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Träfflista för sökning "hsv:(SAMHÄLLSVETENSKAP) hsv:(Utbildningsvetenskap) hsv:(Pedagogiskt arbete) ;srt2:(2010-2014)"

Search: hsv:(SAMHÄLLSVETENSKAP) hsv:(Utbildningsvetenskap) hsv:(Pedagogiskt arbete) > (2010-2014)

  • Result 51-60 of 1319
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51.
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52.
  • Grice, Marie, 1962 (author)
  • Epistemic beliefs among upper-secondary students in education for sustainable development
  • 2014
  • Licentiate thesis (other academic/artistic)abstract
    • This research project explores an educational context through two approaches. The first analyses the interpretability and role of the concept of sustainable development according to the writings of four syllabuses in the curriculum for Swedish compulsory school. Close reading of the syllabuses of Geography, History, Religious education and Civics rendered various demands of action-oriented knowledge development. Theoretical perspectives seem to be combined with implications of practical and action-oriented educational methods and goals. This aspect of action responsibility is more explicit in the syllabuses of Geography and Civics. As an analytical tool, thick and thin concepts understood as world-guided and action-guiding, were used to address education for rather than education about sustainable development. A Phronesian strategy is suggested by the authors to move students from a state of awareness to readiness and aptitude for action. Within such a holistic interpretation the development of knowledge is seen as a group process and the individual in balance with the welfare of others. The second approach is through an empirical study that sets out to answer two research questions. One of them concerns the dimensionality of epistemic beliefs among upper-secondary students involved in a transdisciplinary project called Food!, the other the relationship between the students’ evaluation of the project experience (outcome) and their epistemic beliefs. Following the tradition of Marlene Schommer a research instrument was constructed consisting of 26 domain-general items and 5 project-contextualized items. However, the current framework proposes only three dimensions: the structure of, the source of and the justification of knowledge. N=208 students from 14 upper-secondary schools and 2 folk high schools participated. Through exploratory factor analysis, support was indicated for five factors: transdisciplinary knowledge, certain knowledge, quick knowledge, collaborative knowledge and simple knowledge; followed by multiple regression analysis, in which three factors showed predictive power on the project outcome. For educational practice the awareness of the impact of epistemic beliefs on the outcome of the empirical context might motivate teachers to challenge their students and to discuss the epistemology of their specific school subjects. In addition teachers may rethink and expand their own conceptions of knowledge and knowing.
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53.
  • Grice, Marie, 1962 (author)
  • Epistemic beliefs and knowledge creation among upper-secondary students in transdisciplinary education for sustainable development
  • 2014
  • In: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :1, s. 146-169
  • Journal article (peer-reviewed)abstract
    • This study examines the epistemic beliefs of upper-secondary school students (n=208) involved in a transdisciplinary project regarding sustainable development. Specifically the dimensions of knowledge and knowing are explored and interpreted through a questionnaire, the Survey of Epistemological Beliefs in Transdisciplinary Education (SEBTE). A three-dimensional framework underpins the self-report paper-and-pencil questionnaire. Results from exploratory factor analysis suggest five factors or dimensions: Transdisciplinary knowledge, Quick knowledge, Certain knowledge, Simple knowledge and Collaborative knowledge. According to multiple regression analysis (MRA), three out of those dimensions of epistemic beliefs have a positive impact on the students’ appreciation of the school project. Variables male and technoscientific students had a negative impact. The educational context of transdisciplinary education for sustainable development can be understood in terms of the learning metaphor of knowledge creation. Knowledge about students’ epistemic beliefs is assumed to be a useful insight to both in-service and pre-service teachers embarking on transdisciplinary projects.
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58.
  • Johansson, Björn, 1975, et al. (author)
  • SUSTAINABLE PRODUCTION RESEARCH: AWARENESS, MEASURES AND DEVELOPMENT
  • 2012
  • In: International Journal of Sustainable Development. - 1923-6662. ; 4:11, s. 95-104
  • Journal article (peer-reviewed)abstract
    • This paper takes its standpoint in thehypothesis that awareness of sustainability is the keyto create sustainable products, and that this awarenessbegins already at research level. It describes thedevelopment and follow-up of a method forincreasing sustainability awareness in sustainableproduction research. Several activities were carriedout to increase the awareness. Firstly) workshopswith researchers and industry on sustainability.Secondly) development of measures based onliterature and interviews with researchers. Thirdly)monitoring of awareness through concept maps.Progress was evaluated by comparing the awarenessof the population when the project started in 2010,and then again in 2011. The results show that theparticipants had shifted their view from primaryemphasizing technology towards a more balancedview of sustainability where social aspects were moreoften taken into consideration. According to theconcept maps methodology, sustainability awarenessin the population increased with 25%.
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59.
  • Johansson, Inge, et al. (author)
  • Learning and participation : two interrelated key-concepts in the preschool
  • 2010
  • In: European Early Childhood Education Research Journal. - : Informa UK Limited. - 1350-293X .- 1752-1807. ; 18:2, s. 229-242
  • Journal article (peer-reviewed)abstract
    • At the European Early Childhood Education Research Association (EECERA) conference in Prague in autumn 2007, an international network of teacher trainers and researchers was formed to discuss and investigate what learning and participation meant for preschool teacher students and staff who work with young children. In Sweden, the first of these exploratory studies was conducted at Malardalen University and Stockholm University, and 56 preschool teachers and 56 preschool teacher students participated. The study was carried out with the critical-incident method. The participants were asked in a critical-incident questionnaire about how they understood the concepts of and relationship between learning and participation. Questions also were constructed so that the participants had the opportunity to link the concepts of learning and participation in a real situation in preschool. The results show that preschool teachers and preschool teacher students define the meaning of learning and participation in a similar way. It also showed that learning and participation are clearly related to each other.
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  • Result 51-60 of 1319
Type of publication
conference paper (412)
book chapter (317)
journal article (302)
reports (84)
book (55)
doctoral thesis (54)
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editorial collection (41)
other publication (29)
licentiate thesis (16)
artistic work (10)
review (4)
editorial proceedings (3)
research review (2)
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Type of content
other academic/artistic (711)
peer-reviewed (494)
pop. science, debate, etc. (114)
Author/Editor
Säljö, Roger, 1948 (28)
Lundahl, Lisbeth, 19 ... (23)
Adawi, Tom, 1970 (21)
Kullberg, Angelika, ... (17)
Pramling Samuelsson, ... (16)
Rönnlund, Maria, 196 ... (16)
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Gustafsson, Magnus, ... (15)
Olin-Scheller, Chris ... (15)
Holgersson, Ingemar (14)
Rönnerman, Karin, 19 ... (12)
Holmqvist, Mona, 196 ... (12)
Hjalmarsson, Maria (12)
Barker-Ruchti, Natal ... (11)
Löfdahl, Annica (11)
Löfdahl, Annica, 196 ... (11)
Vinterek, Monika (10)
Barker, Dean, 1977- (9)
Svanström, Magdalena ... (9)
Ljung-Djärf, Agneta (9)
Brante, Göran editor (9)
Hjort, Katrin editor (9)
Tanner, Marie, 1965- (9)
Burden, Håkan, 1976 (8)
Holmqvist, Mona edit ... (8)
Rosvall, Per-Åke, 19 ... (8)
Pérez Prieto, Héctor ... (8)
Hakvoort, Ilse, 1960 (8)
Negretti, Raffaella, ... (8)
Dahlberg, Johanna (7)
Runesson, Ulla, 1952 (7)
Damber, Ulla, 1957- (7)
Forkby, Torbjörn, 19 ... (7)
Andersson, Staffan, ... (7)
Heldal, Rogardt, 196 ... (7)
Pramling, Niklas, 19 ... (7)
Mäkitalo, Åsa, 1966 (7)
Bergström, Peter, 19 ... (7)
Basic, Goran, 1972- (7)
Wennås Brante, Eva, ... (7)
Aili, Carola (6)
Hjelmér, Carina, 195 ... (6)
Lundström, Ulf, 1954 ... (6)
Jonsson, Carla (6)
Hjörne, Eva, 1956 (6)
Henriksson, Ann-Sofi ... (6)
Thulin, Susanne (6)
Jerlinder, Kajsa, 19 ... (6)
Pérez Prieto, Héctor ... (6)
Bengtsson, Jan, 1949 (6)
Erixon, Per-Olof, 19 ... (6)
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University
University of Gothenburg (299)
Umeå University (259)
Kristianstad University College (183)
Karlstad University (123)
Chalmers University of Technology (96)
Linköping University (83)
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Uppsala University (65)
Högskolan Dalarna (57)
Linnaeus University (53)
University West (47)
Stockholm University (44)
University of Borås (38)
Jönköping University (36)
Örebro University (25)
Malmö University (22)
University of Gävle (21)
Halmstad University (17)
Mälardalen University (17)
Mid Sweden University (15)
Södertörn University (14)
Lund University (13)
Swedish University of Agricultural Sciences (13)
Royal Institute of Technology (10)
Stockholm University of the Arts (9)
VTI - The Swedish National Road and Transport Research Institute (8)
University of Skövde (6)
The Swedish School of Sport and Health Sciences (6)
University College of Arts, Crafts and Design (3)
Karolinska Institutet (3)
Luleå University of Technology (2)
Swedish National Defence College (1)
Blekinge Institute of Technology (1)
Sophiahemmet University College (1)
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Language
English (682)
Swedish (609)
Norwegian (8)
German (6)
Danish (6)
Spanish (6)
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French (1)
Finnish (1)
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Research subject (UKÄ/SCB)
Social Sciences (1319)
Humanities (125)
Natural sciences (39)
Medical and Health Sciences (32)
Engineering and Technology (27)
Agricultural Sciences (6)

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