Change search
Refine search result
1234567 101 - 150 of 448
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 101.
    Lindberg, Viveca
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Jönköping University, Sweden.
    Eriksson, Inger
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Sextio år av formativ bedömning2019In: Formativ bedömning: Utmaningar för undervisningen / [ed] Viveca Lindberg, Inger Eriksson, Astrid Pettersson, Stockholm: Natur och kultur, 2019, p. 18-34Chapter in book (Other academic)
    Abstract [sv]

    Utgångspunkten för kapitlet är tidig utveckling av och forskning om formativ bedömning – den historiska bakgrunden till ett intresse för annan information om elevers prestationer än ett betygsresultat eller ett poängresultat. Centralt i kapitlet är att den information läraren får genom elevers prestationer också behöver användas för att utvärdera och utveckla undervisningen. Kapitlet syftar till att betona den dubbla funktionen hos feedback och utgör samtidigt en kritik mot den utbredda uppfattningen att återkoppling formuleras till eleverna för att de ska veta var de står i förhållande till målen och hur de ska arbeta för att nå målen. Författarna menar att innan feedback till eleven formuleras ska läraren först försäkra sig om att det inte är undervisningen som i första hand behöver utvecklas. 

  • 102.
    Lindberg, Viveca
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Jönköping University, Sweden.
    Eriksson, Inger
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Pettersson, Astrid
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Formativ bedömning – utmaningar för undervisningen: en inramning2019In: Formativ bedömning: Utmaningar för undervisningen / [ed] Viveca Lindberg, Inger Eriksson, Astrid Pettersson, Stockholm: Natur och kultur, 2019, p. 9-16Chapter in book (Other academic)
  • 103.
    Lindberg, Viveca
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Jönköping University, Sweden.
    Eriksson, Inger
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Pettersson, Astrid
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Formativ bedömning: Utmaningar för undervisningen2019Book (Other academic)
    Abstract [sv]

    Under 2000-talet har frågan om formativ bedömning förts fram som ett av de mer kraftfulla pedagogiska/didaktiska redskapen för att främja elevers lärande. Fler och fler forskare, skolpolitiker, utbildningsledare och lärare framställer formativ bedömning som nästintill en mirakelkur.

    Det går nästan att säga att formativ bedömning idag uteslutande ses som en central del för och av elevers lärande. Men det som vanligen glöms bort eller i alla fall inte framhävs lika ofta och tydligt är att formativ bedömning också utgör en viktig förutsättning för lärares utveckling av undervisningen.

    I boken Formativ bedömning – utmaningar för undervisningen tar författarna på sig uppgiften att problematisera och utmana den dominerande relativt snäva uppfattningen om formativ bedömning. En del av kapitlen förhåller sig till formativ bedömning som ett gemensamt didaktiskt fenomen för all undervisning. Andra kapitel bygger på ämnesdidaktiska exempel. Boken syftar till att både kvalificera diskussionen om formativ bedömning och att diskutera vikten av en kvalificerad undervisning, därav titeln Formativ bedömning – utmaningar för undervisningen.

  • 104.
    Lindberg, Viveca
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Jönköping University, Sweden.
    Hirsh, Åsa
    Svensk forskning om formativ bedömning i grundskolan – en översikt2019In: Formativ bedömning: Utmaningar för undervisningen / [ed] Viveca Lindberg, Inger Eriksson, Astrid Pettersson, Stockholm: Natur och kultur, 2019, p. 134-175Chapter in book (Other academic)
    Abstract [sv]

    Kapitlet baseras på en uppdatering av en omfattande översikt av formativ bedömning i nationell och internationell forskning från 2015 avseende grundskolan. Huvudfokus för kapitlet är på de svenska studierna. För kapitlet har översikten kompletterats med studier publicerade efter 2015. 

  • 105.
    Lindberg, Viveca
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Jönköping University, Sweden.
    Strandberg, Max
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Feedback som stöd och hinder för lärande i mångkulturella klassrum2019In: Formativ bedömning: Utmaningar för undervisningen / [ed] Viveca Lindberg, Inger Eriksson, Astrid Pettersson, Stockholm: Natur och kultur, 2019, p. 96-110Chapter in book (Other academic)
    Abstract [sv]

    Kapitlet syftar till att synliggöra att lärares feedback inte alla gånger bidrar till att stödja elevers lärande som avsett utan i stället kan fungera kontraproduktivt. Kapitlet inleds med en översikt av studier som visat såväl vilka typer av formativ bedömning som inte ger önskat resultat som vilka elevgrupper som kan missgynnas och vilka situationer som kan vara känsliga. Utöver det använder vi exempel baserade på en studie om samarbetsläxor, där föräldrarnas erfarenheter och kunskaper utgjorde såväl förutsättningar som resurser för barnens arbete med läxorna. Även om helhetsintrycket var att den kulturella mångfald som elevernas arbeten gav tillgång till i huvudsak fungerade berikande förekom det också oväntade effekter. I de klassrumssamtal om läxorna som fördes i samband med att eleverna redovisade sina arbeten visade det sig dock att lärare kan ställas inför utmaningar som gör att deras feedback omedvetet färgas av deras kulturella koder och etnocentriska uppfattningar. Detta skedde då elevernas svar berörde innehåll som läraren antingen saknade erfarenheter av eller där läraren hade andra erfarenheter. 

  • 106.
    Lindberg, Viveca
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Ståhle, Ylva
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Waermö, Mimmi
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Forskningsbaserad undervisning - en inramning2019In: Att utveckla forskningsbaserad undervisning: analyser, utmaningar och exempel / [ed] Ylva Ståhle, Mimmi Waermö, Viveca Lindberg, Stockholm: Natur och kultur, 2019, p. 16-28Chapter in book (Other academic)
    Abstract [sv]

    Sedan 2011 ska undervisningen i skolan enligt skollagen vila på vetenskaplig grund och beprövad erfarenhet. Under lång tid handlade lärarnas uppdrag om att undervisa ett givet, det vill säga i läroplanen, utpekat stoff. För dagens lärare gäller att de både ”måste veta mer om kunskapande praktiker såväl som om ämnesspecifika förmågor och olika ämnesspecifika sätt att kunna” (Carlgren, 2015, s. 31). Ett sådant arbete ställer nya krav på lärarna, men även på övriga involverade.

    Diskussionen om praktiknära forskningsbaserad utveckling av undervisningen adresseras ofta i relation till specifika ansatser, exempelvis aktionsforskning, design- eller utvecklingsforskning, lesson respektive learning studies. Även om en ofta använd gemensam benämning för ansatserna är praxisnära forskning finns det ändå skillnader. Främst handlar de om vems frågor som adresseras och vem som ansvarar för designen, genomförandet, analysen och rapportering av studierna, det vill säga om arbetsfördelningen mellan forskare och lärare i relation till projektets olika delar. Mångfalden av svar visar att den klassrumsverksamhet – undervisning – som lärarna ska hantera är komplex, men också att det finns olika alternativ. 

    Kapitlet inleds med förutsättningar på olika nivåer för praxisnära forskning och ställningstaganden som styr olika modeller för denna typ av forskning och avslutas med en introduktion till bokens övriga kapitel.

  • 107.
    Lundholm, Cecilia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Where to look and what to do? Blank and bright spots in research on environmental and climate change education2019In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 25, no 10, p. 1427-1437Article in journal (Other academic)
  • 108. Löfgren, Ragnhild
    et al.
    Löfgren, Håkan
    Lindberg, Viveca
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Pupils’ perceptions of grades: a narrative analysis of stories about getting graded for the first time2019In: Assessment in education: Principles, Policy & Practice, ISSN 0969-594X, E-ISSN 1465-329X, Vol. 26, no 3, p. 259-277Article in journal (Refereed)
    Abstract [en]

    The starting point for this article is changes in the Swedish assessment system which stated that pupils are to receive grade reports in school year 6 (12–13 years old) during the academic year 2012–2013. Since the 1970s, compulsory school pupils have received their first grade reports in grade 7 and/or 8. The issue here is to present pupils’ narratives about the possible future significance of grade reports in school year 6. Pupils were interviewed about their experiences of getting their first grade reports, and a narrative analysis was conducted. More specifically, we investigated pupils’ conceptions of themselves as pupils and of their future possibilities, as described in their stories of getting their first grade report. The findings show that pupils perceive grades in year 6 differently, showing both adaption and resistance to the new grading discourse. Our conclusion concerns pupils’ learning and well-being when national assessment policies are changed.

  • 109. Mincu, Monica
    et al.
    Davies, Peter
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Birmingham, UK.
    The governance of a school network and implications for initial teacher education2019In: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106Article in journal (Refereed)
    Abstract [en]

    This paper presents a case study of a local school network in England that is well established as a provider of initial teacher education (ITE). School networks are now the favoured providers of ITE in England in a 'school-led' system. Our evidence comes from participant observation and interviews conducted over a five-month period (more than 400 h of data collection). We present evidence of the strategic intent and enactment of this programme. The policy of 'school-led' ITE has been directed by statements suggesting that governance will operate through local networks. However, we also observe the impact of hierarchical and market governance. We review this evidence in terms of interactions between hierarchies, markets and networks and use this review to reflect on the discourse that has driven policy and the discourse that has resisted this policy direction in England.

  • 110.
    Nordin, Anna-Karin
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Wettergren, Sanna
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Utformande av matematiska problemsituationer med lärandeverksamhet som teoretiskt ramverk2019In: Book of abstracts: Lärarnas forskningskonferens 2019, 2019Conference paper (Refereed)
    Abstract [sv]

    Algebra innehar en naturlig särställning inom matematiken eftersom den återfinns i samtliga matematiska områden. Såväl generella resonemang i aritmetiken, bevisföring inom talteori som geometriska formler för area och volym använder algebra. Om elever har goda kunskaper i algebra underlättar det således för dem att lyckas med matematikstudier. Utveckling av algebraiskt tänkande bygger på att undervisningen utgår från det generella, och de grundläggande och teoretiska sambanden. Mot denna bakgrund behöver en undervisning skapa förutsättningar för elever att utveckla förmågor som att resonera algebraiskt, att göra algebraiska generaliseringar samt att använda algebraiska representationer snarare än på att lära ut ett antal procedurer (Greer, 2008; Kaput, 1999; Usiskin, 1988).

    Syftet med föreliggande presentation är att diskutera de teoretiska och metodologiska utgångspunkterna för problemsituationer utformade med fokus på elevers utforskande av algebraiska uttryck. Data kommer från ett treårigt forskningsprojekt där fyra learning studies (med vardera 3-4 lektioner) genomförts i årskurs 1, 5, och 7 samt i gymnasieskolans åk 1. Som en ingång till respektive learning study genomfördes en fenomenografisk studie (Marton, 2015) där kritiska aspekter identifierades för elevgrupperna. 

    Studien har genomförts med lärandeverksamhet (Davydov, 2008) som teoretiskt ramverk. En lärandeverksamhet i Davydovs mening karakteriseras av att elever introduceras till en problemsituation som innefattar sådana teoretiska aspekter de behöver urskilja. I föreliggande studie var det generella strukturer och relationer i algebraiska uttryck relaterat till de kritiska aspekterna som eleverna behövde bearbeta. Problemsituationen måste uppfattas som meningsfull av eleverna men där elevernas nuvarande kunskaper i viss utsträckning är otillräckliga. Vidare behöver eleverna några medierade redskap, lärandemodeller, som kan hjälpa dem att bearbeta det identifierade problemet. 

    För att skapa, uppnå eller etablera en lärandeverksamhet måste ett teoretiskt arbete genomföras kollektivt av eleverna i relation till en specifik problemsituation (Eriksson, 2017).

    Som Zuckerman (2004) beskriver måste de kollektiva reflektionerna i en lärandeverksamhet organiseras så att elever bland annat kan ta andras perspektiv. Således ska eleverna ges möjlighet att reflektera över andras bidrag, inklusive andras användning av lärandemodeller. Exempelvis kan eleverna bjudas in i en problemsituation genom att läraren presenterar vad fiktiva elever har svarat. Kollektiva reflektioner i lärandeverksamhet har i detta avseende en avgörande funktion i att utveckla elevernas förståelse av algebraiska uttryck. Därför måste planering för kollektiva reflektioner också betraktas som en del av utformandet av problemsituationerna. 

    I presentationen kommer vi att exemplifiera och diskutera hur problemsituationer utformades och utvecklades iterativt i tre forskningslektioner med hjälp av principerna för lärandeverksamhet.

  • 111. Olsen, Kathrin
    et al.
    Croydon, Abigail
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Dalarna University, Sweden.
    Jacobsen, Karl Henry
    Pellicano, Elisabeth
    Mapping inclusion of a child with autism in a mainstream kindergarten: how can we move towards more inclusive practices?2019In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 23, no 6, p. 624-638Article in journal (Refereed)
    Abstract [en]

    This study identify and reflect on barriers to inclusion that childrenwith autism can meet in kindergarten. We use a single case studywith participant- and video observation to map inclusion for asingle 5-year-old boy with autism, in a mainstream kindergarten inNorway. Analysis identified three modes of inclusion; distancekeeping,maintaining proximity and interacting. The mappingprocedure demonstrated that barriers to inclusion continue tooperate. The extent of the child’s participation seemed to relateto what he was doing and who he was with; overall, limitedsocial inclusion amongst peers being achieved. Results indicatedthat predictable frameworks and teacher support increasedparticipation. We discuss how participation for children withautism can be promoted. Our study points toward the need toextend current adaptations and support to children with autismwithin the educational settings, to enable a more inclusive practice.

  • 112.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Dalarna University, Sweden.
    On the weakness of social sciences teaching and its reconciling didactical power2019In: Nofa7 Abstracts, Stockholm University, 2019, p. 163-163Conference paper (Refereed)
  • 113.
    Pemsel, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    “The scool I dream of”: The school as a possible arena for working transdisciplinary in a multimodal way2019Conference paper (Other academic)
    Abstract [en]

    The aim of this paper is to present the outcome of working transdisciplinarywith a collegue at ”The Department of Humanities and Social Sciences Education” at Stockholm University.This paper will adress the possiblilities and obstacles that arise working in multimodal projects in the teacher education.

    In our department we meet teacher students from the Teacher Education Programme for Primary School, Specialising in School-Age Education and Care, 180 credits. When the students aply to the program they choose one subject Art in School, Music or Sports. As professionals the teacher students will teach their choosen subject in school, and facilitate childrens playing in afterscool activities. As lecturers at the programmewe have to find ways of teaching that suites both these settings.

    We have been using the method Scolarship of Teacher Education (SoTE), an experience-based learning where learning takes place through exploratory and reflective activities (Kreber, 2002). We constructed authentical and multimodal studentprojects with the goal to inspire the students to use these methods in school, at the same time we became teacher models for transdisciplinary work in teacher education (Loughran, 2006). We have been using students, colleagues, and our own experiences and critical eyes, as well as previous research form the theoretical framework (Handal, 1999; Schulman, 1986).

    We have also been inspired by the project ISAMCE where teacher trainers implement intensive courses for teacher students. The aim of the projects is to learn Innovative and Sustainable Esthetic Methods for Citizenship Education: Nordic and Baltic perspectives. Many of our students applied to this specific teacher education because they believe in creating transdisciplinary and multimodal learning environments for children, in written reflections on their future proffesion they say, that is the school of their dreams.

  • 114.
    Sandahl, Johan
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Studying Politics or Being Political? High School Students’ Assessment of the Welfare State2019In: Journal of Social Science Education, ISSN 1611-9665, E-ISSN 1618-5293, Vol. 18, no 1, p. 153-171Article in journal (Refereed)
    Abstract [en]

    Purpose: This article examines high school students’ understanding of the welfare state as a political issue and discusses how it can be approached in the classroom. The study was conducted within a social-science educational context and departs from a perspective from which educational goals can be seen as intrinsic (goals closely connected to the academic disciplines) or extrinsic (goals formulated by the political sphere, e.g. students’ deliberation on political issues). These variant goals can pose a dilemma for teachers and students alike as they engage in highly political topics.

    Design & methodology: To explain the structure of the dilemmas of teaching issues that can be understood politically in a social-science context, this paper focuses on students’ assessment of such topics before teaching and how they generally reason different political views on the welfare state. The data consist of written documents produced by tenth-year students in response to two accounts of the best welfare state. Using a qualitative content analysis, the data were analysed to identify students’ approaches to a political issue and their normative reasoning.

    Findings: The results display an understanding of the welfare state that is consistent with extrinsic goals, i.e. as an issue to engage with as a political entity rather than exclusively as a social scientist. It was noted that students experience difficulty in recognising the difference between politics and the study of politics.

    Practical implications: The study contributes to an understanding of the influence of normativity on students’ thinking and represents an attempt to bridge the difficulty of combining intrinsic and extrinsic goals in social-science education.

  • 115.
    Strandberg, Max
    et al.
    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.
    Jägerskog, Ann-Sofie
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Björklund, Mattias
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Kåks, Bodil
    Dahlman, Anita
    Malmqvist, Eva
    Olin, Lena
    Norevik, Jan
    Karlander, Linda
    The meaning of knowing how to analyse complex societal issues in Social Studies2019Conference paper (Refereed)
  • 116.
    Ståhle, Ylva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Waermö, MimmiStockholm University, Faculty of Social Sciences, Department of Special Education.Lindberg, VivecaStockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Att utveckla forskningsbaserad undervisning: analyser, utmaningar och exempel2019Collection (editor) (Other academic)
    Abstract [sv]

    Boken handlar om forskning med och av lärare för hållbar utveckling av undervisning. Kapitlen bidrar med att lyfta fram didaktiska utmaningar och lösningar för att utveckla vetenskapliga förhållningssätt för undervisningsutvecklande forskning baserade på exempel och analyser som representerar olika skolämnen, skolformer och lärarutbildningen. Boken skiljer sig från övriga inom området genom bredden i hur detta kan göras och i relation till att flera nivåer i utbildningssystemet och ämnen är representerade.

    Tretton av bokens sjutton kapitel är skrivna av forskare (nuvarande eller pensionerade) från SU och de representerar fem institutioner: IPD, HSD, MND, Matematiska och SpecPed. Övriga kapitel representerar ett urval av de nätverk som byggts kring den här typen av forskningsintressen över tid.

  • 117.
    Szatek, Elsa
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Dramarummet som heterotopi2019In: Dramaforskning i Sverige 2019, 2019, p. 24-24Conference paper (Other academic)
    Abstract [sv]

    Dramarummet som heterotopiI detta paper utforskar och konceptualiserar jag dramarummet tillhörande enteatergrupp för tjejer. Empirin i detta paper kommer från samtal med tjejer iåldrarna 13-24 år som är deltagare i community-teatergruppen och derastankar om meningsskapande genom drama och teater. Jag utgår frånFoucaults tankar om heterotopi för att utforska hur lärandet som sker idramarummet är både separat och sammankopplat med lokal kultur, historiaoch normer. Foucault använde sig av heterotopi-begreppet för att visa på hurvissa platser fungerar som arenor för motstånd genom att vara bådesammankopplat men också utanför samhällskroppen. Heterotopin är, för attanvända Foucaults egna ord,“in relation with all other sites, but in such a wayas to suspect, neutralize or invert the set of relations that they happen todesignate, mirror, or reflect”. Genom att vara en heterotopi i relation tilltjejernas vardagsplatser så som hem och skola diskuteras hur dramarummetkan bli en central arena för såväl motstånd som dialog.

  • 118.
    Theorell, Ebba
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Små barns krigiska, fysiska lekar2019In: NEÄL 2019: Aesthetic Experiences In Education, 2019Conference paper (Other academic)
  • 119.
    Thorgersen, Ketil
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Den kulturskoledidaktiska bron [The Art-School Didactic Bridge]2019In: Nofa7 Abstracts, Stockholm: Stockholm University, 2019, p. 212-212Conference paper (Refereed)
    Abstract [sv]

    Denna presentation tar sin utgångspunkt i de didaktiska utmaningar som kan identifieras när frivillig musikundervisning möter didaktiska teorier. Presentationen använder sig av Frede V. Nilsens analyser av musikundervisningens didaktik såsom den framstår i Almen Musikdidaktik. Detta kombineras med teorier om relationell pedagogik, relationell estetik, social estetik samt estetisk kommunikation, för att lyfta frågor och dryfta vad som särskiljer och kännetecknar musikundervisning och musikaliskt lärande utanför den mål-, innehålls-, och läroplanstyrda skolan, samt vilka möjligheter och utmaningar sådan undervisning medför.

    Vid mina två arbetsplatser, bedrivs utbildningar som utbildar studenter som förväntas undervisa i kulturskolor, studieförbund, folkhögskolor och andra utbildningsverksamheter som baserar sig på frivillighet och där det i liten grad finns centraliserad styrning. I arbetet med detta har frågor om vilken förståelse av didaktik som kan öka förståelsen för den verksamhet vi utbildar för växt sig allt starkare. Detta paper är en del i en process att skriva fram ett sådant underlag för en didaktik för (musik)undervisning på frivillig grund.

    Sveriges kommunala musikskolor växte fram från och med 1940-talet som en del av den nordiska folkbildningsrörelsen. Fokus låg främst på individuell undervisning i sång, samt spel av instrument inom den konstmusikaliska traditionen. Mot slutet av 1900-talet började andra konstarter utgöra en del av denna verksamhet och det har blivit vanligt att tala om kulturskolor. Trots att det inte finns något regelverk som föreskriver att alla kommuner måste erbjuda kommunala kulturskolor, finns det kommunalt finansierade kulturskolor i 283 av 290 kommuner och mer än 550 000 barn och unga deltar i verksamheten.

    Merparten av offentliga skolformer är målstyrda. I svensk kulturskola, liksom i många (ut)bildningsverksamheter som försiggår på fritiden, finns ingen statlig styrning och inga styrdokument (även om det kan finnas lokala sådana). Innehåll, metoder, mål, ramar, bedömning och utvärdering blir således beslutade på annat sätt än genom centraliserad styrning: Läraren, eleven och den lokala verksamheten utformar i samspel löpande en dynamisk, informell läroplan utifrån kvalificerade gissningar kring utbildningens uppdrag, elevens behov, samhällets behov och lärarens behov, samt utifrån analyser av förutsättningar, ramfaktorer och handlingsutrymme. Detta kan beskrivas som att en läroplan förhandlas fram i mötet mellan varje elev och lärare, och omförhandlas vid varje möte. Den klassiska didaktiska triangeln där undervisning kan förstås som ett samspel mellan tre parter; elev, lärare och innehåll blir därför utmanad i och med att innehållet inte är definierat.

    Detta paper är således ett försök att skissa på en teori för en relationell didaktik där innehållet blir till i mötet mellan eleven och läraren – i en kulturdidaktisk bro. Hur dessa val kan göras kan förstås med hjälp av Handal och Lauvås och deras teorier om hur didaktiska val görs baserat på en kombination etiska värden och erfarenhetsbaserad förståelse av verksamheten. En teori om en kulturskoledidaktisk relationell bro kan utmana målstyrningen som präglar västvärldens skolsystem och kan ses som ett inlägg i debatten om utbildning som nyttig i en neoliberalistisk mening, eller utbildning som nyttig genom bildning.

  • 120.
    Thorgersen, Ketil
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Relationell estetisk kommunikation och kulturskoledidaktik2019In: Abstracts Cutting Edge, 2019Conference paper (Refereed)
    Abstract [sv]

    Denna presentation tar sin utgångspunkt i de didaktiska utmaningar som kan identifieras när frivillig musikundervisning möter didaktiska teorier. Presentationen använder sig av Frede V. Nilsens analyser av musikundervisningens didaktik såsom den framstår i Almen Musikdidaktik. Detta kombineras med teorier om relationell pedagogik, relationell estetik, social estetik samt estetisk kommunikation – kopplat till det sublima, för att lyfta frågor och dryfta vad som särskiljer och kännetecknar musikundervisning och musikaliskt lärande utanför den mål-, innehålls-, och läroplanstyrda skolan, samt vilka möjligheter och utmaningar sådan undervisning medför. Texten är en del av KIL-forsk och kommer ingå som en del av en antologi i deras regi.

    Vid mina två arbetsplatser, SMI och Stockholms universitet bedrivs kandidatprogram och andra utbildningar som utbildar studenter som förväntas undervisa i kulturskolor, studieförbund, folkhögskolor och andra utbildningsverksamheter som baserar sig på frivillighet och där det i liten grad finns centraliserad styrning. Båda lärosätena är också med i en satsning på snabbutbildning av pedagoger till kulturskola där totalt sex lärosäten (Göteborgs universitet, Lunds universitet, Stockholms konstnärliga högskola, Stockholms musikpedagogiska institut (SMI), Stockholms universitet och Umeå universitet) har fått uppdrag; Kulturskoleklivet. I arbetet med detta har frågor om vilken förståelse av didaktik som kan öka förståelsen för den verksamhet vi utbildar för växt sig allt starkare. Detta paper är en del i en process att skriva fram ett sådant underlag för en didaktik för (musik)undervisning på frivillig grund.

    Sveriges kommunala musikskolor växte fram från och med 1940-talet som en del av den nordiska folkbildningsrörelsen. Fokus låg främst på individuell undervisning i sång, samt spel av instrument inom den konstmusikaliska traditionen. Mot slutet av 1900-talet började andra konstarter utgöra en del av denna verksamhet och det har blivit alltmer vanligt att tala om kulturskolor. Vad en kulturskola defacto är, är dock inte klart, men en vanlig definition är att det är en verksamhet som utbildar i tre konstarter eller mer. Musikundervisning är fortfarande den klart dominerande konstarten. I motsättning till i Sveriges grannländer finns inget regelverk som föreskriver att alla kommuner måste erbjuda kommunala kulturskolor. Trots detta finns det kommunalt finansierade kulturskolor i 283 av 290 kommuner och mer än 550 000 barn och unga deltar i verksamheten.

    Merparten av offentliga skolformer är målstyrda. I svensk kulturskola, liksom i många (ut)bildningsverksamheter som försiggår på fritiden, finns ingen statlig styrning och inga styrdokument (även om det kan finnas lokala sådana). Innehåll, metoder, mål, ramar, bedömning och utvärdering blir således beslutade på annat sätt än genom centraliserad styrning: Läraren, eleven och den lokala verksamheten utformar i samspel löpande en dynamisk, informell läroplan utifrån kvalificerade gissningar kring utbildningens uppdrag, elevens behov, samhällets behov och lärarens behov, samt utifrån analyser av förutsättningar, ramfaktorer och handlingsutrymme. Detta kan beskrivas som att en läroplan förhandlas fram i mötet mellan varje elev och lärare, och omförhandlas vid varje möte. Den klassiska didaktiska triangeln där undervisning kan förstås som ett samspel mellan tre parter; elev, lärare och innehåll blir därför utmanad i och med att innehållet inte är definierat. Detta paper är således ett försök att skissa på en teori för en relationell didaktik där innehållet blir till i mötet mellan eleven och läraren – i en kulturdidaktisk bro. Hur dessa val kan göras kan förstås med hjälp av Handal och Lauvås och deras teorier om hur didaktiska val görs baserat på en kombination etiska värden och erfarenhetsbaserad förståelse av verksamheten.

    En teori om en kulturskoledidaktisk relationell bro kan utmana målstyrningen som präglar västvärldens skolsystem och kan ses som ett inlägg i debatten om utbildning som nyttig i en neoliberalistisk mening, eller utbildning som nyttig genom bildning.

  • 121.
    Thorgersen, Ketil
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Den kulturskoledidaktiska bron/The Art-School Didactic Bridge: Abstract for Senior research paper NNMPF 20192019Conference paper (Refereed)
  • 122.
    Thorgersen, Ketil
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    von Wachenfeldt, Thomas
    The Devil Has The Best Tunes...: A Place in Music Education for the Burkean Sublime?2019Conference paper (Refereed)
    Abstract [en]

    Music has, through the ages and genres, seeked to touch us and be meaningful on the most existential levels – even the darkest realms of the human psyche. In this paper we show examples of how evil, darkness, fear and pain has been dealt with in so called classical music, Scandinavian folk music and in heavy metal; three genres that represents different kinds of cultural capital, popularity and historicity, but still have a lot in common. The examples show how certain musical parameters have been used to convey the sublime in all these genres. The sublime in this case, is the sublime as described by 18th century philosopher Edmund Burke. Burke distinguished between the beautiful and the sublime in works of art and in nature; claiming that they are substantially different: The beautiful is associated with pleasure, smoothness, tinyness and cuteness, while the sublime always is associated with fear and terror, vastness and the uncomfortable. Of the two, the sublime is the strongest and provides the most existential experiences. So if the sublime has been important throughout different genres and epoches, and the sublime has the greatest potential for existential musical experiences, how come that the sublime has such a limited place in music education? Should music education be changed into an existential subject dealing with the sublime, and in that case how? Or is it just wrong to scare our children?

  • 123. Torbjörnsson, Tomas
    et al.
    Lundholm, Cecilia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Potential conflicts between ownership rights and environmental protection: Swedish undergraduate students? views2019In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 25, no 12, p. 1790-1803Article in journal (Refereed)
    Abstract [en]

    This study examines the perspectives of Swedish undergraduate students regarding potential conflicts between ownership rights and environmental protection. Conceptions of ?ownership? are relevant in relation to the environment and environmental protection as they can highlight a more transboundary relationship between the individual/society and nature. Students studying economics, law and political science were chosen because of their potential future transformative roles as decision makers and policy makers. Content analysis was employed to examine the written responses of 747 students from seven different universities to the open-ended survey question: Can ownership rights and environmental protection come into conflict? Students? responses were measured twice: at the very beginning of the first semester and then again at the end of the semester. The results show that students expressed a dominant view of ownership in terms of individual ownership, and associations to collective ownership were largely absent. In regards to the potential conflict between ownership rights and environmental protection, most students perceived such a conflict, and it was more common for the environment to be conceptualised as the losing party rather than the landowner. More research is needed regarding how teaching and instruction can deal with the potential conflicts between ownership (private/corporate/governmental) and environmental protection.

  • 124.
    Tväråna, Malin
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Tycka eller tänka om rättvisa – vad främjas i mellanstadiets samhällskunskapsundervisning?2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2, p. 136-161Article in journal (Refereed)
    Abstract [en]

    Social science in primary school is often shaped by a crowded curriculum, and directed towards remembering and recapitulating facts rather than developing qualified ways of reasoning about societal issues. Nevertheless, critical reasoning is regarded a crucial ability for civics, both in the national curriculum and by teachers. The article explores teaching designed to benefit students’ possibilities to qualify their critical reasoning about issues of judicial justice in civic education in year 6 of primary school. The focus is on how the actions of students’ and teachers’ build teaching practises that promote or hinder critical reasoning about justice issues, depending on the motives for civics expressed and mediated through the actions of both teachers and students. Data material in the study consisted of transcribed group discussions and whole class conversations from three cycles of research lessons in a learning study conducted in collaboration with a team of seven primary school teachers. Four subject practises were identified, driven by different motives: participation, identity, deliberation and critical judgment. Actions driven by deliberation and critical judgment benefitted students’ critical reasoning about justice issues, while actions driven by participation and identity conflicted with it. The results may contribute to the discussion within social science didactics about the meaning of critical reasoning and critical judgement as a subject specific ability.

  • 125.
    Tväråna, Malin
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Deltagande, identitetsskapande, deliberation eller kritiskt omdöme – om undervisningshandlingars betydelse för vilken kunskap som möjliggörs i samhällskunskap2019Conference paper (Refereed)
    Abstract [sv]

    Samhällskunskapsundervisningen i grundskolans mellanår präglas av stoffträngsel (Stolare, 2016), och samhällskunskap fokuserar ofta faktareproduktion trots att både lärare och styrdokument framhäver kritiskt tänkande som en grundläggande förmåga i ämnet (Olsson, 2016). I denna presentation beskrivs resultaten från en studie om undervisning som designats för att främja möjligheter för elever i årskurs 6 att kvalificera sin kritiska analys i juridiska rättvisefrågor (Tväråna, i tryck). 

    I studien fokuserades särskilt relationen mellan de praktiker som byggs upp av lärares och elevers handlingar, och det resonerande om rättviseprinciper som konstitueras i undervisningen. I studien anlades ett kulturhistoriskt verksamhetsteoretiskt perspektiv på undervisningen och Radfords objektifikationsteori (Radford, 2015) användes i analysen. Elevernas olika sätt att resonera i rättvisefrågor i undervisningen kategoriserades och därpå analyserades elevers och lärares undervisningshandlingar tematiskt (Braun & Clarke, 2006), och beskrevs som konstituerande olika slags ämnespraktiker. Slutligen gjordes en analys av relationen mellan undervisningshandlingarna och elevernas olika sätt att resonera i rättvisefrågor i undervisningen. 

    Data i studien kommer från en intervenerande, iterativ designstudie i form av en learning study (Carlgren, 2017; Marton, 2015), med tre cykler av forskningslektioner kring undervisning med syfte att främja elevers förmåga till granskande reflektion och kritiskt omdöme i rättvisefrågor. Undervisningsdesignen som prövades och utvecklades baserades på variationsteori (Marton, 2015) och dialogisk intersubjektivitet (Matusov, 2001). 

    I analysen identifierades fyra ämnespraktiker vilka drevs av olika motiv: deltagande, identifikation, deliberation samt kritiskt omdöme. De undervisningshandlingar som byggde upp ämnespraktikerna drivna av deliberation och kritiskt omdöme skapade större möjligheter för elever att kritiskt analysera rättviseprinciper, än undervisningshandlingar som byggde ämnespraktiker drivna av deltagande och identifikation.

    Presentationen fokuserar både resultaten av studien och användandet av objektifikationsteori som ett sätt att analysera vad som händer i undervisningen och hur det möjliggör eller motverkar elevers möjligheter att utveckla ett visst kunnande.

  • 126.
    Tväråna, Malin
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Theories of justice in primary school: On teaching for emerging critical reasoning in social studies2019Conference paper (Refereed)
    Abstract [en]

    Critical thinking about key concepts in social studies and civics has long been recognized as crucial for social studies education, but there is less agreement on when and how it is meaningful to introduce them. This study addresses the question of what conditions of teaching that are necessary and beneficial for the development of the ability to reason critically about issues of justice in early social studies and civics education. In an interventional study with 30 participating students in primary education, teaching was designed and analysed in collaboration with two class teachers. The teaching design was based upon previous results, showing that older students need to grasp the concept of justice not as a fact to be stated or as a view to be stated or explained, but as a contested concept to be critically examined. Phenomenography and variation theory were used for the analysis, and the results show that it is possible for eight-year-olds to start learning how to reason about justice as an essentially contested concept and to start participating in critical reasoning about societal issues of distributive justice in a qualified way. The results suggest that it is worth considering introducing critical thinking and the concept of justice early in social studies education, and presents an educational approach to introducing this subject content.

  • 127.
    Tväråna, Malin
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Discussing opinions or critically assessing arguments? Conflicting activities in primary school civics teaching about judicial justice2019Conference paper (Other academic)
    Abstract [en]

    Civics teaching in primary school is often shaped by a crowded curriculum, with an abundance of subject matter for teachers to cover in short time (Stolare, 2016), and often seems to be directed towards remembering and recapitulating facts rather than developing qualified ways of reasoning about societal issues (Odenstad, 2010). Nevertheless, critical reasoning is regarded a crucial ability for civics, both in the national curriculum and by teachers. The article explores teaching designed to benefit students’ possibilities to qualify their critical reasoning about issues of judicial justice in civic education in year 6 of primary school. The focus is on how the actions of students’ and teachers’ build teaching activities that promote or hinder critical reasoning about justice issues. 

    The study is influenced by a cultural-historical activity theoretical perspective, and assumes that actions and motives of teaching are shaped by the cultural and social needs developed in certain historical contexts. Critical reasoning in civics can be constituted and realised in different ways, depending on the motives for civics as a classroom activity, and how it is expressed and mediated through the actions of both teachers and students. Based on the theory of objectification (Radford, 2013; 2015), the analysis describes how reasoning about judicial justice issues as an object of knowledge is actualised through different teaching activities in the research lessons. 

    Data material in the study consisted of transcribed group discussions and whole class conversations from three cycles of research lessons in a learning study conducted in collaboration with a team of seven primary school teachers. The teaching design in the lessons was based upon variation theory (Marton, 2015) and dialogical intersubjectivity (Matusov, 2001). The actions of students and teachers were thematically analysed and described as making up different kinds of joint labours between teachers and students. Actions constituting these joint labours where then correlated with students’ different ways of reasoning about justice issues. 

    Four kinds of joint labours between teachers and students where identified, driven by different motives: participation, identity, deliberation and critical judgment. The actions driven by deliberation and critical judgment benefitted students’ critical reasoning about justice issues, while actions driven by participation and identity conflicted with it. The results may contribute to teachers’ understanding of their own practise and to the discussion within social science didactics about the meaning of critical reasoning and critical judgement as a subject specific ability.

  • 128.
    Tväråna, Malin
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Kritiskt omdöme i samhällskunskap: Undervisningsutvecklande studier av samhällsanalytiskt resonerande i rättvisefrågor2019Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Teachers struggle to design teaching that that will promote students’ social science knowledge in accordance with the citizenship education purpose of the subject. This study aims to expand the knowledge base of social science education by exploring the meaning of, and teaching for, the ability to critically analyse essentially contested value issues, specifically fairness and justice issues, in social science.

    The project concludes results from three studies containing five empirical intervention sub-studies of social science teaching, conducted at upper secondary, middle and lower primary school level. All studies were based on the educational design-based research approach learning study,where teaching interventions are designed, analysed and evaluated in collaboration with practising teachers. For the intervention design and the analysis of empirical data, phenomenography, variation theory and activity theory were used.

    The results comprise descriptions of what it is means to know how to reason critically about fairness and justice issues in social science, what the critical aspects for learning how to do this are, how this knowing can be related to different teaching practices and design principles, and what indications of an emerging ability to critically analyse these issues can be. The results can be used as tools when designing, implementing and evaluating teaching and as empirically grounded additions to a theoretical description of teachers’ pedagogical content knowledge. 

    Based on the results, the progression of the ability is discussed and a model for social science analytical reasoning (samhällsanalytiskt tänkande) is proposed. The model expresses analytical reasoning in social science as the development of a critical judgement in relation to contested societal issues with the purpose of reaching an agency-directed citizenship education.

    Download full text (pdf)
    Kritiskt omdöme i samhällskunskap
    Download (jpg)
    Omslagsframsida
    Download (pdf)
    Errata: Kritiskt omdöme i samhällskunskap
  • 129.
    Tväråna, Malin
    et al.
    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.
    The persons within power – the role of subject content knowledge in developing the ability to analyse in Social Studies2019Conference paper (Refereed)
    Abstract [en]

    The aim of this presentation is to illustrate the importance of the subject content in describing, practising and developing the ability of analysing societal issues in Social Studies education. The presented paper discusses results from a phenomenographic analysis of upper secondary students’ conceptions of power relations in society, as regards their way of analysing issues of power during Social Studies education. The research addresses the question of what aspects of the subject content that are critical for developing students’ conceptions in a way that promotes their ability to analyse issues of power relations. The data material consists of written pre- and post-tests from three research lessons of a learning study (Marton 2015; Runesson 2017). The research lessons were iteratively planned by teacher researchers (Thorsten, 2017) in collaboration with practising teachers, conducted in different student groups (in total 67 participating students) and analysed and revised before the beginning of a new cycle. The findings suggest that it is crucial for students to discern two aspects of the concept of power, in order to analyse the power relations that are in play in a specific societal situation; the difference between being responsible for and being the cause of a situation, and the difference between causation and relationship. 

  • 130.
    Waermö, Mimmi
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Berthén, Diana Monica
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Eriksson, Inger
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Designing teaching without planning-tools? Exploring a collaborative, iterative process of the development of a planning tool for teaching students with intellectual disabilities2019Conference paper (Refereed)
    Abstract [en]

    Studies have shown that the object for teaching in Swedish special schools for students with intellectual disabilities (ID) historically has been caring and not the development of knowledge in different subjects (e.g. Berthén, 2007; Lundberg & Reichenberg, 2011). Thus, there are some indications that teachers perceive that teaching subject knowledge for this group of students is of less importance or problematic. An argument brought forward by teachers is that teaching for this group of students should not be too abstract to be able to meet their level of knowledge, and, to ensure that they do not fail. Another argument is that students easily get tired. Teachers emphasize the importance of caring about the students’ self-esteem, their self-beliefs and their safety. Teachers are further concerned with the students’ adaption to society. Similar tendencies are given by The Swedish Schools Inspectorate (2010) as well.

    The latest reform of the National curriculum for students with ID has put forward an increasing demand stating that the goal is also the development of students’ subject specific knowledge. However, if this highlighted goal (which can be perceived as a new object) is to be realized, questions may be raised about available planning or design tools. What type of tools can support teachers in their decision on what to teach and how to organize the teaching etc. And, if new tools are needed, how can such tools be developed and tested in practice?

    A group of teachers and researchers have collaboratively worked with this challenge in a two-year-long project, designed and based on principles of Change Laboratory (Engeström, 1987; Virkkunen & Newnham, 2013). 

    The aim of this presentation (poster) is to describe how a subject specific planning-tool gradually and iteratively have been developed to meet the teachers’ needs.  Which aspects of “knowing to be developed” (learning aims) were perceived as challenging and what different aspects of the content, the teaching, the communicative-tools must be planned for? 

  • 131. Wall, Tony
    et al.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Fries, Julia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Art-Based teaching on sustainable development2019In: Encyclopedia of Sustainability in Higher Education / [ed] Walter Leal Filho, Cham: Springer, 2019Chapter in book (Refereed)
    Abstract [en]

    The connections between art, art making, education, and responsibility in relation to the wider natural and social world have been given increasing attention over the last thirty years. For example, there have been a variety of journal special issues dedicated to art, education, and: ecology (Krug, 1997), social justice and social change (Bolin, 1999), community and responsibility (Carpenter, 2004), ecology and responsibility (Stout 2007), health and wellbeing (Haywood Rolling 2017), and human rights (Kraehe 2017). Such a rise has been linked to trends in the human search for meaning and significance amongst (and resistance against) globalisation, domination of market forces, and an increasingly complex and chaotic environment (Taylor and Ladkin, 2009)...

  • 132.
    Wallenstein, Frederik
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    What does Óðinn do to the Túnriðor? An Interpretation of Hávamál 1552019In: Myth, Materiality and Lived Religion: In Merovingian and Viking Scandinavia / [ed] Klas Wikström af Edholm, Peter Jackson Rova, Andreas Nordberg, Olof Sundqvist, Torun Zachrisson, Stockholm: Stockholm University Press, 2019, p. 397-421Chapter in book (Refereed)
  • 133.
    Wallenstein, Frederik
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Vǫrðr, ett fornnordiskt själsbegrepp?2019In: Tidens landskap: En vänbok till Anders Andrén / [ed] Cecilia Ljung, Anna Andreasson Sjögren, Ingrid Berg, Elin Engström, Ann-Mari Hållans Stenholm, Kristina Jonsson, Alison Klevnäs, Linda Qviström, Torun Zachrisson, Lund: Nordic Academic Press, 2019Chapter in book (Other academic)
  • 134.
    Wallenstein, Frederik
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Folke Ström och studiet av fornnordiska själsföreställningar2019In: Religionshistorikern Folke Ström: Föredrag från ett symposium i Uppsala den 8 november 2017 / [ed] Andreas Nordberg, Olof Sundqvist, Uppsala: Kungliga Gustav Adolfs Akademien, 2019, p. 53-69Chapter in book (Other academic)
  • 135.
    Wettergren, Sanna
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Formativ bedömning för att kvalificera undervisningen i matematik2019In: Formativ bedömning: utmaningar för undervisningen / [ed] Viveca Lindberg, Inger Eriksson, Astrid Pettersson, Stockholm: Natur och kultur, 2019, p. 224-243Chapter in book (Other academic)
    Abstract [sv]

    Kapitlet utgår från en studie baserad på materialbaserade fokusgruppsintervjuer med två grupper av lärare i årskurs 4–6, som undervisar i matematik. Fokus är explicit den aspekt av formativ bedömning där lärare använder feedback för att förändra sin undervisning. Det material som ligger till grund för intervjuerna är några elevers lösningar av provuppgifter. Lärarnas förslag till kvalificerade förändringar sker intuitivt som kommentarer till de lösningar de ser. Kapitlet tar också upp olika faktorer som kan medvetandegöra aspekter av formativ bedömning som feedback till läraren själv samt erbjuder ett redskap i form av en fyrfältsmodell för att synliggöra två återkommande aspekter som lärarna föreslår som förändringar, antingen på individ- eller kollektiv nivå som kan användas av lärare även i andra skolämnen för kvalificerad förändring av undervisningen.

  • 136.
    Wettergren, Sanna
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Fred, Jenny
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Nordin, Anna-Karin
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Vad i elevernas resonemang om algebraiska uttryck indikerar urskiljande av kritiska aspekter?2019In: Book of abstracts: Lärarnas forskningskonferens 2019, 2019, p. 60-61Conference paper (Refereed)
    Abstract [sv]

    Syftet med denna presentation är att exemplifiera och diskutera elevers utforskande av algebraiska uttryck i helklassdiskussioner.

    I kursplanen för matematik (Skolverket, 2017) anges algebra som centralt innehåll inom samtliga stadier i grundskolan. Samtidigt framstår algebra som ett utmanade kunskapsområde i undervisningen, vilket flera forskare inom fältet early algebra beskriver kan bero på att algebra vanligen introduceras på en aritmetisk grund (se t.ex. Lins & Kaput 2004). Vidare framhålls att undervisningen i algebra behöver skapa förutsättningar för elever att utveckla förmågor som att resonera algebraiskt, att göra algebraiska generaliseringar samt att använda algebraiska representationer snarare än på att lära ut ett antal procedurer (Stacy & Chick, 2004; Radford, 2010).

    Presentationen bygger på data från ett så kallat ramprojekt inom Stockholm Teaching & Learning Studies (STLS) där verksamma lärare och koordinatorer medverkat. Ett ämnesdidaktiskt ramprojekt tar sin utgångspunkt i en övergripande forskningsfråga som relateras till en specifik förmåga i kurs- och ämnesplanerna. Inom ramprojekt utformas och prövas olika sätt att utveckla undervisningen med sikte på att öka förutsättningarna för elevernas lärande. Ramprojektet har en kollaborativ ansats vilket innebär att koordinatorer och medverkande lärare tillsammans utformar uppgifter och forskningslektioner. I föreliggande ramprojekt utforskades “Förmågan att kunna föra och följa algebraiska resonemang” i årskurserna 2, 3, 4 och 5. 

    I projektet har learning study (Marton, 2015) använts som forskningsansats. I respektive årskurs genomfördes två till tre iterationer. I iterationerna identifierades tre kritiska aspekter gällande förmågan att kunna resonera kring algebraiska uttryck utan att bestämma värdet på ingående variabler: 1) att kunna urskilja att ett uttryck består av olika komponenter som har olika funktioner, exempelvis att a, b och c i uttrycket c + a = b är variabler, att + är en operator och att = uttrycker en relation (vilken information som finns i ett uttryck) siffror är konstanter 2) att kunna urskilja att en och samma variabel i ett uttryck har samma värde och 3) att kunna urskilja att värdet på en variabel i ett uttryck bestäms relationellt.

    Datamaterial för föreliggande presentation utgörs av tio videoinspelade forskningslektioner i matematik från samtliga nämnda årskurser, samt transkriptioner av dessa lektioner. I analysarbetet har vi utgått från ett ramverk (Nordin & Boistrup, 2018) som bygger på Toulmins (2003) argumentationsmodell för att identifiera möjliga resonemang. Ytterligare analys har genomförts gällande hur urskiljandet av de kritiska aspekterna kom till uttryck i elevernas resonemang.

    Under presentationen kommer vi att exemplifiera vad i elevernas resonemang om algebraiska uttryck som utgör indikationer på att de urskiljer identifierade kritiska aspekter.

  • 137.
    Wettergren, Sanna
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Nordin, Anna-Karin
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Designing tasks in a learning study with learning activity as a framework2019Conference paper (Refereed)
    Abstract [en]

    The issue for this paper is to discuss the theoretical and methodological foundations of tasks constructed and used in a learning study with a focus on students' exploration of algebraic expressions. Data comes from a research project conducted in a Grade 10 (first year of upper secondary school) in a Swedish school comprising three research lessons.

    As part of the learning study a phenomenographic study (Marton, 2015) was conducted, identifying following critical aspects: 1) to discern what constitutes an information-bearing unit and that it can consist of several components, e.g. an expression within parenthesis 2) to discern how the information in a situation can be represented by variables and expressions and 3) to discern that a component of an expression can be expressed in various ways with the information given, e.g. y can be replaced by 300 - x.

    Whereas variation theory (Marton, 2015) is commonly used as a theoretical framework in learning studies, this study employs learning activity (Davydov, 2008), when designing and analyzing the research lessons. A learning activity in Davydov’s sense is characterized by introducing students to a problem situation comprising such theoretical aspects that they need to discern. The problem situation needs to be perceived as meaningful but where the students’ current knowledge is to some extent insufficient. Further, the students should be provided with some mediating tools, learning models, that can help them elaborate on the identified problem.

    When constructing a problem situation an analysis of the content of the learning object can be of help in finding a possible problem that needs to be transformed into a learning task. Thus, tasks in a learning activity aims to give students opportunities to gain access to theoretical content that is built into a specific knowledge e.g. algebraic expressions. In order to create, achieve or establish a learning activity, a theoretical work needs to be done collectively by the students in relation to a specific problem situation (Eriksson, 2017).

    As Zuckerman (2004) describes, the reflection process in a learning activity needs to be organized so that the students among other things can take others’ perspective. Thus, the students are to be given opportunities to reflect on others’ contributions including others’ use of learning models e.g. inviting students into a fictional situation by presenting what fictitious students have answered. Collective reflections have, in this sense, a crucial function in a learning activity developing students’ understandings of algebraic expressions. Therefore, planning for collective reflections must also be considered as part of the task design.

    In the paper we will exemplify and discuss how two tasks were designed and developed iteratively in three research lessons utilizing the principles of learning activity.

  • 138.
    Wibaeus, Ylva
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Strandberg, Max
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Lindberg, Viveca
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    History and civics for the middle years: a comparative analysis of the syllabuses for two school subjects in Sweden and Finland2019In: NOFA7 Abstracts, Stockholm University, 2019, p. 225-225Conference paper (Refereed)
    Abstract [en]

    The purpose of this paper is to contribute with a comparison of two curricula, Lgr 11 in Sweden and the curriculum from 2014 in Finland, and the syllabuses for 9/10 to 12-year olds in history and civics. Both these subjects are expected to contribute to forming school students for a future society, where contemporary local societal experiences are expected to be used for interpretations of socially, culturally and historically developed experiences, values and norms (Skolverket 2011; Utbildningsstyrelsen 2014). Both subjects, in principle, have the potential of emphasizing complex societal issues that in different ways have been recurring through history. People escape and have also in precious centuries been escaping from societal or natural catastrophes to other countries; misuse of power and societal inequalities, minorities and prejudices – these are examples of issues and experiences that every new generation has to deal with. Do the syllabuses for history and civics relate to these kinds of issues for 9-12-year olds in Sweden and Finland – if they do, how are they expressed? What similarities and differences are there in what is emphasized? This comparative study is the first step towards a broader comparative study of the two subjects and the results will be used for further developing the design of the following steps of the project, where we specifically will focus on Finland Swedish contexts. Previous didactical studies of either of these two subjects predominantly relate to school students in secondary or upper secondary school. Studies that combine a comparison of two subjects in two Nordic countries for this age group are very few.

  • 139.
    Öhman, Lisa
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Johansson, Barbro
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Didaktiskt stöd i gymnasieskolans bild och formundervisning2019Conference paper (Other academic)
  • 140. Abdullah, Ailin
    et al.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    State Neutrality and Islamic Education in Sweden2018In: European Perspectives on Islamic education and Public Schooling / [ed] Jenny Berglund, Sheffield, UK: Equinox Publishing, 2018, p. 312-334Chapter in book (Refereed)
    Abstract [en]

    Public debate about Islam and Muslims often focuses on contradictions, conflicts, and contrasting value systems. Since 9/11, the bombings in Madrid and London and the recent rise of ISIS this debate has to a large extent included a fear that Muslim immigrants will be disloyal to their new Western countries, and thus requires increased surveillance and control. Conversely, others argue that Muslim populations in the West have wrongly suffered from the increasing intolerance and suspicion resulting from terrorist acts committed by a small number of radicals. Such voices point to a need to safeguard religious freedom and the right to equal treatment regardless of a group’s ethnic, cultural, linguistic, or religious background. In many European countries, these discussions have directed attention toward places of Islamic education such as Muslim schools, mosques, and Islamic organizations, focusing on the sometimes controversial manner in which they have been depicted in the media, public discourse, and, within Muslim communities themselves (Aslan 2009; Birt 2006). Religious education is both an essential and a challenging objective for minorities since the “transmission” of religious tradition to future generations is crucial to the survival of any religion. In Sweden as elsewhere in Europe many Muslim children and teenagers and even adults attend privately-run, extra-curricular Islamic classes. Some attend Islamic schools or are taught at home. Publically funded Islamic education options provided by the state are an emergent option in several European countries. These classes lie not only at the heart of debates over religious freedom, equal rights to education, and integration, but are also connected to matters of securitization and the state control of Islam. This paper will present an overview of publicly funded, mainly pre-university Islamic education in Sweden, a European Western secular Christian majority country with a Muslim minority population. Firstly, I will establish a definition of Islamic education and a description of the state funding of education and religion in general. Then, the paper will move on to describe different types of Islamic education that are available in Sweden.

  • 141.
    Andersson, Pernilla
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Talking about sustainability issues when teaching business economics: the 'positioning' of a responsible business person in classroom practice2018In: Journal of Social Science Education, ISSN 1611-9665, E-ISSN 1618-5293, Vol. 3, p. 46-62Article in journal (Refereed)
  • 142.
    Andersson, Pernilla
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Talking about sustainability issues when teaching business economics: the 'positioning' of a responsible business person in classroom practice2018Conference paper (Other academic)
    Abstract [en]

    It has long been suggested that the ‘homo economicus’ assumption underpinning neo-classical economic theory is not limited to its theoretical function, but also has a ‘productive’ function by ‘creating’ individuals acting in accordance with the assumption. Nelson (2006) and Zaman (2013) offer some clues as to how this process can be understood. They describe how we have come to embrace the metaphorical understanding of economy as a machine, running on self-interest, as something real rather than a figure of speech. Along the way, the tools with which sustainability issues could be addressed have become limited to those that fit ‘homo economicus’. Against this background, this paper presents a study of the roles of a business person privileged by teachers when the concept of ‘sustainable development’ is incorporated into the subject of business economics. A logics approach to discourse analysis was used to analyse the empirical material, which consisted of video recorded observations in five teachers’ classrooms collected two years after the inclusion of the concept ‘sustainable development’ in the upper secondary school syllabus in Sweden. The results show how different rules and conditions for doing business are foregrounded in classroom practice. This in turn has different implications for whether a responsible business person is expected to: a) adapt to self-interest, b) respond to customers’ increasing interests in sustainable products, or c) be sensitive to the needs or interests of others (including humans, animals and nature), when making business decisions. These three roles could be described in terms of different ‘companion meanings’ or what sometimes is referred to as ‘the hidden curriculum’.  Empirical examples are provided to illuminate different aspects of the subject matter and/or particular classroom practices opening up for different roles. The results are discussed in relation to how students as future business people could be better equipped to address uncertain and complex sustainability issues.

  • 143.
    Andersson, Pernilla
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Equipped for responsibility in light of uncertainty and complexity: Studies of business education for sustainability2018Conference paper (Other academic)
    Abstract [en]

    Calls for the inclusion of ‘sustainable development’ in the business curriculum have increased in the wake of financial crisis and increased concern about climate change. As a result, new initiatives are emerging and new teaching approaches are being developed. At the same time, the integration of sustainability in the business curriculum has been described as particularly challenging, which relates to assumptions underpinning mainstream business theories and different views about how business education should deal with values. In addition, sustainability issues are often complex and uncertain, which implies severe challenges for predominant responsibility regimes. With this background, we here draw on a typology of responsibility (Pellizzoni 2004) to analyse results from four previous empirical studies of business education and suggest how business students could become better equipped to address uncertain and complex sustainability issues. The results from the empirical studies, in the form of three categories of business roles articulated in educational practice, are based on analysis of textbooks, teacher interviews and classroom observations. The three business roles could be described in terms of ‘companion meanings’, ‘collateral teaching’ or what sometimes is referred to as ‘the hidden curriculum’. It is argued that students could become unequipped, ill-equipped or better equipped to address uncertain and complex sustainability issues, depending on the way in which ‘sustainable development’ is incorporated business education. It is therefore suggested that the three categories of business roles (adapting, adding or creating), could be useful to analyse and assess environment and sustainability education initiatives in general, and of initiatives to include ‘sustainable development’ in business education in particular

  • 144.
    Arrhenius, Mattias
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Lundholm, Cecilia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Student´s conceptions of causes and processes forming eskers and erratics2018In: Programme and Book of Abstracts, 2018, p. 39-39Conference paper (Refereed)
    Abstract [en]

    The aim of this study is to investigate students’ conceptions of causes and processes concerning the formation of eskers and erratics. Landforms, and natural processes - relating to time and space - are central to both geoscience and geography education. Given the lack of research on students´ understanding of glacial processes and landforms in geoscience education, this study contributes theoretically by investigating students’ alternative conceptions and scientific conceptions, and empirically by extending our body of knowledge of students’ understandings of a topic and generic concept at the core of geography education. Data consists of 135 written responses on an assignment with 12-13 year old students from the Swedish national test in geography (year 2013). The responses were sampled and then analysed using qualitative content analysis. In order gain a richer understanding of students´ conceptions, focus group interviews were conducted in schools with 12-13 year old students in 2017.  Results show that more than a third of the students hold alternative conceptions on the causes for these landforms such as landslides, meteor impacts or human activity. The results also shows that majority of the students, who relate these landforms to a scientific cause (glaciers /ice sheets) have problems understanding the processes involved in formation of eskers and erratics, in terms of extraction, transport and deposition of material. We believe these findings will help provide insights for teachers and are useful when designing classroom instructions aiming at changing alternative conceptions and strengthening scientific conception.

  • 145.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Islamundervisning i det oförutsägbara klassrummet2018In: Interkulturell religionsdidaktik: Utmaningar och möjligheter / [ed] Olof Franck, Peder Thalén, Lund: Studentlitteratur AB, 2018, 1, p. 275-290Chapter in book (Other academic)
  • 146.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Islamic Education in Europe: An Opportunity for Equal Rights or a Way to Control Islam?2018In: Public Theology, Religious Diversity, and Interreligious Learning / [ed] Manfred L. Pirner, Johannes Lähnemann, Werner Haussmann, and Susanne Schwarz, New York: Taylor & Francis, 2018, p. 158-170Chapter in book (Refereed)
    Abstract [en]

    Islamic religious education (IRE) in Europe has become a subject of intense debate. People worry their states are doing too little or too much to shape the spiritual beliefs of private citizens. State response to the concern ranges from sponsoring Islamic education in public schools to forgoing it entirely. The policies vary according to national political culture. On one hand, the emergence of publicly funded Muslim schools and IRE in Europe can be seen as to provide equal educational opportunities to Muslims and other religious minorities through partnerships with the state. On the other hand, public funding can also be conceived as a means to “domesticate” Islam by bringing it within the European framework. In other words, offering publicly funded Islamic religious education can be viewed as an attempt to control Muslims. In this paper I explore these questions by discussing them in relation to state-church relations in different European countries. I also use the comparison theoretically to argue that the study of publicly funded minority education, such as Islamic education, can be understood as a litmus test for the relation between various Western democracies and their minority populations but also in relation to the concept of public theology. 

  • 147.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Mainstream Secular and Qur'an-based Islamic Education: Student Perspectives on the Relation between Two Disparate Forms2018In: European Perspectives on Public Education and Public Schooling / [ed] Jenny Berglund, Sheffield, UK: Equinox Publishing, 2018, p. 390-408Chapter in book (Refereed)
    Abstract [en]

    This article focuses on the reported experiences of Muslim students that regularly shift between Quran-centred supplementary Islamic education and mainstream secular school. Its aim is to better comprehend how these students make sense of this dual educational experience while negotiating the knowledge, skills, and values that are taught to them by two apparently disparate institutions. The interviews were conducted in Stockholm and London, and thus a secondary aim is to assess the similarities and differences between these two national contexts. To balance and enhance our understanding of student experiences, this article employs a constructive understanding of Pierre Bourdieu's concepts of cultural capital and habitus as well as Andrey Rosowsky’s notion of liturgical literacy. It shows differences between Quran-based and mainstream notions of “reading”, especially with respect to their contrasting definitions of “understanding” and “meaning”; it also explores how competency in Quran recitation might become a valuable “capital” when translated from the language of “liturgical literacy” to the language of “skills”.

  • 148.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    European Perspectives on Islamic Education and Public Schooling2018Collection (editor) (Refereed)
    Abstract [en]

    Islamic religious education (IRE) in Europe has become a subject of intense debate during the past decade. There is concern that states are doing too little or too much to shape the spiritual beliefs of private citizens. State response to the concern ranges from sponsoring religious education in public schools to forgoing it entirely and policies vary according to national political culture. In some countries public schools teach Islam to Muslims as a subject within a broader religious curriculum that gives parents the right to choose their children’s religious education. In the other countries public schools teach Islam to all pupils as a subject with a close relation to the academic study of religions. There are also countries where public schools do not teach religion at all, although there is an opportunity to teach about Islam in school subjects such as art, history, or literature. IRE taught outside publicly funded institutions, is of course also taught as a confessional subject in private Muslim schools, mosques and by Muslim organisations. Often students who attend these classes also attend a publicly funded “main stream school”.

    This volume brings together a number of researchers for the first time to explore the interconnections between Islamic educations and public schooling in Europe. The relation between Islamic education and public schooling is analysed within the publicly and privately funded sectors. How is publicly funded education organised, why is it organised in this way, what is the history and what are the controversial issues? What are the similarities and differences between privately run Islamic education and “main stream” schooling? What are the experiences of teachers, parents and pupils?

  • 149.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Introduction2018In: European Perspectives on Islamic Education and Public Schooling / [ed] Jenny Berglund, Sheffield, UK: Equinox Publishing, 2018, p. 1-8Chapter in book (Other academic)
  • 150.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Student Perectives on the Relation Between Mainstream Secular and Quran-based Islamic Education2018In: Worldviews in Creating Meaning and Purpose for Learning: SIG19 Book of Abstracts, 2018, p. 5-5Conference paper (Other academic)
    Abstract [en]

    My paper focuses on the reported experiences of Muslim students that regularly shift between Quran-centred supplementary Islamic education and mainstream secular school. The paper thus reflects how the Islamic worldview of the students impact their motivation and way of learning in secular school and also how their secular school environment impact their Islamic learning.

    The aim is to better comprehend how these students make sense of this dual educational experience while negotiating the knowledge, skills, and values that are taught to them by two apparently disparate institutions. The interviews were conducted in Stockholm and London, and thus a secondary aim is to assess the similarities and differences between these two national contexts. To balance and enhance our understanding of student experiences, this article employs a constructive understanding of Pierre Bourdieu's concepts of cultural capital and habitus as well as Andrey Rosowsky’s notion of liturgical literacy. It shows differences between Quran-based and mainstream notions of “reading”, especially with respect to their contrasting definitions of “understanding” and “meaning”; it also explores how competency in Quran recitation might become a valuable “capital” when translated from the language of “liturgical literacy” to the language of “skills”.

1234567 101 - 150 of 448
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf