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Doctoral Theses / Doktorsavhandlingar Institutionen för pedagogik, kommunikation och lärande >
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http://hdl.handle.net/2077/36885
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File | Description | Size | Format | |
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gupea_2077_36885_1.pdf | Thesis frame | 2765Kb | Adobe PDF | ![]() View/Open |
gupea_2077_36885_2.pdf | Spikblad | 661Kb | Adobe PDF | ![]() View/Open |
Print version of this publication can be ordered.
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Title: | Formulating knowledge: Engaging with issues of sustainable development through academic writing in engineering education |
Authors: | Eriksson, Ann-Marie |
Issue Date: | 9-Oct-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: | II. Eriksson, A-M., Mäkitalo, Åsa. (2013) Referencing as practice: Learning to write and reason with other people's texts in environmental engineering education. Learning, Culture and Social Interaction 2, pp171-183. VIEW ARTICLE |
Date of Defence: | 2014-10-30 |
Disputation: | Torsdagen den 30 oktober, kl 13.00, Pedagogen Hus B, Lokal BE036 |
Degree: | Doctor of Philosophy |
Publication type: | Doctoral thesis |
Series/Report no.: | Gothenburg Studies in Educational Sciences 357 |
Keywords: | supervision academic writing engineering education sociocultural theory disciplinarity interaction analysis |
Abstract: | Given that knowledge in society is increasingly shaped by textuality and dependent on texts, higher education holds a special responsibility for introducing and guiding students into text practices contingent on disciplinary fields and their knowledge traditions. On a general level, this doctoral thesis investigates how participation in such text practices at university functions as a means for engaging students with knowledge that is new to them. Two aims have been pursued across three empiric... more |
ISBN: | 978-91-7346-799-5 (print) 978-91-7346-800-8 (pdf) |
ISSN: | 0436-1121 |
URI: | http://hdl.handle.net/2077/36885 |
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 |