| 1. |
- Bach, Frank, 1958, et al.
(författare)
-
De nationella proven i NO åk 6 - Skillnader i resultat mellan olika grupper
- 2015
-
Ingår i: Educare. - 1653-1868. ; 2015:2, s. 48-70
-
Tidskriftsartikel (refereegranskat)abstract
- In the spring of 2013 national tests in biology, physics and chemistry in grade 6 were implemented for the first time in Sweden. Data collected in connection to the tests are used to analyse student performance at different levels. This paper reports on differences in performance in biology, physics and chemistry between teaching groups, as well as differences in results related to gender and Swedish / Swedish as a second language. Comparisons are also made with results from TIMSS 2011, which tested the same group of students. Analyses were carried out with the aim to discuss equity in science education in Swedish schools. Overall, the results indicate that differences in student performance related to teaching group have increased since 2011 and that differences depending on the linguistic background are considerable. Additionally, girls perform better than boys in all science subjects. All these differences are large enough to be paid attention to on political levels and by principals and teachers. Both overall structural changes and changes in teaching and learning activities in schools are needed to increase equity in science education.
|
|
| 2. |
- Eriksson, Andreas, 1973, et al.
(författare)
-
Sustainable Writing Support: A Campus-wide Module to Support Bachelor Thesis Writing at a University of Technology
- 2021
-
Ingår i: Educare - vetenskapliga skrifter. - : Malmo University Library. - 1653-1868. ; :1, s. 9-26
-
Tidskriftsartikel (refereegranskat)abstract
- Higher education is today characterised by increasing student groups and high pressure on teaching staff. In these circumstances, it may be difficult to provide appropriate scaffolding of activities that many students find challenging, for example, academic and discipline-specific writing. It may also be difficult to align such support with principles associated with effective learning. In this paper, we present the design of the bachelor thesis writing support for students at a university of technology. The support is delivered by a communication division and reaches approximately 900 students each year. The paper describes the principles guiding the design and use results from a student survey to illuminate the challenges and affordances of the approach. The survey results show that students appreciate the module and its focus on dialogic feedback, student engagement and student activity. Our results also show that one of the challenges for some students is to negotiate advice from multiple sources, primarily content supervisors and writing staff. Despite such challenges, the design is an example of a sustainable, large-scale writing module based on research on feedback and learning.
|
|
| 3. |
- Helgason, Sigurdur, et al.
(författare)
-
Letters to the editor
- 2021
-
Ingår i: Notices of the American Mathematical Society. - Malmö : Malmö universitet. - 1088-9477 .- 0002-9920. ; 68:9, s. 1453-1454:2, s. i-iii
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
|
|
| 4. |
- Siegmund, Gunter P., et al.
(författare)
-
Letter to the editor
- 2019
-
Ingår i: Spine. - Malmö : Malmö universitet. - 1528-1159 .- 0362-2436. ; 44:2, s. E133-E133:1, s. i-i
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
|
|
