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Sökning: swepub > Chalmers tekniska högskola > Humaniora

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  • Pecorari, Diane, 1964-, et al. (författare)
  • English Textbooks in Parallel-Language Tertiary Education
  • 2011
  • Ingår i: TESOL quarterly (Print). - : Wiley. - 0039-8322 .- 1545-7249. ; 45:2, s. 313-333
  • Tidskriftsartikel (refereegranskat)abstract
    • Tertiary education in many countries is increasingly bilingual, with English used in parallel with the national language, particularly as a reading language. This article describes the results of a survey of student attitudes toward, and reading practices regarding, English language textbooks. Over 1,000 students at three Swedish universities responded to a questionnaire asking about their experiences with English textbooks. Textbooks written in English were generally unpopular, and the perception was widespread that they placed a greater burden on students. However, respondents were divided about whether their reading behavior and their learning outcomes were affected by having a textbook in English, and about whether English texts were desirable. The findings of this study have implications for teaching practices in contexts in which students are asked to read, or are being prepared to read, in a second language. Implications for the English as a foreign language or English as a second language classroom are discussed.
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  • Gröndahl, Satu, 1957-, et al. (författare)
  • Editors' Note
  • 2019
  • Ingår i: Multiethnica. - : Uppsala University. - 0284-396X .- 2002-3413. ; 2-2019:2-20195, s. 5-7
  • Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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  • Orru, Anna Maria, 1976, et al. (författare)
  • AHA! festival 2016
  • 2016
  • Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
    • For the third year, the AHA festival investigates the meeting between art and science in a three-day event at the Chalmers University of Technology hosted by the Department of Architecture and the Department of Physics. An international festival intended to provide enlightening experiences, staging surprises, new thoughts and displaced perspectives that lead to alternative modes of thinking about exploring the world through art and science. We invite scientists (physicists, historians, astronomers, engineers), artists (dancers, musicians, painters, poets, acrobats) who reside in these borderlands and wish to share their vision and work. The key intention is to celebrate both art and science as key knowledge building devices.The first year’s theme ’Embodiment’ (2014) explored the body as our anchor in the world, followed by the 2015 theme on ’Numbers’, a delightful net we cast over the world. This year's theme is ’Uni-verse,’ again a natural consequence of our interest in the relation between art and science. The elemental force that drives science as well as art is curiosity. Come be curious with us! During the festival we have chosen to divide the word universe into three: uni and "-" and verse. Uni means that something is combined into a whole. Verse means that we are turned in a direction, the origin of the word tells us that it is the plow that turns at the end of the field. And the dash "-" is all the spaces and cracks where new discoveries can grow. Art and science unfolds in the gap between what we know and what we want to know.
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6.
  • Pecorari, Diane, et al. (författare)
  • Reading in tertiary education : Undergraduate student practices and attitudes
  • 2012
  • Ingår i: Quality in Higher Education. - : Informa UK Limited. - 1353-8322 .- 1470-1081. ; 18:2, s. 235-256
  • Tidskriftsartikel (refereegranskat)abstract
    • This paper reports the findings of a study of undergraduate student use of, and attitudes toward, textbooks and other assigned reading. More than 1200 students of various subjects at three Swedish universities were surveyed. Most students said reading played an important role in learning generally and attributed positive characteristics to their textbooks. However, students’ self-reported reading behaviour was at odds with these attitudes, with many students reporting some degree of non-compliance with reading assignments and a small group of students expressing active resistance to completing reading assignments. Although textbooks were perceived as valuable, students reported a preference for learning course content from other resources, such as lectures and lecture notes. Textbooks were perceived as alternatives, rather than complements, to attending class. Differences were found across academic disciplines. Implications of these findings for educational administration and classroom practice are discussed.
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7.
  • Architecture, Photography and the Contemporary Past
  • 2014
  • Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
    • As traces left behind by the last two hundred years of profound historical change, architecture and photography contribute both to our contemporary skyline and to our image of the past. Their common history thus provides an indispensable background to every discussion of what has been called the contemporary past – that is, to modernity considered as an open problem rather than a closed historical period. Architecture can be seen as a kind of “macromodernity,” a social scope where the diverse discourses of modernity have assumed their most large-scale form. In analogy, photographic media constitute a “micromodernity”, where the underside of modern society has been registered, identified, classified, and archived. In both cases, we trace out the irregular borderline between the discursive and its opposite, the “material”. At this point of intersection, an interesting confrontation between traditional academic historiography and an artistic application of historical perspectives might be staged. What contribution can architecture and photography make to the exploration of our contemporary past? In his afterword, Victor Buchli underlines the potential of such confrontations: ”Translation always betrays the original intention, but what might be described as the infelicities of the translation that are inherently treacherous […] are precisely what constitute its productive capacities.” Contributors: Ana Betancour, Peter Christensson, Anders Dahlgren, Patrik Elgström, Katarina Elvén, Klas Grinell, Alyssa Grossman, Cecilia Grönberg, David Kendall, Helena Mattson, Astrid von Rosen, Staffan Schmidt, Hendrik Zeitler.
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