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- Rovio-Johansson, Airi, 1939, et al.
(författare)
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Lärandets kontextualitet: Hur utvecklas ekonomstudenters förståelse av ett grundläggande ekonomiskt begrepp under utbildningen?
- 2006
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Ingår i: Didaktisk Tidskrift. - 1101-7686. ; 15:2-3, s. 63-92
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Artikeln redovisar resultatet från en delstudie av en treårig variationsteoretiskt forskningsprojekt, som syftat till att undersöka dels ekonomstudenternas kvalitativt skilda sätt att uppfatta kritiska aspekter av ett grundläggande ekonomiskt begrepp, ”räntabilitet”, och dels undersöka förändringen av kvaliteten på urskiljda kritiska aspekter. Av speciellt intresse i denna studie har varit de svårigheter studenter i ekonomisk grundutbildning ställts inför, när de löst problem där räntabilitet utgjort ett viktigt begrepp. Ett urval av studenter, ur antagningsgruppen hösten 2000, har följts under den treåriga ekonom¬utbildningen. Vid tre intervjutillfällen, ett per år, har studenterna i de två första intervjuerna fått redovisa två egna problemlösningar som de gjort i samband med skriftliga examinationer. Under tredje intervjun har de fått lösa ett specialkonstruerat ekonomiskt problem. Analysen av sammanlagt 27 intervjuer, resulterade i tre beskrivningskategorier, där olika kritiska aspekter av begreppet fokuseras i respektive kategori. Studenternas kvalitativt skilda uppfattningar av begreppets innebörd varierade liksom deras individuella mönster av förståelse och kunskapsutveckling under grundutbild-ning¬en. Implikationer av resultaten för forskning om lärande, utbildning och undervisning i ämnet redovisning diskuteras och förslag ges på fortsatt forskning.
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- Amaral, Alberto, et al.
(författare)
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Introduction to Essays in Supportive Peer Review
- 2008
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Ingår i: In A. Amaral, A. Rovio-Johansson, D. Westerheijden and M. J. Rosa (2008). Essays in Supportive Peer Review. - New York : NOVA Publishers. - 9781604567298 ; , s. 11-20
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In this introductory chapter the editors of the book explain what are the main objectives of this work and present its structure. Some brief notes are also prepared to the general reader who is not acquainted with the history of the European University Association and the way it has been transformed over time.
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- Bjurulf, Veronica, et al.
(författare)
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External and internal Perspectives on Learning Object : Emergent Knowledge for Teachers Professionalization
- 2009
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Konferensbidrag (populärvet., debatt m.m.)abstract
- The purpose is to investigate how teachers are using the subject content in order to develop students understanding of the learning object and their capabilities according to the curricula. The theoretical and the conceptual frame of the studies is the phenomenographic research approach and the variation theory, a learning theory. The variation theory is a general theory about the specific content. On the one hand the analytical tools of the variation theory are possible to use in the analysis of the teachers way of working with the learning object. On the other hand, the theory sets out to uncover the different ways in which students experiences the learning object (Marton and Booth, 1997; Marton and Tsui, 2004; Lo et al., 2005, Rovio-Johansson, A. and Lumsden, M., 2007). Two examples from different studies are used to illustrate (1) the teachers way of moulding a learning object in teaching technology in compulsory school and (2) students understanding of the learning object identified in a problem solving process in an examination in Management accounting during their second semester at higher education.In the first example empirical data are collected from five teachers teaching technology at Swedish junior high schools, pupils aged 13-15 (Bjurulf, 2008). Variation theory was applied as a tool in the analysis of the data from the classroom observations, i.e. the teachers ways of working with the subject matter. The analysis indicated that the most frequently used pattern of variation was contrast. Through the contrast-pattern the teachers managed to contrast better or worse alternatives of construction and the use artefacts. It can be argued that this contrast-pattern of variation is the proper pattern when pupils are working with limited or expensive material. Results also indicated that technology as a school subject was taught in different ways depending on the teachers educational background, the physical learning environment and the size of the school class.In the second example, empirical data are collected from a sample of students taking part in a Swedish three year undergraduate programme in Business, during their second semester (Rovio-Johansson and Johansson, 2006). The study uses the theoretical framework of variation theory and focuses on the students understandings of a basic concept in Management accounting during students second semester. Drawing on extensive interview material of semi-structured interviews and students´ solutions of a specific examination problem, the analysis revealed three qualitatively different categories illustrating in which ways the students understood the concept return on investment. The learning object and its critical aspects were identified as qualitative categories of descriptions, hierarchically organised. The empirically grounded didactic knowledge indicates that educationally critical aspects of the learning object, observed by the researcher or experienced by the students, may aid educators and teachers how to reorganize curricula, courses and teaching in order to enhance the quality of learning and teaching opportunities offered the students. Implications of the findings are promoted as means to accomplish further investigations of teachers ways of using the subject matter and students understanding of the learning object in subject matter areas.
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