scholarly journals Gymnasiets laborationsundervisning i fysik – Vad påverkar lärares val av laborationer?

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Simon Holmström ◽  
Ann-Marie Pendrill ◽  
Urban Eriksson ◽  
Nina Reistad
Keyword(s):  
Focus Groups ◽  
Secondary Teachers ◽  
Curriculum Reform ◽  
Laboratory Work ◽  
Focus Group Interviews ◽  
Upper Secondary ◽  
Laboratory Teaching ◽  
Group Interviews ◽  
Upper Secondary Schools ◽  
Factor Of Influence

Vilka faktorer påverkar svenska gymnasielärares laborationsundervisning i fysik? Frågan aktualiseras av den svenska läroplansrevisionen från 2011. I denna studie fick 17 lärare på fyra gymnasieskolor diskutera sin laborationsundervisning i fokusgruppsintervjuer. Baserat på en analys av dessa intervjuer genomfördes en kompletterande enkätundersökning med 66 lärare. Händelselogik användes som analysverktyg för att förstå hur lärarnas laborationsundervisning påverkas av olika faktorer. Resultaten från fokusgrupperna tyder på att lärare uppskattar laborationer som 1) bygger på enkel utrustning, 2) ger ett bra resultat avseende värdet på konstanter, samt 3) laborationer som eleverna tycker om. I enkätundersökningen framstod styrdokumenten som en starkare påverkansfaktor än i fokusgrupperna – men resultaten från båda delarna av undersökningen tyder på att styrdokumenten inte är den viktigaste faktorn i lärares val och upplägg av laborationer. In English What factors influence Swedish upper secondary teachers' laboratory teaching in physics? This is an issue raised by the curriculum reform of 2011 in Sweden. In this study, 17 teachers at four different upper secondary schools discussed their laboratory teaching in focus group interviews. Based on an analysis of these interviews, a supplementary survey of 66 teachers was conducted. Logic of events was used as an analytical tool to understand how different factors influence teachers' teaching. The results from the focus groups indicate that teachers appreciate laboratory work that 1) are based on simple equipment, 2) provide good values of constants, 3) laboratory exercises that the students like. In the survey, the syllabus emerged as a stronger factor of influence than in the focus groups – but, the results from both parts indicate that other factors than the syllabus play a larger role for teachers' choice and layout of laboratory work. FULL TEXT IN SWEDISH.

scholarly journals Gymnasiets laboratorionsundervisning i fysik – mellan tradition och ändrade styrdokument

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Simon Holmström ◽  
Ann-Marie Pendrill ◽  
Nina Reistad ◽  
Urban Eriksson
Keyword(s):  
Technological Development ◽  
Experienced Teachers ◽  
Physics Teaching ◽  
Factors Affecting ◽  
Curriculum Changes ◽  
Upper Secondary ◽  
Laboratory Teaching ◽  
Upper Secondary Schools ◽  
Factor Of Influence ◽  
Insight Into

Laborationer har lång tradition i fysikundervisningen och det finns många klassiska skolexperiment. Samtidigt påverkas laborationsundervisningen av reformer och teknikutveckling. I denna studie fick lärare på tre gymnasieskolor diskutera sin laborationsundervisning. Analysen baseras på händelselogik, där handling ses som intentionell och styrs av determinanterna: målsättning, förmåga, plikt och möjligheter. Studien ger insikt i hur olika faktorer påverkar lärares laborationsundervisning, och hur klassiska laborationer i fysikundervisningen både kan ha en given plats och utmanas av nya förutsättningar. Resultaten antyder att praxis och tradition är starkare påverkansfaktorer än styrdokument i lärares utformning av laborationsundervisningen, vilket delvis kan relateras till en avsaknad av fortbildning. In English Experiments have a long tradition in physics teaching and there are many examples of classical school experiments. At the same time laboratory teaching is affected by curriculum changes and technological development. In this study experienced teachers at three different upper secondary schools discuss their laboratory teaching. The analysis is based on the logic of events. The study provides insight into factors affecting teachers’ teaching and how classical experiments are adapted and challenged by new conditions. The results indicate that tradition is a stronger factor of influence than policy documents, in particular when very limited time is allowed for professional development. FULL TEXT IN SWEDISH.

scholarly journals Students’ Perceptions of Involvement in the Assessment of Oral Competence in English as a Second Language

Languages ◽  
2021 ◽  
Vol 6 (4) ◽  
pp. 203
Author(s):  
Lise Vikan Sandvik ◽  
Oda Aasmundstad Sommervold
Keyword(s):  
Second Language ◽  
Mixed Method ◽  
Student Involvement ◽  
Assessment Practice ◽  
Focus Group Interviews ◽  
Upper Secondary ◽  
Language Classes ◽  
Key Factor ◽  
Group Interviews ◽  
Upper Secondary Schools

This mixed-method study examined students’ perceptions of involvement in the assessment practice of oral competence in English in Norwegian upper secondary schools. Student involvement in assessment can be seen as a key factor when it comes to enhancing students’ learning outcome and motivation. Previous research has, however, shown that student involvement and the assessment of oral competence in English as a second language classes have been challenging. Surveys (N = 116) and two focus group interviews (N = 8) were used. The findings revealed that the students wanted to be more involved in the assessment practice. Moreover, the students saw this increased involvement as a way to enhance their oral competence in English. The students expressed uncertainty as to what they were assessed by. The implications of this study suggest that increased involvement in developing goals and criteria and more dialogue-based feedback are beneficial measures for strengthening students’ learning outcomes.

scholarly journals Focus Group Interviews in Child, Youth, and Parent Research: An Integrative Literature Review

2019 ◽  
Vol 18 ◽  
pp. 160940691988727 ◽  
Author(s):  
Kristin Adler ◽  
Sanna Salanterä ◽  
Maya Zumstein-Shaha
Keyword(s):  
Focus Group ◽  
Literature Review ◽  
Focus Groups ◽  
Focus Group Interviews ◽  
Research Focus ◽  
Child Research ◽  
Adult Participants ◽  
Group Interviews

Focus groups are becoming increasingly popular in research, especially in parent and child research. Focus group interviews allow participants to tell their own stories, express their opinions, and even draw pictures without having to adhere to a strict sequence of questions. This method is very suitable for collecting data from children, youths, and parents. However, focus group interviews must be carefully planned and conducted. The literature on focus group interviews with adult participants is extensive, but there are no current summaries of the most important issues to consider when conducting focus group interviews with children, youths, or parents. This article outlines the use of focus groups in child, youth, and parent research and the important factors to be considered when planning, conducting, and analyzing focus groups with children, youths, or parents.

scholarly journals Researchers’ perceptions of research misbehaviours: a mixed methods study among academic researchers in Amsterdam

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Tamarinde L. Haven ◽  
Joeri K. Tijdink ◽  
H. Roeline Pasman ◽  
Guy Widdershoven ◽  
Gerben ter Riet ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Focus Group ◽  
Focus Groups ◽  
Natural Sciences ◽  
Academic Rank ◽  
Aggregate Level ◽  
Focus Group Interviews ◽  
Academic Researchers ◽  
Disciplinary Field ◽  
Group Interviews

Abstract Background There is increasing evidence that research misbehaviour is common, especially the minor forms. Previous studies on research misbehaviour primarily focused on biomedical and social sciences, and evidence from natural sciences and humanities is scarce. We investigated what academic researchers in Amsterdam perceived to be detrimental research misbehaviours in their respective disciplinary fields. Methods We used an explanatory sequential mixed methods design. First, survey participants from four disciplinary fields rated perceived frequency and impact of research misbehaviours from a list of 60. We then combined these into a top five ranking of most detrimental research misbehaviours at the aggregate level, stratified by disciplinary field. Second, in focus group interviews, participants from each academic rank and disciplinary field were asked to reflect on the most relevant research misbehaviours for their disciplinary field. We used participative ranking methodology inducing participants to obtain consensus on which research misbehaviours are most detrimental. Results In total, 1080 researchers completed the survey (response rate: 15%) and 61 participated in the focus groups (3 three to 8 eight researchers per group). Insufficient supervision consistently ranked highest in the survey regardless of disciplinary field and the focus groups confirmed this. Important themes in the focus groups were insufficient supervision, sloppy science, and sloppy peer review. Biomedical researchers and social science researchers were primarily concerned with sloppy science and insufficient supervision. Natural sciences and humanities researchers discussed sloppy reviewing and theft of ideas by reviewers, a form of plagiarism. Focus group participants further provided examples of particular research misbehaviours they were confronted with and how these impacted their work as a researcher. Conclusion We found insufficient supervision and various forms of sloppy science to score highly on aggregate detrimental impact throughout all disciplinary fields. Researchers from the natural sciences and humanities also perceived nepotism to be of major impact on the aggregate level. The natural sciences regarded fabrication of data of major impact as well. The focus group interviews helped to understand how researchers interpreted ‘insufficient supervision’. Besides, the focus group participants added insight into sloppy science in practice. Researchers from the natural sciences and humanities added new research misbehaviours concerning their disciplinary fields to the list, such as the stealing of ideas before publication. This improves our understanding of research misbehaviour beyond the social and biomedical fields.

scholarly journals Aspectos quantitativos e qualitativos sobre as barreiras para o uso de bicicleta em adultos de Curitiba, Brasil

2018 ◽  
Vol 20 (1) ◽  
pp. 29-42 ◽  
Author(s):  
Marilson Kienteka ◽  
Edina Maria de Camargo ◽  
Rogério César Fermino ◽  
Rodrigo Siqueira Reis
Keyword(s):  
Comparative Analysis ◽  
Focus Group ◽  
Focus Groups ◽  
Physical Environment ◽  
Heavy Traffic ◽  
Household Survey ◽  
Focus Group Interviews ◽  
Cross Sectional ◽  
Group Interviews ◽  
Bad Weather

The implementation of bicycling promotion programs should consider the barriers to this behavior. The aim of this study was to quantitative and qualitatively characterize barriers to leisure and commuting bicycle use for adults from Curitiba, Brazil. The first phase comprised a cross-sectional household survey involving 677 adults (53% women). Of these, 16.7% and 11.2% reported leisure and commuting bicycle use, respectively. Then, 24 bicycle users (50% women) were recruited and participated in focus group interviews. The content of answers was analyzed with a conceptual matrix. The most reported barriers to leisure bicycle use were “bad weather” (65.5%), “heavy traffic” (53.1%), “lack of bike lanes” (48.7%) and “lack of security “(44.2%). In commuting, the most reported were “bad weather” (69.7%), “heavy traffic”, “lack of safety” and “fear of accidents” (51.3% each). The comparative analysis between barriers reported in the survey and those reported in the focus groups showed a combination of seven of the 11 barriers reported in questionnaires. Some of the barriers identified in the survey were not mentioned in the focus groups (“poor street quality”, “pollution”, “not having a bicycle”, “lack of parking”, “distance to destinations”). The main barriers to bicycle use are related to physical environment and safety aspects, regardless of approach adopted and purpose of use.

scholarly journals On Assessing Laboratory Work

2014 ◽  
Vol 2 (2) ◽  
pp. 113-123
Author(s):  
Aija Ahtineva
Keyword(s):  
Secondary School ◽  
Systematic Study ◽  
Chemistry Education ◽  
Laboratory Work ◽  
Upper Secondary School ◽  
Learning Method ◽  
Current Frame ◽  
Upper Secondary ◽  
Evaluation Models ◽  
Upper Secondary Schools

As an integral part of scientific way of thinking, practical laboratory tasks are a pivotal part of chemistry education. element of chemistry education. The first section begins with a discussion of how to assess laboratory work according to the current frame curricula for comprehensive and upper secondary schools. The second section discusses laboratory work as a learning method. Several studies have shown, that laboratory work is used mostly to liven up the lessons and to arouse interest rather that to teach something in a goal oriented way. The systematic study on what students learn from laboratory tasks has begun as recently as the 2000s. This paper focuses on the results of two separate studies. In interconnected papers, Abrahams and Millar (2008) as well as Abrahams and Reiss (2012) analyze learning in laboratory tasks using a 2 x 2 effectiveness matrix for practical work. Lewthwaite (2014) discusses the teachers’ choice of laboratory tasks. Both studies highlight the influence of evaluation practices on learning. At the end section, the paper presents some tasks and evaluation models suited for comprehensive and upper secondary school chemistry education. These tasks are based on the levels of learning and taxonomy of leaning presented by Doran and colleagues (2002).

scholarly journals Focus Groups to Reveal Parents’ Needs for Prenatal Education

2002 ◽  
Vol 11 (3) ◽  
pp. 1-9 ◽  
Author(s):  
Louise Dumas
Keyword(s):  
Focus Groups ◽  
Health Professionals ◽  
Original Problem ◽  
Community Health Education ◽  
Prenatal Education ◽  
Community Centers ◽  
Focus Group Interviews ◽  
Health Agencies ◽  
Group Interviews ◽  
User Friendly

Focus group interviews are a useful qualitative research technique to obtain data from small groups about their opinions, attitudes, and/or feelings on a given subject. This particular technique has been used in Western Quebec in order to reveal the opinions, needs, and feelings of health professionals and future parents concerning prenatal education. As part of the region’s priorities for 2002, all future parents in this part of the province were to be offered prenatal, government-paid, community health education. Consequently, the Ministry of Health at the regional level sought a customized program for all community centers, based on identified regional needs and recent research. This program had to prove to be innovative, user-friendly, effective, and efficient. After reviewing the literature and conducting discussions with representatives from all regional health agencies throughout the province, the author of this article designed and conducted focus groups with perinatal health professionals from all community centers and hospitals of the Outaouais region. Later, focus groups were also conducted with parents. Following the analysis of the data and comparisons with existing resources, the author of this paper designed and proposed a specific program aimed at the empowerment of future parents. This paper reports the original problem and its context, the research methodology, and the proposed program (underlying philosophy, objectives, content, and educational techniques).

scholarly journals The effects of school closures on SARS-CoV-2 among parents and teachers

2021 ◽  
Vol 118 (9) ◽  
pp. e2020834118 ◽  
Author(s):  
Jonas Vlachos ◽  
Edvin Hertegård ◽  
Helena B. Svaleryd
Keyword(s):  
Secondary Schools ◽  
Secondary Teachers ◽  
Infection Rate ◽  
Online Instruction ◽  
School Closures ◽  
Upper Secondary ◽  
Containment Measure ◽  
The Impact ◽  
Upper Secondary Schools ◽  
Lower Secondary Schools

To reduce the transmission of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), most countries closed schools, despite uncertainty if school closures are an effective containment measure. At the onset of the pandemic, Swedish upper-secondary schools moved to online instruction, while lower-secondary schools remained open. This allows for a comparison of parents and teachers differently exposed to open and closed schools, but otherwise facing similar conditions. Leveraging rich Swedish register data, we connect all students and teachers in Sweden to their families and study the impact of moving to online instruction on the incidence of SARS-CoV-2 and COVID-19. We find that, among parents, exposure to open rather than closed schools resulted in a small increase in PCR-confirmed infections (odds ratio [OR] 1.17; 95% CI [CI95] 1.03 to 1.32). Among lower-secondary teachers, the infection rate doubled relative to upper-secondary teachers (OR 2.01; CI95 1.52 to 2.67). This spilled over to the partners of lower-secondary teachers, who had a higher infection rate than their upper-secondary counterparts (OR 1.29; CI95 1.00 to 1.67). When analyzing COVID-19 diagnoses from healthcare visits and the incidence of severe health outcomes, results are similar for teachers, but weaker for parents and teachers’ partners. The results for parents indicate that keeping lower-secondary schools open had minor consequences for the overall transmission of SARS-CoV-2 in society. The results for teachers suggest that measures to protect teachers could be considered.

“This school really teaches you to talk to your teachers”: Students’ experience of different assessment cultures in three Icelandic upper secondary schools

2020 ◽  
Vol 14 ◽  
pp. 63-88
Author(s):  
Ívar Rafn Jónsson ◽  
◽  
Guðrún Geirsdóttir
Keyword(s):  
Secondary Schools ◽  
Assessment Tools ◽  
Assessment Practices ◽  
Teacher Student Relationships ◽  
Assessment Culture ◽  
Teacher Student ◽  
Upper Secondary ◽  
Group Interviews ◽  
Upper Secondary Schools

Assuming that the quality of assessment for learning (AfL) is, to some extent, bound by the context of the assessment culture it thrives in, it becomes important to understand students’ experiences of the cultural characteristics that are regarded as valuable for their learning. The purpose of this study is to explore and compare students’ experiences of assessment practices in schools with an overt policy of AfL implementation with those of students in schools with no AfL policy. Focus group interviews with students were conducted in three Icelandic upper secondary schools. The findings show that students value positive teacher–student relationships and active dialogue with teachers. Moreover, a “mixed” assessment culture could be seen in one school, where a culture of grading is prevalent in conjunction with a learning-oriented assessment culture. We propose that stakeholders of upper secondary schools discuss openly and review critically the interplay of assessment tools such as grades and formative feedback. In light of these findings, it is important that the prevailing practice of assessment guides students to internalise the mindset that is embedded in AfL.

scholarly journals Heroes and others: tensions and challenges in implementing Mentors in Violence Prevention in Swedish schools

2020 ◽  
Vol 4 (2) ◽  
pp. 141-155 ◽  
Author(s):  
Linnéa Bruno ◽  
Tanja Joelsson ◽  
Anna G. Franzén ◽  
Lucas Gottzén
Keyword(s):  
Violence Prevention ◽  
School Setting ◽  
Prevention Programme ◽  
Classroom Observations ◽  
Gender Based Violence ◽  
Upper Secondary ◽  
Group Interviews ◽  
Gender Based ◽  
Compulsory Schools ◽  
Upper Secondary Schools

This article explores the challenges that were detected in the first evaluation of the violence prevention programme Mentors in Violence Prevention at senior levels of compulsory schools and upper-secondary schools in Sweden. In particular, we analyse how the gender-transformative dimension and the bystander perspective aspect of the programme played out in the classroom. What are the implications of implementing a gender-transformative violence prevention programme such as Mentors in Violence Prevention when it is carried out by teachers in the school setting? The empirical basis for this study includes classroom observations during all seven Mentors in Violence Prevention sessions in two schools, and group interviews with a total of 14 teachers and 26 pupils (aged 13‐19) from five schools. Our findings suggest that most teachers did not appear to be comfortable with either the Mentors in Violence Prevention programme’s pedagogical model or its theoretical approach. Consequently, they occasionally worked in manners contrary to the programme’s intentions. However, observations and interviews demonstrated that a learning process about gender-based violence had been initiated. It may be necessary to make further adjustments if Mentors in Violence Prevention is to be used in schools in Sweden, particularly if teachers are to be the programme leaders.

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