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Project work, independence and critical thinking


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Title: Project work, independence and critical thinking
Authors: Eklöf, Anders
E-mail: anders.eklof@hkr.se
Issue Date: 22-May-2014
University: Göteborgs universitet. Utbildningsvetenskapliga fakulteten
University of Gothenburg. Faculty of Education
Institution: Department of Education, Communication and Learning ; Institutionen för pedagogik, kommunikation och lärande
Parts of work: 1. Nilsson, L.-E., Eklöf, A., & Ottosson, T. (2008). Unstructured information as a socio-technical dilemma. In Hansson, T. (Ed.), Handbook of research on digital information technologies: Innovations, methods and ethical issues (pp. 482–506). Her¬shey, PA: Information Science Reference. Doi:10.4018/978-1-59904-970-0.ch031 2. Eklöf, A., Nilsson, L.-E., & Svensson, P. (2009). So I sat down with my mother: Connectedness orientation and pupils’ independence. In Tatnall, A. & Jones, A. (Eds.), Education and technology for a better world, proceedings 9th IFIP TC 3 World conference. Bento Goncalves, Brasil Springer. Doi:10.1007/978-3-642-03115-1_30 3. Eklöf, A., Nilsson, L.-E., & Ottosson, T. (2013). Instructions, independence, and uncertainty: Student framing in self-regulated project work. Accepted for publication in European Educational Research Journal. 4. Eklöf, A. (2013). A long and winding path: Requirements for critical thinking in project work. Learning, Culture and Social Interaction, 2(2), 61–74. Doi: 10.1016/j.lcsi.2012.11.001
Date of Defence: 2014-06-13
Disputation: Fredagen den 13 juni 2014, klockan 13.00, Aulan (7-318),Högskolan Kristianstad
Degree: Doctor of Philosophy
Publication type: Doctoral thesis
Series/Report no.: Gothenburg Studies in Educational Sciences
353
Keywords: project work
independence
individualisation
critical thinking
frame analysis
risk
uncertainty
Risk-society
Abstract: This thesis studies how students do projects in a Swedish upper secondary school. The students have to produce products and at the same time prove them self as independent in relation to the teachers, and negotiate the requirements of the project setting and the written instructions within the group. The study focuses on what comes out as problematic for the students, how they solve these dilemma situations and what resources are used in order to do so. A choice was made only to analyse stude... more
ISBN: 978-91-7346-793-3 (tryckt)
978-91-7346-794-0 (pdf)
ISSN: 0436-1121
URI: http://hdl.handle.net/2077/35745
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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