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- Bengmark, Samuel, 1965, et al.
(författare)
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Pragmatic Research on Educational Practice
- 2023
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Ingår i: Proceedings Chalmers Conference on Teaching and Learning 2023. - 9789188041548 ; , s. 56-59
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Konferensbidrag (refereegranskat)abstract
- During a round table discussion at a collegial conference on teaching and learning, a focus group with 12 teachers from a technical university discuss challenges with studying their own teaching practice. Furthermore, a concept called PREP – Pragmatic Research on Educational Practice, with the goal of engaging engineering educators in studying, documenting, and sharing their initiatives to improve teaching practices, is introduced and discussed. Among the main obstacles to researching their own teaching practice, the participants pointed to a lack of time, know-how, and motivation. They expressed that there is potential in the collegial part of PREP and the time efficiency of using what can be studied during a course. The role of PREP studies, in relation to regular educational research, is also discussed, and that PREP may be perceived as a devaluation of educational science was problematized. Some participants felt that it was very likely that they would participate in a PREP group next academic year if given the opportunity.
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| 2. |
- Bengmark, Samuel, 1965, et al.
(författare)
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PREP – en kollegial process för att forska på sin egen undervisning.
- 2023
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Ingår i: Bidrag från den 9:e utvecklingskonferensen för Sveriges ingenjörsutbildningar. - 9789174856200
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Många av oss ingenjörsutbildare prövar olika pedagogiska idéer i vår undervisning och försöker förstå om de fungerar bra. Dock är det oftast svårt att lyckas driva analysen hela vägen, inte sällan på grund av tidsbrist, osäkerhet om hur man skall gå till väga eller bristande motivation. Vi tror därför att det behövs en ny form av kollegialt samarbete med målet att stödja undersökningar av egen undervisningspraktik som hjälper lärare att överkomma dessa utmaningar. Vi föreslår därför en kollegial process, som vi kallar PREP, Pragmatic Research on Educational Practice, som innebär att en grupp kollegor, gärna från olika universitet, stöttar varandra att genomföra studier av sina undervisningsaktiviteter. Vårt syfte med denna workshop är att berätta lite om våra erfarenheter med PREP så långt, samt att du skall få smaka på PREP och se om denna process kan vara till hjälp för dig. Samtidigt önskar vi få ta del av dina åsikter om vad i denna process som är mest värdefullt och vad som kan förbättras.
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| 3. |
- Bengmark, Samuel, 1965, et al.
(författare)
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PREP- Pragmatic Research on Educational Practice
- 2023
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Ingår i: SEFI 2023 - 51st Annual Conference of the European Society for Engineering Education : Engineering Education for Sustainability, Proceedings - Engineering Education for Sustainability, Proceedings. - : SEFI. - 9782873520267 ; , s. 163-172
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Konferensbidrag (refereegranskat)abstract
- We investigate a concept called PREP - Pragmatic Research on Educational Practice, with the goal of engaging engineering educators in studying, documenting and sharing their initiatives to improve teaching practices. This concept is compared to other methodologies where the researcher and educational practitioner sometimes coincide. The study is based on a pilot, with six participants following the PREP program for three months, which we study autoethnographically. We also carried out a focus group discussion (n=12) to investigate to what extent university teachers regard the ideas from the PREP program as helpful for studying educational activities and sharing what they do and find.
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| 4. |
- Bengmark, Samuel, 1965, et al.
(författare)
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What graduates want in teacher education
- 2024
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Ingår i: Scandinavian Journal of Educational Research. - 0031-3831 .- 1470-1170. ; In press
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Tidskriftsartikel (refereegranskat)abstract
- To understand what to improve in initial teacher education to better prepare teachers for their profession, we asked alumni (N = 93) from three Swedish initial teacher education programs, what in their education they thought had benefited them the most in preparing them for a teaching career, and what they thought was lacking given their professional needs. Questionnaire responses yielded seven categories: leadership, practicum, didactics, teaching methods, assessment, and personal development. Our results show that the practicum is seen as very valuable and that alumni wish they had been taught more about leadership in the classroom, and teaching methods. On the other hand, there is little evidence that the alumni value the theoretical parts of their programs, including scientific inquiry, in contrast to what research says is essential and what national regulations demand. Differences in replies between the three programs are also discussed and related to the features of the programs.
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| 5. |
- Fainsilber, Laura, 1965, et al.
(författare)
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Group assignments for contact and communication in distance education
- 2022
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In 2021, we designed and used new group assignments in the first math course of online version of the Foundation Year (Swedish: Basåret.) Besides learning the mathematical content and introducing mathematical software, the goals of the group assignments were: • To give students an opportunity to meet each other • To train cooperation and communication in mathematics • To confront student with open-ended questions • To widen student’s view of how to study mathematics Students were randomly assigned to a new group of 4 or 5 each week, and asked to take a specific role in the discussion (e.g. discussion facilitator, illustrator, scribe, connection maker). Both the format, the formulation of assignments and the use of roles for group collaboration are inspired by research in Mathematics Education. We collected the assignments that were turned in, peer response and a student evaluation, as material for further development and research. In our talk, we will discuss design, benefits and challenges of using this type of group assignments.
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| 6. |
- Fainsilber, Laura, 1965, et al.
(författare)
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Group assignments improve an online course
- 2023
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Ingår i: Proceedings Chalmers Conference on Teaching and Learning 2023. - 9789188041548 ; , s. 32-37
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Konferensbidrag (refereegranskat)abstract
- We study the effects of a set of group assignments in an introductory mathematics course taught online. An analysis of the assignments that students turned in, of peer reviews and of answers to a questionnaire about the students’ experiences with the group assignments shows that the aims that the instructors had set for the assignments were fulfilled to a great extent. More specifically, the students appreciated social contact, they felt that they learned meaningful course content, and the socio-mathematical norms promoted in the assignments, where discussion and communication are rewarded, were accepted by the students. The answers also indicate frustration towards peers who are not participating actively, difficulties discussing material without having time to process it alone first, and difficulties communicating mathematics online.
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| 7. |
- Fainsilber, Laura, 1965
(författare)
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Problem i coronatider
- 2020
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Ingår i: Nämnaren. ; 2020:2, s. 63-64
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Problem för skolelever om addition och multiplikation och om linjär, kvadratisk och exponentiell tillväxt.
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| 8. |
- Fainsilber, Laura, 1965
(författare)
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Problemavdelningen: Problem i coronatider
- 2020
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Ingår i: Nämnaren. - 0348-2723. ; 46:3, s. 63-64
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Den enklaste modellen för smittspridning i början på en epidemi är exponentiell tillväxt. Här ska vi jämföra hur fort olika enkla funktioner växer. Speciellt jämför vi upprepad addition med upprepad multiplikation, dvs vi jämför en linjär funktion med en exponentiell funktion. De första problemen kan göras redan i årskurs 4, medan de två sista lämpar sig bäst för gymnasiet.
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| 9. |
- Fainsilber, Laura, 1965, et al.
(författare)
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Student teachers' learning and teaching mathematics with programming
- 2021
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Ingår i: Preceedings of the Ninth Nordic Conference on Mathematics Education, NORMA. - 1651-3274.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this study we analyze the student’s lesson plans and discussion in a seminar where the students discuss their lesson design. Of interest is both the design itself and the students’ attitude, self-efficacy and reflections regarding their teaching of mathematics through programming. In particular, we are interested in the students’ argumentation on how their planned lessons may help the pupils to achieve the learning goals. Preliminary results indicate that students struggle to meet the double goal of introducing programming and supporting the mathematics in the curriculum.
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| 10. |
- Fainsilber, Laura, 1965, et al.
(författare)
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Student teachers' learning and teaching mathematics with programming
- 2021
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Sweden’s school curriculum was revised to include programming as a mathematical content from the year 2018. However, teacher education included using IT-tools for teaching, but not specifically programming. To correct this situation, we have developed a new programming strand in the training of secondary school mathematics teachers at the university of Gothenburg. The aim of this study is to observe how student teachers towards the end of the program use their knowledge to plan uses of programming in their own mathematics teaching. It is part of a larger research and development project on introducing programming in secondary school mathematics education. Two theoretical frameworks are relevant here: instrumental genesis, i.e., the process where an instrument is formed from an artefact, when students use programming as a tool in mathematics (Trouche 2004), and the theory of didactic transposition, to frame the student teacher's transformation of their own knowledge into knowledge to be taught (Chevallard 2006). Each mathematics course in the teacher education program for secondary teachers at the university of Gothenburg contains a few computer lab sessions. About half of them are focused on using IT-tools (e.g. Geogebra) to learn mathematics. The other half of the computer labs use programming to highlight mathematical concepts. There is no course in programming per se. In the first mathematics course, the students build a first block program in Scratch to draw regular polygons, using loops and variables. In the second course, in Calculus, they estimate integrals with Riemann sums, using loops in Python. The strand then continues in Python, with data analysis in Statistics and prime numbers and cryptography in Number theory. Four school practice periods are spread throughout the program, and in the third of these, student teachers plan a mathematics lesson with programming, to use with their school class. In this study we analyze the student’s lesson plans and discussion in a seminar where the students discuss their lesson design. Of interest is both the design itself and the students’ attitude, self-efficacy and reflections regarding their teaching of mathematics through programming. In particular, we are interested in the students’ argumentation on how their planned lessons may help the pupils to achieve the learning goals. Preliminary results indicate that students struggle to meet the double goal of introducing programming and supporting the mathematics in the curriculum. References: Chevallard, Y. (2006). Steps towards a new epistemology in mathematics education. In Bosch, M. Proceedings of the 4th Conference of the European Society for Research in Mathematics Education (CERME 4) (pp. 21–30). Trouche, L. (2004). Managing the complexity of human/machine interactions in computerized learning environments: Guiding students’ command process through instrumental orchestrations. International Journal of Computers for Mathematical Learning, 9(3), 281–307.
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