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  • 51.
    Ideland, Malin
    et al.
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Malmberg, Claes
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Winberg, Mikael
    Science for citizenship? How do teachers and students in mono- and multi-cultural schools handle work with complex issues?2010In: Abstracts, Active Citizenship, 2010, p. 188-188, article id 208Conference paper (Other academic)
    Abstract [en]

    Theoretical framework: Socio-scientific issues (SSI) are said to be vehicles for raising students’ interest in science, but also for strengthening generic skills as team-work, problem-solving and media literacy. At the same time these skills are prerequisites for successful work with SSI. How well equipped are students from homes with foreign background and low socio-economic status for working with SSI? They often have lower grades in science subjects. Authentic media texts may constrict bilingual students and it is pointed out that students from families with low socio-economic status are advantaged by strict framing, which is less pronounced in SSI:s. Research topic/aim: The purpose with this paper is to analyze experiences from multi- and monoethnic classrooms when working with SSI. First we will explore what differences and similarities between the two groups that emerge in a quantitative study. The next step is to explore how these emerging aspects can be understood from a qualitative perspective and discuss how the results relate to each other? Do people do what they say that they do, or more exactly do people’s utterances in questionnaires correspond with their actions in the classrooms when it comes to experiences concerning work with SSI? Methodology/research design: Data from a quantitative and a qualitative study is presented and compared in the paper. Secondary school classes (school year 6-9) have worked with SSItasks, produced by researchers, during minimum 5 hours. The quantitative study involves 1614 students from 70 classes. The data consists of questionnaires. The qualitative study involves two classes from different schools. The qualitative data consist of classroom observations (12 lessons, six from each school, and 32 recorded discussions from 8 different groups). Expected conclusions/findings: The results show that despite information from the researchers on aims and workforms for SSI, the teachers observed in the qualitative study tended to fall into old habits, e.g. science content is the primary learning goal and their roles are dispensers of knowledge and supervisors. A normative approach to health issues in the multicultural school is also noteworthy. We can also notice that students are ill-prepared to work autonomous.Students from mono-cultural schools in a higher degree express that they feel comfortable with autonomous work. But observations at school B revealed that also these students needed better framing. We interpret these differences between the studies as a matter of understanding cultural school codes. In the questionnaires the biggest difference between mono- and multicultural schools was the use of internet. But the observations show that all students are illprepared to use other sources than textbooks in science. They have limited skills in information retrieval and critical thinking. Instead they judge information as reliable if it comes from the teacher or is similar to textbooks. Students, regardless ethnic background, have difficulties with these parts of the work. They are not suitable equipped for the workform. Relevance for Nordic Educational research: In this changing society multiculturalism ned to be studied from different perspectives. In this paper we we look into multicultural science education from a new angle, how to understand clashes between different discourses in school.

  • 52.
    Johansson, Roger
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Lundström, LarsMalmberg, ClaesMalmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Hur väcker och bibehåller vi intresset för NO och teknik?2010Collection (editor) (Other academic)
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  • 53.
    Johansson, Roger
    et al.
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Malmberg, Claes
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    En tankesmedja om naturvetenskap och teknik och skola2010In: Hur väcker och bibehåller vi intresset för NO och teknik?, Tankesmedjan , 2010, p. 7-13Chapter in book (Other academic)
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  • 54. Lindahl, Britt
    et al.
    Rosberg, Maria
    Ekborg, Maria
    Ideland, Malin
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Malmberg, Claes
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Rehn, Agneta
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Nyström, Eva
    Winberg, Mikael
    Ottander, Christina
    Socio-Scientific Issues – A Way to Improve Students’ Interest and Learning?2011In: US-China Education Review. A, ISSN 2161-623X, Vol. 8, no 9, p. 342-347Article in journal (Refereed)
    Abstract [en]

    According to many documents, there is a strong need to renew science education. One way could be to work with SSI (socio-scientific issues). This paper reports on both students’ and teachers’ experiences and learning when working with socio-scientific issues in science education in secondary school (age 13 to 16). The approach is multidimensional, as factors that influence cognition as well as motivation and the forming of attitudes are complex. Results suggest that SSI work forms are more important than personal factors for explaining outcomes. Relevant issues, autonomy and functioning group work seem to be important aspects of successful SSI work together with structure provided by the teacher, and information that challenges previous knowledge. In general, SSI seems to be most efficient for students, who believe that they learn from presenting and discussing their knowledge, focus on “the large picture”, acknowledge own responsibility for learning, find school science personally relevant and are self-efficacious. It seems that the outcomes from SSI work are much in the hands of the teacher. This paper is a short summary of the first year and quantitative part of the project. Further results from the project will later be found on our homepage (http://www.sisc.se).

  • 55.
    Lundblad, Thomas
    et al.
    Olympiaskolan Helsingborg.
    Malmberg, Claes
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Areskoug, Mats
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Jönsson, Per
    Malmö högskola, Faculty of Technology and Society (TS).
    Dialogic manifestations of an augmented reality simulation2013In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 2, p. 45-63Article in journal (Refereed)
    Abstract [en]

    In this paper we focus on the use of a combination of socio-scientific issues (SSI) and simulations. We have developed an augmented reality (AR) simulation called Transformer. The SSI narrative in Transformer concerns an electric transformer station situated in an area close to a planned new campus. Students’ task is the issue if it is advisable to build a campus area. The simulation is organized as a role-play. The students take part in groups, playing one of five different roles. The aim of this study is to explore students’ ways of using knowledge in relation to the AR simulation. We investigate how students integrate science and other knowledge in the debate constituting the final part of the role-play. The study is a part of a research process, guiding the researchers to further develop Transformer. The study showed that students justified their positions using scientific evidence and information collected through their own efforts outdoors in the real and actual environment where the AR simulation was situated. Students kept the controversy that existed between the different roles alive throughout the debate and stayed focused on the issue in question. We argue that this is due to the situated context achieved through the simulation.

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  • 56.
    Lundblad, Thomas
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Malmberg, Claes
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Areskoug, Mats
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Jönsson, Per
    Malmö högskola, Faculty of Technology and Society (TS), Department of Media technology and product development (IMP).
    Simulating Real-Life Problems in Secondary Science Class: A Socio-scientific Issue Carried through by an Augmented Reality Simulation2012In: Human IT, ISSN 1402-1501, E-ISSN 1402-151X, Vol. 12, no 2Article in journal (Refereed)
    Abstract [en]

    With the purpose of developing new methods in science education, the authors combine a socio-scientific issue and game-based technologies from augmented reality games into an intervention activity called Transformer. The authors design the intervention, collect and analyze data, and present results using the three elements from the theory of transformational play (Barab, Gresalfi & Ingram-Goble 2010) namely: engaging and stimulating roles, scientifically relevant content and complex and societally significant context. In Transformer, 20 upper-secondary students engage in a role-play concerning the project of building a school campus area close to a transformer station. The students explore the actual area using simulation-based mobile technologies to collect information through interviews with virtual characters, virtual measurements, and own observations. Collected information is synthesized into arguments concerning the appropriateness of building the campus area. The Transformer activity is based on SSI (socio-scientific issue), a pedagogical model aiming at developing students’ competences to make well-informed decisions through engaging them in complex societal issues. Data from the intervention are collected with multiple methods using questionnaires and interviews. The analysis illustrates expressions of immersive role play and active and engaged students who enjoy the opportunity of working in groups with a challenging task outside the class room. For some roles, however, there is room for improvement in the outdoor part of the intervention. We argue that this design perspective makes it feasible for a teacher or team of teachers to stage a multi-disciplinary engaging intervention that is constructively aligned with the students’ and teachers’ own practices and that addresses curricular goals.

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  • 57.
    Lundström, Mats
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Ideland, Malin
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Malmberg, Claes
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Rör inte min pizza: fjärdeklassares samtal om hälsoval2014Conference paper (Other academic)
    Abstract [sv]

    I detta forskningsprojekt har 10-åringar fått diskutera olika möjligheter att förbättra sin hälsa. Det övergripande syftet med studien är att undersöka vilka olika typer av kunskap, erfarenheter och identitetsmarkörer som barnen använder när de diskuterar hälsa. I studien deltog tre fjärdeklasser från Malmö, men från områden med skilda socioekonomiska förhållanden. Totalt deltog 66 elever, fördelade på 15 grupper. Varje grupp fick diskutera fyra olika alternativ som skulle kunna förbättra deras hälsa. De skulle sedan enas om två alternativ och tillsammans skriva ett brev till hälsoministern där de motiverade sina val. Alternativen var följande: 1) hela familjen skulle cykla till jobb, skola och fritidsaktiviteter som fanns i samma stad; 2) att det bara skulle serveras grönsaker, sallad och frukt som middag hemma två gånger/vecka; 3) en begränsning av dator- och tv-användandet till max 10 timmar/ vecka; 4) extra skatt på mat som pizza och hamburgare. Elevdiskussionerna transkriberades och analyserades därefter utifrån en diskurspsykologisk ram (Potter and Wetherell, 1987), närmare bestämt vilka så kallade tolkningsrepertoarer som eleverna använde i diskussionerna. Med tolkningsrepertoarer avses diskurser som används i syfte att föra fram argument och samtidigt skapa en temporär identitet – vem man vill vara. En klar majoritet av grupperna enades om att de kunde vara beredda att cykla mer och att det var acceptabelt att det bara skulle serveras vegetariskt på middagsbordet två gånger/vecka. Däremot såg de begränsning av dator- och tv-användandet samt extra skatt på viss mat som en klar inskränkning i sina vanor som de inte var beredda att ställa upp på. En preliminär analys av data visar att eleverna använder tolkningsrepertoarer som vardagsliv, egenintresse, ekonomi samt naturvetenskap/hållbar utveckling/miljö i sina diskussioner. Däremot saknas nästan helt en tolkningsrepertoar där eleverna tydligt använder en global repertoar.

  • 58.
    Magnusson, Jenny
    et al.
    Malmö högskola, Library and IT Services (BIT).
    Malmberg, Claes
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Pramgård, Ann-Britt
    Stenberg, Ewa
    Wilhelmsson, Hanna
    Malmö högskola, Library and IT Services (BIT).
    Tapia Lagunas, Pablo
    Malmö högskola, Library and IT Services (BIT).
    Vad är utbildning på vetenskaplig grund?: ett samarbetsprojekt mellan Centrum för akademiskt lärarskap och Bibliotek & IT2014Report (Other academic)
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  • 59.
    Malmberg, Claes
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Kunskapsbygge på nätet - en studie av studenter i dialog2006Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis investigates students’ dialogue and collaboration when working in small groups in a netbased course. The aim is to describe and shed light on student’s dialogue and collaboration in a computer-mediated communication working with a problem oriented task. Thus, the interest lies in student’s engagement in the learning situation rather than on the learning outcomes. The research was carried out in ‘natural’ settings, as part of a computer supported course involving 120 students in 25 groups working for 5 weeks. The course was taken by teacher students in Mathematics and Science during their first year. The students used a web-based learning environment. The study analyses the dialogue from three out of the 25 groups when working with tasks dealing with ethical conflicts in connection with the exploitation of natural resources. Observation was used as a method of collecting empirical material. The observational data gathered is student’s interaction in discussion forum and chat from netbased communication from each group. Three studies were carried out. The interest in the first study is the dynamic condition in which the dialogue takes place. The second study focuses on the resources students are using in the dialogue. The third study has two different but parallel foci: the dialogical quality of the separate utterance and the students’ use of each other utterances. In sum, all three groups are developing an extensive dialogue. However, despite the fact that all students are taking part in the dialogue some are more central than other. Obviously, timing is a crucial factor. A late submission doesn’t receive responses. The interaction is on-task when groups are using the asynchronous forum. The synchronous chat is used as a space for private and social talk. Intensive use of the chat has a positive effect on the dialogue in the forum. This suggests that social interaction is a key feature of constructive collaboration in net based courses. The students refer to sources both inside as outside the group. A positive feature is the potential for knowledgebuilding shaped through the richness of resources brought into the dialogue. However, external references are often vague value statements. The students are referring to specific knowledge to a low extent. When they do, their utterances do not elicit responses. A statement representing an authoritarian voice is accepted not commented. The utterances made by the students can often be characterized as multivoiced and open. However, the dialogues changes from periods of a tentative and open inquiry to periods with a more closed interaction. During the closed periods of the dialogue only few utterances builds on each others content and external resources are not used. The students give account for their own position; develop their own ideas, and pose question more to themselves than to the group as a whole. One can conclude that it is not enough with multivoiced and open utterances to create a knowledgebuilding dialogue. The task itself functions as strong motivating fuel and the wish to pass the exam might be stronger than a genuine knowledgebuilding interest.

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  • 60.
    Malmberg, Claes
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Naturvetenskap vs. Samhällsvetenskap2012In: Naturvetenskap och yngre barn: om att forskningsanknyta utbildning för förskollärare och grundlärare; / [ed] Malin Ideland, Claes Malmberg, Malmö högskola, Lärande och Samhälle , 2012, p. 87-98Chapter in book (Other academic)
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  • 61.
    Malmberg, Claes
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Relevant innehåll och kreativt arbetssätt2010In: Hur väcker och bibehåller vi intresset för NO och teknik?, Tankesmedjan , 2010, p. 15-26Chapter in book (Other academic)
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  • 62.
    Malmberg, Claes
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Samarbetslärande på nätet2003In: Rapporter om utbildning, ISSN 1101-7643, no 2003, nr 5, p. 101-146Article in journal (Other (popular science, discussion, etc.))
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  • 63.
    Malmberg, Claes
    Malmö högskola, Faculty of Education and Society (LS).
    Samarbetslärande på nätet - Claes Malmberg om sin forskning med Xpand2008Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Inspelade kortföreläsning med Claes Malmberg, lektor i pedagogik, Lärarutbildningen, NMS, Malmö högskola. Föreläsningen handlar om grupparbete på nätet, att konstruera kunskap tillsammans i olika kontexter på nätet. Malmberg utgår ifrån sin avhandling ”Kunskapsbygge på nätet - en studie av studenter i dialog” (2006). Genom att visa några exempel driver Malmberg tesen att nätbaserad undervisning kan öka kvaliteten på grupparbete. Ppt presentation ”Grupparbete en framtidssaga”, visas. Malmberg berättar även hur Xpand - ett nätbaserat verktyg för bedömning och lärande i grupp, kan användas.

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  • 64.
    Malmberg, Claes
    et al.
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Hallstedt, Per-Axel
    Hartsmar, Nanny
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Högström, Mats
    Christersson, Cecilia
    Malmö högskola, Faculty of Odontology (OD).
    Mattheos, Nikos
    Malmö högskola, Faculty of Odontology (OD).
    Education, Dentistry and Social work: Assessment for development of professional competence in a culturally heterogeneous society (Malmö)2007Conference paper (Refereed)
    Abstract [en]

    The aim of the project is to use assessment in developing students’ professional competence during their courses of studies for qualification as social workers, teachers and dentists in a culturally heterogeneous society. The difficulty of uniting theory and practise into a cohesive whole is solved by the use of “simulated” authentic situations. The students describe critical professional situations. These are also described by experts. The students compare their analysis and interpretations with those given by the experts. They are used in self-assessment, group discussion and examination. The situations are characterized partly by specific theoretical knowledge and partly by the obscure. In practice, the concept means that the students describe, analyse and act, compare their own handling of the situation with others’ and articulate their need to further develop their competence. Access to a learning management system (LMS) means that everything is documented and easy to search through. For courses, the project results in a useful model with specific reference to the central connection between theory and practice. In essence the model is common, but adjusted to the different courses of study and the varying requirements of the professions. It can also be used in other courses of study

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  • 65.
    Malmberg, Claes
    et al.
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Hillbur, Per
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Subject Construction in Education for Sustainable Development: and Outdoor Education?2011In: Subject Construction in Education for Sustainable Development – and Outdoor Education?, Malmö University , 2011Conference paper (Other academic)
    Abstract [sv]

    Vi presenterar här ett planerat projekt som drivs av frågan vem och vad som inkluderas respektive exkluderas i den svenska skolans projekt ”Lärande för hållbar utveckling”. Vi vill undersöka hur diskursen om ”lärande för hållbar utveckling” konstruerar vissa subjekt som önskvärda och andra som icke-önskvärda och vilka konsekvenser detta får för vem som kan tänkas befinna sig inom – eller utanför – diskursens ordning. I en förlängning ska detta leda till problematisering av en institutionaliserad och tillsynes oproblematisk praktik och vilka föreställningar om ”de viktiga problemen”, ”det goda barnet”, ”de goda handlingarna” och ”de goda intentionerna” som reproduceras genom denna. Dessa konstruktioner vill vi problematisera i termer av social klass och nationell identitet (”svenskhet”) eftersom vi har hypotesen att diskursen representerar ett vardagsliv som en begränsad andel av svenska skolbarn lever i. Vi har också en hypotes om att denna skolpraktik speglar idéer om ”svenskheten” i form av diskurser om t.ex. renlighet, natursyn och rättvisa. Eftersom projektet ”lärande för hållbar utveckling” ofta operationaliseras genom utomhuspedagogik kan ovan nämnda kategorier och föreställningar i viss utsträckning anses omfatta även utomhuspedagogik.

  • 66.
    Malmberg, Claes
    et al.
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Svingby, Gunilla
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Learning by virtual dialogues. A theoretic position and a pedagogic rationale for the computer platform: ALHE 32003Conference paper (Other (popular science, discussion, etc.))
  • 67.
    Malmberg, Claes
    et al.
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Svingby, Gunilla
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Students' communication and learning in computer supported dialogues2003Conference paper (Other (popular science, discussion, etc.))
  • 68.
    Malmberg, Claes
    et al.
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Svingby, Gunilla
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Students' dialogue and contributions in education for sustainable development2004In: Learning to change our world?: Swedish research on education & sustainable development / [ed] Per Wickenberg, Harriet Axelsson, Lena Fritzén, Gustav Helldén, Johan Öhman, Studentlitteratur AB, 2004Chapter in book (Other academic)
  • 69.
    Mattheos, Nikos
    et al.
    Malmö högskola, Faculty of Odontology (OD).
    Christersson, Cecilia
    Malmö högskola, Faculty of Odontology (OD).
    Högström, Mats
    Hallstedt, Per-Axel
    Malmberg, Claes
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Hartsmar, Nanny
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Multidisciplinary development of professional identity through a Problem Based Learning Curriculum2008In: European journal of dental education, ISSN 1396-5883, E-ISSN 1600-0579, Vol. 12, no 2, p. 122-123Article in journal (Other academic)
    Abstract [en]

    Aims: Healthcare practitioners operate in an increasingly complex social environment, where daily professional practice requires dealing with problems of social, moral, ethical and legal dimensions. This crucial aspect of "professionalism" is often neglected in the dental curriculum. The aim of this pedagogic project is to use self and peer-assessment to help students develop their professional identity. Through the use of authentic situations , the project aims to confront students with controversial scenarios from professional life and consequently help them define well informed strategies. Materials and Methods: This project is a collaboration between the Faculty of Odontology, the School of Social Sciences and the School of Education, University of Malmo¨, Sweden. All three disciplines have with the help of students developed "cases" based on authentic scenarios. These cases include controversial situations extending in the field of professional ethics, law, sociology and morality. The dentist, teacher or sociologist has to take decisions that can significantly affect the life of others. Students are asked to identify the best possible strategies to deal with the problems, based on scientific evidence but also laws, professional ethics and social structures. The cases will be used for self-assessment and peer assessment in groups, as described by the Interactive Examination methodology. In brief this implies that the students describe, analyse and act, compare their own and other students´ or teachers’ ways to deal with a problem, and consequently articulate their needs of new competencies and define new learning objectives. Conclusions: The ability to successfully handle social, ethical and legal dimensions of patient treatment is a significant dimension of professionalism, which often is neglected in our curricula. This multidisciplinary project aims to broaden and strengthen the professional identity of dental students, thus better preparing them to operate in a complex society.

  • 70.
    Svingby, Gunilla
    et al.
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Malmberg, Claes
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    ALHE - a system of making higher education accessible2003Conference paper (Other (popular science, discussion, etc.))
  • 71.
    Wilhelmsson, Hanna
    et al.
    Malmö högskola, Library and IT Services (BIT).
    Magnusson, Jenny
    Malmö högskola, Library and IT Services (BIT).
    Malmberg, Claes
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Stenberg, Ewa
    Malmö högskola, Library and IT Services (BIT).
    Pramgård, Ann-Britt
    Malmö högskola, Library and IT Services (BIT).
    Tapia Lagunas, Pablo
    Malmö högskola, Library and IT Services (BIT).
    What is education based on scholarship?2013In: Nordic Journal of Information Literacy in Higher Education, E-ISSN 1890-5900, Vol. 5, no 1Article in journal (Other academic)
    Abstract [en]

    According to the Swedish higher education act, higher education should provide courses and programmes based on scholarship - but what does this mean in practice? In this project the library and the Centre for higher education at Malmö University collaborate in order to explore how teachers, librarians and students interact in an education based on scholarship. The purpose of the project is to investigate how education can be designed in order to be "based on scholarship", and thus to improve quality in education, but also to develop the relations between the Centre for higher education and the library at Malmö University. In previous studies we have seen that one of the most common questions students ask in the library concern scholarly texts (Lundgren, 2011), and also how the idea of academisation differ between different departments within the university (Ek, Ideland, Jönsson & Malmberg, 2011). From courses in higher education for teachers at Malmö University we see that the idea of "based on scholarship" can be expressed in many different ways, e.g. by using scholarly literature or through teachers that are also researchers. Thus, students, teachers and librarians are interlinked through this complex question of "based on scholarship". In the project we ask the following questions: How is an education "based on scholarship" perceived? How is an education "based on scholarship" expressed in different educational activities? How (If) do teachers, librarians and students work together with these questions? Does an interdisciplinary environment influence the understanding of scholarship and the activities related to this? We have interviewed teachers (programme responsibles), students and librarians from five different programmes within Malmö University. Respondents were chosen to represent different types of programmes (new professional, semi-professional and traditional social sciences programme). When we have analyzed our interviews we see the following themes: how to integrate education and research, progression, the relationship between research and students' future careers, interdisciplinarity and the role of the library. Our results show that an education based on scholarship is managed differently within the librarian practice, the research practice and the education practice. Members of the different practices identify and participate in research in different ways. We also see that education based on scholarship is often described as reading and using research literature. Both students and teachers think that students develop their critical thinking skills. The students' degree projects are described as important when it comes to integrating research and education. How research can be used in students' future careers is quite unclear. From our results it is obvious that the research within the university departments is invisible for the students. Also students do not participate in research. Some of the most central questions that we see in our study relate to: How the research within the departments can become more visible for students How students, but also teachers and librarians, can be participants in a research community How the research can be fully integrated in education, not only in theory and methodology courses How research can be used and also be visible in students' future careers If the role and competence of the librarian need to change in order to be fully integrated in an education based on scholarship References Ek, A-C., Ideland, M., Jönsson, S. & Malmberg, C. (2011). The tension between marketisation and academisation in higher education. Studies in Higher Education. doi:10.1080/03075079.2011.619656. Lundgren, I. (2011). The student and the information search process: library development using student voices. [PowerPoint-presentation]. Retrieved from http://www.mah.se/Om-Malmo-hogskola/Bibliotek-och-IT/Projekt/Hogskolebibliotekets-roll-i-en-inkluderande-larandemiljo/

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