1,720,960 research outputs found
What do economic scholars consider powerful economic knowledge of importance for people in their private and public lives? : Implications for teaching and learning economics in social studies
No full textBased on Young's notion of powerful knowledge, acquiring disciplinary knowledge emerging from an economic epistemic community is expected to make an important difference for people when dealing with economic issues in their daily lives. In this regard, this article's author asked Swedish scholars of economics at higher education institutions what they considered to be the most important economic concepts that people would need to acquire and understand. The article provides knowledge about the case of Sweden as a contribution to existing research. Although the article does not suggest a list of key concepts, the results clearly bear close similarities to the economic concepts proposed within the framework of threshold concepts. These concepts is one important resource to be considered when deciding on what economic content students should have access to in school enabling them to face economic issues in their private and public lives
Why powerful economic content and scientific language in social studies textbooks matters
Get PDFThe use of scientific economic terms is insufficient in Swedish social studies textbooks.
Analysed textbooks do not offer optimal preconditions to develop in-depth economic knowledge.
Insufficient use of economic terms may have negative impact on cumulative knowledge building.
The insufficient use of economic terms may also lead to unequal economic education.
Purpose: This article examines the prevalence of six economic terms in 17 Swedish upper-secondary school textbooks and how the language shifts between everyday and scientific language. Variations regarding content in the textbooks used in vocational programmes and preparatory programmes for higher education are also investigated.
Design: Powerful knowledge (important knowledge within a subject) and semantic waves (variations between everyday and scientific language) are essential to cumulative knowledge building. These theories are used for quantitative and qualitative analyses of the textbooks.
Findings: There are variations in the extent to which powerful economic terms appear and how the language shifts between everyday and scientific discourses in the textbooks analysed.Coverage and shifts are generally insufficient in textbooks used in vocational programmes.
Practical implications: The importance of using powerful economic knowledge and shifting between everyday and scientific language in textbooks and teaching should be highlighted for policymakers, textbook authors and teacher educators
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Lärarstudenters ekonomididaktiska kunskapsutveckling i samhällskunskap
No full textThe focus of this article is on how civics/social studies student teachers develop in their ability of transforming theoretical knowledge into pedagogical content knowledge (PCK). It does so by exploring how the student teachers transform economic theory into teaching economics to pupils in primary, secondary, and upper secondary education. The study draws its findings and conclusions on qualitative in-depth interviews with four student teachers in civics/social studies. The main conclusions are that the student teachers develop PCK like a process depending on theoretical and practical studies, and that they develop both didactical skills and knowledge that influence their teaching. However the study also shows that the student teachers’ individual PCK are rather weakly developed after taking the courses. One further conclusion is that the topic of economics is perceived to be difficult to teach, however the ‘difficulty’, lies within the many concepts used and how these are interrelated with each other. As a result of these findings the article discusses the role of using threshold concepts in the context of teaching and learning economics
How can economics be made understandable? : A study about conditions for powerful economics teaching in social studies
No full textThis thesis seeks to understand what constitutes important economics knowledge from a disciplinary perspective and how such knowledge is recontextualized in textbooks and teacher training to become teachable to social studies students in Sweden’s upper secondary schools. It consists of four substudies: two covering disciplinary economics knowledge and two covering preservice social studies teachers. The first and second substudies focus on disciplinary economics knowledge. The first substudy, which was based on an online questionnaire for Swedish economics scholars at higher education institutions, shows that six economics terms/principles are especially important for people to understand. Such knowledge may be considered powerful economics knowledge. The second substudy demonstrates that there are great variations in the extent to which powerful economics terms appear in Swedish social studies textbooks and in how the language used shifts between everyday and scientific language. There is a risk that not all learners are given equal preconditions to develop economics knowledge through social studies textbooks. The third and fourth substudies focus on how preservice social studies teachers develop the ability to teach economic knowledge and show that students’ individual pedagogical content knowledge (PCK) depends on theoretical and practical studies. Students are unconfident about their economics knowledge, which may negatively affect their willingness and ability to teach economics when they become in-service social studies teachers. Overall, there appears to be a problem with the recontextualization of economics knowledge in Swedish social studies textbooks and with economics education for preservice social studies teachers. This may negatively affect economics education. As a result, it is important to strengthen preservice social studies teachers’ economics knowledge through increased economics content during teacher training. The importance of imparting powerful economics knowledge and shifting between everyday and scientific language in textbooks and during teaching needs to be highlighted for policymakers, textbook authors, and teacher educators. Både privatpersoner och samhällsmedborgare berörs av ekonomi eftersom många frågor och beslut rymmer ekonomiska dimensioner. Det betyder att kunskaper i ekonomi också är en förutsättning för kvalificerat demokratiskt deltagande. Finns det då kunskaper och ett särskilt undervisningsinnehåll gällande ekonomi som är viktigare än annat att behärska? Vilka kan i så fall avgöra det, och hur utvecklar blivande lärare förmågor för att undervisa elever i detta särskilt viktiga ekonomiinnehåll? Avhandlingen söker svar på dessa frågor genom fyra delstudier. Två av delstudierna handlar om vilken ekonomikunskap som nationalekonomer anser att samhällskunskapsämnet bör ta upp och vad som tas upp i läroböcker. De andra två handlar om blivande samhällskunskapslärares förberedelser att undervisa om ekonomi i gymnasieskolan. Avhandlingen bidrar därmed med kunskaper om hur elever ska få tillgång till och ges möjlighet att tillägna sig viktiga och kraftfulla ekonomiska kunskaper
How can economics be made understandable? : A study about conditions for powerful economics teaching in social studies
No full textThis thesis seeks to understand what constitutes important economics knowledge from a disciplinary perspective and how such knowledge is recontextualized in textbooks and teacher training to become teachable to social studies students in Sweden’s upper secondary schools. It consists of four substudies: two covering disciplinary economics knowledge and two covering preservice social studies teachers. The first and second substudies focus on disciplinary economics knowledge. The first substudy, which was based on an online questionnaire for Swedish economics scholars at higher education institutions, shows that six economics terms/principles are especially important for people to understand. Such knowledge may be considered powerful economics knowledge. The second substudy demonstrates that there are great variations in the extent to which powerful economics terms appear in Swedish social studies textbooks and in how the language used shifts between everyday and scientific language. There is a risk that not all learners are given equal preconditions to develop economics knowledge through social studies textbooks. The third and fourth substudies focus on how preservice social studies teachers develop the ability to teach economic knowledge and show that students’ individual pedagogical content knowledge (PCK) depends on theoretical and practical studies. Students are unconfident about their economics knowledge, which may negatively affect their willingness and ability to teach economics when they become in-service social studies teachers. Overall, there appears to be a problem with the recontextualization of economics knowledge in Swedish social studies textbooks and with economics education for preservice social studies teachers. This may negatively affect economics education. As a result, it is important to strengthen preservice social studies teachers’ economics knowledge through increased economics content during teacher training. The importance of imparting powerful economics knowledge and shifting between everyday and scientific language in textbooks and during teaching needs to be highlighted for policymakers, textbook authors, and teacher educators. Både privatpersoner och samhällsmedborgare berörs av ekonomi eftersom många frågor och beslut rymmer ekonomiska dimensioner. Det betyder att kunskaper i ekonomi också är en förutsättning för kvalificerat demokratiskt deltagande. Finns det då kunskaper och ett särskilt undervisningsinnehåll gällande ekonomi som är viktigare än annat att behärska? Vilka kan i så fall avgöra det, och hur utvecklar blivande lärare förmågor för att undervisa elever i detta särskilt viktiga ekonomiinnehåll? Avhandlingen söker svar på dessa frågor genom fyra delstudier. Två av delstudierna handlar om vilken ekonomikunskap som nationalekonomer anser att samhällskunskapsämnet bör ta upp och vad som tas upp i läroböcker. De andra två handlar om blivande samhällskunskapslärares förberedelser att undervisa om ekonomi i gymnasieskolan. Avhandlingen bidrar därmed med kunskaper om hur elever ska få tillgång till och ges möjlighet att tillägna sig viktiga och kraftfulla ekonomiska kunskaper
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
- …
