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- Doyle, Andrew, 1992-, et al.
(författare)
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Subject(s) matter : A grounded theory of technology teachers’ conceptions of the purpose of teaching technology
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Technology education internationally has for some time struggled to achieve continuity between what is depicted in policy and curricular documents and the reality of day-to-day practices. With its focus often articulated through the nature of activity students are to engage with, technology teachers are recognised as having significantly more autonomy in the design and implementation of their practices than teachers of other subjects. From this, it is important to understand the role of teachers’ beliefs about technology education and subsequently, how their beliefs may influence enacted practices. As such, this study sought to investigate teachers’ conceptions of the purpose of teaching technology through reflection on their enacted practices. A constructivist grounded theory methodology was employed for the design of the study and analysis of data. According to our analysis, despite similarities between the nature of student activity that interviewees designed and implemented, interviewees represented the purpose of the subject in different ways. Three different conceptions of the purpose of teaching technology were identified; obtaining knowledge and skills for application, ability to act in a technological way, and ability to think in a technological way. Central to the three conceptions were contentions in the representations of what constituted subject matter knowledge in the subject, and the role that different application cases played in teaching technology. Without consideration and explicit articulation of the purposes for teaching technology, this lack of clarity and differences in rationale for teaching technology are likely to continue.
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Religion & Livsfrågor nr 3
- 2017
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Ingår i: Religion & Livsfrågor. - 0347-2159. ; :3
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Annan publikation (övrigt vetenskapligt/konstnärligt)
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- Uusimäki, Liisa, 1959
(författare)
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Micro Credentials Hanna Teräs 10 December 2022
- 2022
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Hanna Teräs has an important role in the European EduSTA project as the expert on development of Micro Credentials. She has a special interest in digitalization and she is the Principal Lecturer (Digital learning environments) at the School of Professional Teacher Education at Tampere University of Applied Sciences and has a broad background and special interest in authentic learning, adult and professional education, and especially the digitalization of education. She also has experience working at Murdoch and Curtin Universities, in Western Australia.
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- Uusimäki, Liisa, 1959
(författare)
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Rakel Zetterlund - Climate change, eco-anxiety & undergraduate students
- 2024
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- In this episode I am speaking with Rakel Zetterland, a former teacher and today with an interest about her Master thesis exploring ‘wicked’ sustainability problems such as climate change, gas emissions and overconsumption and its link to Eco-anxiety among undergraduate students. The definition for Eco-anxiety is a heightened levels of stress, anxiety, depression, and obsessive thinking related directly to environmental changes, or how we perceive these changes in a culture in denial. Rakel share her own experiences of being diagnosed with anxiety in her early twenties and while she is not a psychologist (she is a teacher how she today believe In our current age dealing with ‘wicked’ sustainability problems such as climate change, greenhouse gas emissions, and overconsumption, there has been a rise in climate-related anxiety (WHO, 2020), now oftentimes dubbed ‘eco-anxiety’ (Clayton et al., 2017). (Clayton et al., 2017; Usher et al., 2019; Clayton & Karazsia, 2020). Former Canadian ECEC Teacher Rakel Zetterlund, today living and working at a VU university in Amsterdam as an International Service Officer. The topic today is based on Rakel’s recently completed Master Thesis in Education for Sustainable Development, from the University of Gothenburg, Sweden. Her thesis Understanding Eco-Anxiety: The individual lived experiences of undergraduate students aiming for a hopeful future. Hear Rakel unpack the challenges many young undergraduate students face today, that relate to both the pandemic and to climate change. Eco-anxiety is defined as heightened levels of stress, anxiety and depression and obsessive thinking related directly to environmental changes (WHO, 2020). With personal experiences of anxiety and by noticing a rise in anxiety, stress and depression among undergraduates in the university setting over several years was the catalyst for her masters and the decision to learn more in order to help and support students.
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- Gander, Pierre, 1971
(författare)
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Teaching and Learning Statistics: A Case Study of Improving a Statistics Course
- 2019
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Ingår i: Internal report. - Gothenburg, Sweden : University of Gothenburg, Pedagogical Development and Interactive Learning (PIL).
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- The teaching and learning of statistics in higher education presents several challenges: abstract concepts, lack of pre-knowledge, statistical anxiety and students’ motivation. Still, knowledge of statistics is relevant for several reasons: students need to understand research in their field, it is important with statistically literate citizens for society, and there is utility and relevance of statistics for various professions. The present study considers how a statistics course can be designed to support student learning. A focus group study was carried out with five students who had taken a statistics course in order to investigate their understanding and reflections on learning. Students’ challenges are discussed in relation to guidelines from the literature of how statistics courses should be designed. Methodological reflections on using focus groups in educational research is offered.
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