| 1. |
- Berglund, Per, et al.
(författare)
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Linking Education and Research : A Roadmap for Higher Education Institutions at the Dawn of the Knowledge Society
- 2019
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Ingår i: Linking education and research. - Basel, Switzerland : MDPI. ; , s. 11-33
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In an era characterized by a move towards a “knowledge society”, universities are central in fostering “knowledgeability”, that is the reflexive understanding of knowledge in knowledge societies. The objective of “knowledgeability” can be met through creating a stronger link between education and research. Furthermore, overall student performance, for example in critical thinking and problem solving, can be improved if research-related activities are incorporated into the curriculum.The aim of this paper is to use international examples to discuss the research- education nexus from four different perspectives, namely context, policy, implementation and quality, with case studies from higher education institutions in Singapore and Sweden.We suggest that different integrative technologies can be used to enhance the links, but it will be essential to consider the inputs of training, service and support in using new technology. Interestingly, the act of evaluating the link between education and research will increase awareness of this linkage by stakeholders involved in both education and research. In turn the link can be strengthened, contributing to increased quality in both education and research.
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| 2. |
- Bogdanov, Sergey, et al.
(författare)
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Physics insight into “The Canterbury Tales” Chronotope
- 2015
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Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 50:4, s. 462-467
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Tidskriftsartikel (refereegranskat)abstract
- Many students regard physics as an isolated, sophisticated and perhaps a boring branch of science. Meanwhile, physics is embedded in most events and issues of society, culture and everyday life. To find and include such relevant contexts is one of the challenges for every physics teacher. Here we present our findings, which concern the classic The Canterbury Tales by Geoffrey Chaucer. Some important questions are still open and disputed, such as the dates of events in the story. In particular, physics can provide a method for an approximate estimation of the dates and places of the events in the tales. This paper provides some of the details.
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| 3. |
- Manuel, Alzira, et al.
(författare)
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Educators in non-formal vocational education and training in Mozambique : a plea for recognition and professionalisation
- 2017
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Ingår i: International Journal of Lifelong Education. - : Routledge. - 0260-1370 .- 1464-519X. ; 36:3, s. 324-338
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Tidskriftsartikel (refereegranskat)abstract
- Interest in vocational education and training (VET) is growing. This can be attributed to global socio-economic developments requiring continuously changing knowledge and skills. Adult education and training, particularly in non-formal education (NFE) contributes to provide these skills and knowledge for youth and adults. This puts pressure not only on programmes and facilities, but also on the educators. How do they cope with the changing demands? This paper focuses on educators in non-formal vocational education and training (NFVET) in Mozambique. It explores the perceptions, experiences and reflections of educators in NFVET working in training centres on the outskirts of Maputo. Semi-structured interviews and observations were used to get insight into the educators' understandings and into the conditions in which their educational activities took place. The findings point to the need for the professionalisation of NFVET educators. This would contribute to the quality of their activities and to their status as professionals.
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| 4. |
- Manuel, Alzira, 1963-, et al.
(författare)
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Exploring gender differences in participants’ motivations and expectations in non-formal vocational education and training programmes in Mozambique
- 2016
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Ingår i: Contemporary Issues and Perspectives on Gender Research in Adult Education. - Belgrade : University of Belgrade. - 9788680712000 - 9788680712017 ; , s. 225-237
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Konferensbidrag (refereegranskat)abstract
- Non-Formal Education in Mozambique is considered to be one of the ways to open up opportunities for education and training for youth and adults. Mozambique has great gender disparities in post-elementary and vocational education. In this study, semi-structured interviews and life stories were used to explore gender differences in participants’ motivations and expectations in Non-Formal Vocational Education and Training (NFVET) in Mozambique. Fourteen participants and six former participants of two NFVET programmes were involved in the study. The findings showed that both men and women acknowledge that NFVET programmes can help them to improve their life chances. However, there were clear gender differences. Women focus on improving the lives of their families as the main objective of participating in NFVET, while men prioritise their own professional growth. Men see their own needs as the family needs. In the discussion of findings a need to challenge gender inequalities in Mozambique is addressed.
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| 5. |
- Manuel, Alzira, et al.
(författare)
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The challenges of adult education policy implementation in Mozambique
- 2016
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Ingår i: Problems of Education in the 21st Century. - 1822-7864 .- 2538-7111. ; 71:71, s. 53-61
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Tidskriftsartikel (refereegranskat)abstract
- The current socio-economic development in Mozambique is characterized by growing social inequalities, in particular concerning the imbalanced access to education and the increased poverty of women and the unemployed. Adult education is a way to provide youth and adults with opportunities to improve their knowledge and skills. Through education they can gain power and they can learn how to cope with social and economic challenges. The purpose of this research is to examine how far policies concerning adult education, especially with respect to Non-Formal Vocational Education and Training (NFVET) are implemented. The research is qualitative in nature, based on document analysis with a focus on the policies that have guided the implementation of adult education and training in Mozambique during the period 2000-2015. The findings reveal that Mozambique has been strongly influenced by international initiatives within the framework of ‘Education for all’ and ‘Education for development’. There is an apparent need to strengthen policy implementation strategies, particularly in the area of NFVET in order to ensure the real empowerment of learners and teachers.
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| 6. |
- Manuel, Alzira, 1963-, et al.
(författare)
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Towards programme improvement in non-formal vocational education and training in Mozambique
- 2015
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Ingår i: Problems of Education in the 21st Century. - : PEC. - 1822-7864. ; 67, s. 61-71
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Tidskriftsartikel (refereegranskat)abstract
- The current situation of Mozambique, characterized by limited but highly needed Formal Vocational Education, demands the development and improvement of Non-formal Vocational Education and Training (NFVET). NFVET can provide relevant knowledge and skills, particularly for out of school and unemployed youth and adults to promote social inclusion and development. This is a qualitative case study with some elements of action research. Semi-structured interviews with six educators, classroom observations and two focus group interviews with former participants were implemented. The research aims to explore ways by which NFVET programmes can be improved in order to increase people’s chances, not only to get work, but also to be able to participate actively in their own process of development. The findings suggest some directions for the improvement of NFVET in Mozambique in order to empower people to actively participate in the social and economic life of their local communities and broader society.
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| 7. |
- Mendonça, Marta, 1958-, et al.
(författare)
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Introducing a student-centred learning approach in current curriculum reform in Mozambican higher education
- 2012
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Ingår i: Education Inquiry. - Umeå : Umeå Universitet. - 2000-4508. ; 3:1, s. 37-48
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Tidskriftsartikel (refereegranskat)abstract
- The Eduardo Mondlane University (UEM) in Mozambique is introducing new participative forms of pedagogical practices into the process of its current curriculum reform. This article presents a case study of the introduction of a student-centred approach at one department and discusses some of the lecturers’ perceptions and experiences concerning the process. A qualitative study was carried out based on classroom observations and interviews. Activity theory was used in the analysisof the results. The findings show that the lecturers do not feel ownership of the curriculum reformintroducing student-centred learning. They express a need for training and the creation of adequatematerial conditions to apply the innovation. The findings also reveal contextual factors affecting student engagement in learning. In the conclusions, reflections are presented concerning the place of the generic values of learner-centeredness in the academic culture of the UEM.
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| 8. |
- Milinsky, Alexey, et al.
(författare)
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Determination of the amount of heat for partially elastic impact using the smartphone
- 2021
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Ingår i: Физика: фундаментальные и прикладные исследования, образование.. - Blagoveshchensk : Амурский государственный университет. - 9785934933761 ; , s. 144-147
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Konferensbidrag (refereegranskat)abstract
- The article presents a creative experimental task for students to determine the amount of heat with a partially elastic impact. The experiment is carried out using a smartphone, which makes the experiment simple and convenient for conducting at home
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| 9. |
- Popov, Oleg, 1959-, et al.
(författare)
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Att studera energiomvandlingar med hjälp av en smarttelefon
- 2021
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Ingår i: LMNT-nytt. - : Föreningen för lärarna i matematik, naturvetenskap och teknik (LMNT). - 1402-0041. ; :2, s. 34-36
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Artikeln presenterar en kreativ experimentell uppgift för elever att bestämma mängden värme som produceras under en oelastisk stöt. Experimentet utförs med hjälp av en smartphone, vilket gör att resultatet har en hög precision. Tydlig visualisering och tillgänglighet när det gäller använd utrustning visar på ämnesdidaktiska fördelar.
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| 10. |
- Popov, Oleg, 1959-
(författare)
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Begreppet beprövad erfarenhet som verktyg för utveckling och generalisering av lärarnas pedagogiska arbete
- 2021
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Ingår i: Ämnet som blev. - Umeå : Umeå University. - 9789178556045 - 9789178556038 ; , s. 53-64
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Konferensbidrag (refereegranskat)abstract
- Begreppet beprövad erfarenhet (BE) har blivit särskilt aktuellt inom det svenska utbildningsystemet under det senaste decenniet i och med att den nya skollagen trädde i kraft 2010. I lagtexten utrycks följande: "Utbildningen ska vila på vetenskaplig grund och beprövad erfarenhet" (SFS 2010:800, 1 kap. 5 §). Emellertid finns inte någon överenskommelse om hur beprövad erfarenhet kan genereras och spridas inom utbildningssektorn. Forskare (Persson, 2017) påpekar också att det finns brister i de tolkningar och preciseringar av begreppet BE som olika myndigheter inom skola och högskola har föreslagit. Följaktligen behövs ett fördjupat arbete för att utveckla förståelsen av begreppet BE. I det här kapitlet föreslås en modell som konceptualiserar hur BE kan utvecklas och synliggöras. Huvudtesen är att BE som en form av erfarenhetsbaserad kunskap kan verifieras och kvalitetsgranskas via teoretisk förankring. Den föreslagna modellen korrelerar ontologiskt med historiska former av kunskapens genesis som börjar med instrumentell kunskap och kulminerar i teoretisk kunskap. Vidare diskuteras samverkan mellan olika utbildningsaktörer för en identifiering, formulering, registrering och spridning av beprövad erfarenhet.
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| 11. |
- Popov, Oleg, 1959-, et al.
(författare)
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Begrepps- och procedurförmåga : en överblick
- 2013
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Annan publikation (populärvet., debatt m.m.)abstract
- Syftet med denna artikel är belysa begrepps- respektive procedurförmåga och deras roll i lärande av matematik. Det är två förmågor man sedan länge intresserat sig för inom matematikdidaktik och då ofta kontrasterat mot varandra. Förmågorna kan uppfattats stå i ett motsatsförhållande till varandra men även ingå i en samverkande process särskild vid begreppsutveckling. Elevers begrepps- och procedurförmåga kan inte utvecklas av sig själva utan måste lärarledas och kopplas till ett arbete med ett ämnesinnehåll. Artikeln riktar sig i första hand till gymnasielärare i matematik.
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| 12. |
- Popov, Oleg, 1959-, et al.
(författare)
-
Constructing physics education in different contexts : changing contexts - changing values
- 2010
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Ingår i: Socio-cultural and human values in science and technology education. - University of Ljubljana, Slovenia : Institution for Innovation and Development of University of Ljubljana. - 9789619288214 ; , s. 917-927
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Konferensbidrag (refereegranskat)abstract
- This paper presents an analysis of how changes in the socio-economic context of an educational system affect the value base of the physics education embedded in this context. Based on the assumption that physics education is a socially constructed phenomenon developed within a particular socio-historical context with particular types of social relations, this study aims to highlight the features of physics education that are most sensitive to changes in the macro-context. In this paper empirical material was gathered from two countries (Laos and Russia). In both countries dramatic economic changes have taken place since the end of the 1980's, however, Laos has maintained the same one-party rule political system while the Russian political context has changed significantly. These countries also belong to the different cultural contexts of East and West, the consideration of which can contribute to an understanding of the corresponding value-base reflected in physics education. The qualitative research methodology used in this study includes data gathering through document and statistical report analysis, personal ethnographic experience and interviews with physicists and physics educators. It is argued that changes in educational values are not only discussed and experienced but actually created within physics education institutions in these countries against the backdrop of the macro-contextual changes taking place over the last twenty years.
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| 13. |
- Popov, Oleg, 1959-, et al.
(författare)
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Contemporary curriculum challenges in undergraduate physics education in Laos
- 2009
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Ingår i: Curriculum and teaching in science. - Taipei, Taiwan : EASE Organizing Committee. ; , s. 161-176
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Konferensbidrag (refereegranskat)abstract
- This paper aims to provide an understanding of the current situation with regard to university physics education in Laos in the light of historical and socio-caltiral perspectives. The reported study was conducted at the Department of Physics, National University of Laos, the data for which was collected through interviews with 11 lecturers and 23 university students. The findings indicate that most students have a low motivation to study physics. For the majority of students, enrolment at the Department of Physics was their last option for asmission and the least desirable choice in getting a degree in higher education. The study also shows that existing faculty staff is underpaid, have low administrative and technical support for their work and themselves have litle motivation to invest time and energy in teaching. There is thus a tendency to neglect technically and pedagogically demanding yet indispensible educational activities such as the organisation of laboratory work. Usually, students do not receive any feedback on their laboratory reports, resulting in limited learning from the practical component of their physics education. This paper discusses curriculum challenges in the provision of good quality tertiary physics education in Laos and an argument is put forward in favour of meeting these curriculum challenges together with some specific recommendations.
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| 14. |
- Popov, Oleg, 1959-, et al.
(författare)
-
Den svåra konsten att nå balans
- 2016
-
Ingår i: Västerbottens-Kuriren. - Umeå. - 1104-0246.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Balans är ett område inom fysiken som har många kopplingar till människans vardagliga liv. Balanssinnet bygger på information från syn, känsel och balansorganen i innerörat. Med ålder försämras balanssinne. Generellt i Sverige är risken att dö i en fallolycka är sex gånger större än i en trafikolycka. Artikeln tar fasta på medicinska rön att även på äldre dagar går det att träna och förbättra balansen och föreslår möjliga vägar att göra det.
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| 15. |
- Popov, Oleg, 1959-
(författare)
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Developing outdoor physics project using the activity theory framework
- 2008
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Ingår i: GIREP 2008 International Conference. University of Cyprus 18-22 August 2008. ; , s. ?-
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Konferensbidrag (refereegranskat)abstract
- This paper presents the conceptualisation, implementation and evaluation of methodology of “outdoor physics” a project in science teacher education at Umeå University, Sweden (see http://outdoorphysics.educ.umu.se). Activity Theory was used as the theoretical framework for project development. The fundamental constructs of this theory: collaborative activity, motivation, object and context of learning were taken into consideration in the development of outdoor cases and methodology of the project. Prospective science teachers took active part in all stages of project activities. They developed specific cases for outdoor study, tested these both by themselves and with students in schools and evaluated their outcomes. The various cases of outdoor physics were part of teacher students’ research projects presented at the end of their undergraduate studies. Professional development of prospective teachers of science participating in the project is the main outcome of the current stage of the project, which benefited from international collaboration with colleagues from Russia (KSPU, Petrozavodsk) and some European countries (OutLab project). We expect that the knowledge acquired by prospective teachers in outdoor physics activities can also lead to new pedagogical approaches in their future professional work.
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| 16. |
- Popov, Oleg, 1959-, et al.
(författare)
-
Developing toools for mobile learning to enhance science teachers´professional competence
- 2021
-
Ingår i: Физика: фундаментальные и прикладные исследования, образование. - Blagoveshchensk : Амурский государственный университет. - 9785934933761 ; , s. 150-153
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Konferensbidrag (refereegranskat)abstract
- Raising quality of science specialists and science education is a major priority around the globe. Another important global educational focus is promoting sustainable development. Use of modern mobile learning tools and teaching approaches shows great promises for teacher education in fulfilling these goals. This paper presents theoretical foundations and some practical solutions how smartphones as handheld computers can assist mobile learning (m-learning) in geographically distributed settings. The developmental work is conducted within the framework of InterMobile project that is presented in the paper where also some expected and achieved outcomes outlined.
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| 17. |
- Popov, Oleg, 1959-
(författare)
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Enhancing interculturality and sustainability in teacher education through developing new tools and approaches for mobile learning
- 2021
-
Ingår i: BUP Symposium 2021.
-
Konferensbidrag (refereegranskat)abstract
- In the recent decades, there has been a growing international consensus about importance of Education for Sustainable Development (ESD) at all educational levels, in different subjects, as well as in formal and informal structures. ESD is actively promoted by teacher education institutions around the world. The area of interculturality is also used to be in focus of international collaboration projects aiming to enhance sustainability in teacher education. However, natural science and mathematics teacher education has traditionally paid lower attention to “soft” parts of subject teaching such as internationalization, intercultural and critical competencies which are closely relate to 21st century skills (Bellanca & Brandt, 2010) then that of social sciences. Our previous research (Popov, Sturesson, 2015) shows that interculturality is not yet part of the Swedish science education mindscape. Moreover, current pandemic situation changed dramatically preconditions for physical meetings as well as for student and staff mobility especially outside EU-states area.The rapidly expanding mobile learning (m-learning) that employs handheld technology is a powerful international trend (Yildiz, et al. 2020). Our smartphones are packed with internal sensors that can measure sound, light, acceleration, magnetic field strength, etc. (see below app Sensors). The smartphones' sensors are reliable and accurate enough to permit good measurements.This paper presents theoretical foundations and practical solutions demonstrating how smartphones and use of modern mobile applications can assist teacher education in fulfilling goals of sustainable development. In particular, focus is on mobile learning (m-learning) collaboration in geographically distributed and culturally diverse settings.
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| 18. |
- Popov, Oleg, 1959-, et al.
(författare)
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Exploring outdoor science in teacher education from a comparative Scandinavian perspective
- 2017
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Ingår i: Conexão ciência. - 1980-7058. ; 12, s. 125-130
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Tidskriftsartikel (refereegranskat)abstract
- This paper focuses on the development of prospective teachers’ competence to conduct outdoor science education in a Scandinavian context. This context is characterized by easy accessibility to open-air natural environment and folk traditions of being and doing different activities outdoors. Working in the field of science teacher education in Sweden and Norway, we have experienced that outdoor science is traditionally linked to environmental and biology field courses or teaching units that contain fieldwork. The Ministries of education in both countries are supporting outdoor science in schools through a variety of programs, that are internet- and open source-based (www.skolverket.se, www.naturfag.no; www.ndla.no). Cultural Historical Activity Theory (CHAT) lens is applied to the study. The conclusions of the study underline the importance of working actively with issues related to pedagogical complexity of outdoor teaching, which is demanding a purposeful development of teacher competence and teaching material.
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| 19. |
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| 20. |
- Popov, Oleg, 1959-, et al.
(författare)
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Exploring pedagogical potential of outdoor context in teaching physics for prospective primary and secondary school teachers
- 2013
-
Konferensbidrag (refereegranskat)abstract
- This paper presents a conceptualisation of over ten years practical experience of working with “outdoor component” in science teacher education in Umea (Sweden). The Activity Theory (AT) has been used to provide theoretical ground for reflection on educational work and students’ activities in the outdoor context. Our experience of exploring pedagogical potential of outdoor context in teaching physics for prospective primary and secondary school teachers is also illustrated by concrete examples from different courses and student examination papers. Evidence provided by this study and students research shows great potential of outdoor learning environment but also reveals issues related to motivators and pedagogical complexity of outdoor teaching demanding purposeful development of teacher competence and great deal of private interest.
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| 21. |
- Popov, Oleg, 1959-, et al.
(författare)
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Facing the pedagogical challenge of teaching unaccompanied refugee children in the Swedish school system
- 2015
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Ingår i: Problems of Education in the 21st Century. - : PEC. - 1822-7864 .- 2538-7111. ; 64, s. 66-74
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Tidskriftsartikel (refereegranskat)abstract
- The social inclusion of refugee children is an important issue in Sweden and many other European countries. Sweden accepts more than 20% of all unaccompanied immigrant children in the EU. Logically, effective schooling is needed for these children to create the necessary pre-conditions for their successful integration into society. However, political interest and state funding concentrates instead on assuring good quality living conditions and legal support for incoming minors, leaving the responsibility for their education to underfunded municipal schools. Accordingly, a study conducted in a municipal secondary school and a university teacher education in Northern Sweden revealed low preparedness to meet the educational needs of immigrant children. Sociocultural and socio-political theoretical lenses were used in the study to understand the situation. Pedagogical action was taken on the teacher education programme in Umeå to improve the situation and issues concerning the integration of unaccompanied immigrant minors in the Swedish school system were explored in an interdisciplinary course at the end of the students’ teacher training. In group interviews and guided discussions during the course, student teachers recognised existing systemic problems in the education of immigrant children and expressed a feeling of a lack of practical intercultural competence to meet such children.
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| 22. |
- Popov, Oleg, 1959-, et al.
(författare)
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Focus of socio-scientific issues in science teachers’ professional competence development in Sweden
- 2016
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Konferensbidrag (refereegranskat)abstract
- The Swedish National Agency for Education is currently implementing a project aiming to raise the didactical competence of science teachers at all school levels. The project uses a praxis-based collegial learning approach supported by facilitators and framed by the project web portal presenting study modules. The authors of this paper have been in charge of the material development for the module “teaching science through socio-scientific issues”. The material developers’ work was enriched and supported by the experience of EU funded project Promoting Attainment of Responsible Research and Innovation in Science Education. The aim of this paper is to highlight a question: what lessons could be learned from the process of material production for the professional development of science teachers in Sweden?
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| 23. |
- Popov, Oleg, 1959-, et al.
(författare)
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Focusing on Competencies in Mathematics Teachers Professional Development in Sweden
- 2015
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Konferensbidrag (refereegranskat)abstract
- 1. IntroductionCompetence approach is one of the major innovations in the latest school curriculum reform in Sweden that has been gradually introduced since 2011. This reflects broader international trend of Competence Based Education around the world during the past decade (Biemans, et.al, 2009, Niss and Højgaard, 2011). In order to familiarise teachers with latest curriculum innovations and to raise their general didactical competence of mathematics the Swedish National Agency for Education is implementing a project called Matematiklyftet. The project uses a praxis-based collegial learning approach supported by facilitators and presented in the project web portal https://matematiklyftet.skolverket.se/. The teachers’ activities are framed by study modules which material are freely available on the web. The teachers work with one module per term. Over twelve thousand teachers from about three hundreds schools take part in these activities yearly.The authors of this paper were in charge of the material development for the high school module “Competence based mathematics teaching”. The module consists of eight parts. In each part participants carry out activities in four steps with the following allocation of time: individual preparation (45 – 60 min), collegial discussions (90 – 120 min), practical activities/lessons (one lesson), and common follow up and reflections (45 – 60 min).This paper provides the authors reflections about the process of the module development and results from the teachers’ evaluations. The paper attempts to highlight two questions:What lessons could be learned from the process of material production for the professional development of mathematics teachers in Sweden?What feedback provided teachers aiming to improve the module material?The Activity Theory (AT) has been used as a theoretical ground for reflection on our developmental work (Cole and Engeström, 2007). This theory was also used to reflect on different aspects of learning activity (Davydov, 1999) and the effects of proactively introducing competencies in order to transform classroom practice (Cole and Engeström, 2007). According to Kinard, Kozulin (2008, p. 25), “the learning activity includes orientation in the presented material, transformation of the presented material into a problem, planning the problem-solving process, reflection on chosen strategy and problem-solving means, as well as self-evaluation”. These concepts were important for the design and evaluation of our “module work”METHODSA qualitative study was carried out with teachers participating in Matematiklyftet and working with our module in 2014. The data collection was organized through systematic reflective insights on the working process by the authors of the paper, an analysis of twenty teachers’ activity reports, and semi-structured interviews with ten teacher educators. Interview guide embraced different aspects of the work with the module content. Convenience sampling was used in the selection of the data sources and informants. The reports’ analysis gave insight into the teachers’ opinions about quality of module material and their perceptions of the particularities of working in the suggested ways.2. FindingsIn this section the selection of results and expected outcomes of the study are presented based on the collected data.2.1.Some insights on the work processThe sources of inspiration for the project have been: Japanese “lesson study” model consisting of lesson preparation, auscultation and collegial reflections about the implemented lesson; and the SINUS project (Germany), in particular a scaling up form of using study modules, facilitators, and Internet based platform (Ostermeier, Prenzel, Duit, 2010).However, the authors learned during the introductory meeting for the module that it is not possible to ask the teachers to do auscultations of each other’s lessons and to provide material that demands more than sixty minutes time to prepare for the first group discussion meeting. Thus, the idea of “lesson study” was implemented without teachers attending colleagues’ lessons and became a debilitated version of the Japanese model. Lesson without peer auscultation is a half-blind activity. To compensate for the absence of a colleague’s feedback teachers had to rely on personal reflection and self-monitoring, which was a particularly demanding activity that needed special development. An attempt to substitute “auscultation of a colleague’s lessons” by the practice of “noticing” (Mason, 2002) was centrally promoted but not eagerly accepted by practicing teachers. Teachers had difficulty in impartially sketching notes of the events attracting their attention during the teaching for further reflection afterwards. Therefore, in the common follow up and reflections after a lesson teachers could immerse in a culture of discussion, but did not have the chance to develop a culture of giving and taking feedback, which is crucial for their didactical development.Reports from practicing teachers concerned mainly forms of presentation and estimation of time required for readings and discussions. It provided a rough indication of the didactical quality of the material as expected by the participants of the professional development program. The teachers also asked for easy to use material, such as banks of problems with given solutions. They wanted to have resources that would facilitate their daily professional life. However, there were rather few content related comments that could contribute to the improvement of the material.2.2.Potential outcomesThe authors’ experience of material development and teachers’ feedback suggest existing potential for the improvement of practice. The time frame for individual preparation (maximum one hour) seems to be too short for a teacher to become familiar with the suggested readings and make serious preparation for common discussions in the second step of module activities. This limitation significantly affects the material developers’ ambitions and opportunities for depth and quality of content presentation. Reference to the unrealistic amount of required preparation work that should be done in one hour was a recurrent issue reported by the teachers.Modules do not include any guides for the facilitators who coordinate and monitor teachers’ activities. Such guides could facilitate participants’ group work. Facilitators do not receive any orientation about the modules, their key contents and expected work-forms. Provision of a manual for facilitators could make the 90 min allocated for collegial discussions more effective.Teachers develop and test many ideas and tasks during the module activities, but there is no requirement for their collection, systematization or any form of distribution. It could be argued that building a bank of teachers’ ideas and tasks in each module can create the necessary preconditions for perpetuating in-school professional development activities. However, it seems that potential difficulties for the project leadership in planning for this extra activity and solving the technical issue of storing material on the web has deprived modules of this valuable addition.The evaluation of modules was not built into the module structure, for example, to be included in the final part of the module work.ReferencesBiemans, H., Wesselink, R., Gulikers, J., Schaafsma, S., Verstegen, J. and Mulder, M. (2009). Towards competence-based VET: Dealing with the pitfalls. Journal of Vocational Education and Training 61, no. 3: 267–86.Cole, M., Engeström, Y. (2007). Cultural-historical approaches to designing for development. In J. Valsiner, A. Rosa (Eds.) The Cambridge handbook of sociocultural psychology. Cambridge university press.Davydov, V.V. (1999). What is real learning activity? In: M. Hedegaard, J. Lompscher, (Eds.). Learning activity and development. Aarhus, Denmark: Aarhus University Press, 123-138.Hattie, J. A. C., 2009, “Visible Learning: a synthesis of over 800 meta-analyses relating to achievement”. London, New York: Routledge.Kinard, J., Kozulin, A. (2008). Rigorous mathematical thinking: conceptual formation in the mathematics classroom. Cambridge, Cambridge University Press.Mason, J., 2002, “Researching your own Practice: The discipline of noticing”, London & New York: Routledge and Falmer.Niss, M. A., & Højgaard, T. (red.) (2011). Competencies and Mathematical Learning: Ideas and inspiration for the development of mathematics teaching and learning in Denmark. Roskilde: Roskilde Universitet. (IMFUFA-tekst : i, om og med matematik og fysik; Nr. 485).Ostermeier, C., Prenzel, M., Duit, R., 2010, “Improving science and mathematics instruction: the SINUS project as an example for reform as teacher professional development”. International journal of science education. Vol. 32, No.3, pp. 303-327.
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| 24. |
- Popov, Oleg, 1959-, et al.
(författare)
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From Labour activities towards technology education : case study of Mozambican primary schooling
- 1996
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Ingår i: PATT-96, conference, Linköping, Sweden. - Linköping.
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Konferensbidrag (refereegranskat)abstract
- Research and curriculum development in the field of primary S&T education in Mozambique conducted by the Science and Technology Education Group (STEG) at the National Institute for Education Development (INDE) is presented in the paper. The paper discusses the problem of making S&T teaching socially relevant, describes some results of the work concerning experiments about teaching traditional technological skills in big classes and related gender issues.
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| 25. |
- Popov, Oleg, 1959-
(författare)
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Förmåga att tänka kritiskt
- 2016
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Förmågan att tänka kritiskt är grundläggande för aktivt deltagande i ett demokratiskt samhällsliv. Den inkluderar färdigheter att kunna analysera, reflektera, dra slutsatser, värdera och ifrågasätta. Samhällsfrågor med naturvetenskapligt innehåll (SNI) i naturvetenskaplig undervisning ger goda möjligheter att utveckla denna förmåga. I den här artikeln ligger fokus på den viktiga rollen som kritiskt tänkande spelar i forskning och i den naturvetenskapliga medborgarbildningen. Av läroplanen för gymnasieskolan framgår att eleverna ska utveckla sin förmåga att tänka kritiskt, att granska fakta och förhållanden och att inse konsekvenserna av olika alternativ. Kritiskt tänkande och förhållningssätt uttrycks också i de naturvetenskapliga ämnenas syften och centrala innehåll. Diskussionen om utveckling av kritiskt tänkande i denna teoretiska artikel relateras till tre naturvetenskap-didaktiska områden: kunskap, procedur och tankesätt. Texten utgår ifrån att man bör sträva efter att utveckla vetenskaplig kunskapssyn, insikt i vetenskapliga arbetsmetoder och ifrågasättande inställning till verklighetsbeskrivningar för att kunna utöva kritiskt förhållningssätt.
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