Change search
Refine search result
12345 151 - 200 of 248
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.
  • 151.
    Olsson, Irina
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Dansundervisning under lupp: En studie i dansundervisning ur ett designteoretiskt perspektiv2009Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Download full text (pdf)
    FULLTEXT01
  • 152.
    Olsson, Irina
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Dansundervisning under lupp: En studie i dansundervisning ur ett designteoretiskt perspektiv2009Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Det övergripande syftet med studien är att beskriva en lärares olika former av kommunikation i en dansundervisningssituation inom frivilligverksamheten för vuxna och ungdomar. Hur ser lärarens kommunikation ut, hur kan den förstås och vilka konsekvenser kan den få för elevernas lärande? I uppsatsen används begreppet undervisningsdesign. För att kunna besvara forskningsfrågorna har jag valt att videodokumentera danslektionssekvenser som sedan analyserats och tolkats utifrån ett designteoretiskt perspektiv. Dansundervisning ses i studien som en institution där de historiskt formade traditionerna och normerna sätter ramarna för danspedagogens kommunikation. Drygt två minuters videospelad tid transkriberades av en danslektionssituation, med fokus på danspedagogens handlingar och verbala yttranden. De transkriberade handlingarna och yttrandena analyserades därefter som text, där både tal, ljud, rörelser, mimik och gester var analysobjekt. Analysbegreppen plockades ur Rostvalls och Wests (2001) avhandling Interaktion och kunskapsutveckling: en studie av frivillig musikundervisning, där jag har utvecklat analysbegreppen i relation till området jag studerat i en abduktiv analys. Den vanligaste kommunikationen var instruerande handlingar och yttranden där danspedagogen på olika sätt förevisar och instruerar danseleverna i vad de ska göra. Vid tillfällen då danspedagogen på något sätt vill förvissa sig om att danseleverna hänger med i övningen eller vill skapa kontakt föredras den handlingsmässiga kommunikationen framför den verbala. Ett vanligt kommunikationssätt var alltså prövande/sökande handlingar med social fokus, där bland annat elevernas behov av hjälp uppmärksammas, vilket kan ha positiva effekter på elevernas möjligheter att lära. Ur undersökningsmaterialet framvaskades också strategiskt språk- respektive handlingsbruk som innebär ett bekräftande eller befästande av danspedagogens rollfunktion på danslektionen, ett kommunikationssätt som visar på att det är danspedagogen som alltså bestämmer när, var, hur och vad på lektionen. Analyserande och problematiserande yttranden i form av längre sammanhängande feedback och förklaringar återfanns inte i de studerade sekvenserna. Detta kan påverka elevens verbala reflektion och även förståelse i situationen. Emotionella och expressiva handlingar och yttranden förekom sparsamt. Vidare har de olika dansinriktningarna med olika stil- och teknikskolor eventuellt gjorts till norm för vad som är lämpligt som innehåll i undervisningen vilket alltså kan spegla institutionen dansundervisning. Danspedagogens kommunikation ska förstås med bakgrund av bland annat detta och mästarlärartraditionen.

    Download full text (pdf)
    FULLTEXT01
  • 153.
    Olsson, Lena
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Edman Stålbrandt, Eva
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Digital literacy as a challenge for Teacher Education2008In: Learning to live in the knowledge society, IFIP World Computer Congress 2008., 2008, p. 11-18Conference paper (Refereed)
  • 154.
    Olsson, Lena
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Koroma, Eeva
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Sharing Digital Resources among Teacher Educators: the ShareTEC project – building a portal for Teacher Educators2010In: SITE 2011--Society for Information Technology & Teacher Education International Conference to be held in Nashville, Tennessee, USA; March 7-11, 2011 / [ed] Gary Marks, Ph.D., 2010Conference paper (Refereed)
    Abstract [en]

    ShareTEC “Sharing Digital Resources in the Teaching Education Community” is a 3-year project (2008 to 2011) co-funded by the European Community. Share.TEC is devoted to develop and cultivate a digital culture in Teacher Education. It supports the development of a European perspective of Teacher Education. To achieve this goal the Share.TEC-project is developing an online platform which will help practitioners across Europe search for, learn about and exchange resources. A major objective is supporting the sharing of experience about using the resources. The system is primarily designed for teacher educators and teachers engaged in pre-service education and professional development. Other target groups are publishers of digital resources for Teacher Education. Search and communications functions are presented as well as communities and workshops set up to facilitating use of resources. Finally the benefits, obstacles and challenges of using and producing digital resources in a portal are discussed.

    Download full text (pdf)
    FULLTEXT01
  • 155.
    Olsson, Lena M.
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Åsén, Gunnar
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Ten years after the pre-school reform: National Evaluation of the pre-school2008Report (Other (popular science, discussion, etc.))
  • 156. Olsson, Lena M.
    et al.
    Åsén, Gunnar
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Tio år efter förskolereformen: Nationell utvärdering av förskolan2008Report (Other academic)
  • 157.
    Oscarsson, Anna
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Sjung för, sjung med och sjung till barn: En studie om hur musicerande situationer förekommer på tre olika förskolora ur ett språkutvecklingsperspektiv2010Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In 1998 years' curriculum for the preschool stands it those children under school age will get possibility that” communicate with the aid of differently expression shapes” and an example that is mentioned in the governing document is song and musical.  

    The purpose with this study is to examine how the song and the music are used from a language development perspective in three different preschools' activities. In the essay, I review to earlier research around the music’s' and the song's possibilities for the child's linguistic development. In the essay, it is discussed about some important factors that obstruct music situations in the preschool that the curriculum for the preschool (Lpfö98) not specific describes what expression shapes as song and music will contain and that deficiency on musical education at pedagogues.  

    The method for the study was to collect empirical materials through observations on three different preschools. The observations were structured and the wide study was used a special registration schedule formulated for the study. The field notes described how music situations occur in the daily activity. The study's result was summarized and was processed, and then was linked this to the previous research around the matter. The all in all results show that pedagogues often uses song and musical in the activity, about than in various way, that does not need to be described in the preschools' work plans or week schedules.

    Download full text (pdf)
    FULLTEXT01
  • 158.
    Pelz-Wall, Tanja
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Interaktiv dokumentation2008In: Design för lärande, Norstedts Akademiska Förlag, Stockholm , 2008, p. 229-241Chapter in book (Refereed)
  • 159.
    Persson, Carina
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Subtraktion - räkning eller relationer?: En fenomenografisk studie av hur några elever uppfattar subtraktion2010Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Download full text (pdf)
    Subtraktion - räkning eller relationer?
  • 160.
    Persson, Elisabet
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Matematikdidaktik2006Licentiate thesis, monograph (Other academic)
  • 161.
    Persson, Elisabeth
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Det kommer med tiden: Från lärarstudent till matematiklärare2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The main purpose of this thesis is to investigate how future pre- and primary school mathematics teachers change their approaches to mathematics and mathematics education during their subject studies, and also how this view has affected their teaching of mathematics after graduation. A qualitative interview method was used in combination with observations, notes, sound recordings, video recorded mathematics classes and materials produced by the teacher in order to answer the research questions. The research was carried out in two parts.

    The institutional theory has been used as theoretical framework throughout. This perspective was supplemented by a design theoretical perspective in part two.

    In the first investigation it became clear that the language used by the students is under change, and that they use terms from the national curriculum as well as the aims of the programme syllabus when they discuss mathematics teaching. The results from the observations later show that four out of five of the teachers have a clear connection to the sort of teaching they said they want to conduct, in that there is a clear relationship between the sort of teaching that they claim to perform and the sort of teaching they actually perform. From the overall results, it is apparent that teachers one year after graduation describe that they feel well prepared for teaching mathematics in preschool and primary school. This is interesting in the light of their dissatisfaction with the limited emphasis on concrete recommendations and "tips" directly after their graduation. In fact, the teachers said that in practice it turned out that their education provided a more stable and secure foundation than they described it to be shortly after having completed their mathematics studies. They say that during their education they developed knowledge and skills that enabled them to be better prepared for their future work roles than they believed themselves likely to become.

    Download full text (pdf)
    FULLTEXT01
  • 162.
    Persson, Mikael
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Subjektsskapande i musikundervisning: Hur elever positionerar sig och positioneras utifrån kön i en musikundervisningssituation2009Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Många studier kring lärande missar elevernas kanske främsta syssla, i synnerhet bland pojkar och flickor på högstadiet och det övergripande syfte med den här uppsatsen är att studera hur eleverna är involverade i ett ständigt subjektsskapande inom ramen för en musikundervisningskontext. Som studiefokus har jag valt att pojkar och flickors subjektsskapande under pågående musikundervisning och hur dessa förhåller sig till rådande diskurser kring maskuliniteter och femininiteter. Jag har videofilmat fem lektioner i tre olika klasser vid en högstadieskola i Stockholms innerstad och sedan utifrån en diskurspsykologisk ansats analyserat elevernas olika positioneringar.

    Resultaten kan beskrivas på olika nivåer. Både killar och tjejer är hela tiden aktiva med att positionera sig i förhållande till kontexten på olika sätt, vilket kan ske på ett antal olika sätt. Detta kan exempelvis ske genom att uttala sig om någons musiksmak eller genom att fysiskt agera genom att gå omkring eller att svinga med en akustisk gitarr. Vidare visar studien också att pojkar och flickor inte helt fritt väljer att positionera sig utan rådande diskurser påverkar deras val i form av att olika positioner är olika problematiska att inta beroende på kön. Däremot är det möjligt för pojkar och flickor att välja att utmana rådande diskurser genom att inta mer problematiska positioner, ett agerande som jag menar bör bättre synliggöras och tas tillvara av exempelvis genuspedagogiska insatser och annat värdegrundande arbete som ofta sker jämte den ordinarie undervisningen och inte som en del av densamma. En för didaktiken väsentlig poäng är att eleverna i sitt subjektsskapande inte enbart förhåller sig till varandra utan också till undervisningen och det kunskapsinnehåll vilket får konsekvenser för deras lärande i undervisningen.

    Download full text (pdf)
    fulltext
  • 163.
    Pettersson, Jennie
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Muntlig färdighet – lärares uppfattningar om metoder för lärande och bedömning:   En studie av sju lärares uppfattningar om bedömning av muntlig färdighet i språk2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My aim is to find out about teachers’ perceptions of methods concerning learning and assessment of oral proficiencies. My questions are: What perceptions are there among teachers concerning assessment of oral proficiencies? How do teachers describe their ways of promoting and assessing oral proficiency? In order to answer my questions and obtain data I have accomplished two focus groups interviews with seven language teachers. The result shows that teachers are concerned with several factors regarding assessment of oral proficiency. They express that they try to include all students and that all students get the chance to express themselves, but one problem is that students often tend not to speak or practice their oral skills in the classroom. To prevent this issue teachers try to have discussions and oral tests in smaller groups, something which seems to be successful according to teachers. However, another problem with reference to promoting and assessing oral skills, is that time is not sufficient enough for the teachers to help all students to reach the oral goals. Because of that teachers tend always to have special occasions where they assess students whereas the continuous assessment takes place in the classroom at suitable opportunities.

    Download full text (pdf)
    FULLTEXT01
  • 164.
    Potapenko, Igor
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Historiemedvetande och identitet: Om historiens närvaro i några estniska ungdomars liv2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The issues that I deal with in this study arose as a result of a specific event in the Estonian capital Tallinn in the spring of 2007, when authorities removed from the city center the Soviet monument which shows a Soviet soldier during World War II. When the monument was moved to the war cemetery in another part of Tallinn, anger and frustration quickly spread among the Russian-speaking population and less than one day after the move Tallinn's streets filled with young Russian-speaking protesters. Two years later, a new war memorial was inaugurated by the Estonian authorities in the central part of town. This new memorial was Estonia's own Freedom Monument.

    In this study, the two concepts that I am focusing on are historical consciousness and identity. Historical consciousness is a key concept of the teaching of history. Identity is also one of the terms used often and in different contexts within the field of history teaching. The overall aim of this study is to highlight the relation between historical consciousness and identity among high school students in Estonia. I have focused on two groups of students in Estonian schools with two different languages of instruction.

    The collected materials for the study consist of surveys, the young people's own life stories in text form as well as interviews. This was supplemented subsequently with the relevant content of education, including curriculum, including both national and local curricula, especially in the subject of history. To illustrate the study´s problem, I have put together various stories, where I analyze and interpret the collected material. These stories are based on different parts of the data material and the stories reflected and illuminated by my research questions.

  • 165.
    Rehman, Jonas
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    From Bantu Education to Social Sciences: A Minor Field Study of History Teaching in South Africa2008Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The thesis concerns History teaching in South Africa 1966-2006. Focus lies on the usage of History as a tool of power and empowerment. Primary sources for the survey are textbooks, curricula’s and syllabuses. From a theoretical perspective the thesis discusses power, usage of history and pedagogic literature. The survey is done in a qualitative, hermeneutic way in order to find, discuss and explain underlying structures in the collected data. The thesis results show that History teaching in South Africa was based on an idea of a shared historical consciousness, apartheid, which legitimised the hegemony of the white people. The educational system was an important tool of power and empowerment for the government. The apartheid ideology was reproduced by the pedagogic literature. Today History is a part of Social Sciences and the subject has a focus on natural sciences and technology, which results in certain dilemmas educational-wise.

    Download full text (pdf)
    FULLTEXT01
  • 166.
    Rostvall, Anna-Lena
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Möten och metaforer2008In: Design för lärande, 2008, p. 143-157Chapter in book (Refereed)
  • 167.
    Rostvall, Anna-Lena
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Selander, StaffanStockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Design för lärande2008Collection (editor) (Other academic)
  • 168.
    Rostvall, Anna-Lena
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    West, Tore
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Musikundervisning som text2008In: Nordisk musikkpedagogisk forskning: Årbok, ISSN 1504-5021, Vol. 10, p. 73-96Article in journal (Refereed)
  • 169.
    Roth, Klas
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Article 26: A Principled Statement on Education2009In: Journal of Human Rights, ISSN 1475-4835, E-ISSN 1475-4843, Vol. 8, no 2, p. 139-149Article in journal (Refereed)
    Abstract [en]

    In this paper I show how Article 26 of the Declaration of Human Rights developed from its earlier versions, including basic ideas for education, to aims and purposes, and its final adaptation incorporating further democratic ideals. I also show that the Declaration ""as a common standard of achievement"" heralded by the General Assembly of the United Nations is a principled statement of restriction on government intervention in education, on the one hand, and a principled positive statement that those affected by state-governed education should be able to choose education for their children on the other.

  • 170.
    Roth, Klas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Selander, StaffanDepartment of Didactic Science and Early Childhood Education.
    Identity, communication and learning in an age of globalization2008Collection (editor) (Other academic)
  • 171.
    Sandberg, Fredrik
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Ström, Sandra
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Matematikundervisning relaterad till elevers upplevelse av begriplighet, hanterbarhet och meningsfullhet2009Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med vår studie var att öka kunskapen om verksamma lärares undervisningspraktik i ämnet matematik relaterat till elevers upplevelse av begriplighet, hanterbarhet och meningsfullhet i densamma. Dessa tre begrepp utgör i sitt ursprungliga sammanhang komponenterna i KASAM (Känsla Av SAMmanhang), ett begrepp som har skapats av Aaron Antonovsky (2005). De tre begreppen definierades i relation till matematikundervisning för att kunna appliceras på denna studie. Ett underordnat syfte med studien var även att utveckla och utvärdera en metod för lärare att bli medvetna om sina elevers upplevelse av matematik- undervisning. I denna studie undersöktes undervisningspraktiker i ämnet matematik bedrivna av tre utbildade lärare i år 3 och jämförde med hur eleverna i respektive lärares klass upplevde undervisningen utifrån begriplighet, hanterbarhet och meningsfullhet. För att ta reda på lärares undervisningspraktik i ämnet matematik användes metoden observation och för att ta reda på elevers upplevelse av matematikundervisningen användes metoden enkätundersökning. Författarna skapade en enkät utifrån det KASAM-test som Antonovsky (2005) har utformat. Våra undersökningsresultat visade att i den klass där eleverna starkast upplevde begriplighet, hanterbarhet och meningsfullhet i matematikundervisningen ägde en undervisning rum som i störst utsträckning genomsyrades av ett klimat där ett syfte med ämnet matematik och elevernas uppgifter var uttalat. Det matematiska innehållet var tydligast relaterat till det arbetssätt som användes för stunden och kopplingen dem emellan var oftast uttalad. Vidare erbjöds dessa elever i störst utsträckning flera olika arbetssätt inom samma moment och dessutom lärarledda sammanfattningar där dagens, gårdagens och morgondagens lektioner knöts ihop. Eleverna i denna klass kunde uttrycka sig muntligt i hel- och halvklass utan att det som sades direkt bedömdes. De fick även möjligheter att förstå matematiken utifrån en helhet och sin egen verklighet. Läraren i denna klass var dessutom synligt mer engagerad i ämnet matematik och de uppgifter eleverna ställdes inför.

    Download full text (pdf)
    FULLTEXT01
  • 172.
    Schönning, Carolin
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Turtagning och rollfördelning - vilken betydelse har detta för barn i förskolan?: En studie av turtagning och rollfördelning i barns rollek på förskolan.2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie avser att genom några observationer utförda på en förskola resonera kring vad som händer i leken, vad rolleken består av och vilka faktorer som styr turtagning och rollfördelning i rolleken. Uppsatsen redogör även för vad litteratur och förskolans läroplan säger om detta fenomen.

    Resultatdelen visar hur jag har tolkat dessa observationer utifrån läroplanen, centrala begrepp utifrån ett sociokulturellt perspektiv samt några vanliga lekteorier.

    Denna studie har visat att det finns några faktorer som styr turtagning och rollfördelning av barns rollek utifrån observationer som är utförda. Dessa faktorer berör bakgrund, erfarenhet, självkänsla och trygghet i barngrupp och övrig verksamhet i förskolan.

    Download full text (pdf)
    FULLTEXT01
  • 173.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    A strong minority in tranistion - identities2009In: Nordic identities in transition: as reflected in pedagogic texts and cultural contexts / [ed] Selander, S. & Aamotsbakken, B., Oslo: Novus , 2009, p. 239-261Chapter in book (Other academic)
  • 174.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Dags att lämna 1800-talet2006In: KRUT: Kritisk utbildningstidskrift, ISSN 0347-5409, Vol. 3-4, no 123/124, p. 28-39Article, review/survey (Other (popular science, discussion, etc.))
  • 175.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Den nye didaktikken: Spörsmål,tradisjoner og utfordringer2006In: Bedre skole, ISSN 0802-183X, no 4, p. 45-49Article in journal (Other (popular science, discussion, etc.))
  • 176.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Design of democracy in contemporary learning resources2009In: Peace, Democratization and Reconciliation in Textbooks and Educational Media / [ed] Mike Horsley, Jim McCall, 2009, p. 11-21Conference paper (Refereed)
  • 177.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Designs for learning: A theoretical perspective2008In: Designs for Learning, ISSN 1654-7608, Vol. 1, no 1, p. 10-23Article in journal (Refereed)
  • 178.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Designs for learning and ludic engagement2008In: Digital Creativity, Vol. 19, no 3, p. 199-206Article in journal (Refereed)
    Abstract [en]

    Theories of learning and theories of play have to a large extent been separate fields in academic research. However, new communicative conditions make learners become not only consumers of information but also producers of information, active members of learning communities and for example players of on-line games. With new resources for communication, new demands and new possibilities are raised for learning. This article argues that there is a need for a new articulation of how we understand learning and in further discusses processes of engagement, meaning making and transformation of signs. The article will also present a design theoretic perspective on learning, related to the question of play and ludic engagement. The concluding remark is that borders between the fields of learning and play are no longer meaningful to uphold.

  • 179.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Designs for learning and the use of printed and digital texts2007In: Keris@, ISSN 1739-4430, Vol. 4, no 3, p. 13-17Article in journal (Refereed)
  • 180.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Designs of Learning and the Formation and Transformation of Knowledge in an Era of Globalization2008In: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 27, no 4, p. 267-281Article in journal (Refereed)
    Abstract [en]

    In this article, the formation and transformation of knowledge and the role of designs for learning will be elaborated and discussed in relation to the introduction of national curricula and school textbooks during the beginning of the industrialized era vs. the introduction of individual curricula and new digital learning resources in the post-industrialized era of globalization and multiculturalism. Quite different teaching and learning strategies have been emphasized, which I will call here “designed information and teaching” vs. “designs for learning”. It seems obvious that our current society is in a stage of change that requires a new understanding of knowledge, learning and identity formation. The new position and role of the learner underlines the productive and constructive aspect of learning. Pupils not only read texts, they also produce texts, pictures, film and music and they compile and edit virtual texts. Multimodal texts, as well as the information flow of the Internet, are the consequences of, and at the same time a vehicle for, new social patterns. “Learning Design Sequences” (LDS) is introduced as a theoretical map for the purpose of analyzing critical incidents in (a creative) learning process, using different genres, modes and media in a process of meaning-making.

  • 181.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Det tolkande - och det tolkade - uttrycket2009In: Estetiska lärprocesser / [ed] Lindstrand, F. & Selander, S., Lund: Studentlitteratur , 2009, p. 211-225Chapter in book (Other academic)
  • 182.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Diakritisk hermeneutik och samhällsvetenskapernas interpretatoriska karaktär2005In: Text & Existens: Hermeneutik möter samhällsvetenskap, Daidalos, Göteborg , 2005, p. 43-81Chapter in book (Refereed)
  • 183.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Didaktik - undervisning och lärande2010In: Lärande, skola, bildning: Grundbok för lärare / [ed] Ulf P. Lundgren, Roger Säljö och Caroline Liberg, Stockholm: Natur & Kultur , 2010, 1, p. 197-215Chapter in book (Other academic)
  • 184.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Didaktisk design2009In: Didaktisk design i digital miljö: nya möjligheter för lärande / [ed] Selander, S-. & Svärdemo-Åberg, Stockholm: Liber , 2009, p. 17-37Chapter in book (Other academic)
  • 185.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Didaktisk design - den dubbla utmaningen2007In: Digital Kompetanse, ISSN 0809-7143, Vol. 2, no 3, p. 162-172Article in journal (Refereed)
  • 186.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Didaktisk design av pedagogiska texter2011In: Att spegla världen: Läromedelsstudier i teori och praktik / [ed] Ammert, Niklas, Lund: Studentlitteratur , 2011, 1, p. 63-87Chapter in book (Other academic)
  • 187.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    En hermeneutisk läsning av pedagogiska texter2010In: Teoretiske tilnærminger til pedagogiske tekster / [ed] Knudsen, Susanne V. & Aamotsbakken, Bente, Kristiansand: Høyskoleforlaget/Norwegian Academic Press , 2010, 1, p. 32-52Chapter in book (Other academic)
  • 188.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Hantverkare och mandarin?2008In: Arbetsliv & pedagogik, 2008, p. 111-127Chapter in book (Refereed)
  • 189.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Kobran, nallen och majjen: Tradition och förnyelse i svensk skola och skolforskning2003Collection (editor) (Other academic)
  • 190.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Kunskapsformer, topiskt tänkande och tolkningspraktiker2006In: Verklighet, verklighet: Teori och praktik i lärarutbildning, Norstedts Akademiska Förlag, Stockholm , 2006, p. 25-41Chapter in book (Other academic)
  • 191.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Les textes pédagogiques, supports pour l'apprentissage et artefacts culturels2005In: Manuels scolaires, regards croisés, CRDP, Basse-Normandie , 2005, p. 271-282Chapter in book (Refereed)
  • 192.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Lärandet i en motstridig värld2004In: Pedagogiska Magasinet, ISSN 1401-3320, no 2, p. 28-34Article in journal (Other (popular science, discussion, etc.))
  • 193.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Lärares kunskaper - lärares arbete: Att utveckla språket om didaktikens komplexa värld2005In: Vetenskapsrådets rapportserie, ISSN 1651-7350, no 11, p. 14-21Article, review/survey (Other (popular science, discussion, etc.))
  • 194.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Läsa för att lära2010In: Faglig lesing i skole og barnehage / [ed] Skjelbred, Dagrun - Aamotsbakken, Bente, Oslo: Novus , 2010, 1, p. 165-181Chapter in book (Other academic)
  • 195.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    On Frames and Resources for Learning2007In: Curriculum Theory Revisited, Uppsala universitet, Uppsala , 2007, p. 97-113Chapter in book (Refereed)
  • 196.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Pedagogiska texter: - ett sätt att designa lärprocesser2008In: Design för lärande, Norstedts Akademiska Förlag, Stockholm , 2008, p. 81-96Chapter in book (Refereed)
  • 197.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Pedagogiska texter och andra artefakter för kunskap och kommunikation2003In: Läromedel - specifikt, 2003, p. 181-257Chapter in book (Other academic)
  • 198.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Pedagogiska texter: socialt minne och multimodala artefakter för kommunikation2003In: Skolan och tusenårsskiftet: En vänbok till Ulf P. Lundgren, Uppsala universitet, Uppsala , 2003, p. 65-85Chapter in book (Refereed)
  • 199.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Skolans blick - världen som text2003In: Kobran, nallen och majjen: Tradition och förnyelse i svensk skola och skolforskning, Myndigheten för skolutveckling, Stockholm , 2003, p. 91-111Chapter in book (Other academic)
  • 200.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Skolans blick och textens röst: - om svenskspråkiga läromedel för den finlandssvenska grundskolan i Finland2006Report (Other academic)
12345 151 - 200 of 248
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