negotiations

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tandfonline.com – Students’ negotiations of belonging in geoscience: experiences of faculty–student interactions when entering university

Posted on by Troels Gannerup Christensen - Læst 43 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT In this study, we explore how interactions with faculty influence first-year geoscience students’ negotiations of belonging in a study programme. We situate the study within the field of retention and use the concepts of belonging and culture to analyse our empirical material, collected through ethnographic fieldwork. We explore how faculty–student interactions during geoscientific fieldwork and in an “interview exercise” give students access to explicit and tacit knowledge about doing geoscience research, the department culture and possible careers in geoscience. The analysis shows that faculty–student interactions offer important avenues for the students’ negotiations of how they belong in the study programme (who they are) and in assessing their future possibilities (who they want to become). However, while positive for… Continue Reading →

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tandfonline.com – Using and rejecting peer feedback in the science classroom: a study of students’ negotiations on how to use peer feedback when designing experiments

Posted on by Troels Gannerup Christensen - Læst 25 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Background: Research on peer assessment has noted ambiguity among students in using peer assessment for improving their work. Previous research has explained this in terms of deficits in the student feedback, or differences in student views of what counts as high-quality work. Purpose: This study frames peer assessment as a social process in the science classroom. The aim is to explore peer assessment in science education as social practice in order to contribute to an understanding of the affordances and constraints of using peer assessment as a learning tool in science education. Design and Method: The study was conducted in four lower secondary school classes, school years 8 and 9, in two different schools. An intervention study was… Continue Reading →