| 47031. |
- Martorell, José Antonio Gordillo, et al.
(författare)
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The Infinite Learning Chain. Flipped Professional Labs for Learning and Knowledge Co-Creation
- 2019
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Ingår i: Open Education Studies. - : Walter de Gruyter. - 2544-7831. ; 1, s. 151-176
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Tidskriftsartikel (refereegranskat)abstract
- Nowadays universities and other classical research institutions are changing their role in knowledge creation. In general terms we can characterize this transition as the path from "Closed Science"to "Open Science"as a part of a deeper and structural phenomenon known as "knowledge democratization", where different stakeholders as students, makers and other tech and science enthusiasts are able to create knowledge learning from the researchers and cooperating with them. In this process, science engagement of these new actors is a key point to stimulate their creativity, get some important research skills learnt directly from the researchers and be able to apply these skills teaching others in a continuous "learning chain". In this article, we introduce some main features and preliminary results of an experiment called "The infinite learning chain"done in cooperation with Arduino, focused on sensing science and based in a real research project of Group of Atmospheric Science (GAS) called Luleå Environmental Monitoring Stations (LEMS). We debate some interesting questions related to the impact of the format in terms of science engagement, STEM skills acquisition and cooperative learning involvement. We used as "learning ecosystem"a professional Lab, the INSPIRE Lab a complete multidisciplinary facility for space and environmental research and exploration.
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| 47032. |
- Marty, Laurence, et al.
(författare)
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Comparative Didactics and Teaching Traditions in Science Education in Switzerland, Sweden and France
- 2015
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Konferensbidrag (refereegranskat)abstract
- The aim of this paper is to identify and discuss similarities and differences between the curricula in Science Education in Sweden, France and Switzerland in order to provide the background of future analyses of actual classroom practices in these countries that we will perform in the next stage of our project (Almqvist, 2012). Ligozat (2011) showed that the logics of the classroom actions in teaching mathematics rely upon certain pedagogical/ideological pre-constructs and teaching habits, that can be partially related to curriculum texts and teaching materials. Östman (1996) found three different teaching traditions in Science Education from Swedish textbooks analyses: the academic tradition spreads the idea that the mere products and methods of science are worth to be taught. The applied tradition focuses on explanations about usual technical objects and to increase the students’ autonomy in their everyday life. The moral tradition opens up to the relationship between science and society and makes students think about the decisions that they will have to make as future citizens. The goal of this paper is to identify how much space each of these traditions takes up within the curriculum texts of the three countries. In this regard, our analyses take into account the following dimensions: 1) The goals of science education as presented in the global recommendations of the curricula; 2) The organization and division of the content itself. 3) The learning outcomes expected from the students in terms of concepts, skills and/or scientific literacy requirements (Venturini & Tiberghien, 2012) and 4) the teaching methods expected from the teacher. Through all these criteria, it is possible to identify certain teaching traditions in the French, Western Swiss and Swedish curricula. Indeed, we could notice that the academic tradition is rather strongly embedded in the three cases, whereas the applied and the moral traditions are present in a more obvious way in the Swedish Curriculum.ReferencesAlmqvist, J. (2012). Teaching traditions and learning. Comparative didactic analysis of science education and physical education and health in Sweden, Switzerland and France -. Project funded by the Swedish Research Council (2013-2018).Ligozat, F. (2011). The Determinants of the Joint Action in Didactics: the Text-Action Relationship in Teaching Practice. In B. Hudson & M. A. Meyer (Éd.), Beyond fragmentation: Didactics, Learning and Teaching in Europe (p. 157 176). Opladen & Farmington Hills MI: Barbara Budrich Publishers.Östman, L. (1996). Discourses, discursive meanings and socialization in chemistry education. Journal of Curriculum Studies, 28(1), 37 55. Venturini, P., & Tiberghien, A. (2012). Potential Learning Outcomes Inferred from French Curricula in Science Education. In S. Bernholt, K. Neumann, & P. Nentwig (Eds.), Making It Tangible - Learning Outcomes in Science Education (pp. 475–509). Münster: Waxmann.
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| 47033. |
- Marty, Laurence, et al.
(författare)
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Teaching Traditions in Science Education in Switzerland, Sweden and France : A comparative analysis of three curricula
- 2018
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 17:1, s. 51-70
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Tidskriftsartikel (refereegranskat)abstract
- Classroom actions rely, among other things, on teaching habits and traditions. Previous research has clarified three different teaching traditions in science education: the academic tradition builds on the idea that simply the products and methods of science are worth teaching; the applied tradition focuses on students’ ability to use scientific knowledge and skills in their everyday life; and the moral tradition opens up a relationship between science and society, focusing on students’ decision making concerning socio scientific issues. The aim of this paper is to identify and discuss similarities and differences between the science curricula in Sweden, France and Western Switzerland in terms of teaching traditions. The study considers the following dimensions in the analysis: (1) the goals of science education as presented in the initial recommendations of the curricula; (2) the organization and division of the core contents; and (3) the learning outcomes expected from the students in terms of concepts, skills and/or scientific literacy requirements. Although the three traditions are taken into account within the various initial recommendations, the place they occupy in the content to be taught is different in each case. In the Swedish curriculum, our analyses show that the three traditions are embedded in the initial recommendations and in the expected outcomes. On the other hand, in the Western-Swiss and French curricula, the three traditions are embedded in the initial recommendations but only academic tradition can be found in the expected outcomes. Therefore, the Swedish curriculum seems to be more consistent regarding teaching traditions. This may have some consequences on teaching and learning practices, which will be discussed in the article. Moreover, our analyses enable us to put forward definitions of teaching tradition.
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| 47034. |
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| 47035. |
- Marusarz, Marika
(författare)
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Vishet i ett åldrandeperspektiv : en fenomenologisk-hermeneutisk studie
- 1999
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Arbetet framställer gerontologisk forskningstradition och visar hur vishet är använt inom filosofi och myter samt tar upp vishet och transcendens i relation till åldrandet. Vidare består arbetet av två empiriska studier som presenteras och redovisas i ett sammanhang som delstudie I och II. Problemställningen i arbetet bygger på antagandet att vi ser åldrandet som en livslång process där ålderdomen utgör en integrerad del som i bästa fall mynnar i vishet och eller gerotranscendens. Därav finns ett intresse att söka de faktorer som äldre beskriver avseende vishet, och om det finns några skillnader mellan män och kvinnor när det gäller dessa faktorer? I så fall vilka faktorer? Delstudie I utgår från ett givet material hämtat från Nordiska museets frågelista (Nm 219). Studien består av nio teman där aspekten av vishet på olika sätt bejakas i sex teman; förändrad livssyn, materiella ting, självrådande, sinnliga värden, personliga aspekter och åldrandebegreppet. Delstudie II består av en intervju där resultaten beskrivs i fyra kategorier; närhet till sig själv, att bejaka sig själv, olika livsvärden samt en bärande tro. Gemensam nämnare för arbetet är individens aktivitetsgrad i ett livsbejakande perspektiv. Den som är passiv och ingenting begär har mindre förutsättningar att uppnå vishet. Ett livsbejakande engagemang i en integrerad helhet är eftersträvansvärt. Den personen kan uppnå vishet. Män beskriver företrädesvis vishet med filosofisk och religiös terminologi, och kvinnor med situationer i hem och familj.
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| 47036. |
- Marx Åberg, Angela, universitetslektor, fil.dr. 1971-
(författare)
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Autenticitet och lärande erfarenheter
- 2022
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Ingår i: Didaktikens språk. - : Gleerups Utbildning AB. - 9789151105482 ; , s. 161-170
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 47037. |
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| 47038. |
- Marx Åberg, Angela, 1971-
(författare)
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Literaturgespräch in ‚Expertengruppen‘ : Unterstützung beim Lesen einer Kurzgeschichte im DaF-Unterricht
- 2019
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Ingår i: IDT 2017. - Berlin : Erich Schmidt Verlag. - 9783503181636 - 9783503181629 ; , s. 208-212
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Konferensbidrag (refereegranskat)abstract
- In diesem Beitrag wird aufgezeigt, wie die Aufgabe, „eine Kurzgeschichte auf Deutsch lesen“ schrittweise und in Gruppen bewältigt werden kann, ohne dass der kognitive Anspruch der Aufgabe reduziert werden muss. Mit 16-17-jährigen Lernenden (11. Klasse) in Schweden wurde ein Vorgehen angewendet, mit dem Ziel, durch die Arbeit in sogenannten Experten- und Quergruppen die Textmenge zu reduzieren und kooperatives Lernen zu fördern. Im Beitrag werden das Vorgehen vorgestellt und die Kombination von unterschiedlichen Fertigkeiten diskutiert.
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| 47039. |
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| 47040. |
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