| 1. |
|
|
| 2. |
- Weldemariam, Kassahun, 1981, et al.
(författare)
-
(Re)thinking teacher education in the Anthropocene. Perspectives from South Africa and Sweden
- 2022
-
Ingår i: Science and Technology Teacher Education in the Anthropocene. - New York : Routledge. - 9781032039947 ; , s. 55-73, s. 55-73
-
Bokkapitel (refereegranskat)abstract
- This study is a critical inquiry on how teacher education programmes respond to the contemporary Anthropocene era and associated challenges. Theoretically, the study is framed within critical inquiry framework. Data is generated through comparative analysis of four teacher education programmes in South Africa and Sweden: University of Gothenburg, Karlstad University, University of the Witwatersrand and University of Limpopo. The analysis is anchored around these four aspects: essence of the programme, views of knowledge, goals and learning outcomes and core competence emphasised. Although there are some varieties, findings indicate that across the four programmes, there is an emphasis on: mastery of content, subject specialisation, theoretical knowledge, teaching methods/didactical competence, assessment and leadership competence. While these knowledge and skill areas remain vital, we argue that there is an inevitable need to challenge and even demystify education at large, and teacher education in particular, in today's precarious Anthropocene era. Given impending catastrophe, we argue that it is high time for teacher education to pose and address these existential questions pertaining to Anthropocene and prepare teacher trainees accordingly.
|
|
| 3. |
|
|
| 4. |
- Kanebrant, Erik, et al.
(författare)
-
T-MASTER -- A tool for assessing students' reading abilities
- 2015
-
Ingår i: <em>Proceedings of the 7th International Conference on Computer Supported Education (CSEDU 2015),</em> Lisbon, Portugal. - : SciTePress. - 9789897581083 - 9789897581076 ; , s. 220-227
-
Konferensbidrag (refereegranskat)abstract
- We present T-MASTER, a tool for assessing students’ reading skills on a variety of dimensions. T-MASTER uses sophisticated measures for assessing a student’s reading comprehension and vocabulary understanding. Texts are selected based on their difficulty using novel readability measures and tests are created based on the texts. The results are analyzed in T-MASTER, and the numerical results are mapped to textual descriptions that describe the student’s reading abilities on the dimensions being analysed. These results are presented to the teacher in a form that is easily comprehensible, and lends itself to inspection of each individual student’s results.
|
|
| 5. |
- Hobiger, Thomas, 1978, et al.
(författare)
-
Hard- and software tools for the education of Geodetic VLBI
- 2016
-
Ingår i: 9th IVS General Meeting, March 2016, Johannesburg, South Africa.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Onsala Space Observatory hosts two 2.3 m radio telescopes called SALSA ("Such a lovely small antenna") which are utilised to bring front-line interactive astronomy to the classroom. Until now SALSA has been used for astronomical educational purposes solely, in particular demonstrating the concept of single dish measurements. However, it is possible to combine both SALSAs to an interferometer by making use of hardware which has been developed for software-defined radio. In doing so, one can utilise the SALSA antenna pair as a student demonstrator for geodetic Very Long Baseline Interferometry. We will discuss the COTS hardware components that are necessary to turn the SALSA installation into an interferometer. Moreover, we will show how a simple correlator has been used to detect fringes and provide single-band delays. Such delays were then processed with our analysis software c5++. We are going to discuss how it is possible to mimic the complete processing chain of geodetic VLBI and how this can be used for training of students and other interested parties.
|
|
| 6. |
- Cronhjort, Mikael, et al.
(författare)
-
Leadership and Pedagogical Skills in Computer Science Engineering by Combining a Degree in Engineering with a Degree in Education
- 2020
-
Ingår i: 2020 IEEE Frontiers in Education Conference (FIE). - : IEEE. - 0190-5848. - 9781728189611 ; , s. 1-9
-
Konferensbidrag (refereegranskat)abstract
- In this full paper on innovative practice, we describe and discuss findings from dual degree study programmes that combine a master's degree in engineering with a master's degree in education. This innovative study programme design has emerged in Sweden due to an alarming demand for more Upper Secondary School teachers in STEM subjects. Studies on alumni from these programmes indicate that the graduates are highly appreciated not only as teachers in schools, but also in business and industry, e.g. in roles as IT consultants and computer science engineers. Data indicate that the breadth of the combined education, and especially leadership and pedagogical skills, are important factors for these graduates' success as engineers.
|
|
| 7. |
- Malmström, Hans, 1980, et al.
(författare)
-
Communicating to Learn Multivariable Calculus: Students' Blackboard Presentations as a Means for Enhancing Mathematics Learning
- 2018
-
Ingår i: PRIMUS. - : Informa UK Limited. - 1051-1970 .- 1935-4053. ; 28:8, s. 726-741
-
Tidskriftsartikel (refereegranskat)abstract
- This paper reports observations and reflections from a pedagogic intervention intended to enhance mathematics students’ learning of course content in a course in multivariable calculus. The intervention design required students to structure, practice, and deliver an oral presentation that was a synthesis of the teacher’s weekly lectures, for the benefit of themselves and their peers. The intervention appears to have incentivized students to engage with and learn mathematics contents in an effective way, and it also helped the mathematics teacher to reflect on, adapt, and develop his teaching strategies. To conclude, it would seem that both students and teachers in mathematics have much to gain from giving students opportunities to develop their own voice in learning contexts otherwise relying on books and lectures.
|
|
| 8. |
- Malmström, Hans, 1980, et al.
(författare)
-
Integrating CAD, 3D-printing technology and oral communication to enhance students' physics understanding and disciplinary literacy
- 2020
-
Ingår i: European Journal of Physics. - : IOP Publishing. - 0143-0807 .- 1361-6404. ; 41:6
-
Tidskriftsartikel (refereegranskat)abstract
- How do engineering physics students come to understand and share their physics learnings as a result of careful integration of oral communication with engineering skills like computer aided design and 3D-printing technology? Based in a sociocognitive theory of situated communication pedagogy, the action research conducted in this study set out to answer this research question in an introductory first-year course in engineering physics. A re-design intervention was planned, overseen, and evaluated by a teaching team comprising three physicists and a communication specialist. The findings-supported by student surveys, reflective field notes from the teachers' observations, and a focus group interview with students-strongly indicate that the students' structured oral engagement with disciplinary content confer learning benefits and promote the development of disciplinary (physics) literacy.
|
|
| 9. |
- Serholt, Sofia, 1986, et al.
(författare)
-
Teachers’ Views on the Use of Empathic Robotic Tutors in the Classroom
- 2014
-
Ingår i: 23rd IEEE International Symposium on Robot and Human Interactive Communication, Edinburgh, Scotland. - : IEEE.
-
Konferensbidrag (refereegranskat)abstract
- In this paper, we describe the results of an interview study conducted across several European countries on teachers' views on the use of empathic robotic tutors in the classroom. The main goals of the study were to elicit teachers' thoughts on the integration of the robotic tutors in the daily school practice, understanding the main roles that these robots could play and gather teachers' main concerns about this type of technology. Teachers' concerns were much related to the fairness of access to the technology, robustness of the robot in students' hands and disruption of other classroom activities. They saw a role for the tutor in acting as an engaging tool for all, preferably in groups, and gathering information about students' learning progress without taking over the teachers' responsibility for the actual assessment. The implications of these results are discussed in relation to teacher acceptance of ubiquitous technologies in general and robots in particular.
|
|
| 10. |
- Elofsson, Jessica
(författare)
-
Children’s early mathematics learning and development : Number game interventions and number line estimations
- 2017
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Children’s early mathematics learning and development have become a topic of increasing interest over the past decade since early mathematical knowledge and skills have been shown to be a strong predictor of later mathematics performance. Understanding how children develop mathematical knowledge and skills and how they can be supported in their early learning could thus prove to be a vital component in promoting learning of more formal mathematics.In light of the above, with this thesis I sought to contribute to an increased understanding of children’s early mathematics learning and development by examining effects of playing different number games on children’s number knowledge and skills, and by investigating children’s representations of numbers on number line tasks.Two number game intervention studies were performed, and effects of three different number game conditions (linear number, circular number and nonlinear number) were investigated by examining 5- and 6-year-old children’s pre- and posttest performance on different numerical tasks. The findings indicate that playing number games in general support children’s development of number knowledge and skills, where the specific learning outcomes are affected differently depending on the type of number game utilized.To elucidate children’s representations of numbers, their performance on two different umber line tasks have been analyzed using a latent class modeling approach. The results reveal that there is a heterogeneity in 5- and 6-year-old children’s number line estimations and subgroups of children showing different estimation patterns were distinguished. In addition, it is shown that children’s number line estimations can be associated to their number knowledge as well as to task specific aspects.The findings presented in this thesis contribute to the discussion of the value of selecting game activities in a conscious way to support children’s early mathematics learning and development. They also add to the discussion regarding the number line task and how children’s number line estimations can be analyzed and interpreted.
|
|
