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Sökning: WFRF:(Wibeck Victoria 1974 )

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  • Föregående 1234[5]
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41.
  • Wibeck, Victoria, 1974-, et al. (författare)
  • Learning in focus groups : An analytical dimension for enhancing focus group research
  • 2007
  • Ingår i: Qualitative Research. - 1468-7941 .- 1741-3109. ; 7:2, s. 249-267
  • Tidskriftsartikel (refereegranskat)abstract
    • <p>The focus group is a research methodology in which a small group of participants gathers to discuss a specified issue under the guidance of a moderator. The discussions are tape-recorded, transcribed and analysed. Notably, the interaction between focus group participants has seldom been evaluated, analysed or discussed in empirical research. We argue that considering the focus group in light of current research into interaction in problem-based learning (PBL) tutorial groups would facilitate the deliberate exploitation of group processes in designing focus groups, staging data collection and analysing and interpreting data. When the analytical focus shifts from mere content analysis to an analysis of what the participants themselves are trying to learn, one can explore not only what the participants are talking about, but also how they are trying to understand and conceptualise the issue under discussion. © 2007 Sage Publications.</p>
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44.
  • Wibeck, Victoria, 1974- (författare)
  • Perceptions of useful knowledge in environmental management-by-objectives
  • 2007
  • Ingår i: Annual meeting of the Society for Social Studies of Science,2007. ; s. 294-294
  • Konferensbidrag (övrigt vetenskapligt)abstract
    • <p> During the last few decades, the discourse of sustainable development has motivated new political strategies for action in the environmental arena. One such strategy, used in several countries, is management-by-objectives, which means that objectives are formulated, their attainment is directed and the results are measured. In Sweden, which is frequently cited as a world-leading country as regards environmental policy, efforts to achieve sustainability have been canalised through sixteen national environmental quality objectives. The process of monitoring progress towards the environmental objectives relies on scientific theories and methods. Nevertheless, choices of e.g. indicators to measure goal achievement and methods for data analysis are by no means uncomplicated. Different ways of conceiving of -good science-, -usefulness- and -expertise- are competing in the system that has been developed to attain the environmental objectives. In this paper, I present results from a Swedish case study which encompasses in-depth interviews and focus group discussions with scientists and civil servants involved in the process of assessing progress towards the environmental objectives. I will address questions such as: What types of knowledge are judged to be relevant, credible and legitimate in the assessment of environmental goal achievement? How do scientists, practitioners and policy makers position themselves and others? How is scientific knowledge communicated between different actors? How can supply of and demand for knowledge be reconciled in the assessment process?    </p>
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45.
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46.
  • Wibeck, Victoria, 1974- (författare)
  • Problem-based learning in environmental science higher education : promises, challenges and experiences
  • 2011
  • Ingår i: Asian Journal of Education and Research Synergy. ; 3:1, s. 27-38
  • Tidskriftsartikel (refereegranskat)abstract
    • <p>This paper reviews some of the main arguments advocating problem-based learning in higher education and asks the question “Is PBL suited for environmental science higher education?” The paper argues that there is a great potential in designing interdisciplinary study programmes in environmental science according to principles of PBL. Due to the rapid advances in the field of environmental science and policy, students need to develop their metacognitive awareness and be equipped with competencies for lifelong learning. PBL has proved to be a valuable tool for such endeavours, since it develops students’ capacity for self-directed learning. Examples are given from a bachelor programme in environmental science at Linköping University, Sweden, which is organised according to principles of problem-based learning.</p>
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  • Resultat 41-47 av 47
  • Föregående 1234[5]
 
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