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51.
Mats Lundstr?m Margareta Ekborg Malin Ideland 《Cultural Studies of Science Education》2012,7(1):193-221
This article reports on a study of how teenagers made their decision on whether or not to vaccinate themselves against the
new influenza. Its purpose was to identify connections between how teenagers talk about themselves and the decision they made.
How do the teenagers construct their identities while talking about a specific socio-scientific issue? Seven teenagers between
17 and 19 years of age participated in the study. The informants were requested to document in video diary situations in which
their decisions about the vaccination were discussed. All the teenagers recorded their diaries during the weeks of the vaccination
programme. The students were also interviewed 1–4 weeks after completing their diaries. A discourse psychology framework (Potter
and Wetherell 1987) was used to analyse the video diaries and the interviews. In this context, decision-making on a socioscientific issue must
be understood as an appropriation and use of discursive repertoires, and also as meaning-making in relation to other fields,
such as society and identity. It must also be understood in relation to the use of science repertoire—or actually, the school
science repertoire—how available is this discourse in different contexts outside school? The repertoires were categorised
into two main types; experienced emphases and important actors. The first included the categories of risk, solidarity and
knowledge. The second included family and friends, media, school and society. The school repertoire was seldom used by the
students, indicating that school and science education seem not to be an interpretative repertoire available to them. Instead,
the risk, solidarity, family and friends and the media repertoires were available in their talk about vaccination. These results
indicate the need to use media reports in dealing with scientific literacy and also in risk assessment discussions in school.
It also indicates the importance of relating school science closely to the students’ daily life. 相似文献
52.
Mats Nylund 《媒体管理杂志》2013,15(4):197-210
This study combines theories of creativity with an empirical examination of newsroom practices at a Finnish newspaper. The focus is especially on newsrooms meetings, the “morning meeting,” and a special idea-generation meeting. The method used is participant observation and discourse analysis. Research indicates that (a) trust and encouragement, (b) appropriate levels of challenge and resources, (c) variety, in general and especially in team composition, together with (d) the idea that freedom and autonomy at work can have a direct, positive effect on organizational creativity. The empirical results reveal the many sides of creativity. Based on the data, creativity at ordinary newsroom meetings is rather limited, but not extraneous. Idea development occurs at meetings, but idea generation mostly takes place outside of formal meetings. Many meetings are limited to discussing what other news media have already covered. Ideas based on reporters’ personal experiences are infrequent. Occasionally, it seems to be more important to demonstrate your knowledge, rather than acquiring it by asking open-minded questions. Detailed analysis of communicative practices can provide a more solid understanding of the complexities of creativity in various media settings. 相似文献
53.
This paper reports on a study of how students' reasoning about socioscientific issues is framed by three dynamics: societal structures, agency and how trust and security issues are handled. Examples from gene technology were used as the forum for interviews with 13 Swedish high-school students (year 11, age 17–18). A grid based on modalities from the societal structures described by Giddens was used to structure the analysis. The results illustrate how the participating students used both modalities for ‘Legitimation’ and ‘Domination’ to justify positions that accept or reject new technology. The analysis also showed how norms and knowledge can be used to justify opposing positions in relation to building trust in science and technology, or in democratic decisions expected to favour personal norms. Here, students accepted or rejected the authority of experts based on perceptions of the knowledge base that the authority was seen to be anchored in. Difficulty in discerning between material risks (reduced safety) and immaterial risks (loss of norms) was also found. These outcomes are used to draw attention to the educational challenges associated with students' using knowledge claims (Domination) to support norms (Legitimation) and how this is related to the development of a sense of agency in terms of sharing norms with experts or with laymen. 相似文献
54.
This article investigates the underlying themes and principles that inform curriculum debate and how they are articulated in current school policy discussions. This topic is approached with the help of a case study covering the debate on which subjects should be mandatory for students at the upper secondary school curriculum in Sweden. The focus is on the arguments for and against the inclusion of History among these core subjects. The aim is to order and structure this debate and to link the arguments found to basic underlying principles. Why was History considered important or unimportant? What arguments are found about the best way to teach History? This study employs a 4-fold distinction which distinguishes between perennialism, essentialism, progressivism, and reconstructivism as four schools of thought, each outlining its own particular view on what kind of knowledge is important and how such knowledge should be taught. One major finding is that two of the schools—progressivism and essentialism—completely dominate the debates under study. There existed a major fault line between those who emphasized the instrumental value of History as a tool for fostering good citizens, and those who considered History part of essential general knowledge about society. 相似文献
55.
Mats Ekholm 《Scandinavian Journal of Educational Research》2013,57(2):71-86
Ekholm, M. 1984. Readiness to Help Others and Tolerance: Attitude Development During the School Years and a Ten‐Year Comparison. Scandinavian Journal of Educational Research 28, 71‐86. Attitude of readiness to help others and tolerance towards deviant people have a central place in modern democracies. In one of the studies reported, the development of these two types of attitudes are studied over the school years 4 to 9 in the Swedish school. About 2,000 students answered questionnaires. Readiness to help others in a school setting decreases over the school years. At the same time tolerance towards deviant people increases. A comparison between 1969 and 1979 is also made of the attitude of tolerance among 15‐year‐olds. In 1979 the students' tolerance towards a physically handicapped fellow student was more frequent than in 1969. The tolerance towards social deviant students was, however, less frequent in 1979 than in 1969. Results are also reported on how teachers' expectancies and perceptions of the tolerance of their students have changed between 1969 and 1979. 相似文献
57.
Susan M. Benner 《欧洲特需教育杂志》2013,28(3):191-201
Abstract Research on effective schooling has led to conclusions regarding classroom practices. This research has implications for special educators, who need to become familiar with it. The implications which are discussed in this article are related to the need for planning, high expectations of student performance, monitoring student progress and providing feedback, establishing classrom routines, grouping, academic learning time, personal relationships and the use of incentives and rewards. These conclusions regarding effective teaching can be used diagnostically by teachers to evaluate and improve their own performance in the classroom. In this article some conclusions based on a review of effective teaching research will be outlined and implications for the special education classroom will be discussed. 相似文献
58.
Anne-Sofie Strand Els-Marie Anbäcken Mats Granlund 《Journal of Education for Students Placed at Risk》2013,18(4):293-311
The aim of this article is to explore whether 15 students with a high level of truancy have experienced social support at school. The analysis is based on systems theory with a focus on the social context at school. The study is based on data collected in an earlier school document study (Strand & Granlund, 2013) and on 2 earlier interview studies with the school staff (Strand & Cedersund, 2013) and the students themselves (Strand, 2012). Data triangulation was conducted using person-based content analysis. The students were divided in three groups of the school system. For the winners, we found that engaged adults close to them made a positive difference that restored their relationship with school. The unchallenged and the losers of the school system had poor social relationships with the school staff, especially within the classroom. A dearth of relationships with classmates was observed for all 3 groups. There was a low level of agreement between the information taken from the school documents, what the school staff members said, and what the students themselves said for all of the groups. What the students perceived as support was not the same as the school had noted as provided and received support. 相似文献
59.
60.
Entrepreneurial transformations in the Swedish University system: the case of Chalmers University of Technology 总被引：2，自引：0，他引：2
Since the beginning of the 1990s, Sweden has been transforming its national research policy into policy for innovation. One of the bottom up responses to this top d initiative has been an attempt on the part of some Swedish universities to transform themselves into entrepreneurial institutions. This paper uses a case study of one particular Swedish University; Chalmers University of Technology’s transformation process to reflect on the new research policy. Chalmers’ journey is examined against the backdrop of the changing national climate for universities as well as local factors within the university itself.The case confirms existing knowledge in that it shows that creating an entrepreneurial university takes several years as both infrastructural and cultural changes are necessary to achieve success. The case also shows that despite the long history of public-private in Sweden, the new emphasis on commercialisation and commodification of knowledge creates some degree of role uncertainty for universities. The paper concludes that one of the elements required for Swedish innovation policy is macro (policy vision and implementation) and micro (university organisation) level flexibility and diversity. 相似文献