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Contextualizing inquiry. Negotiations of tasks, tools and actions in an upper secondary classroom.


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Title: Contextualizing inquiry. Negotiations of tasks, tools and actions in an upper secondary classroom.
Authors: Lilja, Patrik
Issue Date: 27-Nov-2012
University: Göteborgs universitet. Utbildningsvetenskapliga fakulteten
University of Gothenburg. Faculty of Education
Institution: Department of Education, Communication and Learning ; Institutionen för pedagogik, kommunikation och lärande
Date of Defence: 2012-12-18
Disputation: Kl 13.15 i sal BE015, Pedagogen, Hus
Degree: Doctor of Philosophy
Publication type: Doctoral thesis
Series/Report no.: Gotenburg studies in educational sciences
327
Keywords: Inquiry
upper secondary school
project work
problem based learning
Abstract: The challenges for education in contemporary society are complex. The emergence of the post-industrial society – an information- or knowledge society, where the development of digital technologies are pivotal – have altered the premises for the production, communication and uptake of knowledge. Students of today are not only expected to learn specific knowledge and skills, but also to develop more generic and complex competences and dispositions, like critical reasoning and democratic values. Th... more
ISBN: 978-91-7346-735-3
URI: http://hdl.handle.net/2077/31413
Appears in Collections:Gothenburg Studies in Educational Sciences
Doctoral Theses from University of Gothenburg / Doktorsavhandlingar från Göteborgs universitet
Doctoral Theses / Doktorsavhandlingar Institutionen för pedagogik, kommunikation och lärande

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