Information technology in Sweden     

Rune Petterson 《Educational technology research and development : ETR & D》1994,42(3):101-108

In addition, he teaches at the University of Stockholm.  相似文献   

Upper primary school teachers’ mathematical knowledge for teaching functional thinking in algebra     

Karina J. Wilkie 《Journal of Mathematics Teacher Education》2014,17(5):397-428

This article is based on a project that investigated teachers’ knowledge in teaching an important aspect of algebra in the middle years of schooling—functions, relations and joint variation. As part of the project, 105 upper primary teachers were surveyed during their participation in Contemporary Teaching and Learning of Mathematics, a research project funded by the Catholic Education Office, Melbourne (2008–2012). Analysis of the survey responses revealed that two-thirds of teachers demonstrated content knowledge on a pattern generalisation task appropriate for upper primary levels of schooling (8- to 12-year-old students), but less than half demonstrated reasonable pedagogical content knowledge (PCK). On a paired variable (function machine) task, only one quarter of teachers demonstrated appropriate PCK. Although two-thirds of the teachers indicated that they currently taught content from the “Patterns and Algebra” strand of the new Australian Curriculum, less than half were able to provide examples of appropriate learning experiences for students. More than two-thirds of teachers expressed concern about their ability to teach this area of mathematics. Implications for the professional learning of teachers to improve their mathematics knowledge for developing students’ functional thinking are presented.  相似文献   

Competency Maps: an Effective Model to Integrate Professional Competencies Across a STEM Curriculum     

Fermín Sánchez Carracedo  Antonia Soler  Carme Martín  David López  Alicia Ageno  Jose Cabré  Jordi Garcia  Joan Aranda  Karina Gibert 《Journal of Science Education and Technology》2018,27(5):448-468

Curricula designed in the context of the European Higher Education Area need to be based on both domain-specific and professional competencies. Whereas universities have had extensive experience in developing students’ domain-specific competencies, fostering professional competencies poses a new challenge we need to face. This paper presents a model to globally develop professional competencies in a STEM (science, technology, engineering, and mathematics) degree program, and assesses the results of its implementation after 4 years. The model is based on the use of competency maps, in which each competency is defined in terms of competency units. Each competency unit is described by a set of expected learning outcomes at three domain levels. This model allows careful analysis, revision, and iteration for an effective integration of professional competencies in domain-specific subjects. A global competency map is also designed, including all the professional competency learning outcomes to be achieved throughout the degree. This map becomes a useful tool for curriculum designers and coordinators. The results were obtained from four sources: (1) students’ grades (classes graduated from 2013 to 2016, the first 4 years of the new Bachelor’s Degree in Informatics Engineering at the Barcelona School of Informatics); (2) students’ surveys (answered by students when they finished the degree); (3) the government employment survey, where former students evaluate their satisfaction of the received training in the light of their work experience; and (4) the Everis Foundation University-Enterprise Ranking, answered by over 2000 employers evaluating their satisfaction regarding their employees’ university training, where the Barcelona School of Informatics scores first in the national ranking. The results show that competency maps are a good tool for developing professional competencies in a STEM degree.  相似文献   

Students’ attitudes towards performance heterogeneity and their relation to contextual factors     

Dotzel  Stefanie  Bonefeld  Meike  Karst  Karina 《European Journal of Psychology of Education - EJPE》2022,37(1):101-121

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