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- Hansen Orwehag, Monica, et al.
(författare)
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Vetenskaplighet som yrkeskompetens : en intervjustudiestudie
- 2013
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- According to the Swedish Higher Education Act all university education should aim at developing students' abilities to make independent and critical judgements, to identify, formulate and solve problems and to search and evaluate research based knowledge. In most vocational academic education programs an undergraduate thesis is mandatory where these skills are demonstrated and evaluated. However, programs differ in relation to what is explicitly taught on research methods and scientific work. The present pilot study is based on interviews with graduates with a few years ofwork experience, from three different professions, engineers, teachers and nurses. The interviews concern mainly two topics – their impressions of the research methods content in their education and their perceptions and reflections on what impact the specific research methods training has hadon their actual professional practice. The results show the respondents' overall uncertainty about the significance of research related knowledge in their education and they are not inclined to identify adirect connection between the research methods training in the programs and their daily professional work. However, when explicitly asked, the respondents refer to frequent use of what can be seen as different types of research related knowledge and skills in their work – but they do not identify themas such. The work with the final undergraduate thesis is generally a positive experience, mainly since it includes a personal choice of topic and an independent piece of work. The character of the theses differs between the three programs, partly due to the different characteristics of the professions.These differences in turn have an impact on what is regarded as significant experiences. The engineers value the thesis because they see it as "the real thing", something that connects to their future profession, and provides the experience to produce a scientific text. Teachers highlight their training of an ability to change perspectives and to take a critical stance, but also as a preparation fortheir own teaching of e.g. source evaluation. Nurses, who write research overviews as their theses,mainly appreciate the independence and the enhanced knowledge in their chosen field.One point of departure for this study is that the undergraduate theses in vocational academic education programs are to be seen as work-integrated learning (WIL), but where the profession aimed at is the researcher’s, rather than the profession in the specific program. The conclusion drawnis that teaching of research related skills and knowledge should be developed in closer connection to the more precise use of such abilities in different areas of professional work.
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- Sofkova Hashemi, Sylvana, 1969-, et al.
(författare)
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En elev en dator i grundskolans tidigare år : En analys av didaktiska förhållningssätt utifrån perspektiv pålärarens ledarskap, texter och textpraktiker, samt språklärande
- 2013
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The project presented in this report concerns teaching and practices in one-to-one computer projects in primary school from the perspectives of teacher leadership, texts and text practices, and language learning. The aim of this project was not to study the implementation of the computers as investigated by many before. The focus was rather on classes where the technology had been used for some time. The teaching in four classes in year 3 and 5 at a school in western Sweden was observed by three researchers with the purpose of finding out what role the teacher assumes and what space the students get, whether the text repertoire widens and the text practices become more varied or different, whether the computer becomes a communication or production instrument for language learning. Recurring participant observations in the classes were made during one term in years 3 and 5. The students in year 3 were also followed during one term in year 4. Semi-structured interviews were conducted about the informants’ experiences of the work with computers. The analyses concern the daily access to a computer in the classes in conjunction with the traditional learning activities, resources and forms of representation in the teaching, as well as the forms of collaboration visible in the classroom. We summarize the conclusions from years 3 and 5 as: Motivated students and teachers – it was fun to work with computers. Development of digital competencies – the teachers stimulated the students to learn skills that gradually built up their knowledge regarding their IT competency. Enriched working methods – the students were offered both digital and more traditional resources and produced presentations, films and animations in which pure text was accompanied by modalities such as pictures and sound. Printed sources dominated – online text sources were not regarded as being as good or easy to find, the students mainly sought and fetched pictures from the Internet. Somewhat widened text repertoire – communicative texts appeared alongside narrative and expository texts in year 3. Narrative and expository texts dominated in year 5. The students used other text types and modalities – activities initiated by students offtask involved other texts and presentation forms, often based on pictures, film or sound, communication and took place more online. Individual and collaborative work in year 3, while having your own computer in year 5 meant individual work. More teacher-controlled than student-controlled classroom work – the teacher decided what to do and how to do it and the majority of tasks presupposed that all students did the same thing. Unclear balance between teaching content and technology – the technology was in focus and the teaching objectives were less clear. The transition for the year 3 students to year 4 resulted in an implementation of a more individualized instruction with less challenges for development and creativity. The activities mainly concerned writing, gathering of facts or practicing English. The teachers owned the technology and the students did not get to express their digital experience.
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