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- Farewell, Anne, 1961
(författare)
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Rising to the Top: Promoting Deeper Learning in the Laboratory
- 2018
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Ingår i: National Center for Case Study Teaching in Science.
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Bokkapitel (refereegranskat)abstract
- Inquiry-based labs differ from cookbook labs in that inquiry-based labs contain an element of experimentation. A cookbook lab can be performed by a student without understanding any of the theory connected with the exercise whereas inquiry-based labs require a degree of conceptual knowledge for a student to perform the lab. Inquiry-based labs also strengthen and deepen students understanding of topics discussed in lectures or reading assignments. There are many variations and degrees of inquiry in these labs ranging from a lab that is entirely designed by the students to those that include small questions requiring that the students predict the outcomes of a lab or fill in missing information (guided inquiry). A simple specific example of a cookbook lab would be instructing students to measure volume changes between ice and liquid water. The students would be given step by step instructions to follow and would not need to apply any conceptual knowledge. An inquiry based lab on the same topic would allow the students to design their own experiment to discover how the volume of liquid water differs from that of ice. One goal of this activity is to introduce inquiry-based lab design. Beyond lab design, lab supervision is crucial to encouraging students to use their conceptual knowledge when doing a practical lab. Lab assistants or teachers who are involved in the lab can use student questions to encourage deeper understanding. This case study includes a role-play exercise for this skill. This case study has been designed to be used in science education courses for both graduate student laboratory assistants and lecturers or professors in natural sciences at the university or college level. It includes discussion and role-play of a hypothetical laboratory. No specific knowledge of biology or chemistry is needed beyond high school level to complete this task, though knowledge of the existence of microorganisms (yeast) and proteins is assumed. In addition, this activity is suitable for participants with little or no pedagogics training.
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| 2. |
- Vitalis Pemunta, Ngambouk, 1973, et al.
(författare)
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Modern State Law: Regulating Tradition or Protecting the Environment in the Mankon Kingdom of Northwest Cameroon?
- 2019
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Ingår i: Endemic Species. Eusebio Cano Carmona (red.). - London, United Kingdom : Intechopen. - 9781839623547 ; , s. 181-
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Bokkapitel (refereegranskat)abstract
- Most African countries including Cameroon find themselves in a situation of legal pluralism and at crossroads with implications for the sustainable management of natural resources. Traditional institutions and knowledge systems have been hailed as invaluable mechanisms for the conservation of flora and fauna. This chapter examines the conflict between traditional institutions and State law in the hierarchically stratified Mankon Kingdom of the Grassfield region of Northwest Cameroon where the latter prohibits the harvesting of culturally valuable plant and animal species for myriad ritual ceremonies and for therapeutic purposes. It demonstrates that the lack of cultural sensitivity can be antithetical to conservation initiatives. In other words, there is the need to align current legislative regulations for the management of natural species with the traditional use of territory, gender roles as well as to raise the cultural and educational level of the population through sensitization on the need to conserve the natural environment on which their culture depends for its survival.
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| 4. |
- Blennow, Kristina, et al.
(författare)
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Societal impacts of storm damage
- 2013
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Ingår i: Living with Storm Damage to Forests. What science can tell us. - 9789525980097 ; :3, s. 70-77
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Glimskär, Anders, et al.
(författare)
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Land Type Categories as a Complement to Land Use and Land Cover Attributes in Landscape Mapping and Monitoring
- 2015
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Ingår i: Land Use and Land Cover Semantics. - Boca Raton : CRC Press. - 9781482237399 ; , s. 171-190
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Bokkapitel (refereegranskat)abstract
- The purpose of land cover and land use descriptions varies, and this influences how these concepts are perceived in different contexts. The increasing need for spatial data for multipurpose monitoring and modeling also increases the demands for compatibility, repeatability, detail, and well-documented criteria. We suggest that threshold values along a continuous scale can be used to create nominal classes for a common conceptual framework. However, the exact values of these thresholds need to be based on well-defined functional and systematic criteria. Ecological and environmental gradients are often mosaic and complex, and several types of land use may coexist at the same site. In reality, land use can be seen as a “shifting cloud” of activities varying in both time and space. We advocate the use of strict definitions of land cover as physical structures and land use as human activities, which raises the need for a complementary concept, which we call “land type,” with stable threshold values based on mutually exclusive functional criteria. Such functional criteria often put clear limits to what spatial resolution is appropriate, since the suitability for a certain purpose (e.g., agriculture or forestry) is determined by the user of the land, rather than by the independent observer. Our example of land type categories comprises a two-level hierarchical classification with seven main types and altogether 28 subtypes. As an example, we discuss the overlapping Swedish definitions of forest and arable land. The criteria that define our main land types are less dependent on how the area is managed at a specific moment in time, and they are therefore less sensitive to short-term variation. The land types define the limits for what land cover and land use can be expected at a certain site, given, for example, ground conditions, water, or artificial structures. Since such land types need to incorporate functional and qualitative understanding and interpretation, human visual interpretation is needed, whereas automated remote sensing methods are suitable mainly for the structural aspects of land cover.
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| 8. |
- Johansson, Sofie, 1969, et al.
(författare)
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Ämneslitteracitet inom skolans naturvetenskap - tolkning av ord för att förstå helheter
- 2022
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Ingår i: Ämneslitteracitet och inkluderande undervisning / Anders Jakobsson, Pia Nygård Larsson, Lotta Bergman (red.).. - Lund : Studentlitteratur. - 9789144152417 ; , s. 179-212
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Bokkapitel (refereegranskat)abstract
- Litteracitet har traditionellt beskrivits utifrån människors läs- och skrivförmågor eller förmågan att hantera siffror och enkla problemlösningssituationer i vardagen. I den här antologin tar författarna i stället avstamp i ett vidgat perspektiv på begreppet för att undersöka hur det gestaltar sig inom olika ämnesområden. Genom exempel från olika klassrum och ämnen belyser författarna ämneslitteracitet och ger uppslag till hur lärare kan arbeta för att utveckla och förstärka elevers ämnesspråkliga kunskaper och förmågor. Utgångspunkten är att ämneslitteracitet och ämneskunskaper utvecklas i nära samspel, vilket återspeglas i ett specifikt agerande som tar sig olika uttryck i olika ämnen. Här diskuteras även på vilka sätt som fokus på ämneslitteracitet och ett språk- och kunskapsutvecklande arbetssätt kan medverka till en inkluderande undervisning. Boken vänder sig främst till lärarstudenter och lärare i grundskola, gymnasieskola och vuxenutbildning
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| 9. |
- Jönsson, Anders, et al.
(författare)
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Formative assessment in higher education – : an example from astronomy
- 2019
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Ingår i: Handbook of Formative Assessment in the Disciplines. - London & New York, NY : Routledge. - 9781138054349
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter addresses the challenges and potential of implementing formative assessment in higher education with a specific focus on astronomy. We emphasize the use of formative assessment strategies as a coherent whole and a learning environment that encourages student autonomy and divergent thinking.
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