| 1. |
- 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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| 2. |
- Adawi, Tom, 1970, et al.
(författare)
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On context in phenomenographic research on understanding heat and temperature
- 2001
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Ingår i: The 9th EARLI conference, Fribourg, August 2001, Fribourg, Switzerland.
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Konferensbidrag (refereegranskat)abstract
- Starting from an empirical study of lay adults' everyday understanding of the scientificconcepts of heat and temperature, we have found it necessary to distinguish betweendifferent meanings of the notion of context in phenomenographic research.In order to reveal interesting and important differences in the ways in which aphenomenon is experienced, the phenomenographic researcher relegates experience ofthe context to the background. To confuse the variation in ways of experiencing thecontext(s) of the study with the variation in ways of experiencing the phenomenon ofstudy is to risk losing fundamental insights.This does not mean, however, that the researcher can neglect the context(s), even if it isnot of main interest. Since the research object of a phenomenographic study is "variationin ways of experiencing something", we discuss context as experienced and interwovenwith the experience of the phenomenon. We argue that the experienced context, thecontext as created and understood by the researcher, and the relation between these arerelevant to varying degrees and in varying ways at different stages of the research project.In our paper we see the experienced context from the perspective of "who isexperiencing" the context: the individual, the collective, or the researcher (whether asphenomenographer or as physicist). This will be illustrated from the empirical data.The proposed distinctions provide a better ground for generalising the results of thestudy, since they help us to understand the differences between the research situation(s)and the research object(s).
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| 3. |
- Adawi, Tom, 1970, et al.
(författare)
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The role of computer simulations in university students’ reasoning about physics
- 2006
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Ingår i: the third Scandinavian Symposium on Research in Science Education, Karlstad, February 2006.
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Konferensbidrag (refereegranskat)abstract
- The aim of this paper is to describe the different roles that a computersimulation of a physics phenomenon plays in university students’ reasoning aboutphysics. In this way, the paper strives to illuminate the potential value of computersimulations as a tool in students’ learning, as their reasoning around physics problemsimplies possible learning outcomes. Four different ways of using the computer simulationwere discerned from data collected from students working with a simulation of Bohr’smodel of the hydrogen atom. The four categories are distinguished by their characteristicsof Answering, Implying, Interacting and Opening. We describe the categories in moredetail, illustrate them from the empirical data and analyze each of them according to ananalytical model of learning, with a motive, an act and an object of learning. We alsodiscuss the categories in terms of design of pedagogical settings with simulations.
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| 4. |
- Anderberg, Elsie, et al.
(författare)
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Development of educational development
- 2008
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Ingår i: Paper presented at Nordic Education research Association (NERA) 36th Congress, March 6 - 8, 2008, Copenhagen, Denmark.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 5. |
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| 6. |
- Aronsson, Patrik, 1983, et al.
(författare)
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The understanding of core pharmacological concepts among health care students in their final semester
- 2015
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Ingår i: BMC Medical Education. - : Springer Science and Business Media LLC. - 1472-6920. ; 15 (1)
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Tidskriftsartikel (refereegranskat)abstract
- Abstract Background: The overall aim of the study was to explore health care students ́ understanding of core concepts in pharmacology. Method: An interview study was conducted among twelve students in their final semester of the medical program (n = 4), the nursing program (n = 4), and the specialist nursing program in primary health care (n = 4) from two Swedish universities. The participants were individually presented with two pharmacological clinically relevant written patient cases, which they were to analyze and propose a solution to. Participants were allowed to use the Swedish national drug formulary. Immediately thereafter the students were interviewed about their assessments. The interviews were audio-recorded and transcribed verbatim. A thematic analysis was used to identify units of meaning in each interview. The units were organized into three clusters: pharmacodynamics, pharmacokinetics, and drug interactions. Subsequent procedure consisted of scoring the quality of students ́ understanding of core concepts. Non-parametric statistics were employed. Results: The study participants were in general able to define pharmacological concepts, but showed less ability to discuss the meaning of the concepts in depth and to implement these in a clinical context. The participants found it easier to grasp concepts related to pharmacodynamics than pharmacokinetics and drug interactions. Conclusion: These results indicate that education aiming to prepare future health care professionals for understanding of more complex pharmacological reasoning and decision-making needs to be more focused and effective.
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| 7. |
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| 8. |
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| 9. |
- Berglund, Anders, 1956-
(författare)
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Learning computer systems in a distributed project course : The what, why, how and where
- 2005
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Senior university students taking an internationally distributed project course in computer systems find themselves in a complex learning situation. To understand how they experience computer systems and act in their learning situation, the what, the why, the how and the where of their learning have been studied from the students’ perspective. The what aspect concerns the students’ understanding of concepts within computer systems: network protocols. The why aspect concerns the students’ objectives to learn computer systems. The how aspect concerns how the students go about learning. The where aspect concerns the students’ experience of their learning environment. These metaphorical entities are then synthesised to form a whole. The emphasis on the students’ experience of their learning motivates a phenomenographic research approach as the core of a study that is extended with elements of activity theory. The methodological framework that is developed from these research approaches enables the researcher to retain focus on learning, and specifically the learning of computer systems, throughout. By applying the framework, the complexity in the learning is unpacked and conclusions are drawn on the students’ learning of computer systems. The results are structural, qualitative, and empirically derived from interview data. They depict the students’ experience of their learning of computer systems in their experienced learning situation and highlight factors that facilitate learning. The results comprise sets of qualitatively different categories that describe how the students relate to their learning in their experienced learning environment. The sets of categories, grouped after the four components (what, why, how and where), are synthesised to describe the whole of the students’ experience of learning computer systems. This study advances the discussion about learning computer systems and demonstrates how theoretically anchored research contributes to teaching and learning in the field. Its multi-faceted, multi-disciplinary character invites further debate, and thus, advances the field.
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