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Bruk av modellering og simulerings-metodikk i samfunnsvitenskaps-studier

Amrit Bahadur Poudel of the Faculty of Engineering and Science at the University of Agder has submitted his thesis entitled «An exploration of how social science students utilise an opportunity to learn about simulation-based research methods: A design-based study» and will defend the thesis for the PhD-degree Wednesday 23 June 2021. Trial lecture Tuesday 22 June.

Therefore, a significant conclusion is drawn from the present study’s findings that introducing simulation-based educational tools could help to build a collaborative, innovative, research-based culture among students and staff in an undergraduate study program.

Amrit Bahadur Poudel

Ph.d.-kandidat

Disputasen foregår digitalt på grunn av korona covid-19-situasjonen. Se nederst på siden for hvordan publikum kan overvære disputasen.

 

Amrit Bahadur Poudel fra Fakultet for teknologi og realfag ved UiA disputerer for ph.d.-graden med avhandlingen «An exploration of how social science students utilise an opportunity to learn about simulation-based research methods: A design-based study» onsdag 23. juni 2021. Prøveforelesning dagen før, tirsdag 22. juni.

Han har fulgt doktorgradsprogrammet ved Fakultet for teknologi og realfag ved UiA med spesialisering i matematiske fag, forskningsområde matematikkdidaktikk.

Slik oppsummerer Amrit Bahadur Poudel selv avhandlingen:

Leveraging simulation-based research methods in building research-based culture within undergraduate methodology course

In the dissertation, I study how social science students utilise their opportunities to learn about Modelling and Simulation (M&S)-based research methods to study social dynamics.

The study dealt with two types of human activities:

  1. learning at university is mediated by symbolic and material artefacts such as language, sign/symbols, computer simulations,
  2. workplace practices are influenced by sophisticated artefacts or tools such as computer software and applets.

The study seeks to bridge the understanding gap between university studies and workplace context where students have to deal with sophisticated software or applets, and mathematics is embedded in the so-called black box.

Methods

The study adopts a design-based methodology to design, implement and evaluate innovative research methods module by creating a simulation-based learning environment to explore the future of teaching, learning and developing a research methods curriculum.

The study examines the use of illustrative methods tools, the Schelling Applet, to show how the M&S-based tool can add experimental knowledge dimension to traditional research methodology training.

The data generation methods entail audio and video recordings of students’ interaction with the Schelling applet, peers, teachers, and M&S-based researchers in their field.

The analysis is based on the thematic approach, and the findings are interpreted through the lens of adopted theoretical foundations and epistemological analysis tools.

Findings and conclusion

The innovatory curriculum module helped create a new learning environment to explore future possibilities in teaching, learning and development of the M&S-based research methods module.

Students have advanced their awareness about M&S-based research methods such as critical processes of the methods, opportunities, limitations, and challenges by imagining situations in which M&S-methods could be applied in their field.

The study’s findings showed that students’ engagement in the M&S-based research methods curriculum module was explorative, informed, and persistent. Further, the M&S-based tools help develop students understanding of early stages of research methods, such as experimenting, generating and testing hypothesis questions, and identifying relevant variables.

Furthermore, the study’s findings revealed that students could identify boundary objects that could help them bridge the understanding gap between university studies and professional work practices.

Therefore, a significant conclusion is drawn from the present study’s findings that introducing simulation-based educational tools could help to build a collaborative, innovative, research-based culture among students and staff in an undergraduate study program.

Disputasfakta:

Prøveforelesning og disputas finner sted digitalt i konferanseprogrammet Zoom (lenke under).

Disputasen blir ledet av instituttleder Ingvald Erfjord, Institutt for matematiske fag, Fakultet for teknologi og realfag, Universitetet i Agder.

OBS: Prøveforelesning og disputas på forskjellige dager. 

Prøveforelesning tirsdag 22. juni kl 15:00

Disputas onsdag 23. juni kl 14:00

 

Oppgitt emne for prøveforelesning«What are the conceptual advantages to be gained by framing mathematics teaching and learning within socio-cultural theory, with attention to the role of boundary objects? Please include perspectives from theory, personally acquired empirical evidence (e.g. PhD research), and personal experience»

Tittel på avhandling: «An exploration of how social science students utilise an opportunity to learn about simulation-based research methods: A design-based study»

Søk etter avhandlingen i AURA - Agder University Research Archive, som er et digitalt arkiv for vitenskapelige artikler, avhandlinger og masteroppgaver fra ansatte og studenter ved Universitetet i Agder. AURA blir jevnlig oppdatert.

Avhandlingen er tilgjengelig her:

https://hdl.handle.net/11250/2758716

(Paper I is excluded from the dissertation with respect to publisher´s copyright and self-archiving policy. Paper III and Paper IV is excluded from the dissertation until they will be published. They will be included into the dissertation after they are published.) A full copy can be obtained from the Faculty of Engineering and Science before the disputation - contact Victoria Belous.

KandidatenAmrit Bahadur Poudel (1972, Lamjung, Nepal) B. Sc. Tribhuvan University, Nepal (1996), PG Diploma in Education, Kathmandu University, 2005, M Ed Mathematics Education, Kathmandu University, Thesis title: Exploring Mathematics in motherly nature: An autoethnographic inquiry (2010), M Phil Mathematics Education, Kathmandu University, Thesis title: Journeying into motherly mathematics education: A muse towards transformation (2016).  Ni års praksis som matematikklærer i videregående skole, og arbeider fra 2008 som lærerutdanner ved forskjellige organisasjoner i Nepal.

Opponenter:

Førsteopponent: Professor emeritus Daniel Clark Orey, California State University, Sacramento, USA

Annenopponent: Professor emeritus Paul Ernest, University of Exeter, Storbritannia

Bedømmelseskomitéen er ledet av førsteamanuensis Jorunn Reinhardtsen, Universitetet i Agder

Veileder i doktorgradsarbeidet var professor Simon Goodchild, UiA

Slik gjør du som publikum:

Disputasen er åpen for alle, men for å følge prøveforelesning og disputas må du melde deg som publikummer:

Til prøveforelesning tirsdag 22. juni kl 15:00: https://uiano.zoom.us/meeting/register/u5crdOyupzsqEtO58NqTG3DQ9BAxN3LRG8oo

Til disputas onsdag 23. juni kl 14:00: https://uiano.zoom.us/meeting/register/u5Eldeivqz4uHdb82RSXl5q7kH7FO99eOvDv

Du får en Zoom-lenke i retur.

(Her er framgangsmåten for å bruke Zoom: support.zoom.us om du ikke kommer inn ved å klikke på lenken.)

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Opponent ex auditorio:

Disputasleder inviterer til spørsmål ex auditorio i innledningen i disputasen, med tidsfrister. Disputasleders e-post er tilgjengelig i chat-funksjonen under disputasen. Spørsmål om ex auditorio kan sendes til disputasleder Ingvald Erfjord på e-post ingvald.erfjord@uia.no