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1.
  • Bertoni, Alessandro, 1985- (författare)
  • A Reverse Engineering Role-Play to Teach Systems Engineering Methods
  • 2019
  • Ingår i: Education Sciences. - Basel, Switzerland : MDPI. - 2227-7102 .- 2227-7102. ; 9:1
  • Tidskriftsartikel (refereegranskat)abstract
    • Students engaged in systems engineering education typically lack experience and understanding of the multidisciplinary complexity of systems engineering projects. Consequently, students struggle to understand the value, rationale, and usefulness of established systems engineering methods, often perceiving them as banal or trivial. The paper presents a learning activity based on a three-stage reverse engineering role-play developed to increase students’ awareness of the importance of correctly using systems engineering methods. The activity was developed and integrated in the Systems Engineering course given at Blekinge Institute of Technology. Its effectiveness was analyzed through semistructured self-reflection reports along with two editions of the course. The results showed the development of students’ understanding of how to use systems engineering methods. In particular, the students realized the need to deliver detailed and easy-to-read models to the decision makers. This result was in line with the achievement of some of the intended learning outcomes of the course.
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2.
  • Bertoni, Marco, 1980-, et al. (författare)
  • Measuring Experiential Learning : An Approach Based on Lessons Learned Mapping
  • 2020
  • Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 10:1
  • Tidskriftsartikel (refereegranskat)abstract
    • Fostering ‘experiential learning’ in real-life situations is a critical task for engineering educators when creating constructively aligned learning activities. The paper proposes an approach to measure the students’ perception of learning in Conceive-Design-Implement-Operate activities conducted outside the classroom. The approach is based on the opportunity of gathering and analyzing lessons learned from the student reflection reports at the end of a team-based innovation project performed in collaboration with company partners. The approach is intended to provide a basis for the future development of innovation projects with engineering students, supporting the definition of learning outcomes that are relevant for the CDIO Syllabus 2.0, and of constructively aligned learning experiences. The paper exemplifies the approach with regards to a master course named Value Innovation and presents the findings obtained at the third and second level of the CDIO Syllabus 2.0. The results of the course implementation show how short team-based innovation projects largely contributed in developing social and communication-related skills in engineering students, going beyond the mere application of their technical skills.
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3.
  • Nygren, Thomas, 1972-, et al. (författare)
  • Treading old paths in new ways : upper secondary students using a digital tool of the professional historian
  • 2013
  • Ingår i: Education Sciences. - Basel : MDPI. - 2227-7102. ; 3, s. 50-73
  • Tidskriftsartikel (refereegranskat)abstract
    • This article presents problems and possibilities associated with incorporating into history teaching a digital demographic database made for professional historians. We detect and discuss the outcome of how students in Swedish upper secondary schools respond to a teaching approach involving digitized registers comprising 19th century individuals and populations. Even though our results demonstrate that students experience the use of this digital database as messy, stressful, complicated, even meaningless and frustrating, they also perceive working with it as most interesting. We discuss this twofold outcome, its reasons and lessons to learn from it. When technology is functioning and the task is specialized and sufficiently guided by the teacher, which is not always the case, our results propose that digital databases can stimulate young people’s interest and historical thinking. Knowledge construction based upon historical thinking is evident in the students’ examination papers in which they present and debate their findings. These papers indicate that students can use a digital database and write history based upon empirical evidence, source criticism and historical empathy, just as professional historians do.
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4.
  • Agbo, Friday Joseph, et al. (författare)
  • Application of Virtual Reality in Computer Science Education : A Systemic Review Based on Bibliometric and Content Analysis Methods
  • 2021
  • Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 11:3
  • Forskningsöversikt (refereegranskat)abstract
    • This study investigated the role of virtual reality (VR) in computer science (CS) education over the last 10 years by conducting a bibliometric and content analysis of articles related to the use of VR in CS education. A total of 971 articles published in peer-reviewed journals and conferences were collected from Web of Science and Scopus databases to conduct the bibliometric analysis. Furthermore, content analysis was conducted on 39 articles that met the inclusion criteria. This study demonstrates that VR research for CS education was faring well around 2011 but witnessed low production output between the years 2013 and 2016. However, scholars have increased their contribution in this field recently, starting from the year 2017. This study also revealed prolific scholars contributing to the field. It provides insightful information regarding research hotspots in VR that have emerged recently, which can be further explored to enhance CS education. In addition, the quantitative method remains the most preferred research method, while the questionnaire was the most used data collection technique. Moreover, descriptive analysis was primarily used in studies on VR in CS education. The study concludes that even though scholars are leveraging VR to advance CS education, more effort needs to be made by stakeholders across countries and institutions. In addition, a more rigorous methodological approach needs to be employed in future studies to provide more evidence-based research output. Our future study would investigate the pedagogy, content, and context of studies on VR in CS education.
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5.
  • Andersson, Annica, et al. (författare)
  • Remythologizing Mystery in Mathematics : Teaching for Open Landscapes versus Concealment
  • 2018
  • Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 8:2
  • Tidskriftsartikel (refereegranskat)abstract
    • Mathematics is full of mystery. We illuminate the myth to expose two conflicting senses of mystery at work in mathematics and its education practices. There is a sense of boundlessness with mathematics-the idea that we never fully know. There is also a practice of concealment, in which an answer or solution is known by special people who may support or provide a scaffold for students' navigation to the "special" knowledge, but may also challenge their access to it by erecting barriers and boundaries. In remythologizing mystery, we identify that the valorization of mystery in mathematics is rooted in the wonder of exploring boundless landscapes and is used misleadingly to justify school mathematics with the other sense of mystery-uncovering the concealed.
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6.
  • Aylward, Katie A, 1990, et al. (författare)
  • Using operational scenarios in a virtual reality enhanced design process
  • 2021
  • Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 11:8
  • Tidskriftsartikel (refereegranskat)abstract
    • Maritime user interfaces for ships’ bridges are highly dependent on the context in which they are used, and rich maritime context is difficult to recreate in the early stages of user-centered design processes. Operations in Arctic waters where crews are faced with extreme environmental conditions, technology limitations and a lack of accurate navigational information further increase this challenge. There is a lack of research supporting the user-centered design of workplaces for hazardous Arctic operations. To meet this challenge, this paper reports on the process of developing virtual reality-reconstructed operational scenarios to connect stakeholders, end-users, designers, and human factors specialists in a joint process. This paper explores how virtual reality-reconstructed operational scenarios can be used as a tool both for concept development and user testing. Three operational scenarios were developed, implemented in a full mission bridge simulator, recreated in virtual reality (VR), and finally tested on navigators (end-users). Qualitative data were captured throughout the design process and user-testing, resulting in a thematic analysis that identified common themes reflecting the experiences gained throughout this process. In conclusion, we argue that operational scenarios, rendered in immersive media such as VR, may be an important and reusable asset when supporting maritime design processes and in maritime training and education.
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7.
  • Bashitialshaer, Raed, et al. (författare)
  • An Exploratory Study of the Obstacles for Achieving Quality in Distance Learning during the COVID-19 Pandemic
  • 2020
  • Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 10:9, s. 232-245
  • Tidskriftsartikel (refereegranskat)abstract
    • This study aims to reveal the obstacles to achieving quality in distance learning during the Coronavirus (COVID-19) pandemic and was based on a large sample of professors and students of universities in the Arab world (Algerian, Egyptian, Palestinian, and Iraqi). The primary aim of this research was to investigate the various ways in which students pursued their studies at home during the university suspension as a result of COVID-19. In this paper, the researchers use an exploratory descriptive approach through a questionnaire with a conveniently selected sample of 400 professors and student’s returns out of 600 were distributed. The results indicate that the professors and students faced self-imposed obstacles, as well as pedagogical, technical, and financial or organizational obstacles. Recommendations are presented to overcome and understand these obstacles to benefit in the future during unexpected or similar problems.
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8.
  • Basic, Goran, 1972-, et al. (författare)
  • Inclusive Educational Spaces and Social Pedagogical Recognition : Interaction- and Social-Pedagogy-Inspired Analysis of Space Dynamics in Compulsory, Upper-Secondary and Post-Secondary Education
  • 2021
  • Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 11:11
  • Tidskriftsartikel (refereegranskat)abstract
    • The purpose of this article is to provide a new understanding of the essence of inclusive educational spaces as a pedagogical phenomenon that presents different scientific approaches to the concept of educational space, and the importance of interpersonal interactions in educational spaces, and also presents the authors’ interpretations of their essence. The analytical basis is a literature review of various studies from the domains of symbolic interactionism, social constructivism, ethnomethodology, the sociology of knowledge, education, pedagogy and social pedagogy. Empirical sequences in the reviewed literature that exemplify inclusive educational spaces are derived from the organisational and practical work of compulsory and upper-secondary schools related to newly arrived students and students who use alcohol and narcotics, and from the context of the organisational and practical work of universities related to the education of future actors. The importance of recognizing the role of creative educational spaces as a leading requirement for the preparation of students for future communicative interactions in professional communication is revealed, and the structural characteristics of these spaces’ content and functional load are provided. Inclusive educational spaces and professionals’ inclusive approach demand that schools practically and collaboratively organise work with students in the educational space, show support for them and give them room to manoeuvre to ensure that professional actors in the school and university thrive in their practical work with students, both in relation to the expected normative right and deviant acting in the educational space and in relation to laws and governing documents that, to a certain extent, govern practical work in these educational spaces. The study contributes to the development of knowledge regarding (1) dealing with social interaction and inclusive educational spaces combining (a) the experiences of students in educational space, (b) the experiences of professional actors in educational space, and (c) the development of integration and social pedagogical recognition in educational space; (2) the significance of these social interactions and inclusive educational spaces in the creation and recreation of students’ and professionals’ identities; and (3) alternative social pedagogical approaches to analysing inclusive educational spaces in compulsory, upper-secondary and post-secondary education.
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9.
  • Bengtsson, Lars, 1963 (författare)
  • Take-Home Exams in Higher Education: A systematic Review
  • 2019
  • Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 9:4
  • Forskningsöversikt (refereegranskat)abstract
    • This work describes a systematic review of the research on take-home exams in tertiary education. It was found that there is some disagreement in the community about the virtues of take-home exams but also a lot of agreement. It is concluded that take-home exams may be the preferred choice of assessment method on the higher taxonomy levels because they promote higher-order thinking skills and allow time for reflection. They are also more consonant with constructive alignment theories and turn the assessment into a learning activity. Due to the obvious risk of unethical student behavior, take-home exams are not recommended on the lowest taxonomy level. It is concluded that there is still a lot of research missing concerning take-home exams in higher education and some of this research may be urgent due to the emergence of massive online open courses (MOOCs) and online universities where non-proctored exams prevail.
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10.
  • Benjamin, Saija, et al. (författare)
  • Safe Space, Dangerous Territory : Young People's Views on Preventing Radicalization through Education-Perspectives for Pre-Service Teacher Education
  • 2021
  • Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 11:5
  • Tidskriftsartikel (refereegranskat)abstract
    • Initiatives for preventing radicalization and violent extremism through education (PVE-E) have become a feature of global educational policy and educational institutions across all phases, from early childhood to universities, also in Finland. If schools may be regarded as safe spaces here for identity and worldview construction and experiences of belonging, the specific subject matter of PVE-E is also dangerous territory. Not least because of PVE-E's focus on radicalization, but above all because of perceptions of schools being used as an adjunct of governmental counter-terrorism policy. We argue that understanding young people's views on issues related to radicalization and violent extremism is critical in order to develop ethical, sustainable, contextualized, and pedagogical approaches to prevent hostilities and foster peaceful co-existence. After providing some critical framing of the Finnish educational context in a broader international setting, we thus examine young people's views (n = 3617) in relation to the safe spaces through online survey data gathered as a part of our larger 4-year research project Growing up radical? The role of educational institutions in guiding young people's worldview construction. Specifically focused on Finland but with potentially wider international implications, more understanding about the topic of PVE-E is needed to inform teacher education and training, to which our empirical data makes some innovative contribution.
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11.
  • Boström, Lena, 1960-, et al. (författare)
  • A Rapid Transition from Campus to Emergent Distant Education : Effects on Students’ Study Strategies in Higher Education
  • 2021
  • Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 11:11, s. 721-721
  • Tidskriftsartikel (refereegranskat)abstract
    • This article presents a literature review focusing on international research concerning distance education and students’ study strategies during the last 20 years. As distance education in higher education is a steadily growing trend and in particular because the COVID-19 pandemic has escalated the transition from campus education to different forms of distance education, knowledge about students’ study strategies and appropriate teaching strategies has become highly important. With this research review, we aimed to identify patterns and trends in research on distance education focusing students study strategies before and after the pandemic. The research synthesis identified and interpreted similarities and differences in the studies’ designs and findings, which we analyzed using integrative thematic analysis. Students’ study strategies seem to have changed to some extent during the pandemic, with more emphasis on their own responsibility and the need for a developed teaching strategy to align with the changing framework related to the emergency provision of distance education. We concluded that students have to develop metacognitive strategies, because self-regulated learning and a more flexible pedagogy seem to be important in teachers’ transitions and competence in digitalization. Therefore, more research targeting these aspects is needed. 
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12.
  • Christodoulakis, Nikolaos, et al. (författare)
  • Perezhivanie and its application within early childhood science education research
  • 2021
  • Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 11:12
  • Tidskriftsartikel (refereegranskat)abstract
    • Perezhivanie is a concept that was originally defined by Vygotsky, but it did not become a part of educational theory until recently. Today the concept has been revived, and it is now used as a way to include emotional aspects into education and educational research. The concept also provides a rationale for describing and forming personalised learning. The present study provides a literature review with the aim of covering the variety in definitions of the concept, as well as the different perspectives that the concept lends to research in general, and to research with focus on early years education in particular. Results show that the concept has been applied within the most common theoretical perspectives in use today (such as social, cultural and subjective perspectives) with an interesting array of outcomes, such as design of educational methods, analysis of different modes of experiencing and development of self-awareness. The use of this concept becomes a shift toward more emotional perspectives of learning and development that may not be altogether positive, as perezhivanie holds the risk of blurring the border between psychotherapy and education, which is something that would provide new challenges for education in general and especially for teacher education.
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13.
  • Covaciu, Andra Iustina, et al. (författare)
  • Arching from Function to Form—Important Design Elements of Simulation Exercises (SimEx) in Emergency Response and Disaster Risk Management
  • 2021
  • Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 11:11
  • Tidskriftsartikel (refereegranskat)abstract
    • With Rasmussen’s abstraction hierarchy as starting point, the present article focuses on understanding some of the aspects guiding the development of a simulation exercise (SimEx) from a multi-faceted perspective, based on interviews and post-exercise evaluations conducted with both exercise designers and participants. The results show that, in order to achieve its overarching objective, an exercise must fulfill a wide range of “functions”, which in turn can take various kinds of “forms” or actual representations in the physical world. The paper discusses a number of identified required functions of a SimEx, sometimes labeled as design elements, and furthermore elaborates on differences and specific requirements at form level, e.g., virtual vs. physical exercises.
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14.
  • Dagman, Andreas, 1976, et al. (författare)
  • An Evidence-Based Study on Teaching Computer Aided Design in Higher Education during the COVID-19 Pandemic
  • 2022
  • Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 12:1
  • Tidskriftsartikel (refereegranskat)abstract
    • The pandemic has had a major effect on engineering education, transforming both current and future teaching practice. The physical meetings between student and teacher have during the pandemic been replaced by online contact and recordings of lectures and demonstrations. In this paper, the focus is on computer aided design (CAD) teaching for first-year engineering students. CAD is a topic usually characterized by a close contact by student and teacher, with hands-on instruction at the computer using the CAD software. In the paper, the experiences and learnings from the rapid shift to on-line teaching in CAD are summarized and discussed, and learnings and takeaways for a redesign of future CAD teaching are discussed. Both the students’ learning and their mental wellbeing are evaluated. It is found that on a general level, the students were satisfied with the online teaching and rated it as better or equal to traditional teaching. However, there is still room for improvement, since some students found the situation stressful and pointed out the difficulty to ask questions online. The findings are based on a student survey, existing literature, and the authors own teaching practices during the pandemic.
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15.
  • Fathi, Masood, et al. (författare)
  • An Interpretive Structural Modeling of Teamwork Training in Higher Education
  • 2019
  • Ingår i: Education Sciences. - Switzerland : MDPI. - 2227-7102. ; 9:1, s. 1-20
  • Tidskriftsartikel (refereegranskat)abstract
    • In the past decade, the importance of teamwork training in higher education and employers’ enthusiasm for recruiting team players have been widely discussed in the literature. Yet, the process through which effective teamwork training is developed in a higher education setting has not yet been properly discussed. The present study aims to map the precedence relationships among the key determinants of teamwork training effectiveness and explain the process through which an effective teamwork training program can be developed. The study first conducted an extensive review of the literature to highlight the key determinants of effective teamwork training. Next, the study benefitted from an interpretive structural modeling technique and captured the opinions of a group of teamwork training experts to further map the interrelationships among the potential determinants that were identified. By listing the key determinants of effective teamwork training, mapping their interrelationships, and identifying their driving and dependence power, the present study is expected to help practitioners and academicians through providing a detailed understanding of the process through which an effective teamwork training program can be developed in a higher education context.
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16.
  • Flensner, Karin K, 1973-, et al. (författare)
  • Jihadists and Refugees at the Theatre: Global Conflicts in Classroom Practices in Sweden
  • 2019
  • Ingår i: Education sciences. - : MDPI AG. - 2227-7102. ; 9:2
  • Tidskriftsartikel (refereegranskat)abstract
    • In democratic societies schools have an obligation to address complex societal issues such as ethnic/religious tensions and social conflicts. The article reports an exploratory study of how theatre plays were used in upper-secondary schools to generate pedagogically relevant platforms for addressing the current Middle East conflicts and their impact on European societies in the context of religious education and civics. The schools are situated in areas with substantive migrant populations of mixed backgrounds, and this has implications for how these issues are understood as a lived experience. In the same classrooms, there were students who had refugee backgrounds, who represented different interpretations of Islam, and religion more generally, and whose families were victims of terrorism. There were also students with strong nationalist views. The study is ethnographic documenting theatre visits and classroom activities in relation to two plays about the Middle East situation. The results show that plays may open up new opportunities for addressing these issues, but that they may also be perceived as normative and generate opposition. An interesting observation is that a play may generate space for students to tell their refugee story in class, which personalized the experience of what it means to be a refugee
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17.
  • Hallgren, Eva, et al. (författare)
  • Process Drama in Civic Education : Balancing Student Input and Learning Outcomes in a Playful Format
  • 2019
  • Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 9:3
  • Tidskriftsartikel (refereegranskat)abstract
    • The purpose is to investigate process drama for teaching civics, mainly democracy and migration. Process drama implies students and teacher to take on roles, to explore a subject content collectively. The study is based on a secondary school educational initiative where a drama pedagogue was invited to address civics through process drama. Four civic lessons were video recorded and analyzed through an activity theory framework. From this perspective, process drama can be understood as two activities with different motives/objects, the educational and the fictional, where the fictional activity should have a playful format. The results show that the dialogical approach used by the drama pedagogue created a democratic opportunity and also established the playful format. The students' engagement was notably high. However, it was obvious there were no challenging or probing questions being asked by the drama pedagogue or the civics teacher, neither in nor out of role. As a consequence, the full learning potential of process drama in civics education could not be achieved. We suggest a co-teaching approach between civic teachers and drama pedagogues, to overcome challenges in using process drama in civic education for learning objectives to be attained.
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18.
  • Harring, Niklas, 1979, et al. (författare)
  • Learning Economics and Attitudes to Market Solutions to Environmental Problems
  • 2017
  • Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 7:1
  • Tidskriftsartikel (refereegranskat)abstract
    • Climate change challenges governments to reduce emissions, and to gain support for such actions from their citizens. This can be in the form of taxation or legislation, or other forms of government interventions. In previous research, several instruments have been developed to capture attitudes towards the roles of markets and governments in the economy. Some of these instruments have assumed that respondents will have the same attitude towards the role of markets and governments, regardless of the context (e.g., welfare, environment, health) or the form of government intervention (law, taxation, subsidy, spending etc.). However, these studies have not examined attitudes towards, or belief in, the efficacy of government intervention in markets, through microeconomic policies on taxation (e.g., duties levied on particular products) or subsidies. This paper reports on the results of taking such a specific focus, that is, investigating economics students’ knowledge of, and attitudes towards, government interventions in markets, specifically addressing the problem of climate change. We make use of unique, two-wave longitudinal data from Swedish university students. The data were collected during their initial semester at the university. The first data collection was performed at the beginning of the semester, August/September 2014, and the second wave of data collection was performed in December/January 2014/2015, at the end of the semester. We were able to match 414 students between the first and second survey. The results show that students of economics change their policy attitudes and become more knowledgeable in economics. After one semester, they are more likely to think of economic instruments/incentives (taxes and subsidies) as good and efficient policy instruments, and less likely to think that other instruments (regulation and information) are good and efficient policy instruments. However, further analyses show that knowledgeable students do not have different attitudes toward environmental policy instruments, compared to students who do not answer the questions correctly. Hence, there seems to be some other factor affecting students in economics during their first semester, that changes their attitudes towards environmental policy instruments.
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19.
  • Harring, Niklas, 1979, et al. (författare)
  • Solving Environmental Problems Together? The Roles of Value Orientations and Trust in the State in Environmental Policy Support among Swedish Undergraduate Students
  • 2018
  • Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 8:3
  • Tidskriftsartikel (refereegranskat)abstract
    • This paper explores whether value orientation (VO) and trust in the state (TIS) are linked to support for environmental intervention and steering among Swedish students in economics, law, and political science. Furthermore, we considered whether environmental personal norms mediate the link between VO and support for environmental policy instruments and finally, whether TIS moderates the link between environmental personal norms and support for environmental policy instruments, testing this on a sample of over 800 Swedish students. We found a positive link between both a self-transcendence VO and TIS on environmental policy support; however, we cannot confirm a moderating effect of TIS on the relation between environmental personal norms and policy support. Furthermore, left-wing students displayed stronger support for environmental intervention. We conclude that more knowledge on programme-specific characteristics regarding environmental values, beliefs, and attitudes among freshman students can enhance sustainability teaching intended to develop the students’ critical and reflective capabilities.
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20.
  • Hellman, Annika, et al. (författare)
  • Lost and found—Unfolding and refolding aesthetic learning processes
  • 2021
  • Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 11:12
  • Tidskriftsartikel (refereegranskat)abstract
    • The ongoing marketisation of education is a great loss for visual arts education since explorative learning processes are marginalised in favour of more goal-oriented learning. The empirical material analysed in this research derives from the visual art portfolio of a student from an elective university course in visual arts education. Working within Deleuze and Guattari’s philosophical framework, we examine the folding, unfolding, and refolding of aesthetic learning processes, suggesting productive concepts and practices. The analysis made us aware of our own pedagogical ideals and the loss of having to disassemble them, in line with the new curricula. The student’s visual learning process showed us how to reassemble new and explorative learning processes, assigning aspects of sustainability and an ethics of care in relation to environmental and social questions. We suggest strategies for learning in the folds, where educators are called upon to prepare students for an uncertain future. This demands a creative imagination, an ethical standpoint for negotiating the curriculum in line with differentiation by forming, inventing, and fabricating new concepts and images. 
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21.
  • History Curriculum, Geschichtsdidaktik, and the Problem of the Nation : Education : Special Issue
  • 2012
  • Ingår i: Education Sciences. - Basel, Switzerland : MDPI (Multidisciplinary Digital Publishing Institute). - 2227-7102.
  • Samlingsverk (redaktörskap) (refereegranskat)abstract
    • The field of curriculum studies has become increasingly sensitive to the “effects of global flows, transnational connections, and transcultural interactions” and an international dialogue has begun to take shape between the European bildung-influenced tradition of Didaktiks and the Anglo-American psychologised Curriculum Studies tradition. As it stands, the dialogue has concentrated on a comparative analysis of the traditions at the level of general curriculum theory or Allgemeine Didaktik and has rarely, if ever, drilled down into an area of subject-specific pedagogy or fachdidaktiks. This special issue seeks to address this directly, by encouraging a dialogue between various regional and national traditions of history education or Geschichtsdidaktik.
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22.
  • Hjelte, Alexandra, et al. (författare)
  • Kinds of Mathematical Reasoning Addressed in Empirical Research in Mathematics Education : A Systematic Review
  • 2020
  • Ingår i: Education sciences. - : MDPI. - 2227-7102. ; 10:10
  • Tidskriftsartikel (refereegranskat)abstract
    • Mathematical reasoning is gaining increasing significance in mathematics education. It has become part of school curricula and the numbers of empirical studies are growing. Researchers investigate mathematical reasoning, yet, what is being under investigation is diverse—which goes along with a diversity of understandings of the term reasoning. The aim of this article is to provide an overview on kinds of mathematical reasoning that are addressed in mathematics education research. We conducted a systematic review focusing on the question: What kinds of reasoning are addressed in empirical research in mathematics education? We pursued this question by searching for articles in the database Web of Science with the term reason* in the title. Based on this search, we used a systematic approach to inductively find kinds of reasoning addressed in empirical research in mathematics education. We found three domain-general kinds of reasoning (e.g., creative reasoning) as well as six domain-specific kinds of reasoning (e.g., algebraic reasoning). The article gives an overview on these different kinds of reasoning both in a domain-general and domain-specific perspective, which may be of value for both research and practice (e.g., school teaching).
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23.
  • Höst, Gunnar, 1976-, et al. (författare)
  • What Biological Visualizations Do Science Center Visitors Prefer in an Interactive Touch Table?
  • 2018
  • Ingår i: Education Sciences. - Basel, Switzerland : MDPI. - 2227-7102. ; 8:4
  • Tidskriftsartikel (refereegranskat)abstract
    • Hands-on digital interactivity in science centers provides new communicative opportunities. The Microcosmos multi-touch table allows visitors to interact with 64 image “cards” of (sub)microscopic biological structures and processes embedded across seven theme categories. This study presents the integration of biological content, interactive features and logging capabilities into the table, and analyses visitors’ usage and preferences. Data logging recorded 2,070,350 events including activated category, selected card, and various finger-based gestures. Visitors interacted with all cards during 858 sessions (96 s on average). Finger movements covered an average accumulated distance of 4.6 m per session, and about 56% of card interactions involved two fingers. Visitors made 5.53 category switches per session on average, and the virus category was most activated (average 0.96 per session). An overall ranking score related to card attractive power and holding power revealed that six of the most highly used cards depicted viruses and four were colourful instrument output images. The large finger traversal distance and proportion of two-finger card interaction may indicate the intuitiveness of the gestures. Observed trends in visitor engagement with the biological visualizations are considered in terms of construal level theory. Future work will examine how interactions are related to potential learning of biological content.
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24.
  • Kans, Mirka, 1971- (författare)
  • A Study of Maintenance-Related Education in Swedish Engineering Programs
  • 2021
  • Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 11:9
  • Tidskriftsartikel (refereegranskat)abstract
    • Engineers of today require a holistic understanding of the lifecycle of products and processes, from conceptualization to operations. Maintenance and reliability are areas receiving increased attention due to the contribution to sustainable industry practices. The related literature describes ways to strengthen the education with respect to curricula and teaching, but studies on the extent and content of maintenance-related education in engineering programs are lacking. The purpose of this study is to describe the maintenance-related education content in Swedish engineering programs. The main objects of study are the curricula and courses of engineering programs in Sweden. In total, 123 Bachelor of Engineering and 119 Master of Engineering programs were studied, as well as 36 maintenance-related courses. It was found that 12% of the engineering programs include one or more maintenance-related course, either mandatory or elective. On the Master of Engineering level, only 4% of the programs include mandatory maintenance-related courses. The corresponding number for Bachelor of Engineering programs is 15%. The courses are typically of 6–7.5 credits, but as low as under one credit worth of maintenance-related content is seen, as well as two specialized programs offering up to 60 credits. Of the 36 courses, 20 have a distinct maintenance focus, 2 are degree thesis courses, and 2 are within reliability engineering, while the rest have a focus in other areas. The lack of maintenance-related education makes future engineers less prepared to make good decisions and judgments that might affect the operational phase of the product or system.
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25.
  • Karlsson, Niklas, et al. (författare)
  • Creating a Community Rather Than a Course—Possibilities and Dilemmas in a MOOC
  • 2016
  • Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 6:2
  • Tidskriftsartikel (refereegranskat)abstract
    • In this article, a massive open online course (MOOC) made by and for Swedish teachers will be presented and discussed in order to determine what possibilities and dilemmas are involved when creating and participating in an MOOC that is meant to be a community rather than a course. By analysing interviews of the organisers as well as blog posts and surveys answered by participants, the conclusions that can be drawn point to the ambiguity of the boundary created between participating in a community and in a course. The way one is expected to participate in the MOOC differs from how one is usually expected to participate in professional development courses. The social aspects of a community become the focus for the participants in the MOOC rather than the content that it is addressing. The skeletal structure of the MOOC inhibits the participation of those who are unaccustomed to the digital environment where it takes place. Furthermore, the division of labour between participants and organisers is affected by the notion of course and therefore becomes ambiguous and creates tensions for both organisers and participants
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26.
  • Karlsudd, Peter, 1958- (författare)
  • Looking for Special Education in the Swedish After-School Leisure Program Construction and Testing of an Analysis Model
  • 2020
  • Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 10:12, s. 1-13
  • Tidskriftsartikel (refereegranskat)abstract
    • How the Swedish after-school leisure program pedagogy relates to special education is rarely the subject of research. The problematization of the special education concept in the after-school leisure centers will be the starting point of this analysis model. This has been constructed with the aim of investigating how actors in the Swedish after-school leisure activities define how special education is being actualized in after school programs. The premises for the study regard the after-school leisure program mission; namely, to complement, compensate, and teach. In order to validate the analysis model, an exploratory pilot study was conducted through interviews with two teacher educators and two teachers in the after-school leisure program. The results show that the models developed for this investigation can be used in further studies. The analysis model provided important key words for further investigation and discussion of the program. These results can in no way be generalized, but they clearly show that the constructed and tested analysis model may form the basis for valuable discussions and pedagogical approaches in teacher education and in the program that the education prepares students for. Therefore, the pilot study comprises the foundation for a more comprehensive future study.
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27.
  • Karlsudd, Peter, 1958- (författare)
  • Promoting Diversity and Belonging : Preschool Staff’s Perspective on Inclusive Factors in the Swedish Preschool
  • 2021
  • Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 11:3
  • Tidskriftsartikel (refereegranskat)abstract
    • This article reports the Swedish results and experiences from the survey study “Educators’ perspectives of belonging in early years education,” which was part of the research project “Politics of belonging: Promoting children’s inclusion in educational settings across borders”. The purpose of the survey study was to gain knowledge about the preschool staff’s perspective on factors and pedagogical approaches that promote diversity and belonging. The research questions and study instruments were co-produced by researchers from Finland, Iceland, Norway, the Netherlands and Sweden. This Swedish part reports the answers from 180 respondents/staff from preschools. The experiences and the way the results are analysed and discussed are entirely from the investigation conducted in Sweden. The results show that the staff’s work environment, values and working methods are important for an inclusive programme. Preschool children are a source of strength for building a sense of belonging for all children, and increased confidence in their ability provides better conditions for creating an inclusive preschool; that is, giving children more influence and trust promotes the sense of belonging. In addition to these results, the survey has provided important methodological experience and initiated a discussion on how the contact between academia and preschool programmes can be improved.
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28.
  • Kilger, Magnus, 1974- (författare)
  • Dad as a coach : Fatherhood and voluntary work in youth sports
  • 2020
  • Ingår i: Education Sciences. - Basel : MDPI. - 2227-7102. ; 10:5, s. 1-15
  • Tidskriftsartikel (refereegranskat)abstract
    • One central issue in sports is the role of informal learning in organized child and youth sport in contrast to learning in the school context of physical education (PE). In Scandinavia, the model for organizing sports include an independent sports organization that organizes child and youth training on many levels, including the grassroots level and elite competitions organized within non-profit clubs and based on non-salaried voluntary work. In contrast to the public schooling context where physical education is led by educated and professional PE-teachers, organized child and youth club sports are based on parental engagement. Drawing on ten interviews with male coaches training their own children, this study examines how fathers are handling learning in the dual position as a father and a coach. This narrative analysis focuses on the theoretical concept of dilemmatic spaces in interviews and shows how shared cultural and societal storylines are used by the parental coaches in their personal stories. The results illustrate three dilemmatic spaces of learning that the participants must rhetorically handle. The first dilemma illuminates the dual position of both being a father, and at the same time acting as a coach. In the second dilemma, the fathers are seeking to balance between care of their child and increasing performance development. The third dilemma is balancing the training as child/parent quality time and the need for children to develop autonomy. The results show how the dual position of being a father and a coach can be both an asset in the relational building but also highly problematic and, in any case, involves a relational identity change. Learning in this dual position means that the fathers cannot act entirely as a coaches and disregard or override their parental position.
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29.
  • Kittelmann Flensner, Karin, 1973- (författare)
  • Secularized and Multi-Religious Classroom Practice-Discourses and Interactions
  • 2018
  • Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 8:3
  • Tidskriftsartikel (refereegranskat)abstract
    • Secularization and diversity are two social features that characterize the contemporary world. The rhetoric of the public debate in a number of countries has become increasingly polarized and characterized by a we and them thinking that relates a national we to a specific religion. This occurs in part as a reaction to the changes in national monocultural paradigms as most communities today are characterized by pluralism regarding lifestyles, religion, language and geographical background. Thus, secularization processes are ongoing while many countries, not least Sweden, are becoming increasingly pluralistic and multi-religious. The school and classrooms are a mirror of the communities they are a part of. The aim of the article is to explore how secularization and increasing pluralism finds expression and interact in the classroom practice of Religious Education. The analysis is based on ethnographic data from classroom observations of Religious Education in four different Swedish upper secondary schools. The results indicate that secularism and non-religious positions are considered a neutral and objective position and that secularism is used as a way to maneuver diversity in the classroom which affects the possibilities of dialogue and understanding.
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30.
  • Kjällander, Susanne, et al. (författare)
  • Elementary Students' First Approach to Computational Thinking and Programming
  • 2021
  • Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 11:2
  • Tidskriftsartikel (refereegranskat)abstract
    • Digital competence and programming are actively highlighted areas in education worldwide. They are becoming part of curricula all over the world, including the Swedish elementary school curriculum, Children are expected to develop computational thinking through programming activities, mainly in mathematics—which are supposed to be based on both proven experience and scientific grounds. Both are lacking in the lower grades of elementary school. This article gives unique insight into pupils’ learning during the first programming lessons based on a group of Swedish pupils’ experiences when entering school. The goal of the article is to inform education policy and practice. The large interdisciplinary, longitudinal research project studies approximately 1500 students aged 6–16 and their teachers over three years, using video documentation, questionnaires, and focus group interviews. This article reports on empirical data collected during the first year in one class with 30 pupils aged 6–7 years. The social semiotic, multimodal theoretical framework “Design for Learning” is used to investigate potential signs of learning in pupils’ multimodal representations when they, for example, use block programming in the primary and secondary transformation unit. We show that young pupils have positive attitudes to programming and high self-efficacy, and that pupils’ signs of learning in programming are multimodal and often visible in social interactions.
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31.
  • McGrath, Cormac, et al. (författare)
  • What's in a Grade? Teacher Candidates' Experiences of Grading in Higher Education : A Phenomenographic Study
  • 2021
  • Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 11:8
  • Tidskriftsartikel (refereegranskat)abstract
    • This study explores teacher candidates' experiences of grading in higher education. A phenomenographic approach was adopted and four qualitatively different categories were identified. Grading was experienced as: self-identification, motivation, personal interpretation and academic enculturation. The results indicate that teacher candidates accept existing grading systems but have difficulty interpreting and explaining them, illustrating areas of importance in teacher education and argues that if teacher candidates do not perceive genuine differences in the performance of assessing by grade descriptors, there is a risk that they may develop an insufficient understanding of grading practices.
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32.
  • Nilfyr, Katarina, et al. (författare)
  • Teacher–child interaction in a goal-oriented preschool context : A micro-analytical study
  • 2021
  • Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 11:11
  • Tidskriftsartikel (refereegranskat)abstract
    • The international trend of positioning the preschool as a pre-academic learning environment is challenging for preschool teachers, as it necessitates a balance between emotionally supportive interaction and goal-oriented learning instruction. However, previous research suggests that the complexities of such interactions need to be further studied. This article contributes by presenting a very detailed exploration of how social adaptation is pursued in a goal-oriented documentation activity. The study used a micro-sociological approach, characterized by the careful analysis of verbal and nonverbal interactions. Two research questions were raised: (1) How is social adaptation pursued in verbal and nonverbal interactions in preschool teacher–child relationships during a goal-oriented activity? and (2) How can social adaptation in the preschool context be understood in terms of a “deference-emotion system”? Interactions between a teacher and child in two video-recorded episodes were transcribed and sequentially analyzed thoroughly. The findings suggest that the interactions were regulated through an informal system of social sanctions, in which nonverbal signs of deference played a key role. The interaction was shown to be embedded in an institutional context that advocates goal-oriented instruction, thus highlighting the challenge of preschool teaching in attempting to promote goal-oriented processes while simultaneously maintaining respectful, caring teacher–child relationships.
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33.
  • Oyelere, Solomon Sunday, et al. (författare)
  • Initial Design and Testing of Multiplayer Cooperative Game to Support Physical Activity in Schools
  • 2022
  • Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 12:2
  • Tidskriftsartikel (refereegranskat)abstract
    • ecent studies have shown that children are not adequately physically active and there is a need to increase children’s physical activity. This study describes new opportunities and solutions for using existing games and gamification to increase physical activity among children in Sweden. We adopted the principles of Tic-Tac-Training to redesign, build, and test a classical multiplayer cooperative game, Battleship, to create a PA game that children experience as fun and engaging. The low fidelity prototype of the game was developed using an iterative game development life cycle and tested with 13 young male children aged 8–11 in a real-world informal setting. A mixed-method research approach was used to understand the users’ experiences and the impact of the Battleship-PA game on behavior change regarding physical activity. Research data were collected through audio recordings of interactions, direct observation, and a user experience questionnaire. The results of this study indicate both positive and negative feedback that can be used to improve the game and user experiences. The results from the unfiltered recordings revealed that both teams were competitive, cooperated within their team, and became excited whenever they destroyed opponent’s ships or were close to winning. However, the children felt bored and exhausted when many gamification tasks were repeated several times in a game session. Direct observation indicated that the children enjoyed the physical activities resulting from playing the game. However, participants who had not previously played the classical version of Battleship were confused about the objectives and concept of the game. The analysis of the user experience questionnaire indicated that most children found the game easy to play, motivating, engaging, interactive, fun, cooperative, competitive, and visually appealing. Furthermore, most children agreed that the game helped them to be physically active and strongly agreed that they enjoyed performing the physical activities in the game. Future work is needed to improve the game user interface, gamification elements, and prepare additional physical activity tasks for a rewarding experience.
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34.
  • Pedersen, Helena, 1968 (författare)
  • The Contested Space of Animals in Education: A Response to the “Animal Turn” in Education for Sustainable Development
  • 2019
  • Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 9:3
  • Tidskriftsartikel (refereegranskat)abstract
    • The so-called “animal turn”, having been on the agenda for around 15 years in the humanities and social sciences, is gaining force also in the educational sciences, typically with an orientation toward posthumanist ontologies. One particular space where educational “more-than-human” relations are debated is the field of education for sustainable development (ESD). This paper responds to two recent contributions to this debate, both positioned within ESD frameworks. The purpose of this response is two-fold: First, to give a critical account of the knowledge claims of the two articles, their overlaps and divergences, as well as their implications for pedagogical practice and their potential consequences for the position of animals in education and in society at large. The meaning and usefulness of analytic tools such as “critical pluralism” and “immanent critique” in relation to animals in education is discussed, as well as whose realities are represented in ESD, revealing contested spaces of teaching and learning manifested through an “enlightened distance” to anthropocentrism in-between compliance and change. The second purpose is to sketch a foundation of reflective practice for critical animal pedagogies, offering a critical theory-based form of resistance against recent posthumanist configurations of the “animal question” in education and beyond.
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35.
  • Peterson, Helen, 1974 (författare)
  • From "Goal-Orientated, Strong and Decisive Leader" to "Collaborative and Communicative Listener". Gendered Shifts in Vice-Chancellor Ideals, 1990-2018
  • 2018
  • Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 8:2
  • Tidskriftsartikel (refereegranskat)abstract
    • Applying a critical gendered lens, this article examines academic leadership ideals. It draws on a content analysis of job advertisements for Vice-Chancellors at Swedish higher education institutions from 1990 until 2018. The aim of the article is to investigate to what extent masculine or feminine wordings have been used to describe the ideal Vice-Chancellor in these documents. The analysis reveals that a shift in the leadership ideal has taken place during the time period investigated. Before this shift, during the 1990s, the ideal Vice-Chancellor was described as competitive, bold, strong, tough, decisive, driven, and assertive. These wordings are still included in the job advertisements from the 2000s and the 2010s. However, a more communicative and collaborative leadership ideal also emerges during these decades. There is thus a significant shift in how the leadership ideal is described. This shift is analyzed from a gendered perspective, suggesting that the traditional masculine-biased leadership ideal has decreased in influence with the feminine, transformational leadership ideal acting as a counterweight. The article argues that the shift in leadership ideals, as constructed in the job advertisements, mirrors the increase of women Vice-Chancellors appointed in the Swedish higher education sector.
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36.
  • Qushem, Umar Bin, et al. (författare)
  • Multimodal Technologies in Precision Education : Providing New Opportunities or Adding More Challenges?
  • 2021
  • Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 11:7
  • Tidskriftsartikel (refereegranskat)abstract
    • Personalized or precision education (PE) considers the integration of multimodal technologies to tailor individuals’ learning experiences based on their preferences and needs. To identify the impact that emerging multimodal technologies have on personalized education, we reviewed recent implementations and applications of systems (e.g., MOOCs, serious games, artificial intelligence, learning management systems, mobile applications, augmented/virtual reality, classroom technologies) that integrate such features. Our findings revealed that PE techniques could leverage the instructional potential of educational platforms and tools by facilitating students’ knowledge acquisition and skill development. The added value of PE is also extended beyond the online digital learning context, as positive outcomes were also identified in blended/face-to-face learning scenarios, with multiple connections being discussed between the impact of PE on student efficacy, achievement, and well-being. In line with the recommendations and suggestions that supporters of PE make, we provide implications for research and practice as well as ground for policy formulation and reformation on how multimodal technologies can be integrated into the educational context
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37.
  • Schindler, Maike, 1983-, et al. (författare)
  • Networking theories on giftedness : What we can learn from synthesizing Renzulli’s domain general and Krutetskii’s mathematics-specific theory
  • 2017
  • Ingår i: Education Sciences. - Basel, Switzerland : MDPI AG. - 2227-7102. ; 7:1
  • Tidskriftsartikel (refereegranskat)abstract
    • Giftedness is an increasingly important research topic in educational sciences and mathematics education in particular. In this paper, we contribute to further theorizing mathematical giftedness through illustrating how networking processes can be conducted and illustrating their potential benefits. The paper focuses on two theories: Renzulli’s domain-general theory on giftedness as an interplay of creativity, above-average ability, and task commitment; and Krutetskii’s mathematics-specific theory on gifted students’ abilities. In a “proof of concept”, we illustrate how the abilities offered in Krutetskii’s theory can be mapped to the three traits described by Renzulli. This is realized through a mapping process in which two raters independently mapped the abilities offered by Krutetskii to Renzulli’s traits. The results of this mapping give first insights into (a) possible mappings of Krutetskii’s abilities to Renzulli’s traits and, thus, (b) a possible domain-specific specification of Renzulli’s theory. This mapping hints at interesting potential phenomena: in Krutetskii’s theory, above-average ability appears to be the trait that predominantly is addressed, whereas creativity and especially task-commitment seem less represented. Our mapping demonstrates what a mathematics-specific specification of Renzulli’s theory can look like. Finally, we elaborate on the consequences of our findings, restrictions of our methodology, and on possible future research.
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38.
  • Schumann, Claudia (författare)
  • Knowledge for a Common World? On the Place of Feminist Epistemology in Philosophy of Education
  • 2016
  • Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 6:1
  • Tidskriftsartikel (refereegranskat)abstract
    • The paper discusses the place of feminist epistemology in philosophy of education. Against frequently raised criticisms, the paper argues that the issues raised by feminist standpoint theory lead neither to a reduction of questions of knowledge to questions of power or politics nor to the endorsement of relativism. Within the on-going discussion in feminist epistemology, we can find lines of argument which provide the grounds for a far more radical critique of the traditional, narrow notion of objectivity, revealing it as inherently flawed and inconsistent and allowing for the defense of a re-worked, broader, more accurate understanding of objectivity. This is also in the interest of developing a strong basis for a feminist critique of problematically biased and repressive epistemological practices which can further be extended to shed light on the way in which knowledge has become distorted through the repression of other non-dominant epistemic standpoints. Thus, requiring a thorough re-thinking of our conceptions of objectivity and rationality, feminist epistemologies need to be carefully considered in order to improve our understanding of what knowledge for a common world implies in the pluralistic and diverse societies of post-traditional modernity in the 21st century.
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39.
  • Seikkula-Leino, Jaana, et al. (författare)
  • Bridging the research gap—a framework for assessing entrepreneurial competencies based on self-esteem and self-efficacy
  • 2021
  • Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 11:10
  • Tidskriftsartikel (refereegranskat)abstract
    • This research contributes to the growing discussion on entrepreneurial competencies from a multidisciplinary point of view, integrating elements of entrepreneurship research, education sciences, and psychology. Despite many efforts to develop and utilize different entrepreneurial constructs in entrepreneurship education, there is still a lack of theoretical framework for systematic development and measurement validation related to entrepreneurial competencies. This paper aims to widen the theoretical and conceptual discussion on entrepreneurial competencies by stressing the roles of self-esteem and self-efficacy. The study aims to contribute to the academic discussion (1) by addressing this research gap through a literature-based analysis on how entrepreneurial competen-cies, self-efficacy and self-esteem relate to each other; and (2) by presenting a conceptual framework (ENTself) for further development of entrepreneurship education. The results of the study reflect how self-esteem and self-efficacy are connected, and how they can be aligned with entrepreneurial compe-tencies. We argue that a systematic, theory-based approach to further research on entrepreneurial competencies, based on the proposed framework, is needed for a broader understanding and facilita-tion of entrepreneurship education. Also, the development of assessment tools adapted from ENTself is suggested for conducting future research of the framework and its validation. 
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40.
  • Stathakarou, Natalia, et al. (författare)
  • MOOC Learners' Engagement with Two Variants of Virtual Patients : A Randomised Trial
  • 2018
  • Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 8:2
  • Tidskriftsartikel (refereegranskat)abstract
    • Introduction: Massive Open Online Courses (MOOCs) are an increasingly popular form of education in health professional education. VPs have been introduced in MOOCs to increase interactivity. There is a lack of research in understanding the reasons behind high dropout rates in MOOCs. We explored how learners interact with VPs and compared the significance of different VP designs on dropout rates. Methods: RCT of 378 participants split into two groups to interact with two VPs using different design: branching and linear. Data on node progression and VP attempts was analysed using descriptive and quantitative analysis. Results: Eight groups of learner interaction patterns were identified. The majority of learners completed the VP in a linear path in one attempt. A significant number either completed the case in a loop path in one attempt, completed in a linear path in multiple attempts or dropped out without attempting the case. VP design has a significant effect on dropout rates of learners. There is a higher dropout rate from a branched VP compared to linear VP. Discussion: Prior research showed that branched VPs are more engaging and promote greater learning compared to linear VPs. However, our results indicate that branched VPs had greater dropout compared to VPs that require less time to be solved. Conclusions: We conclude that branching had a negative effect on completion of the VP activity in the MOOC. Moreover, we believe that more complex VPs require more effort on task and this might not be a design that facilitates the interaction in a MOOC audience, where the participants might wish to acquire the basic medical knowledge offered by the course.
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41.
  • Stöhr, Christian, 1977, et al. (författare)
  • Flipped Classroom Research: From “Black Box” to “White Box” Evaluation
  • 2018
  • Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 8:1
  • Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
    • The flipped (or inverted) classroom model has gained increasing interest among university teachers in recent years. In the flipped classroom approach, students are encouraged to watch short video lectures as preparation for class, and classroom time is dedicated to more active forms of learning. In this editorial, we provide a thumbnail sketch of the origins and concept of the flipped classroom followed by a summary of the contributions to this special issue, which highlight the importance of considering a range of individual as well as contextual factors when implementing and evaluating the flipped classroom approach. Based on this observation, we propose and briefly discuss realist evaluation as a promising approach to evaluating educational interventions and for advancing our theoretical understanding of the flipped classroom. We argue that realist evaluation provides an analytical framework for posing the next generation of questions about the flipped classroom and we encourage scholars to address the questions: “How or why does the flipped classroom work, for whom, and in what circumstances?”
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42.
  • Svalastog, Anna Lydia, 1966-, et al. (författare)
  • Knowledge versus Education in the Margins : An Indigenous and Feminist Critique of Education
  • 2021
  • Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 11:10
  • Tidskriftsartikel (refereegranskat)abstract
    • This article highlights the perceptions and expectations of knowledge that many people, including educators and policy makers, take for granted. Our focus of understanding is Indigenous studies and gender studies. Our aim is to show how modern education undermines these fields of studies. We use an autoethnographic method, reflecting more than 75 years as pupils/students and more than 90 years as educators. We have carefully chosen narratives of exposure to knowledge outside the educational system, as well as narratives of limitations posed upon us by the educational system. This narrative approach makes it possible for us to investigate and discuss our grief about areas of knowledge that society cries for, but the educational system continuously finds ways to resist. Our conclusion is that crucial knowledge is located outside the educational system, where individuals, groups, and communities cherish, protect, and guard knowledge that the educational system marginalises or excludes. As this knowledge is fundamental for life, our message is that the educational system needs to re-evaluate its strategies to stay relevant.
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43.
  • Szatek, Elsa, 1976- (författare)
  • Moving Spaces : Mapping the Drama Room as Heterotopia
  • 2020
  • Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 10:3, s. 2-13
  • Tidskriftsartikel (refereegranskat)abstract
    • This article is aimed at exploring the political characteristics of the drama space, which reflects, juxtaposes, and opposes particular sites in a participant’s everyday life, such as the school. By putting spatial theories to work, this article investigates the drama space belonging to an all-girls community group in Sweden, participation in which is voluntary and where the artistic work produced relies on a democratic process, with the girls’ input being vital. I conceptualise the drama room as a heterotopia that functions as an exclusive and excluding space as a well as a space of resistance. Based on interviews with the girls, this ethnographic study challenges the conventional notion that applied drama is only an interrelational matter between the drama participants. By examining the drama room’s role as the ‘other place’ in the girls’ everyday lives while being connected to ‘everyday’ places, this article demonstrates the drama room as an important space for the girls to have agency, there and elsewhere. When placing space and place in the foreground, a ‘dramaspaceknowledge’ emerges, the influence of which stretches beyond the drama room. This article argues that the girls’ dramaspaceknowledge is utilised when creating a performance and while challenging structures and norms elsewhere, such as in their schools and communities.
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44.
  • Thorgersen, Ketil, 1972- (författare)
  • Whoa.Nu : (Re)Constructing and Learning Swedish Hip-Hop Online
  • 2020
  • Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 10:12
  • Tidskriftsartikel (refereegranskat)abstract
    • Whoa.nu started in 2000 as a community where members discussed all aspects of hip-hop in Sweden. The community became the most important place not only for discussions among members but also for releasing free albums and songs to the public and for arranging events. Moreover, the site was an educational hub for members to learn about hip-hop. The core of Whoa.nu was the community, wherein the communicating environment of members developed as artists, audience, and critics. Whoa.nu was not only a place for individuals’ learning processes and development but a place where Swedish hip-hop evolved and changed its regional frames, forming its own identity. The aim of this article was to present an analysis of the development of Whoa.nu as a learning platform for hip-hop in Sweden based on interviews with the two administrators of the site. Further, we wanted to use this as a steppingstone to discuss how listeners learned about popular music online during different eras. Two questions were at the forefront of this research: (1) How do the interviewees describe the internal views of the relation between how Whoa.nu and Swedish hip-hop changed over 13 years? and (2) how can Whoa.nu be understood as a learning environment? I henceforth present insights into how musical learning can happen outside of institutions and how Swedish hip-hop has grown from subculture to mainstream, which is how Whoa.nu outgrew itself. Hip-hop education is currently institutionalized in the same way that jazz and rock once were institutionalized. It went from being rebellious and subversive to being embraced by the larger society and integrated into academia. The results herein present a story of one example where musical learning in a subculture occurred. The insights presented, then, can help educators prepare for similar transformations of learning arenas in future musical subcultures. These insights could aid teachers and educators to assist students involved in music subcultures not discussed in schools. Hopefully, this article inspires additional ways of learning music. 
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45.
  • Tärning, Betty, et al. (författare)
  • “I didn’t understand, i'm really not very smart”—How design of a digital tutee’s self-efficacy affects conversation and student behavior in a digital math game
  • 2019
  • Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 9:3
  • Tidskriftsartikel (refereegranskat)abstract
    • How should a pedagogical agent in educational software be designed to support student learning? This question is complex seeing as there are many types of pedagogical agents and design features, and the effect on different student groups can vary. In this paper we explore the effects of designing a pedagogical agent’s self-efficacy in order to see what effects this has on students´ interaction with it. We have analyzed chat logs from an educational math game incorporating an agent, which acts as a digital tutee. The tutee expresses high or low self-efficacy through feedback given in the chat. This has been performed in relation to the students own self-efficacy. Our previous results indicated that it is more beneficial to design a digital tutee with low self-efficacy than one with high self-efficacy. In this paper, these results are further explored and explained in terms of an increase in the protégé effect and a reverse role modelling effect, whereby the students encourage digital tutees with low self-efficacy. However, there are indications of potential drawbacks that should be further investigated. Some students expressed frustration with the digital tutee with low self-efficacy. A future direction could be to look at more adaptive agents that change their self-efficacy over time as they learn.
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46.
  • Wiberg, Marie, 1976-, et al. (författare)
  • Schools, Universities and Large-Scale Assessment Responses to COVID-19 : The Swedish Example
  • 2021
  • Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 11:4
  • Tidskriftsartikel (refereegranskat)abstract
    • The aim of this paper is to describe, analyze, and discuss how Swedish schools and the national tests in schools, university teaching and examination, and the college admissions test, Swedish Scholastic Aptitude Test (SweSAT), have been affected by the COVID-19 situation. A further aim is to discuss the challenges in schools, universities and in the admissions test process in Sweden which are due to the COVID-19 situation. Contrary to many other countries, Swedish schools remained open, except for upper secondary school and universities where teaching went online. However, the spring administrations of the national tests and the high-stake college admission test, SweSAT, were cancelled, which had impact on admissions to universities in the fall. By using documentation from the news, school, and university authorities, as well as governmental reports of the events and a student survey, challenges are discussed. The novelty of this study includes a discussion of the events and their upcoming challenges. A discussion of what could be learned and what to expect in the close future is included, as well as conclusions which can be drawn from this situation.
  •  
47.
  • Yli-Panula, Eija, et al. (författare)
  • Landscape as experienced place and worth conserving in the drawings of Finnish and Swedish students
  • 2019
  • Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 9:2
  • Tidskriftsartikel (refereegranskat)abstract
    • Children explore their environment through experiences and each experience is meaningfulin developing their environmental consciousness and identity. On the basis of the drawn landscape experiences, the present qualitative study set out to find out what landscapes the participating students deemed worth conserving. The data consisted of the drawings of 11- to 16-year-old Finnish (n = 311) and Swedish (n = 246) students. Deductive and inductive content analyses were used to analyse the data. The results showed that all three landscape types; nature, built, and social were presented in the drawings. Nature and built landscapes were the most frequent types, with the proportion of nature landscapes increasing and that of built landscapes decreasing with age. There were gender and cultural preferences: boys drew built landscapes more often than girls; and Finnish students drew summer cottages, a cultural phenomenon typical of Finnish landscapes, which was not found in Swedish drawings. Similarities in Finnish and Swedish data were identified e.g., in forest and water and “cultural landscapes”. Some of the students displayed a more distant, observing role, whereas others adopted an active one in relation to all three landscape types. The results are discussed inconnection to the landscape theories and earlier findings of the drawn environments.
  •  
48.
  • Ackesjö, Helena, 1973-, et al. (författare)
  • An Attractive School-Age Educare : Free Choices as Expanded or Limited Agency
  • 2024
  • Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 14:9
  • Tidskriftsartikel (refereegranskat)abstract
    • The present study aimed to investigate and problematize an attractive school-age educare (SAEC) from the children’s perspectives. Which different aspects of quality appear in the children’s narratives about the SAEC activities? This was achieved by listening to children’s narratives and their voices. Forty-three children aged 6 to 10 participated in group conversations with the staff intheir SAEC center. The study is theoretically based on a childhood sociological lens where childrenare recognized as active participants and agents for change and therefore important to listen to.The results show that an attractive School-Age Educare requires committed staff who inspire new discoveries, its own identity-specific premises with appropriate materials, the provision of planned and guided activities, the offering of unexpected and non-routine activities, and space for children’s agency to influence and to choose and to direct one’s own time. It is shown that free choices can both expand and limit children’s agency. In addition, the study illustrates how conversations with children can form a basic method for both developing quality and making the contextual factors for children’s agency visible.
  •  
49.
  • Almusaed, Amjad, 1967-, et al. (författare)
  • Enhancing Student Engagement : Harnessing "AIED"'s Power in Hybrid Education-A Review Analysis
  • 2023
  • Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 13:7
  • Forskningsöversikt (refereegranskat)abstract
    • Hybrid learning is a complex combination of face-to-face and online learning. This model combines the use of multimedia materials with traditional classroom work. Virtual hybrid learning is employed alongside face-to-face methods. That aims to investigate using Artificial Intelligence (AI) to increase student engagement in hybrid learning settings. Educators are confronted with contemporary issues in maintaining their students' interest and motivation as the popularity of online and hybrid education continues to grow, where many educational institutions are adopting this model due to its flexibility, student-teacher engagement, and peer-to-peer interaction. AI will help students communicate, collaborate, and receive real-time feedback, all of which are challenges in education. This article examines the advantages and disadvantages of hybrid education and the optimal approaches for incorporating Artificial Intelligence (AI) in educational settings. The research findings suggest that using AI can revolutionize hybrid education, as it enhances both student and instructor autonomy while fostering a more engaging and interactive learning environment.
  •  
50.
  • Andersson, Tim, et al. (författare)
  • Closing the Gap : Automated Distractor Generation in Japanese Language Testing
  • 2023
  • Ingår i: Education Sciences. - Basel : MDPI. - 2227-7102. ; 13:12
  • Tidskriftsartikel (refereegranskat)abstract
    • Recent advances in natural language processing have increased interest in automatic question generation, particularly in education (e.g., math, biology, law, medicine, and languages) due to its efficiency in assessing comprehension. Specifically, multiple-choice questions have become popular, especially in standardized language proficiency tests. However, manually creating high-quality tests is time-consuming and challenging. Distractor generation, a critical aspect of multiple-choice question creation, is often overlooked, yet it plays a crucial role in test quality. Generating appropriate distractors requires ensuring they are incorrect but related to the correct answer (semantically or contextually), are grammatically correct, and of similar length to the target word. While various languages have seen research in automatic distractor generation, Japanese has received limited attention. This paper addresses this gap by automatically generating cloze tests, including distractors, for Japanese language proficiency tests, evaluating the generated questions’ quality, difficulty, and preferred distractor types, and comparing them to human-made questions through automatic and manual evaluations. © 2023 by the authors.
  •  
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