| 1. |
- Berglund, Per, et al.
(författare)
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Linking Education and Research : A Roadmap for Higher Education Institutions at the Dawn of the Knowledge Society
- 2019
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Ingår i: Linking education and research. - Basel, Switzerland : MDPI. ; , s. 11-33
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In an era characterized by a move towards a “knowledge society”, universities are central in fostering “knowledgeability”, that is the reflexive understanding of knowledge in knowledge societies. The objective of “knowledgeability” can be met through creating a stronger link between education and research. Furthermore, overall student performance, for example in critical thinking and problem solving, can be improved if research-related activities are incorporated into the curriculum.The aim of this paper is to use international examples to discuss the research- education nexus from four different perspectives, namely context, policy, implementation and quality, with case studies from higher education institutions in Singapore and Sweden.We suggest that different integrative technologies can be used to enhance the links, but it will be essential to consider the inputs of training, service and support in using new technology. Interestingly, the act of evaluating the link between education and research will increase awareness of this linkage by stakeholders involved in both education and research. In turn the link can be strengthened, contributing to increased quality in both education and research.
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| 2. |
- Bogdanov, Sergey, et al.
(författare)
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Physics insight into “The Canterbury Tales” Chronotope
- 2015
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Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 50:4, s. 462-467
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Tidskriftsartikel (refereegranskat)abstract
- Many students regard physics as an isolated, sophisticated and perhaps a boring branch of science. Meanwhile, physics is embedded in most events and issues of society, culture and everyday life. To find and include such relevant contexts is one of the challenges for every physics teacher. Here we present our findings, which concern the classic The Canterbury Tales by Geoffrey Chaucer. Some important questions are still open and disputed, such as the dates of events in the story. In particular, physics can provide a method for an approximate estimation of the dates and places of the events in the tales. This paper provides some of the details.
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| 3. |
- Manuel, Alzira, et al.
(författare)
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Educators in non-formal vocational education and training in Mozambique : a plea for recognition and professionalisation
- 2017
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Ingår i: International Journal of Lifelong Education. - : Routledge. - 0260-1370 .- 1464-519X. ; 36:3, s. 324-338
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Tidskriftsartikel (refereegranskat)abstract
- Interest in vocational education and training (VET) is growing. This can be attributed to global socio-economic developments requiring continuously changing knowledge and skills. Adult education and training, particularly in non-formal education (NFE) contributes to provide these skills and knowledge for youth and adults. This puts pressure not only on programmes and facilities, but also on the educators. How do they cope with the changing demands? This paper focuses on educators in non-formal vocational education and training (NFVET) in Mozambique. It explores the perceptions, experiences and reflections of educators in NFVET working in training centres on the outskirts of Maputo. Semi-structured interviews and observations were used to get insight into the educators' understandings and into the conditions in which their educational activities took place. The findings point to the need for the professionalisation of NFVET educators. This would contribute to the quality of their activities and to their status as professionals.
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| 4. |
- Manuel, Alzira, 1963-, et al.
(författare)
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Exploring gender differences in participants’ motivations and expectations in non-formal vocational education and training programmes in Mozambique
- 2016
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Ingår i: Contemporary Issues and Perspectives on Gender Research in Adult Education. - Belgrade : University of Belgrade. - 9788680712000 - 9788680712017 ; , s. 225-237
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Konferensbidrag (refereegranskat)abstract
- Non-Formal Education in Mozambique is considered to be one of the ways to open up opportunities for education and training for youth and adults. Mozambique has great gender disparities in post-elementary and vocational education. In this study, semi-structured interviews and life stories were used to explore gender differences in participants’ motivations and expectations in Non-Formal Vocational Education and Training (NFVET) in Mozambique. Fourteen participants and six former participants of two NFVET programmes were involved in the study. The findings showed that both men and women acknowledge that NFVET programmes can help them to improve their life chances. However, there were clear gender differences. Women focus on improving the lives of their families as the main objective of participating in NFVET, while men prioritise their own professional growth. Men see their own needs as the family needs. In the discussion of findings a need to challenge gender inequalities in Mozambique is addressed.
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| 5. |
- Manuel, Alzira, et al.
(författare)
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The challenges of adult education policy implementation in Mozambique
- 2016
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Ingår i: Problems of Education in the 21st Century. - 1822-7864 .- 2538-7111. ; 71:71, s. 53-61
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Tidskriftsartikel (refereegranskat)abstract
- The current socio-economic development in Mozambique is characterized by growing social inequalities, in particular concerning the imbalanced access to education and the increased poverty of women and the unemployed. Adult education is a way to provide youth and adults with opportunities to improve their knowledge and skills. Through education they can gain power and they can learn how to cope with social and economic challenges. The purpose of this research is to examine how far policies concerning adult education, especially with respect to Non-Formal Vocational Education and Training (NFVET) are implemented. The research is qualitative in nature, based on document analysis with a focus on the policies that have guided the implementation of adult education and training in Mozambique during the period 2000-2015. The findings reveal that Mozambique has been strongly influenced by international initiatives within the framework of ‘Education for all’ and ‘Education for development’. There is an apparent need to strengthen policy implementation strategies, particularly in the area of NFVET in order to ensure the real empowerment of learners and teachers.
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| 6. |
- Manuel, Alzira, 1963-, et al.
(författare)
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Towards programme improvement in non-formal vocational education and training in Mozambique
- 2015
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Ingår i: Problems of Education in the 21st Century. - : PEC. - 1822-7864. ; 67, s. 61-71
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Tidskriftsartikel (refereegranskat)abstract
- The current situation of Mozambique, characterized by limited but highly needed Formal Vocational Education, demands the development and improvement of Non-formal Vocational Education and Training (NFVET). NFVET can provide relevant knowledge and skills, particularly for out of school and unemployed youth and adults to promote social inclusion and development. This is a qualitative case study with some elements of action research. Semi-structured interviews with six educators, classroom observations and two focus group interviews with former participants were implemented. The research aims to explore ways by which NFVET programmes can be improved in order to increase people’s chances, not only to get work, but also to be able to participate actively in their own process of development. The findings suggest some directions for the improvement of NFVET in Mozambique in order to empower people to actively participate in the social and economic life of their local communities and broader society.
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| 7. |
- Milinsky, Alexey, et al.
(författare)
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Determination of the amount of heat for partially elastic impact using the smartphone
- 2021
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Ingår i: Физика: фундаментальные и прикладные исследования, образование.. - Blagoveshchensk : Амурский государственный университет. - 9785934933761 ; , s. 144-147
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Konferensbidrag (refereegranskat)abstract
- The article presents a creative experimental task for students to determine the amount of heat with a partially elastic impact. The experiment is carried out using a smartphone, which makes the experiment simple and convenient for conducting at home
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| 8. |
- Popov, Oleg, 1959-, et al.
(författare)
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Att studera energiomvandlingar med hjälp av en smarttelefon
- 2021
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Ingår i: LMNT-nytt. - : Föreningen för lärarna i matematik, naturvetenskap och teknik (LMNT). - 1402-0041. ; :2, s. 34-36
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Artikeln presenterar en kreativ experimentell uppgift för elever att bestämma mängden värme som produceras under en oelastisk stöt. Experimentet utförs med hjälp av en smartphone, vilket gör att resultatet har en hög precision. Tydlig visualisering och tillgänglighet när det gäller använd utrustning visar på ämnesdidaktiska fördelar.
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| 9. |
- Popov, Oleg, 1959-
(författare)
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Begreppet beprövad erfarenhet som verktyg för utveckling och generalisering av lärarnas pedagogiska arbete
- 2021
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Ingår i: Ämnet som blev. - Umeå : Umeå University. - 9789178556045 - 9789178556038 ; , s. 53-64
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Konferensbidrag (refereegranskat)abstract
- Begreppet beprövad erfarenhet (BE) har blivit särskilt aktuellt inom det svenska utbildningsystemet under det senaste decenniet i och med att den nya skollagen trädde i kraft 2010. I lagtexten utrycks följande: "Utbildningen ska vila på vetenskaplig grund och beprövad erfarenhet" (SFS 2010:800, 1 kap. 5 §). Emellertid finns inte någon överenskommelse om hur beprövad erfarenhet kan genereras och spridas inom utbildningssektorn. Forskare (Persson, 2017) påpekar också att det finns brister i de tolkningar och preciseringar av begreppet BE som olika myndigheter inom skola och högskola har föreslagit. Följaktligen behövs ett fördjupat arbete för att utveckla förståelsen av begreppet BE. I det här kapitlet föreslås en modell som konceptualiserar hur BE kan utvecklas och synliggöras. Huvudtesen är att BE som en form av erfarenhetsbaserad kunskap kan verifieras och kvalitetsgranskas via teoretisk förankring. Den föreslagna modellen korrelerar ontologiskt med historiska former av kunskapens genesis som börjar med instrumentell kunskap och kulminerar i teoretisk kunskap. Vidare diskuteras samverkan mellan olika utbildningsaktörer för en identifiering, formulering, registrering och spridning av beprövad erfarenhet.
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| 10. |
- Popov, Oleg, 1959-, et al.
(författare)
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Begrepps- och procedurförmåga : en överblick
- 2013
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Annan publikation (populärvet., debatt m.m.)abstract
- Syftet med denna artikel är belysa begrepps- respektive procedurförmåga och deras roll i lärande av matematik. Det är två förmågor man sedan länge intresserat sig för inom matematikdidaktik och då ofta kontrasterat mot varandra. Förmågorna kan uppfattats stå i ett motsatsförhållande till varandra men även ingå i en samverkande process särskild vid begreppsutveckling. Elevers begrepps- och procedurförmåga kan inte utvecklas av sig själva utan måste lärarledas och kopplas till ett arbete med ett ämnesinnehåll. Artikeln riktar sig i första hand till gymnasielärare i matematik.
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