Preschool children’s conceptions of water,molecule, and chemistry before and after participating in a playfully dramatized early childhood education activity     

Åkerblom  Annika  Součková  Daniela  Pramling  Niklas 《Cultural Studies of Science Education》2019,14(4):879-895

The present study reports an empirical investigation into concept formation of young children. Based on interviews conducted before and after participating in a playfully enacted chemistry lesson at a culture center, it is analyzed how 6-year-old children conceptualize water, molecule, and chemistry. Theoretically, the study is informed by Vygotsky’s cultural-historical perspective on concept formation. The empirical data consist of pre- and post-interviews with children and documentation of their participation in the intermediate activity. This documentation is used in the post-interviews as a mutual ground for talking with the children about what they remember and how they understand the activity they participated in and what the activity intended to illustrate. The results are presented in terms of three inductively generated categories: ‘everyday’, ‘experientially-based’, and ‘generalized experiences’ concepts, respectively. The implications of these findings for early childhood chemistry (science) education are discussed.

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The Norden Associations and international efforts to change history education, 1919–1970: international organisations,education, and hegemonic nationalism     

Henrik Åström Elmersjö 《Paedagogica Historica: International Journal of the History of Education》2015,51(6):727-743

During the interwar period, a number of organisations started to look into education as part of an attempt to understand how nationalism was fuelled through education and to what extent it had forced the outbreak of the Great War. In response to nationalism and a perceived need for reformation of national narratives, the school subjects of history and geography became the primary suspects as advocates of chauvinism and militarism. In 1919, associations for the promotion of understanding and cooperation between the Scandinavian countries – the Norden Associations [föreningarna Norden] – began investigating history textbooks. This revision of textbooks was expanded in the 1930s to explore, assess, and develop the entire teaching of history in the Nordic countries. The Norden Associations converged on many levels with the disparate international movements for educational change. This article presents the Norden Associations as part of a process of hegemonic isomorphism in which cultural hegemony set the institutional boundaries within which the organisations could work in order to attain legitimacy. The article demonstrates how an organisation with a specific political agenda, and with only limited international objectives came to be – not only a part of – but, to some extent, an organisational role model for loftier efforts aimed at global and cosmopolitan history teachings.  相似文献   

Integration of Scientific Competence into Gross Anatomy Teaching Using Poster Presentations: Feasibility and Perception among Medical Students     

Michael Schön  Konrad Steinestel  Doreen Spiegelburg  Annika Risch  Mira Seidel  Leon Schurr  Ulrich Kai Fassnacht  Nikola Golenhofen  Tobias Maria Böckers  Anja Böckers 《Anatomical sciences education》2022,15(1):89-101

Scientific competencies, as defined in the German competency framework, describe the ability to think independently and act scientifically which is a central component of medical education. This report describes integration of scientific competencies into anatomical teaching. Based on findings seen in two consecutive years of dissection courses, students worked on either a case report (n = 70) or an original research study (n = 6) in the format of a scientific poster while learning to use primary literature. Posters were evaluated by juror teams using standardized evaluation criteria. Student perception of the project was assessed by quantitative and qualitative data obtained from the faculty's course evaluation and an online-survey. Overall, students worked collaboratively and invested extra-time (median 3.0 hours) in poster creation. Primary literature was integrated in 90.8% of the posters. Overall poster quality was satisfactory (46.3 ± 8.5 [mean ± standard deviation] out of 72 points), but several insufficiencies were identified. Students integrated information gained from the donor's death certificate, post-mortem full-body computed tomography (CT) scan (22.4%), and histopathological workup (31.6%) in their case reports. Students responded positively about learning new scientific skills (median 4.0 on a six-point Likert scale), but free-text answers revealed that some students experienced the project as an extra burden in a demanding gross anatomy course. In summary, it was feasible to introduce students to scientific skills during the dissection course and to increase interest in science in approximately a third of the survey respondents. Further adjustments to ensure the posters' scientific quality might be necessary for the future.  相似文献   

Educational research in Sweden: Some areas of current and potential development     

Åke Bjerstedt 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1968,14(3):259-276

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Relational Maintenance Strategies During the Post Sex Time Interval     

Amanda Denes  Anuraj Dhillon  Annika C. Speer 《Communication quarterly》2017,65(3):307-332

The present study contributes to a growing line of research exploring the role of post sex communication in building and sustaining romantic relationships. More specifically, this study explores the use of relational maintenance strategies during the post sex time interval (PSTI). One-hundred and fifty-two individuals completed surveys after sexual activity and indicated the relational maintenance strategies they enacted during the PSTI. Results revealed that individuals enact the strategies of positivity and assurances to the greatest degree during the PSTI. Furthermore, extending the post sex disclosures model, results revealed that orgasm predicted differences in the use of assurances during the PSTI and that the strategy of assurances mediated the association between orgasm and several relationship outcomes (i.e., liking, commitment, control mutuality, and satisfaction). These findings suggest that individuals may use the PSTI as a time to reinforce their commitments to their partners, and that such behavior is associated with characteristics of the sexual episode and relationship outcomes. The implications of these findings for research on relational maintenance and post sex behavior are discussed.  相似文献   

Public participation: democratic ideal or pragmatic tool? The cases of GM foods and functional foods     

Nielsen AP  Lassen J  Sandøe P 《Public understanding of science (Bristol, England)》2011,20(2):163-178

Over recent decades, public participation initiatives have been employed across Europe often with a focus on science and technology issues. In the area of new food technologies most participation initiatives have centered on genetically modified foods. By contrast, in the area of functional foods--where significant EU legislation was recently passed--we have seen no initiatives towards public inclusion. This applies also for Denmark, the country which is the focus of this article. Based on an interview study with members of the Danish parliament the article examines why such considerable differences exist between initiatives to involve the public, and it challenges the role that public participation plays in Danish politics. The main claim made in the article is that although politicians argue for the value and relevance of public participation their willingness to initiate participatory processes is overruled by their concern with playing by the rules of the political game.  相似文献   

Not just another evaluation: a comparative study of four educational quality projects at Swedish universities     

Karlsson  Sara  Fogelberg  Karin  Kettis  Åsa  Lindgren  Stefan  Sandoff  Mette  Geschwind  Lars 《Tertiary Education and Management》2014,20(3):239-251

In this study, four recent self-initiated educational quality projects at Swedish universities are compared and analyzed. The article focuses on how the universities have handled the tension between external demands and internal norms. The aim is to contribute to an improved understanding of quality management in contemporary universities. On the one hand, the projects are found to be built on similar rationales associated with accountability, reputation building and strategic management. This is interpreted as a response to the shared external policy context. They are also found to mirror similar ambitions regarding raising the status of education. On the other hand, the projects are found to differ considerably in their actual design, methodology, implementation, stakeholders and outcomes. This is interpreted as an active adaptation to the unique internal academic norms and cultures that exist in each university.  相似文献   

Education of prison inmates: course experience,motivation, and learning strategies as indicators of evaluation     

Åge Diseth  Ole-Johan Eikeland  Terje Manger  Hilde Hetland 《Educational Research and Evaluation》2013,19(3):201-214

Course experience, motivational beliefs, and self-regulated learning strategies may be considered to be important indicators of education quality. Inmates taking education in prison may also experience particular problems related to the learning environment and to their own learning difficulties. The present study investigated the level of these variables and the relationship between them among 534 inmates under education in Norwegian prisons. The results showed that the prison inmates are generally quite satisfied with the education quality, that they are highly motivated, and use appropriate learning strategies. However, many of them experience that problems such as lack of access to computer equipment and the security routines in prison interfere with their education. A structural equation modelling (SEM) analysis showed that motivational beliefs were mediators between course experience and self-regulated learning strategies. These findings were discussed with respect to improvement of the education quality in prisons and to theoretical issues with relevance beyond the prison context.  相似文献   

Using machine-learning and visualisation to facilitate learner interpretation of source material     

Annika Wolff  Paul Mulholland  Zdenek Zdrahal 《Interactive Learning Environments》2013,21(6):771-788

This paper describes an approach for supporting inquiry learning from source materials, realised and tested through a tool-kit. The approach is optimised for tasks that require a student to make interpretations across sets of resources, where opinions and justifications may be hard to articulate. We adopt a dialogue-based approach to learning whereby the student creates an external representation to reflect their current understanding of the task. This in turn prompts immediate feedback, designed to help the learner to see patterns or irregularities in their current perspective. Through the on-going feedback, the student is encouraged to make incremental changes to achieve a coherent outcome. In this approach, learners are encouraged to generate meaningful responses for themselves, rather than relying on feedback which explicitly provides an answer. This is aimed at prompting deeper processing and understanding of source materials in the context of the given learning goal.  相似文献   

Ethical competence – a comparison between the Swedish and the Icelandic curricula and some teachers’ views     

Annika Lilja  Olof Franck  Christina Osbeck  Karin Sporre 《Education 3-13》2018,46(5):506-516

The aim of this article is to highlight some conceptions of ethical competence identified in interviews with teachers in religious education in Sweden, and within analyses of policy documents in a Swedish and an Icelandic educational context. As a starting point we take seven interviewed teachers’ comments about what they view as important ethical competences for their pupils to have. A comparative analysis of Swedish and Icelandic policy documents with regard to the conceptual understandings of ethical competence is made, as well as a comparison between the policy documents and teachers’ comments. The Icelandic curriculum is chosen because it differs from the Swedish one in a sense relevant to an analysis of the teacher interviews. The analyses imply a tension between theoretical and analytical conceptions of ethical competence and an action competence. Finally, some possible threads to consider in developing a broadened and deepened understanding of ethical competence are outlined.  相似文献