Conference papers

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Browsing Conference papers by Author "Ingerman, Åke"

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    Enhancing formal learning in informal learning settings – Considerations for teachers and guides
    (Centre for Science and Mathematics Education, University of Southern Denmark, 2008) Pendrill, Ann-Marie; Ingerman, Åke; Pendrill, A-M. Department of Physics, Göteborg University, Sweden
    An encounter with a phenomenon in a science center exhibit can provoke many questions and discussions among the visitors. Interaction with a guide can enhance the experience and help the visitors develop a deeper understanding and see more connections to other phenomena. The outcome of the discussions depend on the visitors, but also on the guide's strategy. This paper builds on empirical material in more formal learning situations, but with relevance for interactions e.g. in a science center. We first consider formal learning outcomes based on informal learning experiences in an amusement park. We then consider tutor preparation and tutor choices, with respect to entering in the dialogue, engaging with the students and finally, ending the teaching interaction. We find that an alliance between formal and informal learning situations can be mutually beneficial.
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    Phenomenographic perspectives on the learning experience and process in higher education physics
    (University of Cape Town, 2008) Booth, Shirley; Ingerman, Åke; Booth, S. Lärande Lund, Lund University, Sweden & Department of Education, University of Witswatersrand, South Africa
    The focus of phenomenographic research has been the experience of learning (Marton & Säljö, 1976a; Marton & Säljö, 1976b; Säljö, 1979; Marton et al., 1984/1997; Booth, 1997; Marton & Booth, 1997; Pang, 2003). Drawing on our recent research into the process of learning in higher education physics contexts, we present a discussion of the experience and process of learning, and perspectives from which it can be analysed and understood that emerge from the phenomenographic tradition. First we will relate our empirical work, then elaborate on it as an example of a study of learning. Then we will enter into a reflection on phenomenography as a research approach for the 21st century, in the delimited field of researching learning and teaching practices in higher education, and make an argument that phenomenography has a role to play in the transformative processes demanded by a changing society.
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    Using research to activate university teacher training
    (Universidad Nacional, Facultad de Ingeniería & Universidad de los Andes, Facultad de Ingeniería , Ediciones Uniandes, 2008) Christie, Michael; Ingerman, Åke; Berge, Maria; Christie, M. CKK, Chalmers, Gothenburg, Sweden; Berge, M. ITU, Chalmers, Gothenburg, Sweden
    In this debate paper the authors report on a project aimed at making selected data from research more quickly available to engineering educators. The educators involved are participants in pedagogical courses that they have undertaken to improve their teaching. During a workshop on group learning the educators, who come from various departments at a technical university in Sweden, are shown videotaped excerpts of a group of physics students solving a mechanics problem concerning force and friction. By using a Socratic approach the faculty members are encouraged to confront issues involved in small group work and discuss ways in which the benefits of group work can be maximised.