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- Nilsson, Per, 1967-, et al.
(författare)
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On the relationship between deterministic and probabilistic reasoning in modelling the chance of a natural phenomenon
- 2012
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Ingår i: Proceedings of Norma 11. - Reykjavík : University of Iceland Press. - 9789979549659
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Konferensbidrag (refereegranskat)abstract
- This study aims at investigating the relationship between deterministic and probabilistic reasoning when students are asked to model and predict the outcomes of a real-world situation involving uncertainty. Twelve students, aged 8-9 years, participated in an outdoor located teaching activity which called for reflection on the growing of sunflowers. Based on the analysis, and previous research, the study suggests to structure an analysis on the relationship between deterministic and probabilistic reasoning according to four analytical relationships: Deterministic model and deterministic behaviour; Deterministic model and probabilistic behaviour; Probabilistic model and deterministic behaviour; Probabilistic model and probabilistic behaviour.
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- Almered Olsson, Gunilla, 1951, et al.
(författare)
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City–Region Food Systems: Scenarios to re-establish urban-rural links through sustainable food provisioning
- 2018
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Ingår i: Tomorrow’s Food Travel (TFT) conference, Centre for Tourism – University of Gothenburg, 8–10 October 2018, Gothenburg, Sweden.
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Konferensbidrag (refereegranskat)abstract
- City–Region Food Systems (CRFS) is a cutting-edge concept and an emerging field of research. As a new analytical lens, it offers an integrated and multi-dimensional perspective on food’s origins, how it is grown and the path it follows to our plates and beyond. Building on this concept, this presentation reflects a prospective research project which seeks to explore opportunities for innovative and sustainable food systems in the Gothenburg region of Sweden by focusing on how rural and urban regions, food production and market can be integrated to promote regional food security. The project intends to: 1) develop scenarios with stakeholders for local food production in the region; 2) analyze the consequences of the scenarios on landscape change and biodiversity; 3) explore socio-economic consequences for producers and local communities; and 4) evaluate the sustainability and feasibility of scenarios with stakeholders. Five municipalities in Western Sweden (Gothenburg, Kungälv, Lerum, Alingsås and Essunga) will serve as study areas for the project, selected to reflect different kinds of potential for local food production in terms of dissimilar environmental conditions, prerequisites for farming and economic histories. The project responds to expressed interests and knowledge needs in the region and will be developed and implemented in direct cooperation with local and regional actors such as Västarvet, the Västra Götaland Region, the municipalities and various producer organizations. In sum, there are premises suggesting that recent urban food strategies and plans with sustainability ambitions are embracing several Sustainable Development Goals in the environmental, social, economic, and equity dimensions. This, in turn, is a characteristic of the Transition Movements pathway, in which the utility of food strategies in the work with sustainability transitions seems inevitable. The results are therefore likely to be transferable to other regions.
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- Alnervik, Karin, 1958-, et al.
(författare)
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Do we trust the process? Learning in preschool
- 2014
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Ingår i: Us, Them & Me: Universal, Targeted Or Individuated Early Childhood Programmes. - : European Early Childhood Education Research Association (EECERA).
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Konferensbidrag (refereegranskat)abstract
- The aim is to develop knowledge about young children’s learning of academic concepts as embodied actions and through imagination. In the Swedish preschool curriculum academic subjects such as math and science has been emphasised and the teachers are required to document, what is formulated, as the child’s ‘changed knowing’. There are tendencies that changed knowing is interpreted within two discourses: Goalrational learning versus goalrelational learning. In the former, learning academic subjects becomes a cognitive endeavour similar to teaching older children. In goal relational approaches curriculum goals are interpreted as tools in exploratory processes. We take a sociocultural perspective and apply Wartofsky’s idea of bodily representations and concepts. The empirical data is teachers’ pedagogical documentation in terms of photo images, dialogues between children-children and children-pedagogues and the pedagogues reflections. Interaction and conversation analysis based on the conceptual framework. The pedagogical documentation has been approved for research analysis. We had follow the Swedish ethical rules and guidelines for research in the humanities and social sciences. The result shows that in projects where preschool curriculum goals as, for example math and science, are considered as ‘tools’ and where children are enabled to engage with their whole body and through imagination, scientific concepts become tools in their exploration. An implication is the significance in preschool of taking children’s interest and engagement with their whole body as well as imagination as necessary components in learning processes.
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