| 3751. |
- Gedda, Oskar, et al.
(författare)
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Design av artefakter för lärande : Strategiskt högskolepedagogiskt utvecklingsarbete
- 2017
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- I detta arbete undersöks möjligheten av att stärka en kompetensfokuserad utbildningskultur genom att använda artefakter som stöd för självreglerat lärande och förändring av undervisningspraktik. En utgångspunkt är att både ledare, lärare och studenter behöver omsätta utbildningsmål till vardaglig praktik för att påverka kvaliteten i undervisningspraktiken och lärandet. Sbret omfattar ett strategiskt pedagogiskt utvecklingsprojekt som stöd före en förändrad undervisningspraktik, där artefakter använts för att rikta studenters självreglerande lärande mot avsedda utbildningsmål. På mikronivå handlar detta om vad den enskilde studenten och läraren kan göra i sin dagliga verksamhet. På en mesonivå handlar det om vad institutionen kan göra för att påverka och stödja studenternas lärande. På makronivå kan det även omfatta nationella och internationella perspektiv på strategisk pedagogisk utveckling som kan eller bör påverka en utbildningskultur. Självreglerande lärande omfattar att en individ tar ansvar för sin egen skicklighet och kunskapsinhämtning. Artefakter är medvetet designade objekt som kan bidra till självreglerat lärande i och med att de öppnar upp undervisningspraktiken för studentens handling mot avsedda kunskapsobjekt. Tre olika case har använts för att utforska användandet och den upplevda nyttan av tre olika artefakter: målbild, dialogduk och kompetensprofil. Artefakterna utvecklades i samarbete med lärare och studenter för att stödja implementeringen. i samtliga fall beskrivs artefakterna bidra till ökad självinsikt och förståelse av utbildningsmålen. I våra studier har vi sett att artefakter stödjer metareflektion och självvärdering, vilket i sin tur stödjer en konstruktiv undervisningspraktik. I förlängningen är intentionen att artefakterna ska bidra till att stärka meningsförhandling genom att stödja dialoger och reflektioner om sammanhang, syfte och mål i en kompetensfokuserad utbildningskultur.
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| 3752. |
- Gellerstedt, Martin, 1966-, et al.
(författare)
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Work Integrated Learning : a Marriage Between Academia and Working Life
- 2015
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Ingår i: Journal of Systemics, Cybernetics and Informatics. - : International Institute of Informatics and Cybernetics. - 1690-4532 .- 1690-4524. ; 13:6, s. 38-46
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Tidskriftsartikel (refereegranskat)abstract
- There is a demand for increased cooperation between higher education institutes and surrounding society, and different frameworks for such cooperation have been developed. University West in Sweden has a profile calledwork-integrated learning which could be regarded as a systematical approach for combining theory and practice.Actually work-integrated learning has become an ideologyfor the University which permeates all activities, i.e. education, research and cooperation with surrounding society. This article is a review, explaining and exemplifying our approach. We will also discuss strategies and challenges for bringing the relationship between theory and practice into a prospering marriage.
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| 3753. |
- Genell, Kristina, et al.
(författare)
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High quality in business education : the success of a small university
- 2013
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper has its origin in the new evaluation system that was introduced by the Swedish National Agency for Higher Education (HSV) (from 2013 The Swedish Higher Education Authority) in 2011. In this new evaluation system the focus is on the results (in the form of bachelor and master theses) compared to the earlier systems that focused on processes, number of professors, published articles etc. The result of the evaluation of the subject of business administration, that was carried out in 2011, were to a certain extent surprising. At the bachelor level only three universities (Stockholm School of Economics, Jönköping International Business School and Kristianstad University) received the highest grade “very high quality”. The central question of this paper is how it was possible for a small university like Kristianstad University (HKR) to succeed in this new way of measuring quality in education. Was it pure luck or is it possible to explain this excellent result? The first part of the paper is a discussionthat provides possible explanations like emphasis on quality and generic skills as well as the advantages of a small university with less distance between lecturers and students, and also fewer students compared to the big universities. In the second part of the paper we focus on the concept of “refinement”. The students that are admitted to the programme at HKR have considerably lower grades that the students admitted to the big universities. A survey of the bachelor theses that were sent to the evaluation from HKR showed some interesting results. The male students who had the lowest grades when admitted to the programme produced the best bachelor theses according to the evaluation.
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| 3754. |
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| 3755. |
- Gericke, Niklas, 1970-, et al.
(författare)
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Exploring Relationships Among Belief in Genetic Determinism, Genetics Knowledge, and Social Factors
- 2017
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Ingår i: Science & Education. - : Springer. - 0926-7220 .- 1573-1901. ; 26:10, s. 1223-1259
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Tidskriftsartikel (refereegranskat)abstract
- Genetic determinism can be described as the attribution of the formation of traits to genes, where genes are ascribed more causal power than what scientific consensus suggests. Belief in genetic determinism is an educational problem because it contradicts scientific knowledge, and is a societal problem because it has the potential to foster intolerant attitudes such as racism and prejudice against sexual orientation. In this article, we begin by investigating the very nature of belief in genetic determinism. Then, we investigate whether knowledge of genetics and genomics is associated with beliefs in genetic determinism. Finally, we explore the extent to which social factors such as gender, education, and religiosity are associated with genetic determinism. Methodologically, we gathered and analyzed data on beliefs in genetic determinism, knowledge of genetics and genomics, and social variables using the "Public Understanding and Attitudes towards Genetics and Genomics" (PUGGS) instrument. Our analyses of PUGGS responses from a sample of Brazilian university freshmen undergraduates indicated that (1) belief in genetic determinism was best characterized as a construct built up by two dimensions or belief systems: beliefs concerning social traits and beliefs concerning biological traits; (2) levels of belief in genetic determination of social traits were low, which contradicts prior work; (3) associations between knowledge of genetics and genomics and levels of belief in genetic determinism were low; and (4) social factors such as age and religiosity had stronger associations with beliefs in genetic determinism than knowledge. Although our study design precludes causal inferences, our results raise questions about whether enhancing genetic literacy will decrease or prevent beliefs in genetic determinism.
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| 3756. |
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| 3757. |
- Gillberg, Gunnar, 1958
(författare)
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Framgångsfaktorer för nätbaserade distansutbildningar
- 2006
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Ingår i: Jobring, Carlen & Bergenholtz (red) Att skapa lärgmenskaper och mötesplatser på nätet. - Lund : Studentlitteratur. - 9144046073 ; , s. 73-91
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3758. |
- Gillberg, Gunnar, 1958
(författare)
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Handledarskap och hermeneutik
- 2005
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Ingår i: obring och Carlén (red) Att förstå lärgemenskaper och mötesplatser på nätet. - Lund : Studentlitteratur. - 9144043708 ; , s. 225-239
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3759. |
- Gillberg, Gunnar, 1958
(författare)
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Nätbaserad handledning
- 2004
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Ingår i: Jobring, Ove red. Lärgemenskaper på nätet. - Lund : Studentlitteratur. - 9144034423 ; , s. 161-197
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3760. |
- Gille, Sofia, 1971-
(författare)
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Delaktighet ur ett elevperspektiv : Kooperativt lärande på mellanstadiet
- 2024
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This qualitative study examines, by analyzing 30 transcribed interviews, participation in Elementary school from a student perspective, and in teaching characterized by Cooperative Learning. Student participation is a goal in the Swedish curriculum and is seen as essential for fulfilling learning outcomes, and research shows that students’ participation is limited and strictly controlled by the teachers. The study concerns itself with three dimensions of participation: the social dimension, the political and the epistemological dimension.The analysis highlights different aspects of participation which are all important to the students. The aspects of social participation concern safety, respect, and responsibility within the social community. Continuity within the cooperating groups seems to be a prerequisite for these aspects, as they are all built up over time. The political aspects of participation that emerge from analyzing the interviews revolve around questions of influence in the form of co-determination, self-determination, and leadership. Although these aspects all seem to be of importance to the students, they are not specifically prioritized in Cooperative Learning within the studied schools. Epistemological participation is made visible in the analysis of the data through the descriptions of students’ willingness to learn, and curiosity about the new and previously unknown. The students’ statements are characterized by a desire to experience meaning in their schoolwork, by among other things understanding the benefits and future use of the knowledge they are supposed to develop. When the groups are exposed to stressful situations, like when their work is to be assessed, it appears to hinder epistemological aspects of participation.The results show that there are opportunities for all three dimensions of participation to occur within cooperative learning, but there are also challenges. The students’ pursuit of efficiency in work, constitutes an obstacle to their ability to participate, which should have otherwise been made possible by Cooperative Learning. Students also need to have the opportunity to express their opinions about the teaching in their classroom, as well as to be able to have an impact on their future lesson plans. This includes allowing students to take part in conversations about the purpose of school, both in the long term, and in relation to current projects. Since education is multidimensional, it is important to work for a greater representativity for all societal groups, and especially for those who the education concerns, the students, as a way to make the discussion more multidimensional. This, in turn, can contribute to making students’ social, political, and epistemological participation possible at a larger extent than what is seen in today’s schools.
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