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  • 1.
    Bolander Laksov, Klara
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Akademiskt lärarskap2020Rapport (Annet vitenskapelig)
    Abstract [sv]

    I den här texten introducerar vi idén om akademiskt lärarskap. Akademiskt lärarskap kan bäst beskrivas som ett förhållningssätt där lärare kontinuerligt och systematiskt reflekterar över, utforskar och utvecklar den egna pedagogiska praktiken och dess inverkan på studenters lärande. Vi utforskar de olika dimensioner som bidrar till att forma ramarna för ett fruktbart lärarskap. För det första undersöker vi den individuella dimensionen av akademiskt lärarskap, där den individuella lärarens reflektioner över personliga erfaren-heter av olika undervisningssammanhang är en viktig plattform för utveckling av den egna pedagogiska praktiken och identiteten som professionell lärare i högskolan. För det andra uppmärksammar vi den kollegiala dimensionen av det akademiska lärarskapet, som handlar om hur lärare i högskolan synliggör reflektioner och argument kring den egna pedagogiska praktiken i dialog med kolleger, och för det tredje utforskar vi den institutionella dimensionen av det akademiska lärarskapet. Det handlar då om de institutionella ramar som en avdelning, institution eller lärosäte skapar för att stimulera ett kontinuerligt och systematiskt utforskande av utbildningsverksamheter.

  • 2.
    Bonnevier, Anna
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Josephson, Anna
    Lavelle, Thomas
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Potential for high-quality learning in medical students' ways of approaching a modified essay questionManuskript (preprint) (Annet vitenskapelig)
  • 3.
    Bonnevier, Anna
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik. Karolinska Institutet, Sweden.
    Josephson, Anna
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Potentialities for learning in medical students' ways of approaching a diagnostic task2012Inngår i: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 64, nr 3, s. 371-384Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The study investigates medical students' ways of approaching a medical task. Fourteen medical students in their clinical years responded to a written patient case on chest pain. Variations in the students' responses to the task were analysed from a contextual and linguistic perspective. Students approached the task in two distinctly different ways. Either they treated the task as a problem situated within a purely academic context-listing concepts relevant to the symptom, applying the steps in the diagnostic process only once-or dealt with the task as a problem contextualised within a hypothetical clinical situation-testing alternative meanings of the symptom, elaborating on implications for the patient. It is not students' conceptualisations of medical theory that explain these outcomes but rather how students construct contexts in which these conceptualisations are embedded. The results highlight the importance of being sensitive to what students make of a given task, how their interpretations relate to what was intended by the teacher, the desired outcome of the curriculum, and the influences exercised upon students by the various educational settings confronting them in their studies.

  • 4.
    Bälter, Olle
    et al.
    KTH Royal Institute of Technology, Sweden.
    Cleveland-Innes, Martha
    Athabasca University, Canada.
    Pettersson, Kerstin
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Svedin, Maria
    KTH Royal Institute of Technology, Sweden.
    Student approaches to learning in relation to online course completion2013Inngår i: Canadian Journal of Higher Education, ISSN 0316-1218, Vol. 43, nr 3, s. 1-18Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study investigates the relationship between approaches to studying and course completion in two online preparatory university courses in mathematics and computer programming. The students participating in the two courses are alike in age, gender, and approaches to learning. Four hundred and ninety-three students participating in these courses answered the short version of the Approaches and Study Skills Inventory for Students (ASSIST). Results show that students demonstrating a deep approach to learning in either course are more likely to complete. In the mathematics  course, a combination of deep and strategic approaches correlates positively with course completion. In the programming course, students who demonstrate a surface approach are less likely to complete. These results are in line with the intentions of the course designers, but they also suggest ways to improve these courses. Furthermore, the study demonstrates that ASSIST can be used to evaluate course design.

  • 5.
    Carlhed, Carina
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Rehn, Helena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Bolander Laksov, Klara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Öljarstrand, Anneli
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Kreitz-Sandberg, Susanne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Moreno Herrera, Lazaro
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Utblick – mot nya utmaningar i utbildning, forskning och samverkan2022Inngår i: The Department of Education at Stockholm University – Developments and footprints in education and research / [ed] Ulf Fredriksson; Frans Hagerman; Susanne Kreitz-Sandberg; Małgorzata Malec Rawiński; Lázaro Moreno Herrera; Camilla Thunborg and Annika Ullman, Bokförlaget Atlas, 2022, s. 323-339Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
    Fulltekst (pdf)
    fulltext
  • 6. Conte, Helen
    et al.
    Jirwe, Maria
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Hjelmqvist, Hans
    Get it together: Issues that facilitate collaboration in teams of learners in intensive care2016Inngår i: Medical teacher, ISSN 0142-159X, E-ISSN 1466-187X, Vol. 38, nr 5, s. 491-497Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Introduction: The study describes issues that facilitate collaboration in teams of learners in an interprofessional education unit in intensive care.

    Methods: A descriptive qualitative study design was applied using semi-structured interviews based on the critical incident technique and qualitative content analysis. Nineteen participants, eight learners in their specialist training, nine supervisors and two head supervisors in Sweden identified 47 incidents.

    Result: Teams of learners having control was the core issue. Motivation, time, experiences and reflection were central issues for facilitating collaboration.

    Conclusion: Efficiently training teams how to collaborate requires learners having control while acting on their common understanding and supervisors taking a facilitating role supporting teams to take control of their critical analysis.

  • 7. Conte, Helen
    et al.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Hjelmqvist, Hans
    Jirwe, Maria
    Exploring teams of learners becoming WE in the Intensive Care Unit - a focused ethnographic study2015Inngår i: BMC Medical Education, E-ISSN 1472-6920, Vol. 15, artikkel-id 131Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background: Research about collaboration within teams of learners in intensive care is sparse, as is research on how the learners in a group develop into a team. The aim of this study was to explore the collaboration in teams of learners during a rotation in an interprofessional education unit in intensive care from a sociocultural learning perspective. Methods: Focused Ethnographic methods were used to collect data following eight teams of learners in 2009 and 2010. Each team consisted of one resident, one specialist nurse student and their supervisors (n = 28). The material consisted of 100 hours of observations, interviews, and four hours of sound recordings. A qualitative analysis explored changing patterns of interplay through a constant comparative approach. Results: The learners' collaboration progressed along a pattern of participation common to all eight groups with a chronological starting point and an end point. The progress consisted of three main steps where the learners' groups developed into teams during a week's training. The supervisors' guided the progress by gradually stepping back to provide latitude for critical reflection and action. Conclusion: Our main conclusion in training teams of learners how to collaborate in the intensive care is the crucial understanding of how to guide them to act like a team, feel like a team and having the authority to act as a team.

  • 8. Entwistle, Noel
    et al.
    McCune, Velda
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Student learning in context: Understanding the phenomenon and the person2006Inngår i: Instructional psychology. Past, present, and future trends: Sixteen essays in honour of Eric De Corte, Elsevier Ltd. (Amsterdam, the Netherlands) , 2006, s. 131-48Kapittel i bok, del av antologi (Fagfellevurdert)
  • 9. Eulau, Louise
    et al.
    Sundman, Christina
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Fossum, Bjöörn
    Assessing students' learning in student dedicated treatment rooms during clinical nursing education.2015Inngår i: Nursing and Health, ISSN 2332-2217, Vol. 3, nr 1, s. 22-29Artikkel i tidsskrift (Annet vitenskapelig)
  • 10.
    Geijer, Lena
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Pedagogiska principer i praktiken: beprövade undervisningsgrepp i det praktiska lärarskapet2021Bok (Annet vitenskapelig)
  • 11.
    Geijer, Lena
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Weurlander, Maria
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Utvecklingen av den högskolepedagogiska forskningen vid Institutionen för pedagogik och didaktik – läget då och nu2022Inngår i: The Department of Education at Stockholm University: Developments and Footprints in Education and Research / [ed] Ulf Fredriksson; Frans Hagerman; Susanne Kreitz-Sandberg; Małgorzata Malec Rawiński; Lázaro Moreno Herrera; Camilla Thunborg; Annika Ullman, Stockholm: Bokförlaget Atlas, 2022, s. 294-302Kapittel i bok, del av antologi (Annet vitenskapelig)
    Fulltekst (pdf)
    fulltext
  • 12. Hagström, Linus
    et al.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Using meta-reflection to improve learning and throughput: redesigning assessment procedures in a political science course on power2014Inngår i: Assessment & Evaluation in Higher Education, ISSN 0260-2938, E-ISSN 1469-297X, Vol. 39, nr 2, s. 242-252Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this article is to contribute to the discussion on how examinations can be designed to enhance students' learning and increase throughput in terms of the number of students who sit, and pass, the course examination. The context of the study is a basic level political science course on power analysis, which initially suffered from low throughput. The contribution of the article is to demonstrate that no other changes to the course than the introduction of an element of meta-reflection in the take-home examination - a so-called reflection exercise' - helped increase throughput by 70-80%. The aggregated performance of the students was thus significantly enhanced after they were explicitly encouraged to meta-reflect on problems posed in the take-home examination, and on different strategies for tackling these problems. The introduction of another meta-reflection exercise in the mandatory seminars did not further increase throughput, but made a qualitative difference in terms of the positive feedback that students received on their work.

  • 13.
    Halldén, Ola
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Petersson, Gunilla
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ehrlén, Karin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Haglund, Liza
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Österlind, Karolina
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Stenlund, Agneta
    Situating the concept of conceptual change2002Inngår i: Reconsidering conceptual change: Issues in theory and practice, Kluwer (Dordrecht, Netherlands) , 2002, s. 137-48Kapittel i bok, del av antologi (Fagfellevurdert)
  • 14.
    Halldén, Ola
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Haglund, Liza
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    The contextuality of knowledge: an intentional approach to meaning making and conceptual change2013Inngår i: International handbook of research on conceptual change / [ed] Stella Vosniadou, London: Routledge, 2013, 2. uppl., s. 509-532Kapittel i bok, del av antologi (Fagfellevurdert)
  • 15.
    Halldén, Ola
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Jacobsson-Öhrn, Harriet
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Intentionell analys2001Bok (Annet vitenskapelig)
  • 16. Henttonen, Ani
    et al.
    Ahlberg, Kristina
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Fossum, Bjöörn
    Westerbotn, Margareta
    Students' ways of experiencing writing a bachelor's thesis: a phenomenographic interview study2023Inngår i: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 42, nr 7, s. 1640-1653Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    A bachelor’s thesis can be characterized as a proof of basic research and a trajectory of academic writing. This study addresses students’ ways of experiencing the writing process at the halfway stage, a stage that has been ignored in research. In a phenomenographic interview-study design, semi-structured interviews with 15 nursing students were carried out. A phenomenographic analysis of the data represents an outcome space with four categories of ways of experiencing writing: A. StructureB. ComparisonC. Shift, and D. Relation. The categories of ways of experiencing the writing of a bachelor’s thesis constitute a range of foci, from solitary writing and assurance of the textual structure to a shared understanding, discussion, and transformation. This study confirms that sharing the preparation of texts in groups at the halfway stage can promote academic and relational skills. Conclusions address the nature of academic writing at the halfway stage and discuss potential pedagogical implications of the transformation from writing for oneself to writing for others, across disciplines and beyond academic levels.

  • 17. Henttonen, Ani
    et al.
    Fossum, Bjöörn
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Teräs, Marianne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Westerbotn, Margareta
    Nursing students’ expectations of the process of writing a bachelor’s thesis in Sweden: A qualitative study2021Inngår i: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 54, artikkel-id 103095Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    While performing various academic work, such as writing a bachelor’s thesis, are known to be challenging for university students, less is known about students’ expectations in this regard.

    Aim: The aim was to describe students’ expectations of the upcoming process of writing a bachelor’s thesis.

    Design: The study employed an explorative, qualitative approach with a single, written open-ended question design.

    Methods: The data were collected consecutively 2013–2016 in class. A total of 93 final-year students volunteered and provided hand-written accounts which were analyzed using qualitative content analysis.

    Results: The students’ accounts revealed three generic categories of expectations: Gaining professional knowledge and competency, Planning and organizing the work, and Taking stock of personal resources. Writing a bachelor’s thesis was a new challenge for most of the students and the answers testify to mixed feelings about the upcoming work and its supervision.

    Conclusions: The nursing students’ expectations included present and future competencies, skills and abilities. In promoting development of transferable skills and knowledge, educators of future health-care professionals would be well advised to invite students to reflect on and discuss, their expectations prior to writing a bachelor’s thesis and similar academic student papers. This study adds to the research on students’ studying and learning in nursing education by bringing to the fore students’ expectations of academic learning tasks as an important aspect to consider in higher education contexts, both nationally and internationally.

  • 18. Henttonen, Ani
    et al.
    Westerbotn, Margareta
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Fossum, Bjöörn
    Teräs, Marianne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Exploring writing a bachelor's thesis as a tool for students’ learning in nursing: A qualitative interview study from an activity theoretical perspective2023Inngår i: Nordic journal of nursing research, ISSN 2057-1585, E-ISSN 2057-1593, Vol. 43, nr 2Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Nursing education prepares students for both academia and practice; however, the contribution of writing a bachelor's thesis in learning nursing is overlooked. The aim of the present study was to explore the role of a bachelor thesis as a learning tool in nursing. A total of 15 nursing students were individually interviewed using semi-structured questions. The data were analyzed using thematic analysis, and the activity theoretical concept of a tool was subsequently applied. The results were reported in accordance with COREQ for qualitative research. The findings identified writing a bachelor's thesis as a ‘Personal tool’ and a ‘Systemic tool for learning nursing’. The personal tool was related to ‘Preparation for patient encounters in working life’ and ‘Discovering bodily mechanisms of disease or health’. The systemic tool was related to ‘Enabling to impact on the organization of work and stakeholders’ and ‘Facilitating knowledge of the links between patient groups and common diseases’. The study discusses and concludes that a bachelor's thesis represents both a personal and a systemic tool that embodies nursing knowledge, preparing students for their future work as registered nurses. An implication for contemporary nursing is that a bachelor's thesis may serve as a boundary-crossing tool that transcends the school, workplace, and even society.

  • 19. Hörberg, Anna
    et al.
    Kalén, Susanne
    Jirwe, Maria
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Lindström, Veronica
    Treat me nice! -a cross-sectional study examining support during the first year in the emergency medical services2018Inngår i: Scandinavian Journal of Trauma, Resuscitation and Emergency Medicine, E-ISSN 1757-7241, Vol. 26, artikkel-id 92Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background Working in the emergency medical service (EMS) can be extremely varying and sometimes physically and psychologically demanding. Being new in this context can be a great challenge. This study aim to describe what ambulance nurses consider to be important support during the first year in the EMS.

    Methods Three hundred and eighty-nine eligible participants that had graduated from the prehospital emergency care program were identified via university registrations office in Sweden. The eligible participants received a study specific questionnaire via mail consisting of 70 statements about support during the first year. The perceived importance of each statement were graded on a 7-point Likert scale. The gradings were analysed using descriptive statistics and frequencies, mean and SD were calculated.

    Results Two hundred and thirty questionnaires were returned fully completed, giving a response rate of 59%. Fourteen statements regarding desirable support were rated with mean values >6.00 and SD<1.00 and considered as being the most important during the first year in the EMS. The important supports regarded; colleagues and work environment, management and organisation, experience-based knowledge, introduction period, practical support, and theoretical support. Most statements regarded culture and climate and the way the newcomers wanted to be treated.

    Conclusion It was concluded that an important way to support newcomers in the EMS is to treat them nice'. This can be achieved by creating an open climate and a welcoming culture where the new professionals feel trusted and treated with respect, created ways to work structurally, have applicable medical guidelines, and for newcomers to receive feedback on their actions.

  • 20. Hörberg, Anna
    et al.
    Lindström, Veronica
    Kalén, Susanne
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Vicente, Veronica
    Striving for balance - A qualitative study to explore the experiences of nurses new to the ambulance service in Sweden2017Inngår i: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 27, s. 63-70Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    New nurses and nurses new to a professional practice go through a transition where they adopt a new professional identity. This has been described as a challenging time where peer support and limited responsibility are considered necessary. Little is known about the experience of nurses being new to the ambulance service where support is limited and the nurse holds full responsibility of patient care. The aim of this study has therefore been to explore nurses' experiences during their first year of employment in the Swedish ambulance service. Data was generated from semi-structured interviews with 13 nurses having less than 12 months of experience of work in the ambulance service. The nurses represented nine different districts in Sweden. Analysis was a latent inductive qualitative content analysis. The analysis resulted in the main category, Striving for balance during the transition process in the ambulance context. Transition in the ambulance service was experienced as a balance act between emotions, expectations and a strive for professional development. The balance was negatively affected by harsh, condescending attitudes among colleagues and the lack of structured support and feedback. In striving for balance in their new professional practice, the nurses described personal, unsupervised strategies for professional development.

  • 21. Hörberg, Anna
    et al.
    Lindström, Veronica
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Conte, Helen
    Kalen, Susanne
    Challenging encounters as experienced by registered nurses new to the emergency medical service: explored by using the theory of communities of practice2019Inngår i: Advances in Health Sciences Education, ISSN 1382-4996, E-ISSN 1573-1677, Vol. 24, nr 2, s. 233-249Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this study was to explore challenging encounters experienced by registered nurses (RN) during their first year in the emergency medical service by using the social learning theory of communities of practice. During the first year in a new professional practice, a new RN experiences a transition during which the new professional identity is being formed. This is a challenging and demanding period of time. According to the learning theory of communities of practice by Lave and Wenger, individuals' learning and development in a new professional practice occurs through participation in social activity and is influenced by context. This study is based on the qualitative data from semi-structured interviews. Thirty-two RNs working in the Swedish emergency medical service were interviewed via telephone during the spring of 2017. A qualitative content analysis with deductive reasoning of the interviews was used. The analysis process generated the main category; New RNs participation is challenged by unpredictability and uncertainty in practice. The main category was based on three generic categories; Loneliness in an unpredictable context, Uncertainty about the team, and Uncertainty in action. The challenges new RNs encounter during the first year relate to all three dimensions of a community of practice; mutual engagement, joint enterprise and shared repertoire. The encountered challenges also relate to the EMS context. Taking into account all these aspects when designing support models for RN's professional development may be advantageous for creating positive development for RNs new to the EMS and/or similar practices.

  • 22. Lewitt, Moira S.
    et al.
    Ehrenborg, Ewa
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Brauner, Annelie
    Stereotyping at the undergraduate level revealed during interprofessional learning between future doctors and biomedical scientists2010Inngår i: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 24, nr 1, s. 53-62Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Interprofessional education (IPE) involving undergraduate health professionals is expected to promote collaboration in their later careers. The role of IPE between doctors and biomedical scientists has not been explored at the undergraduate level. Our aim was to introduce IPE sessions for medical and biomedical students in order to identify the benefits and barriers to these groups learning together. Medical and biomedical students together discussed laboratory results, relevant literature, and ideas for developing new diagnostic tools. T]he programme was evaluated with questionnaires and interviews. While there was general support for the idea of IPE, medical and biomedical students responded differently. Biomedical students were more critical, wanted more explicit learning objectives and felt that their professional role was often misunderstood. The medical students were more enthusiastic but regarded the way the biomedical students communicated concerns about their perceived role as a barrier to effective interprofessional learning. We conclude that stereotyping, which can impede effective collaborations between doctors and biomedical scientists, is already present at the undergraduate level and may be a barrier to IPE. Effective learning opportunities should be supported at the curriculum level and be designed to specifically enable a broad appreciation of each other's future professional roles.

  • 23. Lindblom, Per
    et al.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Torell, Eva
    Astrand, Per
    Felländer-Tsai, Li
    Learning orthopaedics: assessing medical students' experiences of interprofessional training in an orthopaedic clinical education ward.2007Inngår i: J Interprof Care, ISSN 1356-1820, Vol. 21, nr 4, s. 413-23Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    Interprofessional training is becoming commonplace in undergraduate medical education. Orthopaedics is considered to be a setting that offers good opportunities for interprofessional training. Curriculum overload is a common problem, which has to be addressed with respect to content. The aim of this study was to assess medical students' experiences of interprofessional care during their orthopaedic training. Over a two-week period, medical, nursing, physiotherapy and occupational therapy students trained together in teams in an orthopaedic ward (Clinical Education Ward, CEW). A questionnaire was distributed to assess the impact of this new curriculum on medical students. A patient-satisfaction questionnaire was also administered to assess patients' satisfaction with the treatment provided by students at the CEW. In general, the medical students were satisfied with the interprofessional course in the CEW. Of the 178 medical students who took the course, 134 (75%) responded to the questionnaire. Total time devoted to orthopaedics was reported to be between 7 - 44% (mean). The total time regarding medical tasks was reported to be between 57 - 71% (mean). Results from the patient-satisfaction questionnaire showed that patients perceived CEW as highly satisfactory. The medical students reported generally satisfactory experiences of interprofessional orthopaedic training in general. In an interprofessional training context, professional supervision and role modeling takes on added importance, and may be regarded as essential ingredients in helping students to learn effectively within an authentic clinical setting.

  • 24. Lundell Rudberg, Susanne
    et al.
    Lachmann, Hanna
    Sormunen, Taina
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Westerbotn, Margareta
    The impact of learning styles on attitudes to interprofessional learning among nursing students: a longitudinal mixed methods study2023Inngår i: BMC Nursing, ISSN 1472-6955, E-ISSN 1472-6955, Vol. 22, nr 1, artikkel-id 68Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background A functional interprofessional teamwork improves collaborative patient-centred care. Participation in interprofessional education promotes cooperation after graduation. Individuals tend to use different approaches to learning depending on their individual preferences. The purpose of this study was to explore nursing students’ experiences of professional development with a focus on the relationship between attitudes to interprofessional learning and learning styles.

    Methods A longitudinal parallel mixed-methods design. The study was carried out at a Swedish three-year nursing program from August 2015 to January 2020. On enrolment, thirty-four students self-assessed their attitudes to interprofessional learning according to the Readiness for Interprofessional Learning Scale, and their learning style according to Kolbs’ Learning Style Inventory. In the final semester the students participated in an interview focusing on their experiences and perceptions of teamwork and they self-assessed their attitudes to interprofessional learning again.

    Results Our findings indicated that 64.7% had a predominantly concrete learning style and 35.3% had a predominantly reflective learning style. No significant relationship with internal consistency reliability was identified among the participants between attitudes to interprofessional learning and learning styles. The content analysis resulted in four main categories: Amazing when it’s functional; Deepened insight of care; Increased quality of care; Understanding own profession which were summarized in the theme: Well-functioning teams improve patients’ outcome and working environment.

    Conclusion The students’ attitudes to interprofessional learning were positive and it was considered as an opportunity to participate in interprofessional cooperation during internship. Transformative learning is a useful strategy in fostering interprofessional relationships due to the interdependence of various professions in interprofessional teams. When students are guided to use reflection to develop new perspectives and meaning structures, they acquire emotional and rational skills beneficial for interprofessional cooperation.

  • 25. Lundell Rudberg, Susanne
    et al.
    Westerbotn, Margareta
    Sormunen, Taina
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Lachmann, Hanna
    Undergraduate nursing students' experiences of becoming a professional nurse: a longitudinal study2022Inngår i: BMC Nursing, ISSN 1472-6955, E-ISSN 1472-6955, Vol. 21, nr 1, artikkel-id 219Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background: During education it is essential for nursing students to develop professionalism in nursing. Nurses are placed in situations based on trust, and it is crucial that their patients have confidence in them to provide professional and safe care. A key period in nursing students’ development of a professionalism occurs during training when students gain knowledge and skills that separate nurses as professional healthcare workers from laypeople. The purpose of this study was to investigate nursing students’ experiences of professional competence development during education.

    Methods: A longitudinal study was carried out using qualitative content analysis with a manifest inductive approach. Thirty-four students enrolled in a Swedish three-year nursing program, from August 2015 to January 2017 were interviewed on four occasions.

    Results: The results revealed that students’ professional role developed gradually. The students’ started their education with dreams and a naive understanding of the profession, but their understanding of the complexity of the nursing profession gradually evolved. Students became theoretically equipped at the university and developed clinical skills through practice. Students’ focus went from mastering medical technology to a more holistic approach. Before graduating, students felt ready but not fully trained.

    Conclusions: Our findings indicate a discrepancy between the content of the theoretical education and the clinical settings since students identified a lack of evidence-based practice. A solid theoretical education before entering clinical training offered students possibilities for reflecting on evidence-based practice and the clinical settings. The realization that there is always potential for professional improvement can be interpreted as an emerging awareness, and development of professionalism. It is clear that students could benefit from increased collaborative work between clinical supervisors and faculty staff at the university.

  • 26. Manninen, Katri
    et al.
    Welin Henriksson, Elisabeth
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Silén, Charlotte
    Supervisors’ pedagogical role at a clinical education ward – an ethnographic study2015Inngår i: BMC Nursing, ISSN 1472-6955, E-ISSN 1472-6955, Vol. 14, artikkel-id 55Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background: Clinical practice is essential for health care students. The supervisor’s role and how supervision should be organized are challenging issues for educators and clinicians. Clinical education wards have been established to meet these challenges and they are units with a pedagogical framework facilitating students’ training in real clinical settings. Supervisors support students to link together theoretical and practical knowledge and skills. From students’ perspectives, clinical education wards have shown potential to enhance students’ learning. Thus there is a need for deeper understanding of supervisors’ pedagogical role in this context. We explored supervisors’ approaches to students’ learning at a clinical education ward where students are encouraged to independently take care of patients.

    Method: An ethnographic approach was used to study encounters between patients, students and supervisors. The setting was a clinical education ward for nursing students at a university hospital. Ten observations with ten patients, 11 students and five supervisors were included in the study. After each observation, individual follow-up interviews with all participants and a group interview with supervisors were conducted. Data were analysed using an ethnographic approach.

    Results: Supervisors’ pedagogical role has to do with balancing patient care and student learning. The students were given independence, which created pedagogical challenges for the supervisors. They handled these challenges by collaborating as a supervisory team and taking different acts of supervision such as allowing students their independence, being there for students and by applying patient-centredness.

    Conclusion: The supervisors’ pedagogical role was perceived as to facilitate students’ learning as a team. Supervisors were both patient- and student-centred by making a nursing care plan for the patients and a learning plan for the students. The plans were guided by clinical and pedagogical guidelines, individually adjusted and followed up.

  • 27.
    Murstedt, Linda
    et al.
    Södertörn University, Stockholm, Sweden.
    von Reybekiel Trostek, Jonas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Values in political science students' contextualizations of nationalism2015Inngår i: Journal of political science education, ISSN 1551-2177, Vol. 11, nr 2, s. 126-140Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Recent research on conceptual change has argued that it is insufficient to assume that prior knowledge is the only aspect relevant in order to explain the conceptual change process. In addition, “warm constructs” such as emotions, epistemological beliefs, and values have been proposed to play a determinative role. In this study, we aim to further the understanding of the qualitative aspects of such constructs. By investigating how 20 science students interpret Michael Billig’s critical theory of nationalism in written exam papers, we explore how values are involved in university students’ meaning making of nationalism. The results indicate that students in different ways bring alternative values, such as togetherness, pride, and personal identity, in their reasoning, and these become a significant aspect of their meaning making in political science. This suggests that the students enter the classroom with their own ideas and principles of what is “good” or “right” when “practicing political science.” The study thus provides an example of how conceptual change involves accepting prescriptions of a certain intellectual activity.

  • 28.
    Pettersson, Kerstin
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Algorithmic contexts and learning potentiality: A case study of students’ understanding of calculus2008Inngår i: International journal of mathematical education in science and technology, ISSN 0020-739X, E-ISSN 1464-5211, Vol. 39, nr 6, s. 767-784Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The study explores the nature of students’ conceptual understanding of calculus. Twenty students of engineering were asked to reflect in writing on the meaning of the concepts of limit and integral. A sub-sample of four students was selected for subsequent interviews, which explored in detail the students’ understandings of the two concepts. Intentional analysis of the students’ written and oral accounts revealed that the students were expressing their understanding of limit and integral within an algorithmic context, in which the very ‘operations’ of these concepts were seen as crucial. The students also displayed great confidence in their ability to deal with these concepts. Implications for the development of a conceptual understanding of calculus are discussed, and it is argued that developing understanding within an algorithmic context can be seen as a stepping stone towards a more complete conceptual understanding of calculus.

  • 29.
    Pettersson, Kerstin
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Prospective mathematics teachers’ development of understanding of the threshold concept of a function2012Konferansepaper (Fagfellevurdert)
  • 30.
    Pettersson, Kerstin
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Svedin, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Numerisk analys och datalogi (NADA). KTH Royal Institute of Technology, Sweden.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Bälter, Olle
    Stockholms universitet, Naturvetenskapliga fakulteten, Numerisk analys och datalogi (NADA). KTH Royal Institute of Technology, Sweden.
    Approaches to studying in first-year engineering: comparison between inventory scores and students' descriptions of their approaches through interviews2018Inngår i: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 75, nr 5, s. 827-838Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This combined interview and survey study explored the relationship between interview data and data from an inventory describing engineering students' ratings of their approaches to studying. Using the 18-item Approaches and Study Skills Inventory for Students (ASSIST) students were asked to rate their approaches to studying in relation to particular statements. A subsample of nine first-year engineering students participated in subsequent interviews exploring their experiences of studying and learning. The students' views were examined and interpreted into inventory scores which were compared to the students' actual ratings. The interviews confirmed the scales measured in the inventory and provided illustrations to them. While students who were extreme in either approach were easier to interpret, others provided a good example of the complex combination of approaches that can exhibit itself in one individual. The study illustrates how combined data sets can contribute to achieve a holistic understanding of student learning in its context.

  • 31.
    Ringer, Noam
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Wilder, Jenny
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Gustavsson, Anders
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Managing children with challenging behaviours. Parents’ meaning-making processes in relation to their children’s ADHD diagnosis2020Inngår i: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346X, Vol. 67, nr 4, s. 376-392Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study investigates parents’ lived experiences of having a child diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). The aim was to explore parents’ meaning-making processes in relation to their children’s ADHD with a focus on understanding the impact that receiving a diagnosis had on the parents’ perceptions of, and ways of managing, their children’s challenging behaviours. Drawing on data collected through semi-structured interviews with 12 parents, we carried out a content analysis of the parents’ accounts, producing a range of categories describing different aspects of the parents’ meaning-making processes in relation to their child receiving an ADHD diagnosis. Five conceptual categories were identified, describing components of a process of adaptation through which the parents – using the diagnosis as a tool – were able to transform feelings of distress over their difficulties in managing their child’s challenging behaviours into feelings of being able to cope with these challenges of integrating the ADHD diagnosis into everyday family life. This research suggests that understanding the long-term processes involved in parents’ meaning-making of an ADHD diagnosis is important and can open up a pathway to developing initiatives to support parents in dealing with their child’s challenging behaviours in everyday life.

  • 32. Rudberg, Susanne Lundell
    et al.
    Sormunen, Taina
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Lachmann, Hanna
    Westerbotn, Margareta
    Nursing students experienced academic emotions during education - a longitudinal descriptive study from a nursing bachelor’s program in Sweden2024Inngår i: BMC Nursing, E-ISSN 1472-6955, Vol. 23, artikkel-id 52Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Aim To explore nursing students’ academic emotions during ongoing learning activities focusing on perceived challenge and competence.

    Background Emotions plays an important part in learning. Positive emotions can be beneficial while negative emotions can be detrimental to educational outcomes. Optimal experiences are situations when learners simultaneously experience sufficient challenge and competence. Since various learning activities are performed in different learning environments during the nursing program, it is of interest to investigate students’ ongoing emotions in the occurring contexts.

    Design A longitudinal descriptive study.

    Methods By using the Contextual Activity Sampling System, data was collected every third week on a three-year nursing program. From August 2015 to January 2020, a total of 2, 947 questionnaires were answered by 158 students. Experiences of positive and negative academic emotions were calculated for the entire program. Optimal experience was calculated for courses where high discrepancy between positive and negative experiences were identified.

    Results Students self-reported academic emotions varied over time and in relation to learning activities. High ratings of negative emotions were reported during clinical practice in all semesters except the final. Students’ positive academic emotions and optimal experience in clinical practice increased after having deepened their academic knowledge.

    Conclusion Nursing students had an increased positive experience when they themselves practice a learning activity and it appeared that they benefit from academic preparation prior to entering internship. Nursing students need an academic competence to develop their skills during training in the clinical reality. Increased collaboration between academia and clinic would be beneficial for students’ clinical development.

  • 33. Rudberg, Susanne Lundell
    et al.
    Westerbotn, Margareta
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Lachmann, Hanna
    Views on education and upcoming profession among newly admitted students at a Swedish baccalaureate nursing program: A descriptive mixed method study2022Inngår i: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 63, artikkel-id 103393Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Aim: The aim of this study was to investigate newly admitted nursing students’ views on nursing education and their future profession.

    Background: Students' choice of education can be influenced by societal and familial values and among nursing students’ altruistic motives are common. Students’, conceptions, expectations and doubts combined with their orientations to learning affect their ability to successfully cope with studies in higher education.

    Design: A descriptive design using mixed method.

    Methods: This mixed-method study is based on 126 qualitative semi-structured interviews and 158 questionnaires with newly admitted nursing students. The data collection was conducted during their first six weeks of education. Collected data were analyzed using content analysis and descriptive statistics. This study was conducted and reported in accordance with the COREQ checklist.

    Results: The overarching theme: “Making a difference if managing to become a professional nurse”, describing students’ dichotomous emotions of expectations and doubts in relation to their conceptions, emerged from seven main categories. Students’ ratings of emotions revealed high ambition and motivation. Fears and worries about uncertainty expressed in interviews correlated with ratings of negative emotions.

    Conclusion: Newly admitted nursing students think highly of the nursing profession and upcoming education. Students put faith in their own ability which is accompanied by doubts derived from uncertainty about forthcoming demands in academic, clinical and personal settings. Understanding of students’ conceptions, expectations, doubts and their orientations to learning could be helpful in guiding them to acquire the nurse competencies necessary to become professional nurses that are able to handle complex situations.

  • 34. Ryve, Andreas
    et al.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Wistedt, Inger
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Contextualizing mathematical teaching and learning2010Inngår i: The First Sourcebook on Nordic Research in Mathematics Education : Norway, Sweden, Iceland, Denmark, and contributions from Finland / [ed] Bharath Sriraman ... [et al.], Charlotte: Information Age Pub. , 2010, s. 319-332Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 35.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Att bedriva forskarstudier: En empirisk belysning av doktoranders studiesituation på forskarutbildningen vid institutionen för numerisk analys och datalogi1999Rapport (Annet vitenskapelig)
  • 36.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Book review: Peter Knight 2002. Being a Teacher in Higher Education. Buckingham: The Society for Research into Higher Education and Open University Press. vii + 245 pp. Hb. £60.00 Pb. £18.99 Hb.2006Inngår i: Higher Education, ISSN 0018-1560 (Print) 1573-174X (Online), Vol. 52, nr 4, s. 749-51Artikkel, omtale (Annet vitenskapelig)
  • 37.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Contextualising studies in higher education: An empirical study of first-year students' experiences of studying and learning in tertiary engineering education2001Inngår i: Conference Proceedings of the 9th European Conference for Research on learning and Instruction, 2001, s. 132-Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Swedish first-year students’ experiences of studying and learning were investigated with a focus on their interpretations of aspects of the teaching-learning environment they considered to have been important and/or problematic during the year. Data from 86 written student accounts and 15 semi-structured interviews were qualitatively analysed exploring the students’ narratives in terms of personal contextualisations of studying in first-year engineering. The different contextualisations identified among the students’ narratives could be most appropriately captured by the terms exertion, remediation, and autonomy, referring to the disparate ways that the students had understood and set about their studies in relation to perceived constraints of the learning environment. The investigation offers analyses of student learning in higher education derived from an alternative conceptualisation to those typically followed in research in this area.

  • 38.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Contextualising studies in higher education: First-year experiences of studying and learning in engineering2002Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    The study aims at investigating students’ first-year experiences of studying and learning in tertiary engineering education. At the end of their first year 86 Swedish undergraduates of electrical engineering and computer science at the Royal Institute of Technology in Stockholm were asked to reflect in writing on the conditions for studying and learning as they perceived them. Fifteen of these students were selected for subsequent interviews which explored in greater detail their experiences of studying and learning in engineering education.

    Drawing on a methodological framework – intentional analysis – derived from an alternative conceptualisation of student learning to those typically followed in research within this area, qualitative analyses of the data were carried out which focused on the students’ narratives in terms of actions that they had performed to fulfil certain study goals. The analyses revealed that the students had understood and gone about their studies in different ways: as a question of exertion of disciplined effort, as a problem of remediation taking corrective steps to ‘stay in phase’ with the course schedule, or as a matter of maintaining autonomy in relation to perceived constraints of the teaching-learning environment. It is argued that the students’ varying ways of dealing with their studies may be understood and explained with reference to their personal beliefs about what it means to study and learn.

    The results lead to a particularisation of the notion of ‘learning orientation’ used in previous research to describe students’ personal contexts for study. It has been argued that these personal contexts arise through a ‘complex negotiation process’ between students’ learning orientations and their perceptions of the educational setting. The thesis suggests that this negotiation process can be conceptualised as a process of contextualisation involving beliefs about both cognitive and situational/cultural aspects of studies, working as intrinsic and/or extrinsic determinants of the students’ actions.

  • 39.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Delayed Understanding and Staying in Phase: Students’ Perceptions of their Study Situation2006Inngår i: Higher Education, ISSN 0018-1560, Vol. 52, nr 3, s. 421-45Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Findings are presented from a study of undergraduate students’ experiences of understanding in first-year engineering. At the end of their first year of study 86 Swedish students of electrical engineering and computer science were asked to reflect in writing on their experiences of studying and learning. Fifteen of them also took part in interviews which explored in some detail their experiences of understanding in relation to perceived constraints of the teaching-learning environment. The analyses of the students’ written accounts and the interview data focused on the students’ experiences of studying and of understanding in relation to course work in engineering. The majority of the students reported problematic first-year experiences and testified to a sensation of ‘falling out of phase’ with their studies. This sensation was frequently coupled with a lag in coming to understand course material, which may be characterised in terms of delayed understanding. The notion of delayed understanding is discussed in relation to ideas about students’ perceptions of the learning environment and the impact that those perceptions might have on students’ opportunities to reflect on learning material and develop a solid understanding of course material in engineering education. In conclusion, it is suggested that the the notion of delayed understanding captures the complications of a study situation in which a perceived lack of time to reflect on learning material obstructs students’ understanding of course material in engineering, and also points up a more general aspect of learning observing that time to reflect on previous experiences is an essential component of the process of coming to understand learning material in a particular educational setting.

  • 40.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Delayed understanding in higher education2003Inngår i: Proceedings of the 10th European Conference for Research on Learning and Instruction, 2003, s. 604-05Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Findings are presented from a study of undergraduate students’ experiences of understanding in first-year engineering. At the end of their first year of study 86 Swedish students of electrical engineering and computer science were asked to reflect in writing on their experiences of studying and learning. Fifteen of them were selected for subsequent interview which explored in greater detail their experiences of understanding in relation to perceived constraints of the teaching-learning environment. The analyses of the data focused on the students’ experiences of understanding in relation to studying in first-year engineering. Of particular interest was that students who were struggling to keep up with what they perceived to be an excessive teaching pace also reported experiences of a ‘delayed understanding’ in relation to learning from coursework in computer science and calculus. This finding is discussed in relation to ideas about students’ perceptions of the learning environment, and the impact that those perceptions might have on students’ opportunities to reflect on learning material and develop a personal understanding of course material in engineering education.

  • 41.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Determinants of action as conceptual devices for analysing learning activities in formal educational settings2001Inngår i: Intentionell analys, Pedagogiska institutionen, Stockholms universitet, Stockholm , 2001, s. 19-34Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 42.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    En tänkare i tiden2007Inngår i: Pedagogiska magasinet, ISSN 1401-3320, nr 4, s. 80-83Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 43.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Experiences of understanding in higher education2002Inngår i: The British Psychological Society Education Section Conference Proceedings, 2002, s. 9-Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Findings are presented from a study of undergraduate students’ experiences of understanding in first-year engineering. At the end of their first year of study 86 Swedish students of electrical engineering and computer science were asked to reflect in writing on their experiences of studying and learning. Fifteen of them were selected for subsequent interview, which explored in greater detail their experiences of understanding in relation to perceived constraints of the learning environment. The analyses of the data focused on the students’ experiences of understanding in relation to their personal views of studying in first-year engineering. Of particular interest was that students who reported difficulty in coping with the course demands, also testified to experiences of a ‘delayed understanding’, which implied a notion of an instant understanding involving a demand for a direct assimilation of the learning material to stay in phase with the course schedule and with the curriculum as a whole. The results are discussed in relation to ongoing research on student learning which points up the importance of bringing about a synchronisation between students’ learning goals and curricular aims.

  • 44.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Exploring potentialities for cosmopolitan learning in Swedish teacher education.2015Inngår i: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 13, nr 6, s. 775-787Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study aimed to explore student teachers’ experiences of learning in teacher education, with a focus on how students describe their ways of thinking about their own learning in relation to their future professional role as teachers and how these descriptions relate to emerging cosmopolitan visions for student learning in teacher education. Data were collected through qualitative interviews with a small sample of student teachers at two Swedish universities. Thirty student teachers writing their final exam papers were invited to participate in an interview. Of these, 14 volunteered for audio-recorded, individual interviews exploring the students’ experiences of studying and learning. The analysis drew on a conceptual framework developed in research on students’ approaches to studying and learning and focused on how students described their experiences of learning in the course of studying, with an emphasis on the ways in which students reflected on their own emergent understandings of knowledge that they believe to be central to the process of becoming a professional teacher. These reflective accounts were subsequently analysed with a focus on the ways in which they connect to current philosophical ideas of cosmopolitan learning in teacher education. While the student teachers did not explicitly link their own understandings of what is involved in becoming a teacher to any cosmopolitan views raised in their teacher education, their ways of thinking about their own emergent professional understanding of teaching revealed a certain reflexive potential that can be linked to ideas of cosmopolitan learning in teacher education. This study contributes to educational research by linking an empirically derived conceptualisation of student learning in higher education to broader philosophical visions of higher education specifically addressing the challenges that teacher education faces in the light of the globalisation of society as a whole.

  • 45.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Inlärningsforskning lär oss mer om lärandet1995Inngår i: Skolvärlden, nr 16Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 46.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Intentionell analys: En empirisk belysning av ett forskningsperspektiv1998Rapport (Annet vitenskapelig)
    Abstract [sv]

    The thesis describes and discusses an intentional perspective on learning in formal settings. An empirical study is presented where two groups of 4-6 undergraduate students of education discuss a task confronting them with the concept of probability. The group-discussions were recorded, transcribed, and analysed from an intentional perspective, i.e. a perspective focussing on the meaning-making process in which students ascribe meaning to the task. The study is a critical replication of a study by Kahneman & Tversky (1982) who presented college-students with the same task. It was found that 50% of the students failed to solve the task in accordance with the rules of probability, a fallacy that was explained in terms of "errors of understanding" or "errors of application" committed by the students in their problem-solving.

    In this study an alternative interpretation of the outcome is offered. It is shown how different ways of contextualising the task yield different interpretations of the concept of probability, and hence of the task as a problem: a set-theoretical contextualisation where the task is handled as a logical problem, a 'good-reason-assay contextualisation' where the task is solved as an everyday-problem of the likelihood of events, and a 'survey contextualisation' where the task is dealt with as a statistical problem. Against this background, it is proposed that the 'fallacy' observed by Kahneman & Tversky (1982) can be seen, not necessarily as a result of the students' lack of understanding of elementary probability, but as difficulties in contextualising the task as a problem of probability.

  • 47.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Och ett år gick...: En utvärdering av det första läsåret på projektlinjen i matematik, fysik och matematisk statistik1996Rapport (Annet vitenskapelig)
  • 48.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Pluggets pedagogiska paradoxer2002Inngår i: Svenska Dagbladet: Under strecketArtikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 49.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Tid för lärande: En empirisk belysning av studenters studiesituation på utbildningsprogrammen datateknik och elektroteknik1997Rapport (Annet vitenskapelig)
  • 50.
    Scheja, Max
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Bolander Laksov, Klara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Vad är och kan högskolepedagogisk forskning vara? Respons på Sverre Wides diskussionsinlägg2023Inngår i: Högre Utbildning, E-ISSN 2000-7558, Vol. 13, nr 1, s. 35-39Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [sv]

    Artikeln tar sin utgångspunkt i Wides beskrivning; att se utvecklingen av högskolepedagogisk forskning som nära förbunden med den verksamhet som bedrivs inom pedagogiska utvecklingsenheter vid landets lärosäten, d.v.s. i hur stöd för högskolepedagogisk utveckling vuxit fram. Den avgränsning av högskolepedagogisk forskning författarna föreslår tecknar dock framväxten av ett potentiellt betydligt större fält. De menar: ”att den högskolepedagogiska forskningen har som primärt syfte att genom den systematik som befintliga och nya forskningsmetoder erbjuder skapa grund för förståelse, reflektion och utveckling av den högskolepedagogiska praktiken och dess processer”. De menar vidare att högskolepedagogisk forskning är ett ”tvärvetenskapligt forskningsfält vars syfte är att bidra till förståelsen och utvecklingen av den högre utbildningens villkor, innehåll, form och funktion”. Det särskilda med detta tvärvetenskapliga forskningsfält utgörs då av den nära kopplingen mellan pedagogisk utveckling, forskning och teoretiska bidrag. Scheja och Bolander Laksov lyfter fram att forskningen ska bidra såväl med underlag för högskolepedagogisk utveckling som med en vetenskaplig teoriutveckling, vilken även ska kunna skapa en grund för sammanhang inom och en integration av forskningsresultaten inom det växande fältet.

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