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  • 1.
    Andrée, Maria
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Carlgren, IngridStockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.Bladh, GabrielTväråna, MalinStockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Ämneslärarens arbete: didaktiska perspektiv2021Collection (editor) (Other academic)
    Abstract [sv]

    Ämneslärarens arbete didaktiska perspektiv är en grundbok som i första hand riktar sig till blivande ämneslärare, men kan med fördel även läsas av verksamma lärare. Boken behandlar den utbildningsvetenskapliga kärnans alla delar. 

  • 2.
    Andrée, Maria
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Carlgren, Ingrid
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Jägerskog, Ann-Sofie
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Tväråna, Malin
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Ämnesdidaktiskt forsknings- och utvecklingsarbete2021In: Ämneslärarens arbete: didaktiska perspektiv / [ed] Maria Andrée; Gabriel Bladh; Ingrid Carlgren; Malin Tväråna, Stockholm: Natur och kultur, 2021, p. 449-490Chapter in book (Other academic)
  • 3.
    Björkholm, Eva
    et al.
    KTH Royal Institute of Technology, Sweden.
    Andrée, Maria
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Carlgren, Ingrid
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Exploring technical knowledge in the primary technology classroom2016In: Australasian Journal of Educational Technology, ISSN 1449-3098, E-ISSN 1449-5554, Vol. 3Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to explore the use of categories and aspects of technical knowing which have been identified in specific contexts and related to specific learning objects to identify technical knowing and technical content in another teaching context. In this way, we want to contribute to the understanding of technical knowing within primary technology education, as well as to the development of analytical tools to help teachers in selecting and designing the content of technology teaching. Previous findings from two Learning Studies focusing on evaluating and constructing technical solutions were used to identify technical knowing in video material generated within a particular classroom practice (students aged 7-8 years old). The results suggest that the former categories and aspects can be used in different ways to identify and specify technical knowings related to technical content in the primary technology classroom.

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  • 4.
    Björkholm, Eva
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Carlgren, Ingrid
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Ahlstrand, Pernilla
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Nyberg, Gunn
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    The meaning of knowing what is to be known2015In: Éducation & Didactique, ISSN 1956-3485, Vol. 9, no 1, p. 143-160Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to contribute to an articulated language of knowing, which we consider as a key aspect of teachers' professional work. We describe three examples of how the meaning of knowing some specific learning objects can be studied and described. The three learning objects are: to be able to evaluate technical solutions, to be able to perform a house-hop and to be able to act with presence.Phenomenographic analyses of data from the pre-tests carried out within the frame of so called Learning Studies resulted in descriptions of different ways of knowing as well as different aspects of the specific knowns that must be discerned in order to develop the knowing.

  • 5.
    Carlgren, Ingrid
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Powerful knowns and powerful knowings2020In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 52, no 3, p. 323-336Article in journal (Refereed)
    Abstract [en]

    The idea of powerful knowledge as a curriculum principle has led to extensive discussion. It has been framed as a way of bringing knowledge back into curriculum thinking in the light if its absence in curriculum theory. However, questions have been raised regarding powerful knowledge as a knowledge-based curriculum principle; questions about difficulties in converting it into curriculum content, as well as putting knowledge-as-an-end-in-itself above educational aims. The focus of this article is on how powerful knowledge can be conceived of as capacity-building curriculum content, as well as how this is related to the epistemological underpinning of the idea of powerful knowledge. Knowing as the capacity-building aspect of powerful knowledge is highlighted as is a widening of the concept of knowledge to also include tacit aspects in what counts as knowledge. Through revisiting Paul Hirst's forms of knowledge as well as his practice turn, I argue that Hirst became stuck in a tension similar to Michael Young and Johan Muller. By a shift of focus from powerful knowns to powerful knowings the tension between a knowledge and practice-based view of the curriculum can be dissolved.

  • 6.
    Carlgren, Ingrid
    Stockholm University, Faculty of Social Sciences.
    The Swedish comprehensive school-lost in transition?2009In: Zeitschrift für Erziehungswissenschaft, ISSN 1434-663X, E-ISSN 1862-5215, Vol. 12, no 4, p. 633-649Article in journal (Refereed)
    Abstract [en]

    The Swedish comprehensive school system was developed from 1950 to 1971. In the 1990s the system was radically restructured. Developments were based on consensus between different political parties up until the 1980s, however after this date the debate has become more polarised. In 2006 an alliance of four parties was elected to government and began to realise a 'new educational policies'. As in many other countries, the results of PISA and other international comparative tests are used to 'scandalise' the existing educational system in order to accelerate the introduction of change. However, it is not the under-achieving restructured school which is scandalised but the ideas and ideals of the previous, not under-achieving, comprehensive school system. In this article the development of the Swedish school model, as well as its changes during the 1990s and thereafter, are described-against the background of the Swedish welfare model and alterations to it.

  • 7.
    Carlgren, Ingrid
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Eriksson, Inger
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Runesson, Ulla
    Learning study2017In: Undervisningsutvecklande forskning : exemplet Learning study / [ed] Ingrid Carlgren, Malmö: Gleerups Utbildning AB, 2017, p. 17-30Chapter in book (Other academic)
    Abstract [sv]

    Undervisningens kvalitet och hur den ska förbättras har kommit i fokus i debatten om skolan. Ofta diskuteras generella lösningar, till exempel att lärarnas förväntningar på eleverna måste höjas. Undervisning har emellertid alltid ett konkret innehåll och genomförs med specifika grupper av elever. Därför måste förbättring av undervisning alltid utgå från såväl det specifika innehållet som de specifika eleverna.

    Undervisning är lärares professionella verksamhet. Den kan inte standardiseras eller mekaniseras utan måste planeras och genomföras i relation till och i interaktion med den specifika kontexten. I detta arbete behöver lärare kunskaper och teoretiska redskap för att problematisera, analysera och utveckla verksamheten.

    En långsiktig och hållbar utveckling av lärarnas professionella kunskapsbas förutsätter en stegvis och systematisk kunskapsutveckling. I den här boken visas hur en lärardriven och praktiknära forskning kan bidra till att utveckla kunskaper och redskap som kan utveckla undervisningen. Författarna ger exempel på hur forskning kan bidra till att belysa undervisning och lärande på ett sätt som har direkt relevans för lärarnas undervisning.

  • 8.
    Carlgren, Ingrid
    et al.
    Stockholm University, Faculty of Social Sciences.
    Forsberg, Eva
    Uppsala universitet, pedagogiska institutionen.
    Lindberg, Viveca
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Perspektiv på den svenska skolans kunskapsdiskussion2009Book (Other academic)
    Abstract [sv]

    Perspektiv på den svenska skolans kunskapsdiskussion skrevs på uppdragav Skolverket våren 2009. Några frågor som analyseras och diskuteras irapporten är:– Hur ser bakgrunden ut till den kunskapssyn som formulerades i sambandmed 1990-talets läroplansreform?– Vilka diskurser om kunskap finns i policydokument från EU och OECD?– Hur ser kunskapsuppfattningarna ut i olika bedömningsinstrument?– Vilka är de vanligast förekommande taxonomierna för bedömning?– Vilka särdrag går att urskilja i den ”den svenska kunskapssynen” i ettinternationellt perspektiv?Rapporten omfattar en beskrivning av kunskapssynen i Skola för bildning(SOU 1992:94). Kunskapssynen diskuteras i relation till internationellatrender i policytexter och kunskapsdiskurser. Den diskuteras också irelation till konstruktionen av läroplaner och kursplaner samt i relationtill ett bildningsperspektiv. Genom att skilja mellan det kunnande someleverna förväntas utveckla, kunskapsinnehållet i skolans undervisningoch bedömningen av elevernas kunnighet, kan både likheter och skillnadermellan den svenska och den internationella kunskapsdiskursenidentifieras.Rapporten vänder sig till skolledare, studerande på skolledarutbildningenoch på lärarutbildningen.

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  • 9.
    Carlgren, Ingrid Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    The knowledge machinery and claims in learning study as paedeutical research2019In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 9, no 1, p. 18-30Article in journal (Refereed)
    Abstract [en]

    Purpose The purpose of this paper is to contribute to the theoretical reflection on learning study as a research approach. The focus is on description and reflection on the methodology of learning study as paedeutic research. This research is for, not on, teachers, i.e. research into problems and challenges faced by teachers in their professional practice. Learning study as paedeutic research is about the content and processes of formation/Bildung in relation to specific learning objects. Its focus is on subject-specific ways of knowing as well as how such knowing is enabled through teaching. Design/methodology/approach The point of departure is a perspective on research approaches as practices, i.e. as activities with certain aims as well as ways of making knowledge. Based on a description of the knowledge machinery in a learning study, i.e. those mechanisms that together generate new knowledge, the knowledge claims that can be made are discussed together with the theoretical underpinning of the arguments. The knowledge machinery is described in relation to how it is organised around the delimitation and analysis of an object of Learning as well as designing and evaluating ways to make the critical aspects of this object of learning visible. As an epistemological underpinning, some aspects of pragmatic philosophical thinking regarding the relationship between theory and practice are outlined. Based on that the research process may be described as a development of means-ends relationships - from unconscious empirical relationships to conscious staging of internal and theoretical relations. Abduction is an important tool for this meaning-making. Findings Learning study can be described as a particularistic, theory-building research approach concerning the knowing of specific learning objects as well as how they can be taught and learnt. The knowledge that is generated in learning study is theoretical and describes aspects of the teaching and learning of specific objects of learning. The research process can be described in terms of specification where practice is gradually supplied with a more differentiated meaning. A learning study is organised around a specific object of learning that functions as an open and unfolding object of knowledge. It combines a practice-based development of theory with a theory-based development of practice. Originality/value The development of the thinking about learning study as research for, rather than on, teachers is paedeutical research. A contribution to reflection on the knowledge machinery and knowledge claims of such research.

  • 10.
    Nyberg, Gunn Birgitta
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). University of Dalarna, Sweden.
    Carlgren, Ingrid Maria
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Exploring capability to move – somatic grasping of house-hopping2015In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 20, no 6, p. 612-628Article in journal (Refereed)
    Abstract [en]

    Purpose: The aim of this study is to explore what it means to be able to move in different ways. What does it mean, from the perspective of the learners, to know how to carry out a specific movement? What is there to know and how could this insight contribute to the planning of developing learners' capability to move in different ways? As an example of a ‘new’ way of moving to be learnt, a movement called ‘house-hop’ (i.e. a 360-degree rotation initiated on the ground and completed in the air) was introduced as an object of learning in a physical education (PE) class in a secondary high school in Sweden. The paper explores learners' different ways of moving as expressing different ways of knowing how to ‘house-hop’ comprising also certain aspects of the movement being discerned simultaneously by the learners. In this way, an attempt will be made to explicate what there is to know when knowing a movement.

    Background: Evans initiated a discussion about what ‘ability’ means and how it is recognized and valued within the context of PE which has been further discussed in a growing body of critical research. He also raised the question of which ‘abilities’ the PE subject is supposed to develop while at the same time stating that ‘talk of physically educating the body’ in terms of ‘practical knowledge,' ‘physical literacy’ or ‘kinesthetic intelligence’ has ‘almost disappeared from the discourse of PE'. Rather, physical education in terms of the theme of this paper, capability to move, is reduced to implicit and taken-for-granted ‘standards of excellence,' only reluctantly discussed by PE teachers. There is a need for conceiving capability to move as an educational aim so that it can be explicitly discussed and dealt with in physical education.

    Theoretical framework and method: The study takes as its starting point an epistemological perspective on capability to move corresponding with Ryle's ‘knowing how,' challenging the distinction between mental and physical skills in regarding the knowing involved in capability to move as comprising interwoven mental and physical processes. Additionally, phenomenography and Variation Theory are used as analytical framework integrated in a Learning Study. Learning Study is a kind of design experiment inspired by the Japanese Lesson Study, where the main aim is to explore an object of learning.

    Findings and discussion: The findings show different ways of knowing house-hop as well as several aspects to discern in order to know the movement in a powerful way. The knowing involved in house-hopping can be seen as somatic grasping comprising mental and physical skills as an integrated whole. The paper discusses how this approach to investigating learners' different ways of knowing a new way of moving to be learnt can contribute to the planning of teaching and learning capability to move.

  • 11.
    Nyberg, Gunn
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Carlgren, Ingrid
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    The meaning of knowing what is expected to be known: The case of house hop2012Conference paper (Refereed)
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