Max Scheja
Biographic Data
| ID | 2348990 |
|---|---|
| NAME | Max Scheja |
| GIVEN NAMES | Max |
| FAMILY NAME | Scheja |
| SIGNATURE | SCHEJA M |
| AFFILIATIONS | Stockholm University |
| ORCID | 0000-0002-1537-2697 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
Students’ ways of experiencing writing a bachelor’s thesis: A phenomenographic interview study
A bachelor’s thesis can be characterized as a proof of basic research and a trajectory of academic writing. This study addresses students’ ways of experiencing the writing process at the halfway stage, a stage that has been ignored in research. In a phenomenographic interview-study design, semi-structured interviews with 15 nursing students were carried out. A phenomenographic analysis of the data represents an outcome space with four categories …
The struggle to understand: Exploring medical students' experiences of learning and understanding during a basic science course
The aim of the research reported in this paper was to explore students' ‘journey’ towards conceptual understanding during an undergraduate course. The task that medical students face – to learn a substantial quantity of detailed knowledge and integrate into a coherent whole in a limited time frame – is demanding. Seven students were interviewed in a group, and 17 students gave their reflections in writing. Data was gathered from both groups on fi…
Using meta-reflection to improve learning and throughput: Redesigning assessment procedures in a political science course on power
The aim of this article is to contribute to the discussion on how examinations can be designed to enhance students’ learning and increase throughput in terms of the number of students who sit, and pass, the course examination. The context of the study is a basic level political science course on power analysis, which initially suffered from low throughput. The contribution of the article is to demonstrate that no other changes to the course than …
Conceptual Change Research: An Introduction
Looking across the research on learning and conceptual change, it would probably be fair to say that there has been a tendency to adhere to what Rommetveit (1978) has called a “negative rationalism”. Such negative rationalism is characterized by a predominant focus on students’ shortcomings, difficulties and general fallibility in relation to learning tasks confronting them in various settings. At a research meeting held in Britain, Perkins (2005…
Exploring formative assessment as a tool for learning: Students’ experiences of different methods of formative assessment
This study aims to provide a greater insight into how formative assessments are experienced and understood by students. Two different formative assessment methods, an individual, written assessment and an oral group assessment, were components of a pathology course within a medical curriculum. In a cohort of 70 students, written accounts were collected from 17 students and group interviews were carried out to explore the students’ experiences of …
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Exploring formative assessment as a tool for learning: Students’ experiences of different methods of formative assessment
This study aims to provide a greater insight into how formative assessments are experienced and understood by students. Two different formative assessment methods, an individual, written assessment and an oral group assessment, were components of a pathology course within a medical curriculum. In a cohort of 70 students, written accounts were collected from 17 students and group interviews were carried out to explore the students’ experiences of …
Conceptual Change Research: An Introduction
Looking across the research on learning and conceptual change, it would probably be fair to say that there has been a tendency to adhere to what Rommetveit (1978) has called a “negative rationalism”. Such negative rationalism is characterized by a predominant focus on students’ shortcomings, difficulties and general fallibility in relation to learning tasks confronting them in various settings. At a research meeting held in Britain, Perkins (2005…
Using meta-reflection to improve learning and throughput: Redesigning assessment procedures in a political science course on power
The aim of this article is to contribute to the discussion on how examinations can be designed to enhance students’ learning and increase throughput in terms of the number of students who sit, and pass, the course examination. The context of the study is a basic level political science course on power analysis, which initially suffered from low throughput. The contribution of the article is to demonstrate that no other changes to the course than …
The struggle to understand: Exploring medical students' experiences of learning and understanding during a basic science course
The aim of the research reported in this paper was to explore students' ‘journey’ towards conceptual understanding during an undergraduate course. The task that medical students face – to learn a substantial quantity of detailed knowledge and integrate into a coherent whole in a limited time frame – is demanding. Seven students were interviewed in a group, and 17 students gave their reflections in writing. Data was gathered from both groups on fi…
Students’ ways of experiencing writing a bachelor’s thesis: A phenomenographic interview study
A bachelor’s thesis can be characterized as a proof of basic research and a trajectory of academic writing. This study addresses students’ ways of experiencing the writing process at the halfway stage, a stage that has been ignored in research. In a phenomenographic interview-study design, semi-structured interviews with 15 nursing students were carried out. A phenomenographic analysis of the data represents an outcome space with four categories …
Mathematics education (5 works) · Psychology (5 works) · Pedagogy (3 works) · Computer Science (2 works) · Engineering (2 works) · Evaluation of Teaching Practices (2 works) · Medical education (2 works) · Medicine (2 works) · Reflective Practices in Education (2 works) · Student Assessment and Feedback (2 works)