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- Adawi, Tom, 1970, et al.
(författare)
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A university wide action research project to enhance teaching and learning through constructive alignment
- 2011
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Ingår i: Proceedings, SUHF konferens "Att leda högre utbildning".
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Konferensbidrag (refereegranskat)abstract
- We report on a campus-wide educational development project at Chalmers where 35 courses were redesigned using constructive alignment as a conceptual tool. Scaffolding involved workshops, peer and facilitator assessment, and discipline-specific supervision. Increased constructive alignment competence and improved scholarship of teaching and learning practice are the main results. Weaknesses involved accessing literature, doing action research, and designing evaluation.
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- Adawi, Tom, 1970, et al.
(författare)
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Characterizing Software Engineering Students' Discussions during Peer Instruction : Opportunities for Learning and Implications for Teaching
- 2016
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Ingår i: International Journal of Engineering Education. - 0949-149X. ; 32:2, s. 927-936
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Tidskriftsartikel (refereegranskat)abstract
- Peer instruction is a method for activating students during lectures, which has gained a considerable amount of attention in higher education due to claims of dramatic improvement in learning gains. The purpose of this qualitative research study is to investigate what types of discussions engineering students engage in during a peer instruction session and what learning possibilities that are enabled by these different types of discussions. We observed twelve students during six separate and simulated peer instruction sessions and the students were interviewed individually after the sessions.Ananalysis of the data revealed that the students engaged in three qualitatively different types of discussions: affirmative discussions, motivating discussions, and argumentative discussions. We characterize these different types of discussions in terms of the number of alternative answers the students discuss, the extent to which they draw on prior knowledge and experiences, as well as the fundamental difference between an explanation and an argument. A good opportunity for learning is opened up when students are aspiring to find the truth, not simply being satisfied with what they believe to be true. We conclude that students do not always engage in discussions that support their learning in the best way, and we discuss implications for using peer instruction as a teaching method.
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- Adawi, Tom, 1970, et al.
(författare)
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Goldstone tensor modes
- 1998
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Ingår i: J. High Energy Phys. 9902:001,1999.
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Tidskriftsartikel (refereegranskat)abstract
- In the context of brane solutions of supergravity, we discuss a general method to introduce collective modes of any spin by exploiting a particular way of breaking symmetries. The method is applied to the D3, M2 and M5 branes and we derive explicit expressions for how the zero-modes enter the target space fields, verify normalisability in the transverse directions and derive the corresponding field equations on the brane. In particular, the method provides a clear understanding of scalar, spinor, and rank r tensorial Goldstone modes, chiral as well as non-chiral, and how they arise from the gravity, Rarita-Schwinger, and rank r+1 Kalb-Ramond tensor gauge fields, respectively. Some additional observations concerning the chiral tensor modes on the M5 brane are discussed.
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- Adawi, Tom, 1970, et al.
(författare)
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How mathematical is conceptual understanding?
- 2005
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Ingår i: Physics Teaching in Engineering Education PTEE 2005, Brno University of Technology, June 29 – July 1, 2005, Brno, Czech Republic.
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Konferensbidrag (refereegranskat)abstract
- Conceptual understanding has widely been suggested as the key first link to gain a solid physicsunderstanding. By the means of empirical data from interviews with first year university studentsaround force and friction problems, we argue that conceptual understanding has to be developed inconjunction with a structural understanding of the potential mathematical solution to master the areamore thoroughly. Such structural understanding does neither necessarily seem to follow or precede aconceptual understanding.
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- Adawi, Tom, et al.
(författare)
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On context in phenomenographic research on understanding heat and temperate
- 2002
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Ingår i: EARLI, Bi-annual Symposium, Fribourg, Switzerland.
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Konferensbidrag (refereegranskat)abstract
- Starting from an empirical study of lay adults' understanding of heatand temperature, we distinguish between different meanings of "context" inphenomenographic research. To confuse the variation in ways of experiencingthe context(s) of the study with the variation in ways of experiencing thephenomenon of study is to risk losing fundamental insights. We discuss contextas experienced and as interwoven with the experience of the phenomenon, andanalyse its significance in two dimensions: (1) the stage of the research project:formulating the question, collecting data, analysing data and deploying results;and (2) "who is experiencing" the context: the individual, the collective, or theresearcher. The arguments are illustrated from the empirical study.
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