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- Lindwall, Oskar, 1974, et al.
(författare)
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Disciplinary Conditions for Assessment and Instruction: Examples from Four Settings
- 2013
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Ingår i: IIEMCA 2013.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Critical to the discussion of the relation between learning and interaction is the issue of what is observable. The educational research literature is filled with definitions, operationalizations and controversies of this relation. The common uses of analogies – such as "learning as conceptual change", "learning as the appropriation of cultural tools" or "learning as changed participation in communities of practice" – express various theoretical positions and provide grounds for claiming that some particular event is evidence for learning. Of course, questions such as, “Are they learning?” or “Do the students understand?” are, in the first place, ones for instructors, not for researchers. In this presentation, four different settings will be briefly examined: text supervision in social science, critique sessions in architecture education, lab work in science education and the teaching and learning of crafts. The aim of the comparative exercise is to discuss the conditions for assessment and instruction in various contexts. In all four cases, an instructor assesses some manifestation of student performance or understanding in order to instruct. However, what these manifestations consist of, and the kind of development or trajectory that the instructions orient towards, differ extensively between the settings.
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- Sellberg, Charlott, 1974, et al.
(författare)
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The demonstration of reflection-in-action in maritime training
- 2021
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Ingår i: Reflective Practice. - : Informa UK Limited. - 1462-3943 .- 1470-1103. ; 22:3, s. 319-330
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Tidskriftsartikel (refereegranskat)abstract
- The literature on simulation-based training highlights the importance of post-simulation debriefings as occasions for student self- reflection. Another central feature of these debriefings, which has not gained the same interest, is how debriefings are used by instructors to demonstrate professional modes of reflection-in- action: how they are used to show the deeply reasoned and skilled practices that characterize professional conduct. Based on video recordings of debriefing sessions in a navigation course for master mariners, this study discusses a case where an instructor demonstrates how navigational rules should be applied in line with good seamanship. With a starting point in the visual representation of the scenario, and by re-enacting the students’ performance, the instructor formulates the problem that the students confronted in the scenario as well as potential solutions. In this way, the students’ attempts to solve the task are explicated in terms of the more general lessons that the scenario was designed to teach. The study concludes by a) discussing the empirical case in relation to Schön’s ‘Educating the Reflective Practitioner’ and b) outlining some implications for educational practice.
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- Abrahamson, Dor, et al.
(författare)
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Moving Forward: In Search of Synergy Across Diverse Views on the Role of Physical Movement in Design for STEM Education
- 2018
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Ingår i: Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. - : International Society of the Learning Sciences.. - 1573-4552. - 9781732467217
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Konferensbidrag (refereegranskat)abstract
- Inspired by the current embodiment turn in the cognitive sciences, researchers of STEM teaching and learning have been evaluating implications of this turn for educational theory and practice. But whereas design researchers have been developing domain-specific theories that implicate the role of physical movement in conceptual learning, the field has yet to agree on a conceptually coherent and empirically validated framework for leveraging and shaping students’ capacity for physical movement as a socio–cognitive educational resource. This symposium thus convenes to ask, “What is movement in relation to concepts such that we can design for learning?” To stimulate discussion, we highlight an emerging tension across a set of innovative technological designs with respect to the framing question of whether students should discover an activity’s targeted movement forms themselves or that these forms should be cued directly. Our content domains span mathematics (proportions, geometry), physics, chemistry, and ecological system dynamics (predator–prey, bees).
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- Bernhard, Jonte, et al.
(författare)
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Approaching discovery learning
- 2003
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Ingår i: ESERA. - Utrecht, Netherlands.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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- Dahlström, Lisbeth, 1962, et al.
(författare)
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“It′s good enough”: Swedish general dental practitioners on reasons for accepting sub-standard root filling quality
- 2018
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Ingår i: International Endodontic Journal. - : Wiley. - 0143-2885 .- 1365-2591. ; 51:S3
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Tidskriftsartikel (refereegranskat)abstract
- Aim The concept of “good enough” is central and necessary in the assessment of root filling quality. The aim was to explore the concept by analysing reasons and arguments for the acceptance or rejection of substandard root filling quality as reported by GDPs in Sweden. Methodology The study was designed as a qualitative and exploratory study based on seven videotaped focus group interviews analysed by means of qualitative content analysis. Thirty-three general dental practitioners (GDPs) employed in the Public Dental Health Service in Gothenburg, Sweden, participated (4-6 GDPs/interview). In all nine predetermined questions were followed. Before each focus group, the participants received radiographs of 37 root fillings and were asked to assess the root filling quality. The three cases representing the most divergent assessments served as a basis for the discussion. The cases were presented without clinical information, the dentists would relate to the cases as being just root filled by themselves. Results The radiographs did not provide a sufficient basis for decisions on whether or not to accept the root filling. The present study emphasised that dentists did not primarily look for these arguments in the technical details of the root filling per se but instead they considered selected features of the contextual situation. The GDPs constantly introduced relevant “ad hoc considerations” in order to account for the decisions they made. These contextual considerations were related to aspects of pulpal and periapical disease, risks (e.g. technical complications) or to consumed resources (personal and/or economic). Conclusions It was obvious that the concept of “good enough” does not exist as a general formula ready to be applied in particular situations. Instead, it is necessarily and irremediably tied to contextual properties that emerge from case to case.
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- Dahlström, Lisbeth, 1962, et al.
(författare)
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"Working in the dark”: Swedish general dental practitioners on the complexity of root-canal treatment
- 2017
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Ingår i: International Endodontic Journal. - : Wiley. - 0143-2885 .- 1365-2591. ; 50:7
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Tidskriftsartikel (refereegranskat)abstract
- Aim: To explore elements of reasoning and understanding that might obstruct the performance of good-quality root canal treatment (RCT) and make general dental practitioners (GDPs) produce and accept root fillings of inferior quality. Methodology: The study was designed as a qualitative and explorative study based on seven videotaped focus group interviews analysed by means of qualitative content analysis. Nine predetermined questions were followed. Thirty-three GDPs (4–6 dentists/interview), employed in the Public Dental Health Service in Gothenburg, Sweden, participated. Results: Feelings such as anxiety, frustration, stress or exhaustion were associated with RCT. In general, RCT was regarded as complex, mysterious and embedded in uncertainty. A feeling of loss of control was frequently described in relation to all procedural steps from negotiating the canal to prognostic deliberations. Reasons could include challenging canals, complicated instruments and the fact that treatment had to be performed in a concealed space without visible insight. Several dentists questioned the requirements for correctly performing RCT, and some indicated that striving towards optimal technical root filling quality should not be expected in each case in general practice. Most of the GDPs were unable to complete a case within the remuneration system, and they therefore either spent more time than the set fee allowed for or accepted a suboptimal root filling when the time limit was reached. Conclusions: High levels of stress and frustration in relation to RCT were reported by the GDPs. RCT was regarded as complex and was often performed with an overall sense of lack of control.
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