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Representation and interpretation: Textbooks, teachers, and historical culture
Get PDFThis article presents a study of how contemporary Swedish lower secondary school textbooks present the emergence of the Cold War and how 10 active lower secondary school history teachers interpreted a quotation that was ambiguous in relation to the general narrative in the studied Swedish textbooks, seeking to analyse textbooks both from the perspectives of content and reception. Applying a theoretical framework of uses of history, the study finds that the narratives presented in the studied textbooks are what could be called traditional in the sense that they do not acknowledge perspective and representation in history. While the interviewed teachers generally acknowledged that textbook narratives are representations of history and contingent on perspective, few teachers extended this to include how their own views affect their interpretations, suggesting an intermediary appreciation of the contextual contingency of historical narratives
The use of some historical mathematical textbooks from the Teachers’ Institute in Spišská Kapitula in the 19th century and first half of 20th century
Get PDFWe would like to present some excerpts of historical mathematical textbooks from the Teachers’ Institute in Spišská Kapitula, because this institute is at the roots of primary education in Central Europe. The methodological approaches used in these textbooks contain suitable motivation and models for explaining basic mathematical notions in primary education and the training of future primary teachers. There are some projects in Europe which use educational software and modern modes of interpretation to present sections from historical mathematical textbooks in contemporary teaching. In our article we would like to do the same for the Slovakian situatio
Dypevaluering ava? studentenes læring - - Er fokusgrupper svaret?
Get PDFMed utgangspunkt i en dypevaluering av et emne ved dataingeniørutdanningen ved Høgskolen i Ålesund, diskuterer vi i denne artikkelen hvordan samfunnsvitenskapelige, kvalitative metoder er egnet til å studere og evaluere studentenes læring på en helt annen måte enn de spørreskjemaene som vanligvis brukes ved emneevaluering. Artikkelen hevder at dette gir en formativ evaluering heller enn en retrospektiv, summativ evaluering. Dermed blir fokus på ”quality enhancement” heller enn ”quality assurance”. Vi viser hvordan vi gjennom fokusgrupper med studenter har fått data som er svært nyttige for kvalitetsutviklingsarbeidet både med dette emnet og andre emner i vårt studium
Twenty years of evolution in French secondary school science textbooks
Get PDFTextbooks are highly structured objects, which are easily distinguished from other types of publications such as popular science books or academic works. This recognisable shape results from section-specific formatting, and layout standardisation. Yet these structures change over time and differ according to school disciplines.Our aim is to understand textbooks (specific resources) in themselves and grasp their evolution dynamics. Our approach here is to examine textbooks in both descriptive and analytical ways, using a comparative approach, and focusing on science high school textbooks, over a period of 20 years. The main questions steering our analysis are: What are the basic components of these textbooks? How to identify elements that are common to various school subjects or stable over time? What trends seem to be emerging? We have sought to highlight – via an analysis of school programme changes – some shared features that shed light on the directions that these school subjects and their supporting resources seem to take
Beyond binary discourses? Pakistan studies textbooks and representations of cultural, national, and global identity
Get PDFPakistan studies textbooks occupy a central role in translating curriculum imperatives into the foundational stories identified by the authorities as core knowledge for classroom transmission, and consequently in constructing Pakistani young people’s identities. The purpose of this article is to explore the content of recently-crafted Pakistan studies textbooks in the Punjab in relation to identity-related issues at a point in time when domestic circumstances, critical diagnoses of flawed textbook approaches in the late twentieth century and a dynamic international context all pushed the previously dominant theocratic/Islamic discourse of curriculum policy towards more democratic and pluralistic pathways and the possibility of ‘enlightened moderation’. The specific focus of the study is upon how textbook writers’ interpreted and enacted policy objectivesand guidelines regarding Pakistani national identity, internal ethnic and cultural diversity, and global perspectives in their writing of textbooks within the rubric of the revised 2006 secondary school Pakistan studies national curriculum
Jigsaw Language Toolkit
Get PDFIn recent years, graphical programming systems based on the jigsaw puzzle metaphor have gained popularity due to their ability to visualize syntactical constraints. The supported languages usually have very simple type systems and little to no static type checking. The jigsaw puzzle metaphor has the potential to visualise the constraints and possibilities in languages with more complex types. In this paper, we describe the design and implementation of a reusable GUI toolkit based on the jigsaw puzzle metaphor. The toolkit supports concepts from object oriented design, such as type polymorphism, inheritance and generics
E-exams and exam process improvement
Get PDFWhile many tasks concerning the interaction between students and learning institutions have been successfully digitized, high-stakes examinations remain mainly a traditional paper-based process in most Norwegian learning institutions. A large scale shift towards e-exams can however be expected during the next 5-10 years, based on a number of perceived benefits of digital exams over paper-based exams. From a pedagogical perspective it is important to avoid a too narrow focus on e-exams mainly as a means to save money by making the examination and grading process more efficient, but rather as a possibility for more fundamental process and quality improvement. This paper analyzes what improvements might be possible, and what requirements this would entail for the e-exam system
Explaining variation in usage of instructional material in teaching practice: Collegial focus and teachers’ decision-making power
Get PDFThe aim of this study is to describe and explain variation in use of instructional materials such as laptops, textbooks, paper-based materials, and whiteboards in teaching in compulsory education. The data consists of video recordings of 74lessons in Swedish schools. The results from quantitative analyses confirm previous research by demonstrating that the teachers in the study distributed more time to paper-based materials than other instructional materials. These results are interpreted using field notes and video images. The regression model confirms that subject area and class size influence teachers’ and students’ use of instructional materials