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Sökning: WFRF:(Fauville Geraldine)

  • Resultat 11-18 av 18
  • Föregående 1[2]
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  • Fauville, Geraldine, et al. (författare)
  • Using collective intelligence to identify barriers to teaching 12–19 year olds about the ocean in Europe
  • 2018
  • Ingår i: Marine Policy. - 0308-597X. ; 91, s. 85-96
  • Tidskriftsartikel (refereegranskat)abstract
    • Since the degradation of the marine environment is strongly linked to human activities, having citizens who appreciate the ocean's influence on them and their influence on the ocean is important. Research has shown that citizens have a limited understanding of the ocean and it is this lack of ocean literacy that needs to change. This study maps the European landscape of barriers to teaching 12–19 year olds about the ocean, through the application of Collective Intelligence, a facilitation and problem solving methodology. The paper presents a meta-analysis of the 657 barriers to teaching about the ocean, highlighting how these barriers are interconnected and influence one another in a European Influence Map. The influence map shows 8 themes: Awareness and Perceived knowledge; Policies and Strategies; Engagement, formal education sector; the Ocean itself; Collaboration; Connections between humans and the ocean and the Blue Economy, having the greatest influence and impact on marine education. “Awareness and Perceived knowledge” in Stage 1, exerts the highest level of overall influence in teaching 12–19 year olds about the ocean. This map and study serves as a roadmap for policy makers to implement mobilisation actions that could mitigate the barriers to teaching about the ocean. Examples of such actions include free marine education learning resources such as e-books, virtual laboratories or hands-on experiments. Thus, supporting educators in taking on the challenge of helping our youth realise that the ocean supports life on Earth is essential for education, the marine and human well-being. •Collective Intelligence shows barriers to teaching 12–19 year-olds about the ocean.•Education stakeholder consultations ran in eight European countries.•European influence map represents the relationships among barriers.•Barriers in “Awareness and perceived knowledge” theme are the most influential.•Resources, courses and networks are options that can be used to address barriers.
  • Hakkarainen, Kai, et al. (författare)
  • Artefacts mediating practices across time and space: Sociocultural studies of material conditions for learning and remembering.
  • 2015
  • Ingår i: Exploring the Material Conditions of Learning: Computer Supported Collaborative Learning (CSCL) Conference 2015. - 1573-4552. - 978-0-9903550-7-6 ; 2, s. 593-598
  • Konferensbidrag (refereegranskat)abstract
    • The theme of this symposium is to explore the material conditions of learning and remembering from a sociocultural perspective. We do this in four different empirical contexts. Learning and remembering are understood as meaning-making processes that are dependent on and co-constituted by mediating tools that enable practices to extend across time and space. Our interests are precisely in what ways the “tools” people employ in these studies mediate activities of learning and remembering, and how they contribute to the organization of collective forms of knowing. We also address how we analyze the specific material features of tools that co-determine the unfolding of the activities.
  • Lantz-Andersson, Annika, 1961-, et al. (författare)
  • Concepts, materiality and emerging cognitive habits: The case of calculating carbon footprints for understanding environmental impact.
  • 2019
  • Ingår i: Designs for Experimentation and Inquiry: Approaching Learning and Knowing in Digital Transformation. Åsa Mäkitalo, Todd E. Nicewonger, Mark Elam (red.). - New York : Routledge. - 9781138592711 ; s. 13-30
  • Bokkapitel (refereegranskat)abstract
    • The interest behind the present study can be found at two levels. First, our aim is to show how what is commonly conceived of as acts of thinking and reasoning are grounded in materiality, in artefacts, and in what Donald (2010) refers to as symbolic technologies. Thinking (and learning) in this perspective implies engaging with symbolic technologies designed to provide access to human insights and experiences that have been generated over a long time and then built into artefacts. A corollary of this perspective is that human agency is shaped by the use of symbolic technologies, but the opposite is also true; technologies embody and exercise agency in social practices. Second, our aim is to illustrate some of the consequences of this perspective in the specific case of learning about the environment. More precisely, we will report a study of how students learn to understand, calculate and account for the environmental impact of their own daily activities. The symbolic technology they engage with is a so-called Carbon Footprint Calculator (CFC), a tool for estimating carbon dioxide (CO2) emissions. This study investigates how the use of a digital tool such as a CFC co-determines high school students’ ways of reasoning about their carbon footprint in the context of a global online discussion forum. In other words, our analysis concerns how students learn to understand what a carbon footprint is, and how it may be measured and related to how they lead their lives.
  • Petersson, Emma, 1981-, et al. (författare)
  • Knowing nature through experimentation: Science literacy and the situatedness of knowing
  • 2011
  • Ingår i: European Association for Research on Learning and Instruction, August 30-September 3, 2011, Exeter, United Kingdom.
  • Konferensbidrag (refereegranskat)abstract
    • The background of the present study is an interest in issues of learning and knowing across social settings. In recent years, such problems have come to be understood in terms of literacy, i.e. the ability of people to use textual and multimodal resources to understand real-world issues. The analysis reported here takes its point of departure in John Dewey’s argumentation that learning about scientific methods and inquiry can provide such a platform for learning generalized skills. Students (aged 16-17), studying the environment and climate issues, had access to a virtual lab, referred to as the acid ocean virtual lab, to conduct inquiries and experiments that concern climate change. The analysis builds on a sample of 80 students who took part in written problem-solving test as outcome measure. The students were required to design an experiment addressing a specific environmental issue. The problem was given as an individual written task before as well as after teaching/lab sessions. The results show that students increase their use of scientifically relevant terminology (‘sample’, ‘measure’ etc.) and they improve their ability to outline an experiment during the course. However, science literacy also implies realizing what a relevant interpretation of a problem is in order to be able to answer it through a scientific experiment.
  • Stach, Thomas, et al. (författare)
  • Nerve cells of Xenoturbella bocki (phylum uncertain) and Harrimania kupfferi (Enteropneusta) are positively immunoreactive to antibodies raised against echinoderm neuropeptides
  • 2005
  • Ingår i: Journal of the Marine Biological Association of the UK. ; 85:6, s. 1519-1524
  • Tidskriftsartikel (refereegranskat)abstract
    • The phylogenetic position of Xenoturbella spp. has been uncertain since their discovery in 1949. It has been recently suggested that they could be related to Ambulacraria within Deuterostomia. Ambulacraria is a taxon that has been suggested to consist of Hemichordata and Echinodermata. The hypothesis that X. bocki was related to Ambulacraria as well as the hypothesis of a monophyletic Ambulacraria is primarily based on the analysis of DNA sequence data. We tested both phylogenetic hypotheses using antibodies raised against SALMFamide 1 and 2 (S1, S2), neuropeptides isolated from echinoderms, on X. bocki and the enteropneust Harrimania kupfferi. Both species showed distinct positive immunoreactivity against S1 and S2. This finding supports the Ambulacraria-hypothesis and suggests a close phylogenetic relationship of X. bocki to Ambulacraria. In particular, the presence of immunoreactivity against S2 can be interpreted as a synapomorphy of Enteropneusta, Echinodermata, and Xenoturbella spp
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