epistemology analysis. The main findings of the thesis include detailed insights into how undergraduate chemistry students deal with newly encountered content together with didactic models and concrete suggestions for improved teaching and for supporting continuity and progression in the undergraduate chemistry classroom. Specifically, I show how students deal with the chemistry content through a complex interaction of knowledge, experiences, and purposes on different levels invoked by both students and tutors as they interact with each other. Whether these interactions have a positive or negative effect on students’ learning depends on the nature of knowledge, experiences and purposes that were invoked. Moreover, the tutor sometimes invoked other purposes than the ones related to the task at hand for connecting the activity to the subject matter in general. These purposes were not always made continuous with the activity which resulting in confusion among students. The results from these analyses were used for producing hypotheses and models that could support continuity and progression during the activity. The suggested models aim to make the content more manageable and meaningful to students, enabling connections to other experiences and purposes, and helping teachers and tutors to analyze and reflect on their teaching. Moreover, a purpose- and activity-based progression is suggested that gives attention to purposes in chemistry education other than providing explanations of chemical phenomena. The aim of this ‘progression in action’ is to engage students in activities were they can see the meaning of chemical concepts and ideas through their use to accomplish different chemical tasks. A general conclusion is that detailed knowledge about the processes of teaching and learning is important for providing adequate support to both undergraduate students and university teachers in the chemistry classroom.
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34.
  • A. Manneh, Ilana, et al. (författare)
  • The role of anthropomorphisms in students’ reasoning about chemical structure and bonding
  • 2018
  • Ingår i: Asia-Pacific Forum on Science Learning and Teaching. - 1609-4913. ; 19:2
  • Tidskriftsartikel (refereegranskat)abstract
    • Anthropomorphisms are widespread at all levels of the educational system even among science experts. This has led to a shift in how anthropomorphisms are viewed in science education, from a discussion of whether they should be allowed or avoided towards an interest in their role in supporting students’ understanding of science. In this study we examine the role of anthropomorphisms in supporting students’ understanding of chemistry. We analyze examples from undergraduate students’ discussions during problem-solving classes through the use of practical epistemology analysis (PEA). Findings suggest that students invoked anthropomorphisms alongside technical relations which together produced more or less chemically appropriate explanations. Also, anthropomorphisms constitute potentially productive points of departure for rendering students’ explanations more chemically appropriate. The implications of this study refer to the need to deal with anthropomorphisms explicitly and repeatedly as well as to encourage explicit connections between different parts of the explanation - teleological as well as causal.
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35.
  • A. Manneh, Ilana, 1970-, et al. (författare)
  • Tutor-student interaction in undergraduate chemistry : a case of learning to make relevant distinctions of molecular structures for determining oxidation states of atoms
  • 2018
  • Ingår i: International Journal of Science Education. - : Informa UK Limited. - 0950-0693 .- 1464-5289. ; 40:16, s. 2023-2043
  • Tidskriftsartikel (refereegranskat)abstract
    • In this study, we explore the issues and challenges involved in supporting students’ learning to discern relevant and critical aspects of determining oxidation states of atoms in complex molecules. We present a detailed case of an interaction between three students and a tutor during a problem-solving class, using the analytical tool of practical epistemology analysis (PEA). The results show that the ability to make relevant distinctions between the different parts of a molecule for solving the problem, even with the guidance of the tutor, seemed to be challenging for students. These shifts were connected to both purposes that were specific for solving the problem at hand, and additional purposes for general learning of the subject matter, in this case how to assign oxidation states in molecules. The students sometimes could not follow the additional purposes introduced by the tutor, which made the related distinctions more confusing. Our results indicate that in order to provide adequate support and guidance for students the tutor needs to consider how to sequence, move between, and productively connect the different purposes introduced in a tutor-student interaction. One way of doing that is by first pursuing the purposes for solving the problem and then successively introduce additional, more general purposes for developing students’ learning of the subject matter studied. Further recommendations drawn from this study are discussed as well.
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36.
  • A Proactive Approach : Law Libraries
  • 2006
  • Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
    • Reliance on routines to avoid mistakes is a self-evident feature of many fields of human activity. The commercial pilot preparing for take-off, the engineer designing a bridge and the insurance company introducing a new product all depend on proven methods to ensure that nothing important is forgotten and to assess the consequences of planned measures. Legal work is somewhat atypical in the foregoing respect. Compared with many other activities, there are few descriptions of how the various segments of a legal task are to be devised in order to achieve the greatest possible certainty of result. Lawyers tend to work reactively, i.e., the focus is on solving problems that have already arisen. Efforts aimed at avoiding problems before they begin to brew - i.e., proactively - are less common. The proactive approach is not unknown in the legal sphere but as compared to many other fields of the law the perspective is not very well elaborated. Against this background this volume of Scandinavian Studies in Law presents 25 articles on various aspects of proactive approaches in law, the majority of them focusing on contracting issues. The collection is simultaneously a documentation of a conference on proactive law held in Stockholm 2005. In addition to the articles on proactive law this volume contains a presentation of major law libraries in the Scandinavian countries. Table of Contents: Barton, Thomas D., Thinking Preventively and Proactively, p. 71-92 Bing, Jon and Mahler, Tobias, Contractual Risk Management in an ICT Context - Searching for a Possible Interface between Legal Methods and Risk Analysis, p. 339-358 Cummins, Tim, Best Practices In Commercial Contracting, p. 131-148 Daicoff, Susan, The Comprehensive Law Movement: An Emerging Approach to Legal Problems, p. 109-128 Dauer, Eduard A., The Role of Culture in Legal Risk Management, p. 93-108 Haapio, Helena, Introduction to Proactive Law from a Business Lawyer's Point of View, p. 21-34 Haapio, Helena, Business Success and Problem Prevention through Proactive Contracting, p. 149-194 Haarala-Nystén, Soili, Contract Law and Everyday Contracting, p. 263-284 Haavisto, Vaula, Contracting in Networks, p. 237-254 Jakobsen Sandfeld, Søren, Entering New and Converging Media Markets: How to Take a Proactive Approach to Legal Issues in the Electronic Communications Sector, p. 393-406 Kavaleff, Anette, Successful Outsourcing through Proactive Contracting - Strategy, Risk Assessment and Implementation, p. 215-226 Lando, Henrik, Determinants of the Optimal Degree of Pro-activeness in Contracting, p. 255-262 Magnusson, Jarl S., Proactive Law - and the Importance of Data and Information Resources, p. 407-424 Magnusson Sjöberg, Cecilia, Presentation of the Nordic School of Proactive Law, p. 13-20 Paris, Carolyn E.C., Contract Management: Design Parameters and Challenges to Implementation, p. 195-214 Pohjonen, Soile, Proactive Law in Academia, p. 53-70 Sadighi Firozabadi, Babak and Sergot, Marek , The Role of Agreements in Virtual Organisations, p. 297-304 Schartum, Dag Wiese, Introduction to a Government-based Perspective on Proactive Law, p. 35-52 Seipel, Peter, Nordic School of Proactive Law Conference 2005: Closing Comments, p. 359-364 Syse, Aslak, Equality and Accessibility: A Proactive Approach to Strengthen the Legal Status and Protection Against Discrimination of Persons with Disabilities, p. 367-384 Taskinen, Tommi K.J., Some Thoughts on Proactive Counselling and Legal Mentality, p. 227-236 Trzaskowski, Jan, Legal Risk Management in a Global, Electronic Marketplace, p. 319-338 Weitzenböck, Emily M., Prevention is Better than Cure: Fostering the Growth of Dynamic Networked Organisations through the use of Proactive Legal Measures, p. 305-318 Vikström, Mats, The Impact of IT on the Foundation for Businesses Daily Operation, p. 285-296 Zimmer, Frederik, Tax Legislation between Politics and Legal (and Economic) Thinking, p. 385-392 Law Libraries in Denmark, p. 427-433 Law Libraries in Finland, p. 434-441 Norwegian Law Libraries, p. 442-447 Law Libraries in Sweden, p. 448-462
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37.
  • A school for all : Special issue
  • 2020
  • Samlingsverk (redaktörskap) (refereegranskat)abstract
    • A special Issue of Nordic Journal of Studies on Education Policy, with contributions of among others, Mel Ainskow, Peder Haug, Michel Knigge, Lise Roll-Petersson, Kajsa Falkner, Christian Ydesen, Daniel Östlund, Thomas Barow.
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