| 1. |
- Buckley, Jeffrey, 1992-, et al.
(författare)
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A Review of the Valid Methodological Use of Adaptive Comparative Judgment in Technology Education Research
- 2022
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Ingår i: Frontiers in Education. - : Frontiers Media SA. - 2504-284X. ; 7
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Forskningsöversikt (refereegranskat)abstract
- There is a continuing rise in studies examining the impact that adaptive comparative judgment (ACJ) can have on practice in technology education. This appears to stem from ACJ being seen to offer a solution to the difficulties faced in the assessment of designerly activity which is prominent in contemporary technology education internationally. Central research questions to date have focused on whether ACJ was feasible, reliable, and offered broad educational merit. With exploratory evidence indicating this to be the case, there is now a need to progress this research agenda in a more systematic fashion. To support this, a critical review of how ACJ has been used and studied in prior work was conducted. The findings are presented thematically and suggest the existence of internal validity threats in prior research, the need for a theoretical framework and the consideration of falsifiability, and the need to justify and make transparent methodological and analytical procedures. Research questions now of pertinent importance are presented, and it is envisioned that the observations made through this review will support the design of future inquiry.
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| 2. |
- Delios, A., et al.
(författare)
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Examining the generalizability of research findings from archival data
- 2022
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Ingår i: Proceedings of the National Academy of Sciences of the United States of America. - : Proceedings of the National Academy of Sciences. - 0027-8424 .- 1091-6490. ; 119:30
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Tidskriftsartikel (refereegranskat)abstract
- This initiative examined systematically the extent to which a large set of archival research findings generalizes across contexts. We repeated the key analyses for 29 original strategic management effects in the same context (direct reproduction) as well as in 52 novel time periods and geographies; 45% of the reproductions returned results matching the original reports together with 55% of tests in different spans of years and 40% of tests in novel geographies. Some original findings were associated with multiple new tests. Reproducibility was the best predictor of generalizability-for the findings that proved directly reproducible, 84% emerged in other available time periods and 57% emerged in other geographies. Overall, only limited empirical evidence emerged for context sensitivity. In a forecasting survey, independent scientists were able to anticipate which effects would find support in tests in new samples.
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| 3. |
- Hartell, Eva, 1973-, et al.
(författare)
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Status and Trends of STEM Education in Sweden
- 2022. - 1
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Ingår i: Status and Trends of STEM Education in Highly Competitive Countries. - Taipei, Taiwan : Technological and Vocational Education Research Center (TVERC) National Taiwan and K–12 Education Administration (K12EA), Ministry of Education, Taiwan.. ; , s. 305-359
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Bokkapitel (refereegranskat)abstract
- STEM education in Sweden exists for students from their initial engagement with compulsory education at the age of 6 and is mandatory and cohesive for all students until they enter upper secondary level. The importance of STEM education is highlighted through the impact of STEM on the Swedish economy and can be further seen through government investment in STEM-related research activity. The aim of this chapter is to contextualize STEM education in the Swedish pre-college education system, and to discuss associated trends and issues which have emerged. The chapter includes an overview of the Swedish education system, noting when and where students make decisions on what they will study. This is followed by a description of some of the available STEM-related activities for students which complement their formal education. Next, trends in how Sweden has performed in related international assessments (PISA and TIMSS) are presented with a breakdown of student post-secondary education employment and further study demographics. The chapter concludes with commentary on current STEM education reform, and a presentation of some of the current trends and issues facing STEM education in Sweden which predominantly relate to a teacher supply shortage, gender differences in performance and STEM uptake, and the refinement and updating of STEM education provision in response to societal needs.
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| 4. |
- Hartell, Eva, 1973-, et al.
(författare)
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Unpacking decision making in comparative judgement : A stimulated thinkaloud methodology to gain insight into young peoples’ decision making
- 2022
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Ingår i: New Visions for Assessment in Uncertain Times. - Dublin, Ireland : AEA Europe. ; , s. 111-111
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Konferensbidrag (refereegranskat)abstract
- While reliability has been the subject of much Comparative Judgement (CJ) research, understanding its validity, which and relates directly to the included judges and their decision-making, is paramount. Understanding this decision-making better would add significantly to the formative use of CJ and its use in educational task-design.This paper reports on a pilot study exploring a novel methodology aiming to unpack judges’ decision-making. One 11-year-old student completed a CJ session on a selection of portfolios developed in response to an authentic design-task in STEM education. During this, a novel “stimulated think aloud protocol” was implemented, which was developed by synthesising aspects of traditional think-aloud-protocols with stimulated recall interviews. The approach is considered to have worked well as it was immediately evident that prompts were required to keep the participant on task and to continue verbalising their thoughts. As in this case the participant was younger, giving support in what to verbalise appeared necessary. The approach was possibly more useful due to the age of the participant. Limitations exist in that the stimulating prompts could influence participant decision-making if they provoke reflection which otherwise would not have occurred in an undisrupted CJ judging session.
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| 5. |
- Pantzos, Panagiotis, Doctoral Student, et al.
(författare)
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Engineering Students’ Motivation For Learning Inchallenge-Driven Project Courses: A Qualitative Pilot Study
- 2022
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Ingår i: SEFI 2022. 50th Annual Conference of The European Society for Engineering Education 19-22 September, Barcelona, Spain.
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Konferensbidrag (refereegranskat)abstract
- This pilot study explores engineering students’ motivation for learning and studying through the lens of Self-Determination Theory (SDT). Five postgraduate students from a research-intensive Swedish university participated in semi-structured qualitative interviews about their study experiences from different Challenge-Driven Education (CDE) courses. It adds to the limited, existing literature on CDE and is the first to study it from a purely motivational perspective. As this is a pilot study, the primary intent of the data analysis concerns the first two phases of Braun and Clarke’s (2006) thematic analysis approach - familiarisation and immersion in the data and generating initial codes. A combination of inductive and deductive approaches to analysing the data were used, and preliminary motivational factors emerged from the interviews are illustrated according to the SDT concepts. A variety of motivations for learning and studying, such as innovation, real-world problem solving, contribution to the society, and trial for following master thesis projects, emerged from the data and positioned on the self-determination continuum in which different types of regulations are guiding students’ behaviours simultaneously. Furthermore, autonomy in the choice of a project, feedback and assignmentdeadlines, and relationships within group work, enhanced or/and undermined the three psychological needs defined by SDT; autonomy, competence and relatedness. Preliminary findings are discussed in relation to the SDT literature, and practical applications are suggested for supporting the motivational needs of engineering students. Finally plans for a continuation of the study are discussed in light of this initial phase.
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| 6. |
- Pantzos, Panagiotis, Doctoral Student, et al.
(författare)
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Engineering students’ perceptions of the role of work industry-related activities on their motivation for studying and learning in higher education
- 2022
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Ingår i: European Journal of Engineering Education. - : Informa UK Limited. - 0304-3797 .- 1469-5898. ; , s. 1-19
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Tidskriftsartikel (refereegranskat)abstract
- A number of key graduate outcomes related to industry-based interventions and work-industry-related activities (WIA’s) are specified by the Swedish Higher Education Ordinance for all Engineering Degree Programmes. A paucity of research regarding student perceptions of these WIAs and their role in student’s motivation for learning motivates the current study. Understanding student perceptions of WIA is critical to ensuring the effective integration of WIAs into engineering education. This study explores the perceived motivational effects of WIAs with which students engage through the lens of self-determination theory. Semi-structured interviews were conducted with nineteen master’s students studying in two research-intensive Swedish universities. Six themes emerged from thematic analysis. The themes describe the impact WIAs can have on student motivation in terms of their perceptions of (1) relevance for the development of knowledge and skills, (2) influence on the student’s future profession identity, (3) utility for gaining industrial experience, inclusive of research experience, (4) relevance to student’s programmes of study, (5) industry marketisation agendas, and (6) alignment with industry needs over the student’s own needs. The motivating and demotivating aspects of WIA’s based on these themes are discussed to improve the collaboration between industry and academia in engineering education.
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| 7. |
- Seery, Niall, et al.
(författare)
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Using Teachers' Judgments of Quality to Establish Performance Standards in Technology Education Across Schools, Communities, and Nations
- 2022
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Ingår i: Frontiers in Education. - : Frontiers Media SA. - 2504-284X. ; 7
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Tidskriftsartikel (refereegranskat)abstract
- The establishment and maintenance of national examination standards remains a serious issue for teachers and learners, whilst the levers of control remain firmly in the hands of Awarding Bodies and supervising politicians. Significantly, holistic assessment presents an agility and collective approach to establishing in the minds of teachers "what is of value" when determining the comparative evidence of pupil performance. It is argued in this paper that the collation of the comparative judgment process can initially identify and subsequently maintain standards of performance that can be defined on a cluster, regional or even national level. Much comparative judgment research centers on the formative benefits for learners, but here we place the focus on teachers operating in collaborative groups to establish standards within and beyond their own schools, and ultimately across the nation. We model a proof-of-concept research project. A rank is produced by the collective consensus of the participating teachers and used to simulate a definition of standard. Extrapolations are statistically modeled to demonstrate the potential for this approach to establishing a robust definition of national standards. But central to the process is what is going on in the minds of teachers as they make their judgements of quality. The research aims to draw out teachers' constructs of quality; to make them explicit; to share them across classrooms and schools; and to empower teachers to debate and agree their standards across schools. This research brings to the fore the symbiotic relationship between teaching, learning and assessment.
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