It is widely accepted that to be scientifically literate one needs to have the ability to make thoughtful decisions about socioscientific issues (SSI). This includes critical assessment of scientific claims and arguments involved. In this study we asked 89 science education students with substantial academic qualifications in science, working in groups of two and three, to assess the reliability of scientific claims in an article of their own choice, but related to a socioscientific issue, and to present their evaluation in a short text. In analyzing the students' texts, we focused on the criteria they had explicitly and implicitly used in their evaluations. Through a qualitative analysis, we identified 13 different criteria focusing on empirical and theoretical adequacy, completeness of presented information, social aspects, and manipulative strategies. An inspection of the students' evaluations revealed that they drew upon knowledge of possible institutional interests, different signs of competence and an appreciation of concurrent expert views, but also methodological norms in science, specialized content knowledge, and an appreciation of evidence and disclosure of sources. The number of criteria used and the quality of their application varied, indicating that critical examination of texts with a science dimension needs to be emphasized in science teacher education. © 2006 Wiley Periodicals, Inc. Sci Ed 90:632–655, 2006
Universitetet i Agder arrangerte Fagreferentkonferansen 2012 som hadde et innholdsrikt og interessant program. Ulike aspekter ved bibliotekets tjenester ble belyst, fra undervisning av studenter og styrking av informasjonskompetanse, til tjeneste for forskere og forskningsmiljøer og samlingsutvikling med brukerstyrte innkjøp av e-bøker.
Institutions of higher education have strategies on digitization and the use of digital learning resources for their teaching in place. One initiative from the university libraries aiming to operationalize such strategies is a three-year Nordplus project that was completed in the autumn of 2019. The libraries at Aarhus University, Lund University and the University of Bergen have worked together on the development of e-learning objects, and their implementation and evaluation. The aim of the project was to develop the library's teaching of information literacy in a co-creation between libraries, the academic community and students. This article will shed light on the prerequisites that must be met for competency development among participants in a project to take place. We present relevant research and literature, and take a closer look at the project's activities and processes. In the analysis we discuss our experiences in relation to the literature presented, and we conclude, among other things, that participating in a project is engaging and enhances quality in learning processes. We also believe that collaboration in a wider academic network for educational librarians in the future will contribute to a stronger and clearer position as an educational actor for Nordic libraries in higher education.
EDITORIALLibraries have always been closely linked with educational institutions. The role of higher education libraries in particular has been to provide access to academically relevant literature that will serve as the basis for university teaching.
It contains abstracts and links to videos from the invited keynote speakers, abstracts from the workshop facilitators, as well as summaries of other posters and papers presented there.
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