Undervisningsmodellen bianshi med ursprung i Shanghai anses vara en möjlig förklaring till kinesiska elevers goda matematikprestationer. Variationsteorin, en annan undervisningsmodell med ursprung i väst beskrivs ha flera likheter med bianshi. I forskning benämns bianshi och variationsteorin även som teoretiska ramverk. I Learning Study, en studie för undervisningsutveckling är det vanligt förekommande att variationsteorin används som teoretiskt ramverk. Antaganden om att bianshi är en framgångsrik undervisningsmodell skapade ett intresse att undersöka möjligheterna att använda bianshi som teoretiskt ramverk i en interventionsstudie som hämtat komponenter från Learning Study.Syftet med denna studie är att utforska bianshi som teoretiskt ramverk i en interventionsstudie. Det gjordes i jämförelse med variationsteorin. Tal som bråk var studiens undervisningsinnehåll. Studien grundar sig i två interventionsstudier. En med bianshi och en med variationsteorin som teoretiskt ramverk. Genomförandet av respektive modell hämtade delar av processen för en Learning Study. Urvalet bestod av två klasser i årskurs 4 som delades i fyra mindre grupper. Förtest, eftertest och lektionsobservationer stod för datainsamlingen.Studiens resultat visar en förbättring av elevgruppernas förståelse för tal som bråk, oberoende av vilken modell som var det teoretiska ramverket. Lektionsinnehållet relaterat till begreppsförståelse resulterade i större utveckling för de elever som undervisades med bianshi. Elevgrupperna med variationsteorin som undervisningsmodell visade en större förbättring kopplat till metoder. Därmed visade bianshi i jämförelse med variationsteorin både högre och lägre utveckling av bråk som tal. Resultatet i vår studie antyder att bianshi går att använda som teoretiskt ramverk i en interventionsstudie. Antagandet styrks av den positiva lärandeutvecklingen och möjligheten att implementera bianshi i samtliga steg av processen. / The teaching model bianshi, originating from Shanghai, is considered as a possible explanation for the exceptional mathematical performances by Chinese students. Variation theory of learning, another teaching model originating from the Western tradition is assumed to share several similarities with bianshi. In research, bianshi and the variation theory of learning are also referred as theoretical frameworks. In a Learning Study, an intervention study focused on educational development, variation theory of learning is common to be used as a theoretical framework. The assumption that bianshi is a successful teaching model created an interest in exploring the possibilities of using bianshi as a theoretical framework in an intervention study that incorporates components from Learning Study.The aim of the study is to explore bianshi as a theoretical framework in an intervention study. This was done in comparison with the variation theory of learning. The teaching content of the study was numbers as fractions. The study is based on two intervention studies. One using bianshi and the other using the variation theory of learning as a theoretical framework. The implementation of each model incorporated elements from the Learning Study process. The sample consisted of two fourth-grade classes, which were divided into four smaller groups. Data collection included pre-tests, post-tests and lesson observations.The results of the study present an improvement of the students’ understanding of numbers as fractions, regardless of which model was used as a theoretical framework. The lesson content related to conceptual understanding resulted in greater development for the students taught by bianshi. Student groups taught with the variation theory of learning as the teaching model showed greater improvement related to methods. Thus, compared to the variation theory of learning, bianshi showed both higher and lower development of fractions as numbers. Our study suggests that bianshi can be used as a theoretical framework in an intervention study. This is supported by the positive learning development and the opportunity of implementing bianshi in all steps of the process.

Doctor of Philosophy / Electrical and Computer Engineering / Steven Warren / Linear Systems (a.k.a., Signals and Systems) is an important class in an Electrical Engineering curriculum. A clear understanding of the topics in this course relies on a well-developed notion of lower-level mathematical constructs and procedures, including the roles these procedures play in system analysis. Students with an inadequate math foundation regularly struggle in this class, as they are typically able to perform sequences of the underlying calculations but cannot piece together the higher-level, conceptual relationships that drive these procedures. This dissertation describes an investigation to assess and improve students’ higher-level understanding of Linear Systems concepts. The focus is on the topics of (a) time-domain, linear time-invariant (LTI) system response visualization and (b) Fourier series conceptual understanding, including trigonometric Fourier series (TFS), compact trigonometric Fourier series (CTFS), and exponential Fourier series (EFS). Support data, including exam and online homework data, were collected since 2004 from students enrolled in ECE 512 - Linear Systems at Kansas State University. To assist with LTI response visualization, two online homework modules, Zero Input Response and Unit Impulse Response, were updated with enhanced plots of signal responses and placed in use starting with the Fall 2009 semester. To identify students’ conceptual weaknesses related to Fourier series and to help them achieve a better understanding of Fourier series concepts, teaching-learning interviews were applied between Spring 2010 and Fall 2012. A new concept-based online homework module was also introduced in Spring 2011. Selected final exam problems from 2007 to 2012 were analyzed, and these data were supplemented with detailed mid-term and final exam data from 77 students enrolled in the Spring 2010 and Spring 2011 semesters. In order to address these conceptual learning issues, two frameworks were applied: Bloom’s Taxonomy and APOS theory. The teaching-learning interviews and online module updates appeared to be effective treatments in terms of increasing students’ higher-level understanding. Scores on both conceptual exam questions and more traditional Fourier series exam questions were improved relative to scores received by students that did not receive those treatments.

Published Article / The article revisits the concept and phenomenon of human communication to show that it deserves to be part of a first-year undergraduate core curriculum which aims to further knowledge and advance learning. Conceptual analysis and critical and rational argumentation are employed. Teaching students about what human communication really is and, concomitantly, what it entails existentially as well as adopting the appropriate spirit, stance and method for authentic intercultural communication, could go a long way in equipping them to be critical thinkers, competent citizens, and compassionate human beings in the worlds in which they live.

A government-funded scheme, the UK Climate Change Communications Initiative (UKCCCI), provided money for organisations to deliver projects that attempted to impact positively on people’s attitudes towards climate change and to increase knowledge and awareness of the issue. This devolution of communications is a relatively novel approach after previous centralised campaigns. This thesis adopts a mixed-method approach; a qualitative and a quantitative study have been conducted based on three case studies of individual projects funded under the UKCCCI. The quantitative study analyses pre- and post-project surveys to assess whether the communications produced the desired changes in attitude, knowledge and awareness; results are generally mixed in relation to all three case studies as some statistics are more positive after communications, whereas some are less positive. Data from a regional UKCCCI project are compared with a nationally representative dataset; this analysis shows that attitudes, knowledge and awareness differ at regional and national scales, supporting the policy of devolving communications. Regional data are also analysed to see if there are differences between socio-demographic groups within a single target audience for communications; this analysis suggests that interventions must strike a balance between personalisation of information and the higher cost of targeting smaller groups with more specific material. The quantitative study uses conceptual content cognitive mapping (3CM) to discover the climate change-related knowledge of twenty subjects who received communications from two of the case study projects. Results suggest that people have knowledge of a wide range of issues related to climate change, but they do not possess a detailed scientific understanding. However, there is a high knowledge of how to mitigate climate change and this is expressed largely through individual actions and lifestyle choices. A template analysis was also conducted to discover what interviewees thought specifically about the communications and a range of practical recommendations are made for future projects. Implications are discussed in relation to future practical climate change communications projects, wider policy and academic research.

This dissertation presents a phenomenographic case study of a senior physics professor during and beyond an extended collaboration with a science education professor from a College of Education. The context for the collaboration is the co-teaching of a physics course for graduate students in a Masters of Teaching program at a research university in the southeastern US. The course was focused on physics content and the pedagogy of teaching for conceptual change. The purpose of this study is to investigate from a physics professor’s perspective the progression of his conceptions and practices regarding teaching for conceptual change over the duration of the collaboration and beyond. Prior research indicates that such change is a difficult and complex process requiring a transformative, personal experience. Collaboration between science departments and Colleges of Education has been identified as a key opportunity for transformative experiences, but research on the resulting changes is limited. Questions addressed by this study include (a) what is the evidence of change in a physics professor’s conceptions of teaching for conceptual change, (b) what is the evidence of change in a physics professor’s practices of teaching for conceptual change, (c) what are the learning environment characteristics identified by the physics professor that either facilitated or hindered changes in his conceptions and/or practices in teaching for conceptual change. The primary data were interviews with the physics professor integrated with direct classroom observations. Emergent categories of how the physics professor conceived and practiced teaching for conceptual change showed a progression over time toward a more expert view on teaching for conceptual change. Key factors identified in the physics professor’s progression are: 1) his motivation to become a more effective teacher, 2) the expertise of the science education professor, and 3) the way the collaboration developed. Limiting factors identified include: 1) time pressure for content coverage, 2) difficulty in translating change to other contexts, and 3) unsupportive external environments.

This thesis analyses the use of value models as boundary objects to support decision making during conceptual design of Product-Service Systems. Compared to requirements-based models, value models are claimed to enhance understanding of the design problems and customer needs, as well as to help the design team in creating more value adding solutions. The work of this thesis was to prepare, conduct and analyse a series of design experiments, which are are based on the continuous observations of designers’ verbalized design considerations. Protocol analysis was conducted to investigate how value models perform as boundary objects in design, in comparison with requirements-based models. The time spent on each different activity in the protocol has been used as main proxy in the experiment. Data triangulation was ensured by the use of a questionnaire that was answered by all participants. Both methods revealed that in the preliminary phase, value models are more effective than requirements-based models in conveying intuitive value-related information, assessing intangibles value aspects, and encouraging discussions on value concerns.

The use and application of modeling and simulation (M&S) is pervasive in today's world. A key component in the application of models is to conduct appropriate verification and validation (V&V). V&V is conducted to make sure the model represents reality to the appropriate level of detail based on the questions posed. V&V techniques are well documented within the literature for observable systems, i.e. required data can be collected from the operations of the real system for comparison with the simulation results; however, V&V techniques for non-observable systems are limited to subjective validation. This subjective validation can be applied to the simulation outputs, operational validation, or towards the model development, conceptual validation. Oftentimes subjective operational validation of the simulation is the primary source of validation efforts. It is shown in this thesis that the sole reliance on subjective operational validation of the simulation can easily lead to the inaccurate acceptance of a model. In order to improve M&S practices for the representation of non-observable systems, models must be developed in a methodological manner that provides a traceable and defensible argument behind the model’s representation of reality. Though there is growing discussion within the recent literature, few methods exist on proper conceptual model development and validation. The research objective of this thesis is to identify a methodology to develop a model in a traceable and defensible manner for a system or system of systems that is non-observable. To address this research objective the proposal will address eight aspects of model development. The first is to define a set of terms that are common vernacular in the field of M&S. This is followed by the assessment of what defines a ‘good’ model and how to determine if the model is ‘good’ or not. This leads to a review of V&V and the observation that subjective validation in isolation is not sufficient for model validation. Next, a review of model development procedures is conducted and analyzed against a set of criteria. A selection is made using the Analytic Hierarchy Process (AHP). A procedure developed by Balci in 1986 is selected for the use in development of models for non-observable systems. Specific steps within Balci's 1986 procedure are investigated further to determine appropriate techniques that should be used when developing models of non-observable systems. These steps are system and objective definition, conceptual model, communicative model, and experimental models and results. Five techniques are identified in the literature that can be applied to system and objective definition: Soft Systems Methodology, Requirements Engineering, Unified Modeling Language, Systems Modeling Language, and Department of Defense Architecture Framework. These techniques are reviewed and selection is made using AHP. The System Modeling Language (SysML) is selected as the best technique to perform System an Objective Definition. Significant resources are devoted to the study of conceptual model development. Proposed in this thesis is a process to decompose the impacts of the system and apply subjective weightings in order to identify aspects of the system with significant importance. This approach enables the modeling of the system in question to the appropriate level of fidelity based on the identified importance of the system impacts. Additionally, this process provides traceability and defensibility of the final model form. Communicative model development is rarely addressed in the literature; however, many of the techniques used in system and objective definition can be applied to developing a communicative model. A similar study to the system and objective definition, AHP was utilized to make a selection. It was concluded that the Unified Modeling Language provides the best tool for creating a communicative model. In the final step, experimental models and results, the literature was found to be rich in techniques. A gap was found in the analysis of the outputs of stochastic simulations. Four questions resulted: 'which stochastic measures should be used in analyzing a stochastic simulation?', 'how many replications are required for an accurate estimation of the stochastic measure?', which least squares method should be used in the regression of a stochastic response?, and 'how many replications are required for an accurate regression of a stochastic measure? Heuristics are presented for each of these questions. A proof of concept is provided on the methodology developed within this thesis. The selected scenario is a Humanitarian Aid/Disaster Relief Mission, where the U.S. Navy has been tasked with distributing aid in an effective manner to the affected population. Upon application of the proposed methodology, it was observed that subjective decomposition and weighting of the scenario proved to be a useful tool for guiding and justifying the form of the eventual model. Shortcomings of the methodology were identified. The primary shortcomings identified were the linking of information between the steps of the model development procedure, and the difficulty in correctly identifying the structure of the system impacts decomposition. The primary contribution of this thesis is to the field of M&S. Contributions are made to the practice of conceptual model development, a growing discussion within the literature over the past several years. The contribution to conceptual model development will aid in the development models for non-observable systems. Additional contributions are made to the analysis of stochastic simulations. The methodology presented in this thesis will provide a new and robust method to develop and validate models in a traceable and defensible manner.

The thesis investigates in what way the scholarly edition performs bibliographic functions as it manages and positions other documents. This is where the study differs from previous research on scholarly editing and bibliography. It aims to trace the boundary between scholarly editing and bibliography by comparing crucial objectives, problems and conflicts in each field. This is accomplished by identifying the argumentation, assumptions and conceptual frameworks that form the rationale for the fields, and subjecting them to qualitative critical and historical analysis. The main empirical material is editorial theory literature, with scholarly editions serving as illustrating examples. Key questions concern the way scholarly editors and bibliographers identify, define and reproduce their respective source material; the reasons for conflicts between editors’ varying expectations of the reproductive force in printed and digital editions; and the connections and demarcations between scholarly editing and bibliography and between scholarly editions and reference works such as bibliographies. Bibliographic and media theory form the basis for the theoretical framework, with additional input from book history, literary theory, genre studies and scholarly communication studies. The thesis suggests a distinction between the two activities of clustering and transposition, and the distortion the latter brings about. These concepts are employed to detect, group and explain activities and problems in scholarly editing and bibliography, who both manage sets of documents by clustering them to one another and transposing their contents by producing new documents. There is a noticeable division of labour between the two tasks, and they also correspond to different types of editions. The study also ties the dominant editorial strategies and edition types to respective bibliographic foci, and argues that central conflict areas are primarily accentuated and only secondarily introduced with digital editing. An idealistic strand treats editing as unbiased delivery of disambiguable and reproducible content, while to a hermeneutical strand the edition is an argumentative and content constraining filter, its editor being a kind of biased author. In a third strand, editions are content circulating ecosystems with a division of labour between collaborating media types. In particular the view of editions as constitutive arguments is related to analogue observations in LIS and genre and scholarly communication studies. On the one hand, editing is supposed to be a dynamic research area, ready to respond to new findings and scholarly ideals. On the other, several arenas demand the edition to serve as a conservative force, static and confirmatory. The potential of digital media points to a distinction between edition and archive, where the former but not the latter explicitly takes an interpretative stand. Digital editing also boosts the idealistic strand by the seeming promise to separate facts from interpretation and to enhance maximum exhaustiveness and reproductivity. Although the thesis identifies many commonalities between editions and reference works and the way these are structured, there is a crucial difference. The edition is simultaneously a work’s reference and referent. Bibliographies and reference works cannot make that claim. / <p>Akademisk avhandling som med tillstånd av samhällsvetenskapliga fakulteten vid</p><p>Göteborgs universitet för vinnande av filosofie doktorsexamen</p><p>framläggs till offentlig granskning kl. 13.15 lördagen den 9 december 2006</p><p>i Stora Hörsalen (C 203), Högskolan i Borås, Allégatan 1, Borås.</p>

This thesis is an empirically based, theoretical discussion of the process of decision making in relation to Library Management Systems (LMS). Although the conceptualization of the LMS decision process in rational terms, common in many LMS selection models, may be useful in different respects, here the process is viewed from a social constructivist stance. It is argued that due to the complexities involved, the potential choice of an LMS does not necessarily reflect the superiority of the chosen LMS based on objective inherent qualities. Nevertheless, libraries continually choose new systems and in many of these selection processes, the chosen system is perceived as the optimal choice. In this study, therefore focus is placed on examining the way in which this shared perception is constructed. Three theoretical views are adopted as the research framework, including Brunsson’s views on the process of decision making and its consequences, Collins’s views on methodological symmetry and construction of conceptual order, and finally Giddens’s views on duality of structure and the social order. Observations, interviews, and document studies are the methods employed in four different case studies that each lasted from 10 months to two years. In this study an array of different factors were found to be influential during the long process of the LMS decision making. It was also found that although the norms of rationality were striven for, and shared perceptions of rationality were constructed, the complexities involved did not allow a true rational choice by determination of all the options, projection of future needs, evaluation of the identified options, and selection of the optimal outcome. Instead, the different activities and happenings during the process helped construct a shared perception of the possible courses of action and optimality of the decision outcomes. Based on this study and with the help of the theoretical framework, it was suggested that an LMS choice is only one potential consequence of the LMS decision process; other consequences include legitimization, action, responsibility, and constructions of conceptual and social order. Through this study, the importance of the day-to-day actions and interactions (at micro level) and their wider implications for the construction of shared perceptions and shaping and reshaping of social structures are highlighted. This thesis contributes towards an alternative conceptualization of the process of LMS decision making. It may also have implications for the library practice, LMS related research, and educational programs within LIS. / <p>Akademisk av handling som med tillstånd av samhällsvetenskapliga fakulteten vid Göteborgs universitet för vinnande av doktorsexamen framläggs till offentlig</p><p>granskning kl. 13:15 fredagen den 1 oktober 2010, i hörsalen M404, Högskolan i Borås.</p><p>Avhandlingen har tilldelats den prestigefyllda utmärkelsen ”The 2011 Emerald/EFMD Outstanding Doctoral Research Awards”. The thesis has been awarded with the prestigious honor of ”The 2011 Emerald/EFMD Outstanding Doctoral Research Awards”</p>

Future human exploration missions beyond Earth vicinity will be demanding, requiring highly efficient, mass-constrained systems to reduce overall mission costs and complexity. Additionally, long duration transits in space and lack of Earth abort opportunities will increase the physiological and psychological needs of the crew, which will require larger, more capable systems to ensure astronaut well-being. As a result, the objective of habitat design for these missions is to minimize mass and vehicle size while providing adequate space for all necessary equipment and a functional layout for crew health and productivity. Unfortunately, a literature review of methods for evaluating the performance of habitat interior layout designs (including human-in-the-loop mockup tests, in-depth computer-aided design evaluations, and subjective design evaluation studies) found that they are not currently compatible with the conceptual phase of design or optimization because of the qualitative nature of the comparisons and the significant time required to generate and evaluate each layout. Failure to consider interior layout design during conceptual design can lead to increased mass, compromised functionality, and increased risk to crew; particularly for the mass, cost, and volume-constrained long duration human missions to cislunar space and Mars currently being planned by NASA. A comprehensive and timely quantitative method to measure the effectiveness of interior layouts and track the complex, conflicting habitat design objectives earlier in the design process is desired. A new, structured method and modeling framework to quickly measure the effectiveness of habitat interior designs is presented. This method allows for comparison of layouts at conceptual design and advances research in the previously unavailable capability to automate the generation of habitat interiors. This evaluation method features the development of a comprehensive list of quantifiable habitat layout evaluation criteria, the development of automatic methods to measure these criteria from a geometry model and designer inputs, and the application of systems engineering tools and numerical methods to construct a multi-objective value function measuring the overall habitat layout performance. In particular, this method featured the separation of subjective designer preferences and quantitative evaluation criteria measurements to speed layout evaluations and enable automation of interior layout design subject to a set of designer preferences. This method was implemented through the construction of a software tool utilizing geometry modeling coupled with collision detection techniques to identify favorable layouts subject to multiple constraints and objectives (e.g., minimize mass, maximize contiguous habitable volume, maximize task performance efficiency). Notional cis-lunar habitat layouts were evaluated to demonstrate the effectiveness of the method. Furthermore, stochastic optimization was applied to understand and address difficulties with automated layout design, particularly constraint implementation and convergence behavior. Findings from these investigations and implications for future research are discussed.