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Popov, Oleg, Docent
Publications (10 of 65) Show all publications
Popov, O. (2023). Probing a space exploration awareness in a Swedish secondary school. In: : . Paper presented at GIREP-EPEC 2023 Conference, Košice, Slovakia, July 3-7, 2023.
Open this publication in new window or tab >>Probing a space exploration awareness in a Swedish secondary school
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The advancement of space exploration is an important socio-scientific and political issue in Sweden. This study attempts to understand secondary school students’ awareness about this national “space ethos” and roles of space technology in their everyday life. Methodologically, this research draws on a sociocultural framework and examines the reflections of 69 grade 9 students in a questionnaire about space exploration consisting of a total of nine multiple choice, short answers and open questions. Students shared awareness and high expectations about space contribution to monitoring climate and environmental problems, providing satnav and telecommunication services, but showed limited understanding about satellite technology.

Keywords
space education, risks, uncertainty, physics education
National Category
Didactics
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-207709 (URN)
Conference
GIREP-EPEC 2023 Conference, Košice, Slovakia, July 3-7, 2023
Available from: 2023-04-28 Created: 2023-04-28 Last updated: 2023-04-28
Popov, O., Vaino, K., Astapova, A., Orru, H., Korfiatis, K. & Valdmann, A. (2022). “Post-truth” challenges and associated science education responses. In: Eridob 2022: Abstracts. Paper presented at Eridob22: 13th Conference of European Researchers in Didactics of Biology, Nicosia, Cyprus, August 29 - September 2, 2022 (pp. 90-90).
Open this publication in new window or tab >>“Post-truth” challenges and associated science education responses
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2022 (English)In: Eridob 2022: Abstracts, 2022, p. 90-90Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

The goal of this study is to identify the challenges of “post-truth” that science education needs to address and to suggest how these can be met. Based on the literature, four types of challenges are identified: (1) people’s lack of knowledge and skills to assess the reliability of information and recognize misinformation, or common tactics used by conspiracy theorists, (2) lack of commitment to objective facts, (3) lack of a shared understanding of ways of helping people to decide which ways of knowing are more reliable than others, and (4) a lack of understanding that all science knowledge is socially constructed. As a response, respective knowledge and skills need to be taught to students in order to “vaccinate” them against wrong, or biased information before they begin to believe in it. More attention must be paid to the development of well-established science identities and virtues by students. Epistemic disagreements on which ways of knowing are reliable must be seen as educational opportunities for learning to undertake critical analysis. And finally, updated meaning and more importance need to be given to educational approaches demonstrating the interplay between science, technology and society in science classrooms. Based on these four highlights, six teaching-learning modules on controversial issues such as viruses, climate change, evolution, etc. are developed and tested in the Erasmus+ project EVIDENCE for students (age group 15-18)

National Category
Didactics
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-200067 (URN)
Conference
Eridob22: 13th Conference of European Researchers in Didactics of Biology, Nicosia, Cyprus, August 29 - September 2, 2022
Available from: 2022-10-09 Created: 2022-10-09 Last updated: 2022-10-10Bibliographically approved
Popov, O. (2022). Promoting interculturality in science teacher education in the context of increasing use of smartphones for cross-cultural collaboration. In: : . Paper presented at ATEE 2022, Teaching and Learning for an Inclusive, Interconnected World, Sestri Levante, Italy, April 20-22, 2022.
Open this publication in new window or tab >>Promoting interculturality in science teacher education in the context of increasing use of smartphones for cross-cultural collaboration
2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Traditionally, the area of interculturality in teacher education has included international collaboration projects aiming to enhance students’ cultural awareness. Due to current pandemic situation student and teacher exchange was reduced, especially with non-EU states.  This paper presents research on how smartphones can assist teacher educators in fulfilling the goals of intercultural competence development. The focus of research was on mobile learning collaboration in geographically distributed and culturally diverse settings. The presentation will specifically highlight challenges experienced at a science teacher training department in Sweden. Following research questions were raised in the project: What potential could be identified in using smartphones in science teaching for promoting intercultural competence? How does cultural context affect implementation of the introduced innovations? Data collection was conducted through interviews with students involved in the project and analysed using the CHAT theoretical framework. The results show that future teachers have skills and interest in using and acquiring new applications of m-technology in the context of cross-cultural collaboration, but they express concern about current restrictions on use of smartphones in schools. Our findings indicate that existing tensions and contradictions concerning “smartphones in education” need to be proactively addressed at all curriculum levels.

Keywords
interculturality, mobile learning
National Category
Didactics
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-194497 (URN)
Conference
ATEE 2022, Teaching and Learning for an Inclusive, Interconnected World, Sestri Levante, Italy, April 20-22, 2022
Available from: 2022-05-07 Created: 2022-05-07 Last updated: 2022-05-09Bibliographically approved
Popov, O., Baryshnikov, S. & Milinskiy, A. (2021). Att studera energiomvandlingar med hjälp av en smarttelefon. LMNT-nytt (2), 34-36
Open this publication in new window or tab >>Att studera energiomvandlingar med hjälp av en smarttelefon
2021 (Swedish)In: LMNT-nytt, ISSN 1402-0041, no 2, p. 34-36Article in journal (Other (popular science, discussion, etc.)) Published
Abstract [sv]

Artikeln presenterar en kreativ experimentell uppgift för elever att bestämma mängden värme som produceras under en oelastisk stöt. Experimentet utförs med hjälp av en smartphone, vilket gör att resultatet har en hög precision. Tydlig visualisering och tillgänglighet när det gäller använd utrustning visar på ämnesdidaktiska fördelar.

Place, publisher, year, edition, pages
Föreningen för lärarna i matematik, naturvetenskap och teknik (LMNT), 2021
Keywords
fysik, värmemängd, stöt, smartphone
National Category
Didactics
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-189484 (URN)
Projects
Promoting Internationalization of Science Teacher Education through Mobile Learning
Available from: 2021-11-11 Created: 2021-11-11 Last updated: 2021-11-12Bibliographically approved
Popov, O. (2021). Begreppet beprövad erfarenhet som verktyg för utveckling och generalisering av lärarnas pedagogiska arbete. In: Per-Olof Erixon; Anna Martín Bylund; Jakob Cromdal (Ed.), Ämnet som blev: rapporter från den fjärde nationella konferensen i pedagogiskt arbete, Umeå universitet, 19-20 augusti, 2019. Paper presented at Den fjärde nationella konferensen i pedagogiskt arbete, Umeå universitet, 19-20 augusti, 2019 (pp. 53-64). Umeå: Umeå University
Open this publication in new window or tab >>Begreppet beprövad erfarenhet som verktyg för utveckling och generalisering av lärarnas pedagogiska arbete
2021 (Swedish)In: Ämnet som blev: rapporter från den fjärde nationella konferensen i pedagogiskt arbete, Umeå universitet, 19-20 augusti, 2019 / [ed] Per-Olof Erixon; Anna Martín Bylund; Jakob Cromdal, Umeå: Umeå University , 2021, p. 53-64Conference paper, Published paper (Refereed)
Abstract [sv]

Begreppet beprövad erfarenhet (BE) har blivit särskilt aktuellt inom det svenska utbildningsystemet under det senaste decenniet i och med att den nya skollagen trädde i kraft 2010. I lagtexten utrycks följande: "Utbildningen ska vila på vetenskaplig grund och beprövad erfarenhet" (SFS 2010:800, 1 kap. 5 §). Emellertid finns inte någon överenskommelse om hur beprövad erfarenhet kan genereras och spridas inom utbildningssektorn. Forskare (Persson, 2017) påpekar också att det finns brister i de tolkningar och preciseringar av begreppet BE som olika myndigheter inom skola och högskola har föreslagit. Följaktligen behövs ett fördjupat arbete för att utveckla förståelsen av begreppet BE. I det här kapitlet föreslås en modell som konceptualiserar hur BE kan utvecklas och synliggöras. Huvudtesen är att BE som en form av erfarenhetsbaserad kunskap kan verifieras och kvalitetsgranskas via teoretisk förankring. Den föreslagna modellen korrelerar ontologiskt med historiska former av kunskapens genesis som börjar med instrumentell kunskap och kulminerar i teoretisk kunskap. Vidare diskuteras samverkan mellan olika utbildningsaktörer för en identifiering, formulering, registrering och spridning av beprövad erfarenhet.

Place, publisher, year, edition, pages
Umeå: Umeå University, 2021
Series
Tilde skriftserie ; 3
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-187450 (URN)978-91-7855-604-5 (ISBN)978-91-7855-603-8 (ISBN)
Conference
Den fjärde nationella konferensen i pedagogiskt arbete, Umeå universitet, 19-20 augusti, 2019
Available from: 2021-09-12 Created: 2021-09-12 Last updated: 2022-03-16Bibliographically approved
Milinsky, A., Baryshnikov, S. & Popov, O. (2021). Determination of the amount of heat for partially elastic impact using the smartphone. In: Физика: фундаментальные и прикладные исследования, образование.: . Paper presented at XIX Regional Scientific Conference : "Physics: basic and applied research and education", Blagoveshchensk, Russia, September 27-30, 2021 (pp. 144-147). Blagoveshchensk: Амурский государственный университет
Open this publication in new window or tab >>Determination of the amount of heat for partially elastic impact using the smartphone
2021 (English)In: Физика: фундаментальные и прикладные исследования, образование., Blagoveshchensk: Амурский государственный университет , 2021, p. 144-147Conference paper, Published paper (Refereed)
Abstract [en]

The article presents a creative experimental task for students to determine the amount of heat with a partially elastic impact. The experiment is carried out using a smartphone, which makes the experiment simple and convenient for conducting at home

Abstract [ru]

В статье представлено творческое экспериментальное задание учащимся для определения количества теплоты при частично упругом ударе. Опыт проводится с использованием смартфона, что делает эксперимент простым и удобным для проведения в домашних условиях

Place, publisher, year, edition, pages
Blagoveshchensk: Амурский государственный университет, 2021
Keywords
energy transformation, mobile learning, physics education, experiment
National Category
Didactics
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-189855 (URN)10.2250/PFARE.2021 (DOI)978-5-93493-376-1 (ISBN)
Conference
XIX Regional Scientific Conference : "Physics: basic and applied research and education", Blagoveshchensk, Russia, September 27-30, 2021
Available from: 2021-11-23 Created: 2021-11-23 Last updated: 2021-11-24Bibliographically approved
Vaino, K., Korfriatis, K., Karise, M., Popov, O., Valdmann, A. & Orru, H. (2021). Developing students’ readiness for a 'post-truth' world: the EVIDENCE project. In: : . Paper presented at ESERA 2021, the 14th Conference of the European Science Education Research Association, Online, via the University of Minho - Braga, Portugal, August 30 - September 3, 2021.
Open this publication in new window or tab >>Developing students’ readiness for a 'post-truth' world: the EVIDENCE project
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2021 (English)Conference paper, Poster (with or without abstract) (Other academic)
Abstract [en]

The frequent incidence of pseudo-scientific information, conspiracy theories, and “alternative” facts in mediais a new reality. EVIDENCE is an Erasmus+ project aiming to raise students’ awareness about the nature ofconspiracy theories, and pseudo-science from one hand, and the nature of science on the other hand. Theproject is aiming to provide teachers with an innovative methodology and respective teaching-learningmaterials (target group 15-18) able to address socially acute and controversial science and health relatedissues in the classroom. The production of the teaching-learning materials is conducted in three steps. In thepre-production stage, the description is provided of what the product is going to be through needs, tasks,learner, and goal analyses and the specification of activities and evaluation. In the production phase, thefinal design is developed, and all the necessary components for its completion are created and integrated. Inthe post-production phase, the finished product is made ready to those who are going to use it. The evaluationof the produced materials is conducted both, through formative feedback from project participants,and summative feedback from science and IT education experts after the completion of a ready-madeprototype. The first prototypes of the learning-teaching materials together with gathered feedback will bepresented in the conference.

Keywords
socially sensitive issues, instructional design
National Category
Didactics
Identifiers
urn:nbn:se:umu:diva-187486 (URN)
Conference
ESERA 2021, the 14th Conference of the European Science Education Research Association, Online, via the University of Minho - Braga, Portugal, August 30 - September 3, 2021
Available from: 2021-09-13 Created: 2021-09-13 Last updated: 2021-09-14Bibliographically approved
Popov, O., Baryshnikov, S. & Milinskiy, A. (2021). Developing toools for mobile learning to enhance science teachers´professional competence. In: Физика: фундаментальные и прикладные исследования, образование: . Paper presented at XIX Regional Scientific Conference, "Physics: basic and applied research and education", Blagovesjtjensk, Russia, September 27-30, 2021 (pp. 150-153). Blagoveshchensk: Амурский государственный университет
Open this publication in new window or tab >>Developing toools for mobile learning to enhance science teachers´professional competence
2021 (English)In: Физика: фундаментальные и прикладные исследования, образование, Blagoveshchensk: Амурский государственный университет , 2021, p. 150-153Conference paper, Published paper (Refereed)
Abstract [en]

Raising quality of science specialists and science education is a major priority around the globe. Another important global educational focus is promoting sustainable development. Use of modern mobile learning tools and teaching approaches shows great promises for teacher education in fulfilling these goals. This paper presents theoretical foundations and some practical solutions how smartphones as handheld computers can assist mobile learning (m-learning) in geographically distributed settings. The developmental work is conducted within the framework of InterMobile project that is presented in the paper where also some expected and achieved outcomes outlined.

Abstract [ru]

Повышение качества подготовки специалистов для улучшения естественнонаучного образо-вания является одним из основных приоритетов во всем мире. Использование современных мобиль-ных средств связи и подходов к обучению открывает большие перспективы в достижении этих целей при подготовке учителей по естественно-научным дисциплинам. В этой статье представле-ны теоретические основы и некоторые практические решения того, как смартфоны могут способ-ствовать распространению мобильного обучения в различных странах (на примере Швеции и Рос-сии). Разработка ведется в рамках проекта InterMobile

Place, publisher, year, edition, pages
Blagoveshchensk: Амурский государственный университет, 2021
Keywords
physics education, mobile learning, professional competence
National Category
Didactics
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-189853 (URN)10.2250/PFARE.2021.150-153 (DOI)978-5-93493-376-1 (ISBN)
Conference
XIX Regional Scientific Conference, "Physics: basic and applied research and education", Blagovesjtjensk, Russia, September 27-30, 2021
Available from: 2021-11-23 Created: 2021-11-23 Last updated: 2021-11-24Bibliographically approved
Popov, O. (2021). Enhancing interculturality and sustainability in teacher education through developing new tools and approaches for mobile learning. In: BUP Symposium 2021: Poster session. Paper presented at The Baltic University Programme (BUP) Symposium 2021: Research and Innovation for a Sustainable Baltic Sea Region, Uppsala, October 19-20, 2021.
Open this publication in new window or tab >>Enhancing interculturality and sustainability in teacher education through developing new tools and approaches for mobile learning
2021 (English)In: BUP Symposium 2021: Poster session, 2021Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

In the recent decades, there has been a growing international consensus about importance of Education for Sustainable Development (ESD) at all educational levels, in different subjects, as well as in formal and informal structures. ESD is actively promoted by teacher education institutions around the world. The area of interculturality is also used to be in focus of international collaboration projects aiming to enhance sustainability in teacher education. However, natural science and mathematics teacher education has traditionally paid lower attention to “soft” parts of subject teaching such as internationalization, intercultural and critical competencies which are closely relate to 21st century skills (Bellanca & Brandt, 2010) then that of social sciences. Our previous research (Popov, Sturesson, 2015) shows that interculturality is not yet part of the Swedish science education mindscape. Moreover, current pandemic situation changed dramatically preconditions for physical meetings as well as for student and staff mobility especially outside EU-states area.

The rapidly expanding mobile learning (m-learning) that employs handheld technology is a powerful international trend (Yildiz, et al. 2020).  Our smartphones are packed with internal sensors that can measure sound, light, acceleration, magnetic field strength, etc. (see below app Sensors). The smartphones' sensors are reliable and accurate enough to permit good measurements.

This paper presents theoretical foundations and practical solutions demonstrating how smartphones and use of modern mobile applications can assist teacher education in fulfilling goals of sustainable development. In particular, focus is on mobile learning (m-learning) collaboration in geographically distributed and culturally diverse settings.

Keywords
teacher education, m-learning, sustainability
National Category
Pedagogical Work
Research subject
didactics of natural science
Identifiers
urn:nbn:se:umu:diva-188770 (URN)
Conference
The Baltic University Programme (BUP) Symposium 2021: Research and Innovation for a Sustainable Baltic Sea Region, Uppsala, October 19-20, 2021
Available from: 2021-10-21 Created: 2021-10-21 Last updated: 2022-01-17Bibliographically approved
Stoor, M. & Popov, O. (2021). Societal Aspects of Technology: The Swedish Lower Secondary School Curricula in International Comparison. Techne series: Research in sloyd education and crafts science. A, 28(2), 140-148
Open this publication in new window or tab >>Societal Aspects of Technology: The Swedish Lower Secondary School Curricula in International Comparison
2021 (English)In: Techne series: Research in sloyd education and crafts science. A, ISSN 1238-9501, E-ISSN 1893-1774, Vol. 28, no 2, p. 140-148Article in journal (Refereed) Published
Abstract [en]

The future of humanity depends heavily on the technological decisions and choices we make. To prepare the young generation for participating in these decisions the Swedish school technology curriculum includes study of societal aspects of technology. However, evidence coming from the classroom observations shows that teaching of these aspects is almost absent in lower secondary school (age 13-15-year) technology education in Sweden. In order to give an international perspective on the presence and emphasis on societal aspects of technology a comparative curricular study has been made. The comparison has aimed at describing the corresponding content in the curricula, in which subjects it is found, how it relates to design and making and finally how much flexibility the syllabi offer to the teachers contentwise. The Swedish curriculum has been compared with Norwegian, Finnish and Estonian curricula. The study shows that in Finnish Educational Sloyd and Norwegian Arts and Crafts the societal content is closely linked to design and making. The findings also reveal there are apparent similarities between the content regarding societal aspects of technology in the Estonian, Norwegian and Swedish Technology subjects, but the Swedish content stands out both as the most extensive and the least design related.

Place, publisher, year, edition, pages
NordFo, 2021
Keywords
Technology education, curriculum, design, framing, educational sloyd
National Category
Pedagogical Work
Research subject
educational leadership
Identifiers
urn:nbn:se:umu:diva-182607 (URN)
Available from: 2021-04-27 Created: 2021-04-27 Last updated: 2021-05-17Bibliographically approved
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