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  • 1. Berglund, Per
    et al.
    Dannetun, Per
    Chan, Wai Lee
    Gold, Julie
    Han, Sam
    Hansson, Heidi
    Umeå University, Faculty of Arts, Department of language studies.
    Harvey, Simon
    Huang, Jun Song
    Larsson, Ann-Charlotte
    Linton, Steven
    McInerney, Gerald
    Magnell, Marie
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Quttineh, Nils-Hassan
    Richards, Tobias
    Song, Juha
    Switzer, Adam D.
    Tegler Jerselius, Kristina
    Vikström, Susanne
    Umeå University, Faculty of Medicine, Department of Medical Biochemistry and Biophysics.
    Wikström, Martin
    Yu, Kang Yang Trevor
    Yeo, Jesvin Puay-Hwa
    Zary, Nabil
    Pohl, Hans
    Ellervik, Ulf
    Linking education and research: a roadmap for higher education institutions at the dawn of the knowledge society2019In: Linking education and research: the results of an international Summer School, Stockholm: The Swedish Foundation for International Cooperation in Research and Higher Education (STINT) , 2019, p. 11-33Chapter in book (Other academic)
    Abstract [en]

    In an era characterized by a move towards a "knowledge society", universities are central in fostering "knowledgeability", that is the reflexive understanding of knowledge in knowledge societies. The objective of "knowledgeability" can be met through creating a stronger link between education and research. Furthermore, overall student performance, for example in critical thinking and problem solving, can be improved if research-related activities are incorporated into the curriculum.

    The aim of this paper is to use international examples to discuss the research-education nexus from four different perspectives, namely context, policy, implementation and quality, with case studies from higher education institutions in Singapore and Sweden. We suggest that different integrative technologies can be used to enhance the links, but it will be essential to consider the inputs of training, service and support in using new technology. Interestingly, the act of evaluating the link between education and research will increase awareness of this linkage by stakeholders involved in both education and research. In turn the link can be strengthened, contributing to increased quality in both education and research

  • 2.
    Bogdanov, Sergey
    et al.
    Petrozavodsk State University.
    Oversby, John
    University of Reading.
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Teteleva, Ekaterina
    Petrozavodsk State University.
    Physics insight into “The Canterbury Tales” Chronotope2015In: Physics Education, ISSN 0031-9120, E-ISSN 1361-6552, Vol. 50, no 4, p. 462-467Article in journal (Refereed)
    Abstract [en]

    Many students regard physics as an isolated, sophisticated and perhaps a boring branch of science. Meanwhile, physics is embedded in most events and issues of society, culture and everyday life. To find and include such relevant contexts is one of the challenges for every physics teacher. Here we present our findings, which concern the classic The Canterbury Tales by Geoffrey Chaucer. Some important questions are still open and disputed, such as the dates of events in the story. In particular, physics can provide a method for an approximate estimation of the dates and places of the events in the tales. This paper provides some of the details.

  • 3.
    Manuel, Alzira
    et al.
    Eduardo Mondlane University, Maputo, Mozambique.
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Exploring gender differences in participants’ motivations and expectations in non-formal vocational education and training programmes in Mozambique2016In: Contemporary Issues and Perspectives on Gender Research in Adult Education / [ed] Maja Maksimović, Joanna Ostrouch-Kamińska, Katarina Popović, Aleksandar Bulajić, Belgrade: University of Belgrade , 2016, p. 225-237Conference paper (Refereed)
    Abstract [en]

    Non-Formal Education in Mozambique is considered to be one of the ways to open up opportunities for education and training for youth and adults. Mozambique has great gender disparities in post-elementary and vocational education. In this study, semi-structured interviews and life stories were used to explore gender differences in participants’ motivations and expectations in Non-Formal Vocational Education and Training (NFVET) in Mozambique. Fourteen participants and six former participants of two NFVET programmes were involved in the study. The findings showed that both men and women acknowledge that NFVET programmes can help them to improve their life chances. However, there were clear gender differences. Women focus on improving the lives of their families as the main objective of participating in NFVET, while men prioritise their own professional growth. Men see their own needs as the family needs. In the discussion of findings a need to challenge gender inequalities in Mozambique is addressed.

  • 4.
    Manuel, Alzira
    et al.
    Eduardo Mondlane University, Maputo, Mozambique.
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    The challenges of adult education policy implementation in Mozambique2016In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 71, no 71, p. 53-61Article in journal (Refereed)
    Abstract [en]

    The current socio-economic development in Mozambique is characterized by growing social inequalities, in particular concerning the imbalanced access to education and the increased poverty of women and the unemployed. Adult education is a way to provide youth and adults with opportunities to improve their knowledge and skills. Through education they can gain power and they can learn how to cope with social and economic challenges. The purpose of this research is to examine how far policies concerning adult education, especially with respect to Non-Formal Vocational Education and Training (NFVET) are implemented. The research is qualitative in nature, based on document analysis with a focus on the policies that have guided the implementation of adult education and training in Mozambique during the period 2000-2015. The findings reveal that Mozambique has been strongly influenced by international initiatives within the framework of ‘Education for all’ and ‘Education for development’. There is an apparent need to strengthen policy implementation strategies, particularly in the area of NFVET in order to ensure the real empowerment of learners and teachers.

  • 5.
    Manuel, Alzira
    et al.
    Eduardo Mondlane University, Maputo, Mozambique .
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Buque, Domingos
    Eduardo Mondlane University, Maputo, Mozambique .
    Towards programme improvement in non-formal vocational education and training in Mozambique2015In: Problems of Education in the 21st Century, ISSN 1822-7864, Vol. 67, p. 61-71Article in journal (Refereed)
    Abstract [en]

    The current situation of Mozambique, characterized by limited but highly needed Formal Vocational Education, demands the development and improvement of Non-formal Vocational Education and Training (NFVET). NFVET can provide relevant knowledge and skills, particularly for out of school and unemployed youth and adults to promote social inclusion and development. This is a qualitative case study with some elements of action research. Semi-structured interviews with six educators, classroom observations and two focus group interviews with former participants were implemented. The research aims to explore ways by which NFVET programmes can be improved in order to increase people’s chances, not only to get work, but also to be able to participate actively in their own process of development. The findings suggest some directions for the improvement of NFVET in Mozambique in order to empower people to actively participate in the social and economic life of their local communities and broader society.

  • 6.
    Manuel, Alzira
    et al.
    Eduardo Mondlane University, Maputo, Mozambique.
    Van der Linden, Josje
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Educators in non-formal vocational education and training in Mozambique: a plea for recognition and professionalisation2017In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 36, no 3, p. 324-338Article in journal (Refereed)
    Abstract [en]

    Interest in vocational education and training (VET) is growing. This can be attributed to global socio-economic developments requiring continuously changing knowledge and skills. Adult education and training, particularly in non-formal education (NFE) contributes to provide these skills and knowledge for youth and adults. This puts pressure not only on programmes and facilities, but also on the educators. How do they cope with the changing demands? This paper focuses on educators in non-formal vocational education and training (NFVET) in Mozambique. It explores the perceptions, experiences and reflections of educators in NFVET working in training centres on the outskirts of Maputo. Semi-structured interviews and observations were used to get insight into the educators' understandings and into the conditions in which their educational activities took place. The findings point to the need for the professionalisation of NFVET educators. This would contribute to the quality of their activities and to their status as professionals.

  • 7.
    Mendonça, Marta
    et al.
    Eduardo Mondlane University, Mozambique.
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    A comparative analysis of university pedagogical centres’ activities in Mozambique and Sweden2014In: A Nordic perspective: on the cultural and the activity approach in theory and practice / [ed] Hans Knutagård, Britt Krantz och Marie Jedemark, Kristianstad: Kristianstad University Press , 2014, p. 65-73Chapter in book (Refereed)
    Abstract [en]

    Many universities around the globe consider raising the pedagogical competence of their teachers to be an important task. The common way of approaching this task is the creation within the university of a specialised centre in charge of staff pedagogical development. This study attempts to provide an analysis of activities conducted by two pedagogical centres situated in two dramatically different contexts: one of the poorest countries in the world (Mozambique) and one of the richest (Sweden). A qualitative study was carried out based on a comparative policy document analysis, on-site observations and semi-structured interviews with two staff members from both centres. Cultural-Historical Activity Theory (CHAT) provided a theoretical framework for the analysis. The collective activity system is taken as a unit of analysis that connects psychological, cultural and contextual perspectives (Engeström, 1999). We found that the official rhetoric of both universities explicitly focuses on the development of pedagogical competence for all categories of teachers. Therefore, as was expected, similarities were identified in the object and expected outcomes of the centres’ activity. However, due to significant differences in historical pre-conditions, cultural contexts and artefacts used for mediating activities in the two centres the findings revealed many differences in the corresponding collective activity systems. The study suggests that the implementation of pedagogical training at a university should carefully consider contextual, social and cultural factors shaping collective activity systems and if necessary construct compensatory artefacts to ameliorate possible frictions in the developmental process.

  • 8.
    Mendonça, Marta
    et al.
    Eduardo Mondlane University, Faculty of Education, Maputo, Mozambique.
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Inner tensions in changing pedagogical approaches in Mozambican higher education2014In: Comprehensive Journal of Educational Research, ISSN 2312-9421, Vol. 2, no 5, p. 60-69Article in journal (Refereed)
    Abstract [en]

    The paper discusses tensions in the process of implementation of student-centered pedagogical approaches in Mozambican higher education. A qualitative study was carried out based on document analysis, classroom observations and semi-structured interviews at one selected university. The analysis of this data was based on an activity theory approach which connects psychological, cultural and contextual perspectives. Data collected in this study showed that the teachers did not feel ownership of the innovation and the students revealed difficulties in taking responsibility for their learning. Traditional ‘punitive’ assessment culture and the Mozambican ‘poverty context’ influenced pedagogical practice. Younger teachers appeared to have more interest in the innovation.

  • 9.
    Mendonça, Marta
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Cossa, Eugénia
    Eduardo Mondlane University, Mocambique.
    Introducing a student-centred learning approach in current curriculum reform in Mozambican higher education2012In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 3, no 1, p. 37-48Article in journal (Refereed)
    Abstract [en]

    The Eduardo Mondlane University (UEM) in Mozambique is introducing new participative forms of pedagogical practices into the process of its current curriculum reform. This article presents a case study of the introduction of a student-centred approach at one department and discusses some of the lecturers’ perceptions and experiences concerning the process. A qualitative study was carried out based on classroom observations and interviews. Activity theory was used in the analysisof the results. The findings show that the lecturers do not feel ownership of the curriculum reformintroducing student-centred learning. They express a need for training and the creation of adequatematerial conditions to apply the innovation. The findings also reveal contextual factors affecting student engagement in learning. In the conclusions, reflections are presented concerning the place of the generic values of learner-centeredness in the academic culture of the UEM.

  • 10.
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Mathematics Technology and Science Education.
    Developing outdoor physics project using the activity theory framework2008In: GIREP 2008 International Conference. University of Cyprus 18-22 August 2008: Physics curriculum design development and validation, 2008, p. ?-Conference paper (Refereed)
    Abstract [en]

    This paper presents the conceptualisation, implementation and evaluation of methodology of “outdoor physics” a project in science teacher education at Umeå University, Sweden (see http://outdoorphysics.educ.umu.se). Activity Theory was used as the theoretical framework for project development. The fundamental constructs of this theory: collaborative activity, motivation, object and context of learning were taken into consideration in the development of outdoor cases and methodology of the project. Prospective science teachers took active part in all stages of project activities. They developed specific cases for outdoor study, tested these both by themselves and with students in schools and evaluated their outcomes. The various cases of outdoor physics were part of teacher students’ research projects presented at the end of their undergraduate studies. Professional development of prospective teachers of science participating in the project is the main outcome of the current stage of the project, which benefited from international collaboration with colleagues from Russia (KSPU, Petrozavodsk) and some European countries (OutLab project). We expect that the knowledge acquired by prospective teachers in outdoor physics activities can also lead to new pedagogical approaches in their future professional work.

  • 11.
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Förmåga att tänka kritiskt2016Other (Refereed)
    Abstract [sv]

    Förmågan att tänka kritiskt är grundläggande för aktivt deltagande i ett demokratiskt samhällsliv. Den inkluderar färdigheter att kunna analysera, reflektera, dra slutsatser, värdera och ifrågasätta. Samhällsfrågor med naturvetenskapligt innehåll (SNI) i naturvetenskaplig undervisning ger goda möjligheter att utveckla denna förmåga. I den här artikeln ligger fokus på den viktiga rollen som kritiskt tänkande spelar i forskning och i den naturvetenskapliga medborgarbildningen. Av läroplanen för gymnasieskolan framgår att eleverna ska utveckla sin förmåga att tänka kritiskt, att granska fakta och förhållanden och att inse konsekvenserna av olika alternativ. Kritiskt tänkande och förhållningssätt uttrycks också i de naturvetenskapliga ämnenas syften och centrala innehåll. Diskussionen om utveckling av kritiskt tänkande i denna teoretiska artikel relateras till tre naturvetenskap-didaktiska områden: kunskap, procedur och tankesätt. Texten utgår ifrån att man bör sträva efter att utveckla vetenskaplig kunskapssyn, insikt i vetenskapliga arbetsmetoder och ifrågasättande inställning till verklighetsbeskrivningar för att kunna utöva kritiskt förhållningssätt.

  • 12.
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    I jakten på beprövad erfarenhet2019Other (Other academic)
    Abstract [sv]

    Presentationen problematiserar begreppet beprövad erfarenhet (BE) och användningen av begreppet inom den pedagogiska verksamheten. BE kan ses som en form av praxisgrundad kunskap som omfattar kognitiva, praktiska och emotionella dimensioner. I Skolverkets dokument poängteras vikten av den beprövade erfarenhetens dokumentation, delning och prövning i ett kollegialt sammanhang, men vilka former av dokumentation och spridning som är valida preciseras inte. I presentationen dikuteras olika dimensioner av BE och skillnader mellan forskning och BE. En teoretisk modell föreslås för konceptualiseringen av BE.

  • 13.
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Impact of World Affecting Events on Physics Education: A case of Fukushima and radiation education in Sweden and Russia2012Conference paper (Refereed)
    Abstract [en]

    Motivation for Science studies is an issue actively discussed in educational research literature. There is no shortage of analysis either about the root of the problem, or recipes for its solution. Arguments have been provided, for example, that use of socio-scientific issues (SSI) in teaching can positively affect students’ motivation to study science. In this connection the following research questions were explored in a combined qualitative and quantitative study:

    -          How was prospective physics teachers’ interest to physics/science influenced by World Affecting Event - Fukushima accident in Japan in March 2011?

    -          How students’ professional background knowledge affected their private inquiry about Fukushima?

    The target group included about one hundred fourth- and fifth year physics students in Petrozavodsk and Blagoveshchensk (correspondently West and East of Russia) and Umeå (Sweden).

    The analysis of students’ answers showed:

    -          Fukushima Catastrophe did not influence significantly students’ interest for nuclear physics or physics study in general and did not become a triggering event for deeper study of physics or interest in “radiation education”.

    -          Physics knowledge was not drawn upon for reading and discussing about Fukushima, mainly humanitarian/value aspects were in focus.

    -          The main source of information on Fukushima events for students was the Internet, where mostly they surfed over pop-up news. They acted in information search more like laymen rather than physicists.

    -          National and regional differences could be indentified in the answers.

  • 14.
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Internationalisation of Teacher Education in Japan viewed from a Swedish Perspective2009In: Tokyo Gakugei University 60th Anniversary Symposium / [ed] the Curriculum Center for Teachers, Tokyo: Tokyo Gakugei University , 2009, p. 76-88Conference paper (Other academic)
    Abstract [en]

    This paper provides an analysis of the internationalisation of Teacher Education in Japan viewed from the perspective of a Swedish teacher educator. The analysis attempts to highlight the most interesting features and problematic aspects of the complex process of internationalisation as declared and implemented at national level and in one particular teacher training institution. The perspective of a Swedish scholar aligned the study focus on common and contrasting issues of the internationalisation of higher education in two countries, however the data provided in this paper concerns explicitly only Japan.

  • 15.
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Internationalisation of teacher education in Sweden2010In: Internationalisation of teacher education in Europe / [ed] Curriculum Center for Teachers, Tokyo: Tokyo Gakugei University , 2010, p. 65-72Chapter in book (Other (popular science, discussion, etc.))
    Abstract [en]

    This paper addresses different aspects of internationalisation of Swedish teacher education. The contextual, societal and curriculum perspectives are used to highlight complexity of international work in training prospective teachers. Evidence of systematic improvement of internationalisation was found at Umeå University. It is argued that an active internationalisation process can help to raise academic status of teaching profession domestically and internationally.

  • 16.
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Issues of intercultural competence in Swedish science education2016Conference paper (Refereed)
    Abstract [en]

    Multiculturalism and intercultural education have been for the long time constitutive components of Swedish teacher training, in particular concerning the teaching of Swedish as second language (Johansson, 2008). However, in the curriculum discourse and practice of other subjects, this concept appears to be poorly explored and instrumentalised (Popov, Sturesson, 2015). Nowadays, when teacher students go to school practice, they face culturally diverse classrooms and challenging educational contexts (Popov, Sturesson, Carlsson, 2012). They need to deal with cultural heterogeneity on pedagogical and curriculum planes (Popov, Sturesson, 2015). The focus of this paper is to highlight important elements of intercultural competence as they perceived by the science teachers. Theoretical lens of the socio-political framing of education (Gutiérrez, 2013), in particular issues of identity construction is used in the study. The concept of identity is related to what a person does and his or her activities. Identity is dynamic and depends on participation in a particular community that position an individual “through and in race, class, ethnicity, sexuality, gender, religion, language, and so forth” (Gutiérrez, 2013, 46). Theoretical constructs of multiculturalism were also important to highlight different dimensions of science teachers’ intercultural competence.

  • 17.
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Kommunikation och visualisering i matematikundervisning på yrkesprogram2014Other (Refereed)
    Abstract [sv]

    Denna artikel handlar om kommunikationens betydelse för undervisning i matematik på yrkesprogram. En fördjupning inom detta område är särskilt viktig med tanke på yrkesprogrammens heterogena grupper och bredden på utbud av inriktningar. Yrkeselevernas varierande förkunskaper berättigar till en analys av kommunikationsförmågan ur ett ”språk och matematik” perspektiv. Det handlar inte bara om att stödja elever att lära sig ett matematiskt innehåll genom att kommunicera utan även att utveckla elevernas språkkunskaper. Syftet med denna artikel är att belysa kommunikationens och visualiseringens roll i undervisningen och lärandet av matematik. Artikeln riktar sig i första hand till gymnasielärare i matematik.

  • 18.
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Outdoor Science in Teacher Education2015In: Contemporary approaches to activity theory: interdisciplinary perspectives on human behavior / [ed] Thomas Hansson, hershey, pa: IGI Global, 2015, p. 128-142Chapter in book (Refereed)
    Abstract [en]

    This is an account of the development of prospective teachers’ competence to conduct outdoor science education. At the Department of Science and Mathematics Education, the students participate in outdoor education courses. They also plan, manage and evaluate outdoor lessons designed as assignments in science education, participation in school practice and summer courses. Many student teachers evaluate and analyse the pedagogical aspects of outdoor science when they carry out research projects in schools for their graduation thesis work. In order to understand the activity of science teaching and learning outdoors, a qualitative study was conducted. It was based on interviews with teacher educators and included studies of students’ examination papers. A Cultural Historical Activity Theory (CHAT) lens was applied to the study. The theoretical framework helped to identify the prospective teachers’ abilities and skills to design, implement and evaluate tasks related to the professional competence of delivering outdoor science activities.

  • 19.
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Raising professional competence of mathematics teachers in Sweden: Challenges of material development2015In: Educating the educators: international approaches to scaling-up professional development in mathematics and science education / [ed] K. Maaß, G. Törner, D. Wernisch, E. Schäfer and K. Reitz-Koncebovski, Münster: WTM – Verlag für wissenschaftliche Texte und Medien , 2015, Vol. 2, p. 234-239Conference paper (Refereed)
  • 20.
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Regional and national particularities of the prospective physics teachers’ perceptions of radiation catastrophes2012In: Proceedings of the FFPIO-2012, Благовещенск, 2012, p. 215-218Conference paper (Refereed)
  • 21.
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    STINT Teaching Sabbatical 2017: Final report2018Report (Other (popular science, discussion, etc.))
    Abstract [en]

    The report presents overview of educational system in Singapore with focus on teacher education. The National Institute of Education (NIE) is the only teacher training institute in the country. It is an autonomous institute of Nanyang Technological University (NTU) in Singapore. NIE staff not only conducts research in education but also “content research”, meaning pure science research. At the Department of Natural Sciences & Science Education (NSSE)  a majority of publications are in the fields of pure physics, chemistry and biology. NIE’s plasma research group is world-leading in their area of specialization. Therefore, the number of publications and citations from NSSE is very high in comparison to the amount of publications done by similar Swedish departments. Value-work and leadership training are central for all educational programs. Voluntary work is promoted for NIE students with regular advertisements on the website and around campus. Staff members are expected to be role-models for the students. Diversity is a major slogan at NIE. This includes diversity in research but also Cultural Diversity. NIE is active in international exchange programs. It also organizes regular study visits and developmental work actions in the region. In some programs students have to spend six months at foreign institutions. NIE also has some specific rules, for example a code of conduct and dress code for student teachers on campus. As stated in the code of conduct, NIE aims to develop student teachers into cultured teachers. “A cultured teacher is one who is smart looking, confident, caring, creative, and a mentor, learner and leader. As part of the desire to project a positive total image of teachers, a code of conduct and dress code for student teachers on campus has been established and student teachers are expected to observe the code.” The admission of students into teacher education is a very selective process in Singapore. It can be compared to the admission to medical faculties in Sweden. When demographic situation in the country is changing, as it is now, with fewer children in schools, Singapore needs fewer teachers. As a result the selection procedure is becoming even tougher.

    The balance between research and teaching is strict at NIE. Professors cannot freely disperse their time between teaching and research but must instead, even if they have funding for research, teach courses according to the needs of the department. Everybody should teach undergraduate and masters students. Masters courses are normally given on evenings, not an attractive time, but old professors and young lecturers will do their teaching duty in master courses. People often joke that “research is considered more like hobby for the staff – they find time anyway to do it, but teaching is a holy activity”. Everybody takes teaching very seriously. The status of pedagogical merits is high at NIE. It is comparable, but not equal to, research merits. Teachers are expected to do a lot of curriculum work, develop new courses, new laboratory activities, ICT-solutions: apps, animations, etc. They participate as judges in science fairs and competitions. These activities are voluntary, but an important part of their pedagogical work. They also supervise school students’ preparation for such competitions. Most of the courses are technology rich, in the sense that they use ICT and laboratory facilities.

  • 22.
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Striden om solstrålar: reklamkritik2016Other (Refereed)
    Abstract [sv]

    Reklam är inte skapad för att bli kritiskt granskad, utan för att främja vår konsumtionslust. Nationalencyklopedin (NE) definierar reklam som ”ett av de konkurrensmedel som ett företag använder i sin marknadsföring för att främja försäljningen av en vara eller tjänst.” I vidare mening inbegriper reklam även spridning av idéer och värderingar och därför tangerar begreppet propaganda. Enligt NE betyder propaganda ”mer eller mindre systematiskt bedriven verksamhet som syftar till att med hjälp av språk, bilder eller andra symboler påverka människors åsikter, värderingar eller handlingar i en bestämd riktning.” I den här artikeln analyseras ett till synes fyndigt reklamtrick från Lufthansa, vars syfte är att öka försäljningen av solresor från Skandinavien under vinterårstiden (Lufthansa, 2016). Reklamen som kallas ”UNSCREEN” lanserades i olika medier i februari 2016. Den åberopar vetenskapliga forskningsresultat och använder olika naturvetenskapliga begrepp i reklamtexten och kan därför vara lämplig för analys i SNI-baserad undervisning.

  • 23.
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Teachers' and students' experiences of simultaneous teaching in an international distance and on-campus master's programme in engineering2009In: International Review of Research in Open and Distance Learning, ISSN 1492-3831, E-ISSN 1492-3831, Vol. 10, no 3, p. 1-17Article in journal (Refereed)
    Abstract [en]

    Swedish universities frequently offer campus-based education as well as online courses, a system commonly referred to as dual mode. This paper analyses some challenging pedagogical aspects of a master's programme in engineering developed and delivered simultaneously online and on campus. Course evaluations, questionnaires, and interviews with the programme teachers were the main instruments used in this study. Activity theory was used as a theoretical framework for data collection and analysis. The study evidences the nature of problems experienced by on-campus and distance students as well as conflicts of interest and expectations existing between these two student groups. Teaching simultaneously in two modes demands extra effort from the course teachers, who are aware of the problems related to pedagogical communication needed by both groups. Though teaching in the dual mode offers economic benefits for the department, the simultaneous mode of teaching is experienced as problematical by both groups of students, with distance students appearing to be more disadvantaged in the programme.

  • 24.
    Popov, Oleg
    Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education.
    The comparative study of prospective science teachers’ skills of written explanation2005In: Baltic Journal of Science Education, ISSN 1648-3898, Vol. 7, no 1, p. 40-50Article in journal (Refereed)
    Abstract [en]

    The comparative study of prospective teachers’ pedagogical skills of written communication in science is presented. Russian and Swedish students were asked to give detailed explanations of two simple physical phenomena (how and why the shadow from a tree appears and why the bulb lights in a torch) to a hypothetical Grade 7 pupil. The results of the questionnaire revealed the evident gap between the students’ knowledge per se and their abilities to didactically express their knowledge in written form and in pictures. Undoubtedly this is one of the challenges to teacher educators. The study also revealed the differences between forms and qualities of explanations given by Russian and Swedish students as the result of different pedagogical traditions and communication cultures.

  • 25.
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    The concept of proven experience as a tool for understanding, developing and generalising teachers’ pedagogical work2019Conference paper (Refereed)
    Abstract [en]

    This theoretical paper elaborates on the concept of “proven experience” (beprövad erfarenhet) that recently came into focus within the Swedish educational system. Based on a systematic study of international research literature it is argued that proven experience can be interpreted as a combination of the terms “evidence based teaching” and “teacher professional inquiry”, which are broadly used in English language educational discourse.

    A four level theoretical model is suggested for interpreting and instrumentalising the term proven experience in education. The model is based on the inverted version of Miller’s (1990) model, which was used for the analysis of practical knowledge in medical education. The suggested model correlates ontologically with historical forms of knowledge genesis starting with instrumental knowledge and culminating in theoretical knowledge. Josefson (2005) defined the concept of proven experience as: “experience critically proven through theoretical reflection”. This definition appears to better correspond to the suggested model than the interpretations of the concept provided by the Swedish National Education Agency (Skolverket, 2012).

    The provided theoretical model for analysing proven experience could be used as a tool for understanding and generalising teaching experience at different educational levels.

    References

    Josefson, I. (2005). Vetenskap och beprövad erfarenhet. I: Carlgren, I. (red.). Forskning av denna världen. 2, om teorins roll i praxisnära forskning. Stockholm: Vetenskapsrådet.

    Miller, G.E. (1990). The assessment of clinical skills/competence/performance. Acad Med. 1990 Sep., 65(9 Suppl). S63-67.

    Skolverket. (2012). Promemoria om vetenskaplig grund och beprövad erfarenhet. (dnr 00-2012:1700).

  • 26.
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Unaccompanied refugee children - a major challenge for the schools2017Conference paper (Other academic)
    Abstract [en]

    The presentation discusses issues related to integration of refugee children in Swedish school system. During the past ten years (2007-2016) over 62000 of asylum seeking unaccompanied children came to Sweden. These children are placed in different municipalities around the country that take responsibility for their education and socialisation. I argue that existing practice of introducing unaccompanied immigrant children into Swedish school system is built with multiple cultural barriers impeding success of their integration in Swedish society. Interviewed prospective teachers also recognise existing systemic problems in education of unaccompanied immigrant children and feel luck of instrumental intercultural competence to deal with such problems.

  • 27.
    Popov, Oleg
    Umeå University.
    Unscreen - reklam, kontext och evidens2016In: LMNT-nytt, ISSN 1402-0041, no 2, p. 17-19Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    I den här artikeln analyseras ett till synes fyndigt reklamtrick från Lufthansa, vars syfte är att öka försäljningen av solresor i Skandinavien under vinterårstiden. Reklamen som kallas ”Unscreen” lanserades i olika medier i februari 2016. Det åberopar vetenskapliga forskningsresultat och använder olika naturvetenskapliga begrepp i reklamtexten och kan därför vara lämplig för analys i nv-undervisning.

  • 28.
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Upptäck fysiken på skolgården och i närmiljön: det didaktiska materialet ”Utomhusfysik” för F-6 lärare2016In: Från forskning till fysikundervisning: Bidrag från konferensen i Malmö / [ed] Karin Stolpe och Gunnar Höst, Linköping: Nationellt centrum för naturvetenskapernas och teknikens didaktik , 2016, p. 47-52Conference paper (Refereed)
    Abstract [sv]

    Fysik och utomhusmiljö öppnar många möjligheter att bekanta sig med naturlagarna. Även de vanligaste föremålen i vår omgivning, en båt, ett träd eller en snöboll, kan bidra till att utveckla lärande och skapa förståelse. Artikeln presenterar idégrunden för boken ”Utomhusfysik: Uppleva, undersöka, utforska” (Popov & Engh, 2016). Boken bjuder in till att utveckla naturvetenskaplig undervisning utomhus. De föreslagna aktiviteterna genererar upplevelser och praktiska undersökningar av verkliga fenomen i utemiljön och samarbete i olika gruppkonstellationer. Interkulturella aspekter lyfts fram för att visa på behovet av att anpassa undervisningen för att tilltala barn med olika kulturella bakgrunder. Aktiviteterna är uppdelade i tre nivåer: Upplevelsenivån avser att synliggöra och skapa intresse, undersökandenivån utgår från elevers praktiska erfarenheter av vardagliga fenomen medan utforskandenivån innebär mer systematiska undersökningar. Boken vänder sig till blivande och verksamma lärare i grundskolan, företrädesvis för lärare som arbetar med elever från förskoleklass till årskurs 6 samt lärare i fritidshemmet.

  • 29.
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Use of video-reporting of practical activities and study-visits to science and arts museums as tools for developing and spreading creative expertise in primary science teacher education2019In: INTERNATIONAL STEAM EDUCATION CONFERENCE, 2019Conference paper (Refereed)
    Abstract [en]

    Preparing future teachers to use different contexts to organise science learning is an important part of primary teacher education in Sweden. Outdoor environment and science museums are often used for this purpose. This presentation reports the study summarising my teaching experience on the use of video-reporting of practical activities and study-visits to science and arts museums during science-orientation courses for prospective primary school teachers. Focus of these activities was on developing of a creative side of teacher professional competence. Students work with open practical problems outdoors, preparation of scenarios, video-recordings with mobile phones, editing and reporting of results made these course activities real exercise in creativity. Visits to science and arts museums created additional stimulus to instigate students’ creativity. The course evaluations reported high satisfactions of the students with these forms of course-work.

  • 30.
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Varför blir det tveeggade pedagogiska svärdet trubbigt?2018Conference paper (Refereed)
    Abstract [sv]

    Enligt väl etablerade begreppsramverk ska all pedagogisk verksamhet i svensk lärarutbildning och skola byggas på forskning och beprövad erfarenhet. Det kan liknas vid ett tveeggat pedagogiskt svärd som kan hjälpa till att vinna internationella bataljer på PISA-fältet. Svärdet kan också bli ett effektivt verktyg för att markera en riktning för framtida pedagogisk utveckling och hugga bort eventuella svårigheter som uppstår på vägen till hållbara utbildningsframgångar.

    I det svenska utbildningssystemet arbetar skolledare och lärare som i sin dagliga verksamhet skapar den beprövade erfarenheten och de pedagogiska framgångssagor som borde spridas. Så är det tänkt och det är en god tanke! Det är bara oklart vem som ska sammanställa och sprida beprövade erfarenheter och genom vilka kanaler de ska nå det breda yrkeskollegiet. Kan det vara lärarstudenternas uppdrag?

    För att få en lärarexamen i Sverige, måsta man skriva ett examensarbete baserat på egna självständiga undersökningar (SOU, 2008:109). Studenterna strävar ofta i sina studier att beskriva och förstå lärarnas erfarenhetsbaserade kunnande eller den didaktiska förtrogenhetskunskapen. Det är ju den kunskapen de vill få med sig ut i den verksamhet som väntar dem. De ställs inför en utmaning att beskriva den lite diffusa aspekten som utgör lärarnas beprövade erfarenhet. I dagsläge omfattar studenternas examensarbete på 30 hp runt 50 sidor text och brukar förutom av en handledare och en examinator också läsas av några studenter. Den återkoppling mot fältet som examensarbetet skulle kunna vara uppstår sällan. Inte ens de lärare som var informanter för studenternas arbete läser arbetena då de sällan har tid eller ork för detta. Om projektets resultat också skulle sammanfattas på max 10 sidor och presenteras i form av exempelvis en kort videoinspelning på 6–10 minuter kunde det markant öka tillgängligheten av studenternas didaktiska fynd för praktiker. Publikationskanaler för detta finns redan etablerade vid flera universitet. Lärarstudenternas didaktiska konferenser i slutet av utbildningen, öppna för publiken, skulle också vara ett värdefullt forum för spridning av resultat.

    Det krävs mera flexibilitet och mindre styrning vid utformningen av examensarbeten. Flexibilitet är också viktigt utifrån att examensarbeten riskerar bli en segregerande faktor för studenter med utländsk bakgrund. Att ställas inför kraven att producera en omfattande akademisk text med tydliga stilistiska ramar, ramar som inte används i någon större utsträckning inom skolans dagliga verksamhet är en krävande uppgift för många svenskfödda lärarstudenter men betydlig mera krävande för de som inte har svenska som modersmål.

    Beprövade erfarenhet borde spridas i större omfattning, inte minst med hjälp av lärarstudenter, och didaktisk forskning borde kopplas tydligare till praktiken. Kanske får vi då, efter samverkan mellan forskning och beprövad erfarenhet, ett riktigt vasst verktyg, det tveeggade pedagogiska svärdet, som tydligt kan peka ut riktning men också kan forma en grund för hållbart utvecklingsarbete i den svenska skolan.

  • 31.
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Vetenskaplighet och beprövad erfarenhet: Introduktion till akademiskt skrivande2019Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Beprövad erfarenhet kan betraktas som en form av praxis grundad kunskap som omfattar kognitiva, praktiska och emotionella dimensioner. Om man betraktar beprövad erfarenhet som en kunskapsform så följer en fråga som är särskilt viktig för blivande lärare: Hur kan man ”lära sig” beprövad erfarenhet? För att ta sig an beprövad erfarenhet krävs det att den tydligt formuleras och sprids. Beprövad erfarenhet visar vad som fungerar väl i praktiken. Senare krävs en teoretisk förklaring för varför det är så. Att formulera beprövad erfarenhet betyder att forma den med hjälp av relevanta termer och begrepp och förankra den teoretiskt. Spridningen av beprövad erfarenhet förutsätter att man genom användningen av olika media kan förklara vad lärarna gör. Statens Offentliga Utredningar ”U 2017:03 Praktiknära skolforskning i samverkan” poängterar att ”Den beprövade erfarenheten byggs i verksamheten och av professionen och den är lika relevant som den akademiskt framtagna kunskapen (vetenskaplig grund).” I detta sammanhang betonar jag vikten av teoretiska förklaringar av framtagna kunskaper, både i akademiska texter och i presentationer som sprider beprövad erfarenhet.

  • 32.
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Vägen från kunskap till handlingskompetens2016Other (Refereed)
    Abstract [sv]

    Den här artikeln handlar om hur undervisning baserad på samhällsfrågor med naturvetenskapligt innehåll (SNI) kan bana vägen för elever att utveckla sin handlingskompetens genom att fördjupa deras kunskaper, förmågor och värderingar. Det är inte ovanligt att det finns en klyfta mellan vad man vet och vad man gör, det vill säga mellan individernas kunskaper och deras handlingar i vardagliga praktiker. Systematiskt arbete med värdeladdade SNI-fall kan hjälpa till att överbygga den klyftan. I denna artikel liger fokus på den viktiga rollen som kommunikation, argumentation och handlingskompetens kan spela i naturvetenskaplig undervisning med fokus på SNI och hur dessa kompetenser kan utvecklas i SNI-undervisning.

  • 33.
    Popov, Oleg
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Carlsson, Inger
    Ardedi School, Nordmaling.
    Sturesson, Erik
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Unaccompanied minor immigrants facing the Swedish school system: challenges of practice2012In: ECER 2012, European Conference of Educational Research, Cádiz, Spain, September 17-21, 2012, ECER , 2012Conference paper (Refereed)
    Abstract [en]

    Social inclusion of refugee children is an important issue in Sweden and many other European countries. Sweden has a population less than 2% of the European Union but accepts more than 20% of all unaccompanied minor immigrants in the EU. Logically, effectiveness of their schooling creates necessary pre-conditions for success of their integration in the society. However, political attention and state funding are concentrated on assuring quality living conditions and legal support for incoming minors, leaving responsibility for their education to underfunded municipal schools. Thus, the study conducted in a secondary school in Northern Sweden showed that the school was facing problems in getting mother tongue teachers’ support and funding extra curriculum activities to facilitate refugee children’s socialisation and effective Swedish language acquisition. This made their in-schooling process lengthy and rather painful for all actors involved. A sociocultural theoretical lens was used to understand the situation and outline further studies. In teacher education in Umeå, we treated intercultural issues of integration of unaccompanied minor immigrants in the Swedish school system in a course at the end of the students’ training. In group interviews and guided discussions in the course, prospective teachers recognised existing systemic problems in education of immigrant children and expressed a feeling of lack of instrumental intercultural competence to deal with such problems.

  • 34.
    Popov, Oleg
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Engh, Rolf
    Den svåra konsten att nå balans2016In: Västerbottens-Kuriren, ISSN 1104-0246Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Balans är ett område inom fysiken som har många kopplingar till människans vardagliga liv. Balanssinnet bygger på information från syn, känsel och balansorganen i innerörat. Med ålder försämras balanssinne. Generellt i Sverige är risken att dö i en fallolycka är sex gånger större än i en trafikolycka. Artikeln tar fasta på medicinska rön att även på äldre dagar går det att träna och förbättra balansen och föreslår möjliga vägar att göra det.

  • 35.
    Popov, Oleg
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Engh, Rolf
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Exploring pedagogical potential of outdoor context in teaching physics for prospective primary and secondary school teachers2013Conference paper (Refereed)
    Abstract [en]

    This paper presents a conceptualisation of over ten years practical experience of working with “outdoor component” in science teacher education in Umea (Sweden). The Activity Theory (AT) has been used to provide theoretical ground for reflection on educational work and students’ activities in the outdoor context. Our experience of exploring pedagogical potential of outdoor context in teaching physics for prospective primary and secondary school teachers is also illustrated by concrete examples from different courses and student examination papers. Evidence provided by this study and students research shows great potential of outdoor learning environment but also reveals issues related to motivators and pedagogical complexity of outdoor teaching demanding purposeful development of teacher competence and great deal of private interest.

  • 36.
    Popov, Oleg
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Engh, Rolf
    Utomhusfysik: uppleva, undersöka, utforska2016 (ed. 1)Book (Other academic)
    Abstract [sv]

    Fysik är läran om naturen i vid bemärkelse. Undersökande aktiviteter i utomhusmiljö öppnar många möjligheter för eleverna att lära känna fysikens lagar. Även de vanligaste föremålen i vår omgivning, en båt, ett träd eller en snöboll, kan bidra till att utveckla lärande och skapa förståelse.

    Utomhusfysik innehåller redskap för att utveckla naturvetenskaplig undervisning utomhus. De föreslagna aktiviteterna leder till upplevelser och praktiska undersökningar av verkliga fenomen i utemiljön och samarbete i olika gruppkonstellationer. Interkulturella aspekter lyfts fram för att visa behovet av att anpassa undervisningen för att tilltala barn med olika kulturella bakgrunder.  

    Aktiviteterna är uppdelade i tre nivåer: upplevelsenivån avser att synliggöra och skapa intresse, undersökandenivån utgår från elevers praktiska erfarenheter av vardagliga fenomen medan utforskandenivån innebär mer systematiska undersökningar.

    Boken vänder sig till blivande och verksamma lärare i grundskolan, företrädesvis lärare som arbetar med elever från förskoleklass till årskurs 6 samt lärare i fritidshemmet.

  • 37.
    Popov, Oleg
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Erik, Sturesson
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Facing the pedagogical challenge of teaching unaccompanied refugee children in the Swedish school system2015In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 64, p. 66-74Article in journal (Refereed)
    Abstract [en]

    The social inclusion of refugee children is an important issue in Sweden and many other European countries. Sweden accepts more than 20% of all unaccompanied immigrant children in the EU. Logically, effective schooling is needed for these children to create the necessary pre-conditions for their successful integration into society. However, political interest and state funding concentrates instead on assuring good quality living conditions and legal support for incoming minors, leaving the responsibility for their education to underfunded municipal schools. Accordingly, a study conducted in a municipal secondary school and a university teacher education in Northern Sweden revealed low preparedness to meet the educational needs of immigrant children. Sociocultural and socio-political theoretical lenses were used in the study to understand the situation. Pedagogical action was taken on the teacher education programme in Umeå to improve the situation and issues concerning the integration of unaccompanied immigrant minors in the Swedish school system were explored in an interdisciplinary course at the end of the students’ teacher training. In group interviews and guided discussions during the course, student teachers recognised existing systemic problems in the education of immigrant children and expressed a feeling of a lack of practical intercultural competence to meet such children.

  • 38.
    Popov, Oleg
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Höper, Jan
    Norges arktiska universitet (UIT).
    Exploring outdoor science in teacher education from a comparative Scandinavian perspective2016Conference paper (Refereed)
  • 39.
    Popov, Oleg
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Jan, Höper
    UIT.
    Exploring outdoor science in teacher education from a comparative Scandinavian perspective2017In: Conexão ciência, E-ISSN 1980-7058, Vol. 12, p. 125-130Article in journal (Refereed)
    Abstract [en]

    This paper focuses on the development of prospective teachers’ competence to conduct outdoor science education in a Scandinavian context. This context is characterized by easy accessibility to open-air natural environment and folk traditions of being and doing different activities outdoors. Working in the field of science teacher education in Sweden and Norway, we have experienced that outdoor science is traditionally linked to environmental and biology field courses or teaching units that contain fieldwork. The Ministries of education in both countries are supporting outdoor science in schools through a variety of programs, that are internet- and open source-based (www.skolverket.se, www.naturfag.no; www.ndla.no). Cultural Historical Activity Theory (CHAT) lens is applied to the study. The conclusions of the study underline the importance of working actively with issues related to pedagogical complexity of outdoor teaching, which is demanding a purposeful development of teacher competence and teaching material.

  • 40.
    Popov, Oleg
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Jasso, Mariano
    INDE, Maputo.
    From Labour activities towards technology education: case study of Mozambican primary schooling1996In: PATT-96, conference, Linköping, Sweden, Linköping, 1996Conference paper (Refereed)
    Abstract [en]

     Research and curriculum development in the field of primary S&T education in Mozambique conducted by the Science and Technology Education Group (STEG) at the National Institute for Education Development (INDE) is presented in the paper. The paper discusses the problem of making S&T  teaching socially relevant, describes some results of the work concerning experiments about teaching traditional technological skills in big classes and related gender issues.

  • 41.
    Popov, Oleg
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Manuel, Alzira
    Eduardo Mondlane Univ Mozambique, Dept Educ, Maputo, Mozambique.
    Vocational Literacy in Mozambique: Historical Development, Current Challenges and Contradictions2016In: Literacy and Numeracy Studies: An international journal in the education and training of adults, ISSN 1441-0559, E-ISSN 1839-2903, Vol. 24, no 1, p. 23-42Article in journal (Refereed)
    Abstract [en]

    The study analyses the historical development of vocational literacy in basic education and Non-Formal Vocational Education (NFVE) in Mozambique, as well as current challenges and contradictions. The theoretical lens of Cultural-Historical Activity Theory (CHAT) is employed in the study. Methodologically the study was executed through an analysis of oral, printed and e-resources produced by the main stakeholders and also the reflective experiences of the authors in their extensive educational work in the country. The findings reveal poorly developed vocational literacy education in schools and non-formal settings in spite of recurrent political declarations about its importance. There is a strong dependence by formal and particularly NFVE sectors on the technical and financial support provided by international organisations. Vocational literacy courses are characterized by a lack of adequate equipment and poor practice. As a consequence, theoretical or elementary forms of vocational knowledge are dominant in the courses, resulting in the dissatisfaction of both learners and educators. Vocational literacy development proved to be a complex field that faces many challenges and is characterised by diverse internal contradictions.

  • 42.
    Popov, Oleg
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Ottander, Christina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Ottander, Katarina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Focus of socio-scientific issues in science teachers’ professional competence development in Sweden2016Conference paper (Refereed)
    Abstract [en]

    The Swedish National Agency for Education is currently implementing a project aiming to raise the didactical competence of science teachers at all school levels. The project uses a praxis-based collegial learning approach supported by facilitators and framed by the project web portal presenting study modules. The authors of this paper have been in charge of the material development for the module “teaching science through socio-scientific issues”. The material developers’ work was enriched and supported by the experience of EU funded project Promoting Attainment of Responsible Research and Innovation in Science Education. The aim of this paper is to highlight a question: what lessons could be learned from the process of material production for the professional development of science teachers in Sweden?

  • 43.
    Popov, Oleg
    et al.
    Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education.
    Tevel, Irina
    Developing prospective physics teachers’ skill of independent experimental work using outdoors approach2007In: Baltic Journal of Science Education, ISSN 1648-3898, Vol. 6, no 1, p. 47-57Article in journal (Refereed)
    Abstract [en]

    This paper discusses the development of an Introductory Physics course in a Pedagogical University (KSPU) in Russia. Piotr Gal’perin’s (1902-1988) ideas that learning should begin with a profound orientation in the learning task and integrate students’ metacognitive reflections provide a theoretical ground for the course development. An outdoor context was used for inspiring and implementing the students’ self-directed projects. Evidence of the outcomes of different elements of the course implementation was collected through action research methodology. The results show that the students appreciate the possibility of influencing the learning process through dialog with the course teacher, and value doing independent planning and implementation of experimental activities in an outdoor environment.

  • 44.
    Popov, Oleg
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Vilaythong, Thongloon
    Umeå University, Faculty of Science and Technology, Department of Physics.
    Constructing physics education in different contexts: changing contexts - changing values2010In: Socio-cultural and human values in science and technology education : Proceedings of the XIV. IOSTE Symposium / [ed] Slavko Dolinšek, University of Ljubljana, Slovenia: Institution for Innovation and Development of University of Ljubljana , 2010, p. 917-927Conference paper (Refereed)
    Abstract [en]

    This paper presents an analysis of how changes in the socio-economic context of an educational system affect the value base of the physics education embedded in this context. Based on the assumption that physics education is a socially constructed phenomenon developed within a particular socio-historical context with particular types of social relations, this study aims to highlight the features of physics education that are most sensitive to changes in the macro-context. In this paper empirical material was gathered from two countries (Laos and Russia). In both countries dramatic economic changes have taken place since the end of the 1980's, however, Laos has maintained the same one-party rule political system while the Russian political context has changed significantly. These countries also belong to the different cultural contexts of East and West, the consideration of which can contribute to an understanding of the corresponding value-base reflected in physics education. The qualitative research methodology used in this study includes data gathering through document and statistical report analysis, personal ethnographic experience and interviews with physicists and physics educators. It is argued that changes in educational values are not only discussed and experienced but actually created within physics education institutions in these countries against the backdrop of the macro-contextual changes taking place over the last twenty years.

  • 45.
    Popov, Oleg
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Vilaythong, Thongloon
    Umeå University, Faculty of Science and Technology, Department of Physics.
    Contemporary curriculum challenges in undergraduate physics education in Laos2009In: Curriculum and teaching in science: Proceedings of the 2009 EASE International Conference of East-Asian Science Education / [ed] Ching-Yang Chou, Taipei, Taiwan: EASE Organizing Committee , 2009, p. 161-176Conference paper (Refereed)
    Abstract [en]

    This paper aims to provide an understanding of the current situation with regard to university physics education in Laos in the light of historical and socio-caltiral perspectives. The reported study was conducted at the Department of Physics, National University of Laos, the data for which was collected through interviews with 11 lecturers and 23 university students. The findings indicate that most students have a low motivation to study physics. For the majority of students, enrolment at the Department of Physics was their last option for asmission and the least desirable choice in getting a degree in higher education. The study also shows that existing faculty staff is underpaid, have low administrative and technical support for their work and themselves have litle motivation to invest time and energy in teaching. There is thus a tendency to neglect technically and pedagogically demanding yet indispensible educational activities such as the organisation of laboratory work. Usually, students do not receive any feedback on their laboratory reports, resulting in limited learning from the practical component of their physics education. This paper discusses curriculum challenges in the provision of good quality tertiary physics education in Laos and an argument is put forward in favour of meeting these curriculum challenges together with some specific recommendations.

  • 46.
    Popov, Oleg
    et al.
    Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education.
    Zackrisson, Ingegerd
    Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education.
    Olofsson, Karl-Uno
    Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education.
    Secondary and university students’ understandings of physical and technical phenomena: informing pedagogy and practice2000In: Learning and teaching science and mathematics in secondary and higher education: proceedings of the fifth Inter-Karelian conference, Petrozavodsk, Russia, 17-19 May, 2000 / [ed] Kari M. Sormunen, Vladimir A. Tarasov, and Sergei R. Bogdanov, Joensuu: University of Joensuu, Department of applied education , 2000, p. 43-50Conference paper (Refereed)
    Abstract [en]

    This paper presents some findings from the piloting phase of our research on students’ thinking about physical processes imbedded in a number of technical and natural phenomena. We mean by “thinking physics” how students use language of physics, i.e. appropriate terminology, concepts and modelling tools.

  • 47.
    Popov, Oleg
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Ödmark, Krister
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Begrepps- och procedurförmåga: en överblick2013Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Syftet med denna artikel är belysa begrepps- respektive procedurförmåga och deras roll i lärande av matematik. Det är två förmågor man sedan länge intresserat sig för inom matematikdidaktik och då ofta kontrasterat mot varandra. Förmågorna kan uppfattats stå i ett motsatsförhållande till varandra men även ingå i en samverkande process särskild vid begreppsutveckling. Elevers begrepps- och procedurförmåga kan inte utvecklas av sig själva utan måste lärarledas och kopplas till ett arbete med ett ämnesinnehåll. Artikeln riktar sig i första hand till gymnasielärare i matematik.

  • 48.
    Popov, Oleg
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Ödmark, Krister
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Focusing on Competencies in Mathematics Teachers Professional Development in Sweden2015In: / [ed] European Educational Research Association, Budapest, 2015Conference paper (Refereed)
    Abstract [en]

    1.      Introduction

    Competence approach is one of the major innovations in the latest school curriculum reform in Sweden that has been gradually introduced since 2011. This reflects broader international trend of Competence Based Education around the world during the past decade (Biemans, et.al, 2009, Niss and Højgaard, 2011). In order to familiarise teachers with latest curriculum innovations and to raise their general didactical competence of mathematics the Swedish National Agency for Education is implementing a project called Matematiklyftet. The project uses a praxis-based collegial learning approach supported by facilitators and presented in the project web portal https://matematiklyftet.skolverket.se/. The teachers’ activities are framed by study modules which material are freely available on the web. The teachers work with one module per term. Over twelve thousand teachers from about three hundreds schools take part in these activities yearly.

    The authors of this paper were in charge of the material development for the high school module “Competence based mathematics teaching”. The module consists of eight parts. In each part participants carry out activities in four steps with the following allocation of time: individual preparation (45 – 60 min), collegial discussions (90 – 120 min), practical activities/lessons (one lesson), and common follow up and reflections (45 – 60 min).

    This paper provides the authors reflections about the process of the module development and results from the teachers’ evaluations. The paper attempts to highlight two questions:

    • What lessons could be learned from the process of material production for the professional development of mathematics teachers in Sweden?

    • What feedback provided teachers aiming to improve the module material?

    The Activity Theory (AT) has been used as a theoretical ground for reflection on our developmental work (Cole and Engeström, 2007). This theory was also used to reflect on different aspects of learning activity (Davydov, 1999) and the effects of proactively introducing competencies in order to transform classroom practice (Cole and Engeström, 2007). According to Kinard, Kozulin (2008, p. 25), “the learning activity includes orientation in the presented material, transformation of the presented material into a problem, planning the problem-solving process, reflection on chosen strategy and problem-solving means, as well as self-evaluation”. These concepts were important for the design and evaluation of our “module work”

    METHODS

    A qualitative study was carried out with teachers participating in Matematiklyftet and working with our module in 2014. The data collection was organized through systematic reflective insights on the working process by the authors of the paper, an analysis of twenty teachers’ activity reports, and semi-structured interviews with ten teacher educators. Interview guide embraced different aspects of the work with the module content. Convenience sampling was used in the selection of the data sources and informants. The reports’ analysis gave insight into the teachers’ opinions about quality of module material and their perceptions of the particularities of working in the suggested ways.

    2.      Findings

    In this section the selection of results and expected outcomes of the study are presented based on the collected data.

    2.1.Some insights on the work process

    The sources of inspiration for the project have been: Japanese “lesson study” model consisting of lesson preparation, auscultation and collegial reflections about the implemented lesson; and the SINUS project (Germany), in particular a scaling up form of using study modules, facilitators, and Internet based platform (Ostermeier, Prenzel, Duit, 2010).

    However, the authors learned during the introductory meeting for the module that it is not possible to ask the teachers to do auscultations of each other’s lessons and to provide material that demands more than sixty minutes time to prepare for the first group discussion meeting. Thus, the idea of “lesson study” was implemented without teachers attending colleagues’ lessons and became a debilitated version of the Japanese model. Lesson without peer auscultation is a half-blind activity. To compensate for the absence of a colleague’s feedback teachers had to rely on personal reflection and self-monitoring, which was a particularly demanding activity that needed special development. An attempt to substitute “auscultation of a colleague’s lessons” by the practice of “noticing” (Mason, 2002) was centrally promoted but not eagerly accepted by practicing teachers. Teachers had difficulty in impartially sketching notes of the events attracting their attention during the teaching for further reflection afterwards. Therefore, in the common follow up and reflections after a lesson teachers could immerse in a culture of discussion, but did not have the chance to develop a culture of giving and taking feedback, which is crucial for their didactical development.

    Reports from practicing teachers concerned mainly forms of presentation and estimation of time required for readings and discussions. It provided a rough indication of the didactical quality of the material as expected by the participants of the professional development program. The teachers also asked for easy to use material, such as banks of problems with given solutions. They wanted to have resources that would facilitate their daily professional life. However, there were rather few content related comments that could contribute to the improvement of the material.

    2.2.Potential outcomes

    The authors’ experience of material development and teachers’ feedback suggest existing potential for the improvement of practice. The time frame for individual preparation (maximum one hour) seems to be too short for a teacher to become familiar with the suggested readings and make serious preparation for common discussions in the second step of module activities. This limitation significantly affects the material developers’ ambitions and opportunities for depth and quality of content presentation. Reference to the unrealistic amount of required preparation work that should be done in one hour was a recurrent issue reported by the teachers.

    Modules do not include any guides for the facilitators who coordinate and monitor teachers’ activities. Such guides could facilitate participants’ group work. Facilitators do not receive any orientation about the modules, their key contents and expected work-forms. Provision of a manual for facilitators could make the 90 min allocated for collegial discussions more effective.

    Teachers develop and test many ideas and tasks during the module activities, but there is no requirement for their collection, systematization or any form of distribution. It could be argued that building a bank of teachers’ ideas and tasks in each module can create the necessary preconditions for perpetuating in-school professional development activities. However, it seems that potential difficulties for the project leadership in planning for this extra activity and solving the technical issue of storing material on the web has deprived modules of this valuable addition.

    The evaluation of modules was not built into the module structure, for example, to be included in the final part of the module work.

    References

    Biemans, H., Wesselink, R., Gulikers, J., Schaafsma, S., Verstegen, J. and Mulder, M. (2009). Towards competence-based VET: Dealing with the pitfalls. Journal of Vocational Education and Training 61, no. 3: 267–86.

    Cole, M., Engeström, Y. (2007). Cultural-historical approaches to designing for development. In J. Valsiner, A. Rosa (Eds.) The Cambridge handbook of sociocultural psychology. Cambridge university press.

    Davydov, V.V. (1999). What is real learning activity? In: M. Hedegaard, J. Lompscher, (Eds.). Learning activity and development. Aarhus, Denmark: Aarhus University Press, 123-138.

    Hattie, J. A. C., 2009, “Visible Learning: a synthesis of over 800 meta-analyses relating to achievement”. London, New York: Routledge.

    Kinard, J., Kozulin, A. (2008). Rigorous mathematical thinking: conceptual formation in the mathematics classroom. Cambridge, Cambridge University Press.

    Mason, J., 2002, “Researching your own Practice: The discipline of noticing”, London & New York: Routledge and Falmer.

    Niss, M. A., & Højgaard, T. (red.) (2011). Competencies and Mathematical Learning: Ideas and inspiration for the development of mathematics teaching and learning in Denmark. Roskilde: Roskilde Universitet. (IMFUFA-tekst : i, om og med matematik og fysik; Nr. 485).

    Ostermeier, C., Prenzel, M., Duit, R., 2010, “Improving science and mathematics instruction: the SINUS project as an example for reform as teacher professional development”. International journal of science education. Vol. 32, No.3, pp. 303-327.

     

  • 49.
    Popov, Oleg
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Ödmark, Krister
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Förmågorna i utveckling och relevansförmågan2013Other (Other academic)
    Abstract [sv]

    Matematiska förmågorna är inte statiska utan det är utvecklingen som kännetecknar deras innersta egenskap och alla förmågor hos elever har potential att utvecklas. Kriterierna för olika nivåer i utvecklingen av förmågor måste synliggöras för eleverna och tillämpas i det dagliga arbetet i klassrummet. Utvecklingen av relevansförmåga kan också ses som ett resultat av utveckling av alla andra förmågor. På så sätt kan relevansförmåga tolkas som ett kumulativt resultat av övriga förmågor tillämpad på en konkret utommatematisk kontext. Artikeln riktar sig i första hand till blivande och verksamma gymnasielärare i matematik.

  • 50.
    Popov, Oleg
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Ödmark, Krister
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Kommunikationsförmåga i matematiklärandet2013Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Kommunikation är ett område man sedan länge intresserat sig för inom matematikdidaktik. Det handlar inte bara om att lära sig ett matematiskt innehåll genom att kommunicera utan att lära sig kommunicera matematiskt. Syftet med denna artikel är att belysa kommunikationsförmåga och dess roll i lärande av matematik. Artikeln riktar sig i första hand till gymnasielärare i matematik.

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