Students’ use of the interactive whiteboard during physics group work     

Magnus Strøm Mellingsæter  Berit Bungum 《European Journal of Engineering Education》2015,40(2):115-127

This paper presents a case study of how the interactive whiteboard (IWB) may facilitate collective meaning-making processes in group work in engineering education. In the case, first-year students attended group-work sessions as an organised part of a basic physics course at a Norwegian university college. Each student group was equipped with an IWB, which the groups used to write down and hand in their solutions to the physics problems. Based on a Vygotskian, dialectical stance, this study investigates how the students used the IWB in the group-work situation. From qualitative analysis of video data, we identified four group-work processes where the IWB played a key role: exploratory, explanatory, clarifying and insertion. The results show that the IWB may facilitate a ‘joint workspace’, a social realm in which the students’ dialogues are situated.  相似文献   

Preservice Biology Teachers’ Professional Knowledge: Structure and Learning Opportunities     

Jörg Großschedl  Ute Harms  Thilo Kleickmann  Ingrid Glowinski 《Journal of Science Teacher Education》2015,26(3):291-318

  相似文献   

Felson’s Review of “Breaking Rules”: Smoke and Mirrors     

Per-Olof H. Wikström  Kyle Treiber  Beth Hardie  Dietrich Oberwittler 《Journal of Criminal Justice Education》2015,26(1):115-116

  相似文献   

Integrating Literature with Craft in a Learning Process with Creative Elements     

Juli-Anna Aerila  Marja-Leena Rönkkö 《Early Childhood Education Journal》2015,43(2):89-98

  相似文献   

Significant networks and meaningful conversations observed in the first-round applicants for the Teachers’ Academy at a research-intensive university     

Eeva Pyörälä  Laura Hirsto  Auli Toom  Liisa Myyry  Sari Lindblom-Ylänne 《International Journal for Academic Development》2015,20(2):150-162

The University of Helsinki established a Teachers’ Academy to reward excellence in teaching. This study focuses on teachers’ significant networks and their meaningful conversations about teaching and learning before the establishment of the Teachers’ Academy. The research data consisted of answers to open-ended questions, and were examined using social network analysis. The teachers’ network consisted of significant relations with (1) colleagues and other teachers, (2) peers in pedagogical courses and pedagogical experts, (3) students, and (4) family members and friends. The conversations with different parties varied in nature, content and the level of confidentiality.  相似文献   

Critical thinking as room for subjectification in Education for Sustainable Development     

Helen Hasslöf  Claes Malmberg 《Environmental Education Research》2015,21(2):239-255

Issues of sustainability are complex and often steeped with ethical and political questions without predefined or general answers. This paper deals with how secondary and upper secondary teachers discuss these complex issues, by analysing their aims for Education for Sustainable Development. With inspiration from discourse theory, their articulations about students as political subjects are analysed. Critical thinking emerged as a nodal point in teachers’ discussions. In this study, critical thinking is articulated as having various qualitative meanings related to different epistemological views. On one hand, critical thinking is articulated to invite room for subjectification; but on the other hand, room for subjectification is challenged when critical thinking is articulated through the educational aims of qualification and socialisation. A consequence of changing epistemological view might be that political and ethical issues take a back seat.  相似文献   

CHALLENGES IN UNDERSTANDING PHOTOSYNTHESIS IN A UNIVERSITY INTRODUCTORY BIOSCIENCES CLASS     

Ilona Södervik  Viivi Virtanen  Mirjamaija Mikkilä-Erdmann 《International Journal of Science and Mathematics Education》2015,13(4):733-750

  相似文献   

Effects of Mathematics Content Knowledge on Pre-school Teachers’ Performance: a Video-Based Assessment of Perception and Planning Abilities in Informal Learning Situations     

Simone Dunekacke  Lars Jenßen  Sigrid Blömeke 《International Journal of Science and Mathematics Education》2015,13(2):267-286

  相似文献   

Measuring pre-service teachers’ noticing competencies within a mathematical modeling context – an analysis of an instrument     

Alwast  Alina  Vorhölter  Katrin 《Educational Studies in Mathematics》2022,109(2):263-285

Educational Studies in Mathematics - Teaching mathematical modeling is a demanding task. Thus, fostering teachers’ competencies in this regard is an essential component of teacher education....  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