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  • 151.
    Berglund, Jenny
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    The integration of Islam and Muslims in Public Schools: Challenges and Opportunities2018Inngår i: Nordic Education in a Democratically Troublesome time: Threats and Opportunities / [ed] Erik Amnå, Örebro: Örebro University , 2018, s. 28-30Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Since the bombings in London, Paris and Stockholm, public debate about Islam and Muslims has often focused on contradictions, conflicts, and contrasting value systems. On one side of this debate are those with a growing concern that immigrants with Muslim cultural backgrounds would be disloyal to their European homes, thus requiring increased monitoring, surveillance, and control. And on the other side are those who argue that the West’s Muslim populations have wrongly suffered from the increasing fear, intolerance, and suspicion generated by the international politics and terrorism of a small number of radicals. Such voices claim that there is a need not for monitoring and surveillance, but rather for the safeguarding of religious freedom and the right to equal treatment regardless of a group’s ethnic, cultural, linguistic, and/or religious background.

    In many countries these discussions have directed attention towards places of Islamic education such as Muslim schools, mosques, and Islamic organizations, with a focus on the often controversial and contested manner in which they have been depicted in the media, in public discourse, and, indeed, within Muslim communities themselves. Here it should be emphasized that issues surrounding the matter of how to transmit one’s religious tradition to future generations is crucial to the survival of any religious minority in any part of the world, making religious education both an essential and a challenging minority cultural aim.

    In a “Democratically troublesome time” international knowledge transfer and learning from each other, across national borders, can be of utter importance. For this reason, I will, in this paper: 1) present a typology of publicly funded pre-university Islamic education in Europe; 2) present some findings from my latest research project that deals with young Muslims Experiences of Islamic and secular education in Sweden and Britain; 3) point to some challenges and opportunities concerning the integration of Islam and Muslims in Public Schools on the basis of 1) and 2).

  • 152.
    Berglund, Jenny
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Gent, Bill
    Memorization and focus: important transferables between supplementary Islamic education and mainstream schooling2018Inngår i: Journal of Religious Education, ISSN 1442-018X, Vol. 66, nr 2, s. 125-138Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article presents the results of a participative study, involving a group of 27 British Muslim students aged 15–18, who were given the opportunity to reflect on the implications of having participated in two different ‘traditions’ of education: that is, Muslim supplementary education (in its various forms) and state mainstream schooling. The project was participative in that school senior managers had invited the researchers to carry out the research as part of their constant striving to identify the conditions under which students learn best. Both the design and outcomes of this research programme are presented and discussed in this article. One of the main findings is that the students experience the skills of memorization and focus as positive transferables. The findings will be discussed in terms of the concept of liturgical literacy.

  • 153.
    Björck, Catrine
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Pædagogiske udgangspunkter og didaktisk planlægning for undervisning med visuel gestaltning og digital teknik2018Inngår i: Æstetik og pædagogik / [ed] Martin Blok, Köpenhamn: Akademisk Forlag, 2018Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [sv]

    När elever i grundskolan arbetar med estetiska gestaltningar och digitala tekniker i bildundervisningen skapas särskilda förutsättningar för det pedagogiska upplägget. Hur ser det pedgogiska upplägget ut? Vilka förskjutningar görs och på vad ligger fokus iundervisningen? Genom exempel visas hur förskjutningar görs och fokus förflyttas i undervisningen till viss del på grund av den teknik som används. I kapitlet visas hur lärarna och eleverna genom det pedagogiska upplägget inledningsvis behandlar det estetiska och visuella men hur sedan en förskjutning sker ifrån visuella mot att mer handla om hur uppgiften kan lösas ur ett teknisktperspektiv. Som metodologiska och teoretiska utgångspunkteranvänds Lee S. Shulmans modell PCK, Pedagogical Content Knowledge för tematiseringen av materialet och diskursanalys med hjälp av bland annat socialkonstruktionisten John Shotters begrepp joint action (Potter, 2010, s. 670; Shotter, 1995; 1992; 2011). Materialet är hämtat från min avhandling som behandlar hur tre bildlärare i grundskolan inter agerade med eleverna i bildarbete med digitala tekniker (Björck, 2014).

  • 154.
    Björck, Catrine
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Dialog och respons är centrala aspekter i en estetisk lärprocess2018Inngår i: De estetiska ämnenas didaktik: Utmaningar, processer och protester / [ed] Ulrika von Schantz, Ketil Thorgersen, Anne Lidén, Stockholm: Stockholm University Press, 2018Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [sv]

    I bildundervisning skapas möjlighet att genom visuell kommunikation att arbeta utifrån elevernas egna synpunkter och med områden som de vill kommunicera. Men hur ges möjlighet att utvecklas och konstruera kunskap genom hur andra förstår och uppfattar elevernas gestaltningar? Med utgångspunkt i Michail Bakhtins tankar om hur kunskap konstrueras, belyses vikten av planerade didaktiska aktiviteter för respons, för att möjliggöra att kunskap genereras i en skapande och omskapande process. I artikeln belyses också vikten av att använda begrepp förökad förståelse. Utgångspunkten är att kunskap och förståelse konstrueras i samspel med andra.

  • 155.
    Björck, Catrine
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Utvecklingsprojekt om digitalt arbete i bildundervisningen2018Konferansepaper (Fagfellevurdert)
    Abstract [sv]

    Under 2015 och vårterminen 2016 genomfördes ett utvecklingsprojekt i samarbete mellan mig som forskare och en bildlärare med målet att designa, genomföra och utvärdera undervisning med digitalt arbete.

    Syftet med denna pilotstudie var att designa och utvärdera en lektionssekvens där digital teknik används i bildundervisning. I mitt tidigare avhandlingsprojekt ”Klicka där!” undersökte jag hur bildlärare interagerar med elever i arbete med digital teknik i bildundervisning och på vad fokus i undervisningen hamnar (Björck, 2014). I denna studie var jag intresserad av att i samarbete med läraren designa och utvärdera en lektionssekvens där digital teknik används för att kunna studera processen från start till avslut. Tillsammans med bildläraren designades därför en lektionssekvens om 10 lektioner som genomfördes under 5 veckor i en klass i årskurs 8. Det främsta syftet för bildläraren var att få digital teknik mer inbäddat i bildundervisningen och att låta eleverna själva välja på vilket sätt och i viket digitalt medium de ville arbeta (Marner & Örtegren, 2013; Örtegren, 2013). Dessa lektioner genomfördes av läraren med mig närvarande som observerande forskare. Med inspiration från Learning study och variationsteori utvärderades och justerades undervisningen för att sedan genomföras med en ny klass (Marton, 2005). Under projektet genomförde jag kontinuerligt samtal med läraren. Dessutom genomfördes intervjuer med läraren och olika elevgrupper.

    Studien har gett större förståelse kring viktiga aspekter för att få till stånd en tydlig undervisning samt hur undervisning med digitala tekniker kan organiseras genomföras.

  • 156.
    Björklund, Mattias
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Ämneskunnande i privatekonomi och samhällskunskapslärares ämnesdidaktiska val i privatekonomundervisningen på gymnasiet2018Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    Efter finanskrisen 2008 infördes, via ett intensivt arbete av OECD, privatekonomi på schemat i över 110 länder. I Sverige infördes privatekonomi som en del av samhällskunskapen på gymnasiet 2011. Samtidigt saknas enhetliga definitioner om vad privatekonomiundervisning ska innehålla och istället lämnas detta till lärare som saknar privatekonomisk utbildning. Trots detta har forskningen i mycket liten utsträckning intresserat sig för att undersöka hur lärare tolkar och hanterar de privatekonomiska inslagen i undervisningen. 

    Denna studie undersöker hur svenska samhällskunskapslärare tolkar och utför sitt uppdrag vad gäller privatekonomiundervisningen inom ramen för ämnet samhällskunskap. I fokus står hur lärarna ger uttryck för sina ämnesdidaktiska val – inte minst i förhållande till de egna kunskaperna i privatekonomi.  

  • 157.
    Björklund, Mattias
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Jägerskog, Ann-Sofie
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Karlander, Linda
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Malmqvist, Eva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Norevik, Jan
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Olin, Lena
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Strandberg, Max
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Tväråna, Malin
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Vad är vatten värt? En studie om ekonomiundervisning i grundskolans olika stadier2018Inngår i: Lärarnas forskningskonferens 30 oktober 2018: Abstracts, 2018, s. 41-41Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    Sedan 2011 ingår ekonomi som en del i SO-undervisningen i svensk skola (Skolverket 2017) där en bärande del av kunnandet är att eleverna ska utveckla kunskaper om begreppen pris och värde. Forskning har visat att undervisning i ekonomi är avgörande för om unga utvecklar en ekonomisk förståelse, då allmän undervisning eller mognad inte verkar bibringa detta (Davies & Lundholm, 2012). Även elever i lågstadieåldern verkar kunna utveckla förståelse för ekonomi, även om didaktiska utmaningar finns när det gäller att möjliggöra en disciplinär förståelse. Däremot verkar möjligheterna till en mer utvecklad förståelse av ekonomi öka med stigande ålder (Thompson & Siegler, 2000).

    Denna studie syftar till att undersöka hur elever i årskurs 1, 4, 5 och 8 erfar och förstår pris och värde, ställt i relation till olika typer av undervisning, både i termer av innehåll och undervisningsmetoder. Studien utgår från en learning study vars utfallsrum och kritiska aspekter legat till grund för två olika undervisningscykler om pris och värde där varan vatten har använts som utgångspunkt.

    Tentativa resultat visar att elever i samtliga årskurser, innan de fått någon undervisning, ofta förstår pris och värde utifrån en varas inneboende kvalitet samt varans nytta, som i sig inte är ekonomiska begrepp. Undervisning som rör ekonomiska idéer tycks underlätta elevers förståelse av ämnesinnehållet, men hur dessa idéer struktureras och relateras till varandra tycks avgörande för att utveckla elevernas ekonomiska kunnande. Elever i alla undersökta åldrar tycks dock kunna utveckla en mer kvalificerad förståelse av pris och värde.

  • 158. Brolin, Krister
    et al.
    Waern, Marie
    Cottin, Karina
    Mattsson, Anna-Karin
    Jägerskog, Ann-Sofie
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Tväråna, Malin
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Makt: Relation eller tillstånd?: Om utmaningar i att undervisa om analys av makt i samhällskunskap2018Inngår i: SO-didaktik, ISSN 2002-4525, nr 5, s. 64-70Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 159. Ekström, Linda
    et al.
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    "What’s Positive About Positive Rights?" Students’ Everyday Understandings and the Challenges of Teaching Political Science2018Inngår i: Journal of Political Science Education, ISSN 1551-2169, E-ISSN 1551-2177, Vol. 14, nr 1, s. 1-16Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    A review of research into teaching and learning in political science education concludes that this literature emphasizes student outcomes and “show and tell” descriptions of pedagogical interventions (Craig 2014 Craig, John. 2014. “What Have We Been Writing About? Patterns and Trends in the Scholarship of Teaching and Learning in Political Science.” Journal of Political Science Education 10 (1):23–36.[Taylor & Francis Online], [Google Scholar]). The present study instead aims to open the “black box” of conceptual learning in political science, illustrating the ambiguous role that everyday understandings of core concepts may play in the learning process. Starting from the conceptual change literature, we present findings on how everyday understandings influence learning regarding the concepts of “positive rights” and “anarchy,” resulting in various learning difficulties. The results suggest that teaching needs to explore and explain differences in meaning between scientific and everyday understandings.

  • 160. Ekström, Linda
    et al.
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    How much politics is there? Exploring students’ views on values and impartiality in political science from an epistemic cognition perspective2018Inngår i: Programme and Book of Abstracts, 2018, s. 70-70Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Research aims

    In a review of research on teaching and learning political science, Craig (2014) calls for a more genuine intersection of political science and learning, and a stronger focus on learning processes. Studies of other disciplinary fields have pointed to the fact that epistemic beliefs are an important aspect of students’ learning processes (Maggioni, Fox & Alexander, 2010), and in this paper we focus in particular on students’ epistemic beliefs in political science.

    Students’ epistemic beliefs are difficult to grasp and analyse “head on”. In the study, students’ epistemological beliefs were analysed through students’ experiences of values and impartiality in teaching and classroom dialogues (c.f. Hofer & Pintrich 1997).

    Theoretical framework

    The research field on epistemic beliefs takes an interest in students’ beliefs about knowledge and the nature of the discipline they are taught. Focus is on “how individuals come to know, the theories and beliefs they hold about knowing, and the manner in which such epistemological premises are a part of and an influence on the cognitive processes of thinking and reasoning” (Hofer 2000: 378). Hence, students’ understandings of what knowledge is, and how knowledge is produced, are of interest. These two aspects have been operationalized into four dimensions (certainty of knowledge, simplicity of knowledge, source of knowledge and justification of knowledge (Hofer 2000: 380) that aim to capture ‘the nature of the discipline’ (Mason 2016).

    These dimensions might shed light on potential disciplinary differences when it comes to for example university students’ beliefs about the certainty of knowledge (c.f. Hofer 2000). They may also add to our understanding of students’ learning in the academic discipline of political science (c.f. Craig 2014; Maggioni et al. 2010). By investigating student experiences within a framework of epistemic cognition in a social science discipline, we hope to contribute to current discussions concerning epistemic beliefs being domain general or specific (Muis et al 2006). As of yet, studies have been conducted in psychology (Peter et al 2015) and history (VanSledright & Maggioni 2016), but to our knowledge not in other social science disciplines.

    Methodology

    We conducted 13 interviews with students after one semester of studies. The interviews were open-ended and conversational (Kvale 1996: 19) and transcribed and analysed using abductive thematic analysis (c.f. Fereday et al. 2006). This hybrid process of inductive and deductive thematic analysis is a methodological approach that aims to integrate data-driven coding with theory-driven coding. The four dimensions - certainty of knowledge, simplicity of knowledge, source of knowledge and justification of knowledge (Hofer 2000: 380) - were theory-driven codes.

    Results

    Results show that the students are uncertain about the epistemology of political science. For example, students oscillate between different ways of making sense of the existence of values.

    Values are seen both as something that constitute a threat toward objective knowledge, and at the same time, as a natural part of the discipline. In regard to certainty of knowledge, students are unsure of whether certain knowledge is possible or not in the discipline.

    Students suggest the use of different but equally unproductive strategies to handle the existence of values; they wish for teachers to promote values that students themselves sympathize with, and for teachers to promote values in a hidden way. This can be seen as justifying the production of knowledge in the classroom. The production of “biased knowledge” on behalf of the teachers is accepted if it students themselves sympathize with this knowledge, or, if it is introduced in the classroom in a subtle way.

    Interestingly, the results relate to epistemological tensions in political science. The epistemology – or theory of knowledge – of the discipline may not be totally fixed (Marsh & Stoker 2010), which can complicate students’ efforts to understand what constitutes knowledge in the discipline. While these results can be regarded as discipline specific epistemic beliefs, we believe that disciplines with multiple, or dominant but existing multiple epistemologies, can potentially bring about similar challenges.

    Conclusion

    From a theoretical perspective, this paper contributes to current discussions concerning epistemic beliefs being domain general or specific (Hofer 2000; Muis et al 2006). From an empirical perspective, the results contribute to our understanding of subject discipline epistemological beliefs, and to our understanding of teaching and learning processes in political science.

  • 161.
    Eriksson, Inger
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Talet om måluppfyllelse och dess konsekvenser för kunskapsuppdraget2018Inngår i: Lärares bedömningsarbete: förutsättningar, villkor, agens / [ed] Viveca Lindberg, Inger Eriksson, Astrid Pettersson, Stockholm: Natur och kultur, 2018, s. 43-68Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    Syftet med detta kapitel är att bidra till en diskussion kring vilka konsekvenser den starka fokuseringen på måluppfyllelse och att nå målen kan ha för undervisningens utformning och elevernas kunskapsutveckling i dagens svenska skola. Vad menas med högmåluppfyllelse eller att nå målen? Vad antas bidra till en högmåluppfyllelse? Vilken betydelse tillskrivs fenomen som formativ bedömning och synligt lärande, som pedagogiska lösningar för ökad måluppfyllelse? Kapitlet inleds med en kortare tillbakablick över hur de svenska lärarna har uppfattat de senaste decenniernas läroplansreformer med avseende på undervisning och bedömning. Syftet är att ge en bakgrund till hur och vad som har förändrats. Därefter presenteras en analys av olika webbaserade texter som berör måluppfyllelse. Kapitlet avlutas med en diskussion om hur måluppfyllelse och formativ bedömning kan förstås i relation till läroplanens långsiktiga mål och det kunskapsperspektiv som läroplanen vilar på.

  • 162.
    Eriksson, Inger
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Lärandeverksamhet, lärandeuppgifter & lärandemodeller2018Inngår i: Att bli lärare / [ed] Eva Insulander, Staffan Selander, Stockholm: Liber, 2018, s. 160-165Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    I det här kapitlet avser jag att översiktligt introducera ett ämnesdidaktiskt ramverk – lärandeverksamhet – som ännu inte är speciellt välkänt i Sverige bland lärare eller lärarutbildare. Principerna för lärandeverksamhet har utvecklats sedan 1950-talet under ledning av Daniil B El’konin och Vasily V Davydovs och i samarbete med lärare på Skola nr 91 i Moskva, principer som i väst presenteras under benämningen ”Developmental instruction” och ”Learning activity”. Jag gjorde mina tidigaste erfarenheter av El’konins och Davydovs arbete i början av 2000-talet. Sedan 2013 har jag i olika sammanhang samverkat med den forskargrupp i Moskva som fortsatt arbetet med att utveckla deras idéer i relation till olika ämnen. Jag har också haft förmånen att tillsammans med doktorander och forskarkollegor vid flera tillfällen besöka skola 91. I skrivandets stund utforskas denna modell vid några svenska skolor kopplat till olika doktorandprojekt.

  • 163.
    Eriksson, Inger
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Lärares medverkan i praktiknära forskning: Förutsättningar och hinder2018Inngår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, nr 1, s. 27-40Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In contemporary society there is a growing idea of the importance of teachers’ participation in practice relevant research aiming for a science-based teaching. However, there is no clear common understanding of the meaning of teachers’ participation. The aim of the article is to contribute to the discussion such a meaning through an analysis of three collaborative practice-developing research projects. What conditions facilitate or prevent teachers’ participation as members of a research group? Besides time and support from the headmaster, the analysis indicates some important aspects: a) teachers need to be involved from the start, already in identifying the problem and in the overall research planning, b) especially the researchers must take responsibility for securing that teachers can cooperate as members of the research group on equal basis, bearing in mind that it is easy for teachers to positions themselves as learners and c) the research aim needs to be shared between teachers and researchers. Further, ethical issues need to be considered thoroughly, since e.g. aspects of anonymity are challenged if teachers’ contribution are to be acknowledged.

    Fulltekst (pdf)
    fulltext
  • 164.
    Eriksson, Inger
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Teachers as lesson and learning study researchers – establishing a research environment2018Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The aim of this paper is to discuss the type of conditions needed if establishing a research environment for teacher driven research.

    Lesson and Learning Study (LLS) has gained a growing interest during the latest years. In most cases it is framed in relation to teachers’ professional development, teachers’ learning and school development. That is the knowledge that teachers gain from different studies are not object for dissemination and review. Thus, in most cases the aim of a LLS is not to produce knowledge outside the local context. However, LLS has a great potential to function as a research approach for teacher driven research. An approach that would make it possible for teachers to take responsibility for their own professional knowledge base (Carlgren e.g. 2012). This type of research has been compared to medical clinical research (Bulterman Bos 2008; Carlgren 2012). That is, the issues, problems and demands that teachers are trying to master in their everyday work are to be focused in the research. But further, teachers who identify such objects of research also need to be the researcher (Bulterman Bos, 2008). Several problems are related to such a research. Partly due to the lack of traditions and infrastructures, partly due to lack of teachers with formal research education. In this presentation we primarily focus on the conditions, in the form of traditions and infrastructures important to establish a research environment for teacher driven research. To date, teachers who want to conduct research on teaching and learning in their own or their colleague classrooms have to accomplish their research work under different conditions compared to university researchers. What conditions are important to establish a research environment where such research of high quality might be produced? How can teachers with little or no research training be supported to qualify their own research projects? What type of support do they need? Since teachers normally do not have access to university library resources, seminars, and workshops that are of fundamental value for university researchers (Ratkić, 2006), one issue is how such research activities may be adapted to become compatible with teachers’ work in schools? Further, how can aspects of research, such as dissemination and publications be supported and organized?

    In this paper, we provide an account of how we in Stockholm have sought to establish a dynamic research environment for teacher-driven research in an in-between space of school and university. The particular space, or platform, is called Stockholm Teaching & Learning Studies (STLS). STLS includes open seminars, subject specific networks led by senior researchers, a research conference for teachers, project research seminars, project applications and publication as a highly held value. I.e an infrastructure is built to open for discussion, verification, and refutation or modification of research findings. STLS is a platform for teachers and researchers with an interest in didactic research aiming at developing teaching. The overall objectives are to provide a research environment where teachers are offered support and opportunities to participate in didactic research and development (R&D), to develop methodological models that allow teachers to participate in conducting didactic research in school practices, to function as a ’knowledge-production-workshop’ for the processing and analyzing of data and to support and provide arenas for peer-review, writing and dissemination of research results. Some of the challenges involved in establishing STLS has concerned the creating time and resources for teachers to engage in research, developing processes of application for teachers to propose research projects and how to inviting teachers with no or very little prior experience in research.

  • 165.
    Eriksson, Inger
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Osaki, Kalafunja
    Teacher Owned School Development – Possibilities and Constraints2018Inngår i: School Development Through Teacher Research : Lesson and Learning Studies in Sweden and Tanzania / [ed] Inger Eriksson, Kalafunja Osaki, Dar es Salaam, Tanzania: Mkuki na Nyota Publishers Ltd. , 2018, s. 197-206Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    Today school development with a foci on teaching has gained momentum worldwide following earlier focus on raising school scores on achievement tests, improving school inspection and supervision, initiating programs aimed at school improvement and similar projects that aimed to raise the quality of teaching and learning at school level. There is also a growing expectation that teaching is to be based on and developed in relation to educational research findings or knowledge. This implies that the knowledge needed already exists and only needs to reach out to schools and teachers. This understanding casts teachers as implementers of knowledge. An explanation to schools which fail to improve their teaching and students’ learning – still often measured by the amount of students passing exams and tests – is thus that teachers either do not know about the research findings or resist using new knowledge from available research. The problem is thereby related to the teachers’ lack of knowledge, interest or seriousness.

  • 166.
    Eriksson, Inger
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Osaki, Kalafunja
    Framing the Research Project – Background, Aim and Project Description: Lesson and Learning Studies in Sweden and Tanzania2018Inngår i: School Development Through Teacher Research: Lesson and Learning Studies in Sweden and Tanzania / [ed] Inger Eriksson, Kalafunja Osaki, Dar es Salaam, Tanzania: Mkuki na Nyota Publishers Ltd. , 2018, s. 3-6Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    The three year long research project, here reported, draws on cooperation between educational researchers from Tanzania and Sweden. Even though the country contexts differ in social, economicas well as educational conditions and state of teacher education and classroom standards, many recurrent education challenges are shared. These include the tendency to make educational reforms with little or no input from professionals. In both countries a number of costly reform decisions have been taken without substantially improving learning or teaching. Both countries struggle with students’ weak (in Tanzania) or declining (in Sweden) results nationally and internationally. They thus share a corresponding concern for how to improve education quality. Further, in both countries new outcomes based curricula have been implemented. These new curricula put a much higher responsibility on teachers; teachers must be able to organize teaching that enables all students to develop required abilities/competences. Thus, teachers need tools to develop knowledge that can contribute to their professional knowledge base.

  • 167.
    Eriksson, Inger
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Osaki, Kalafunja
    Foreword2018Inngår i: School Development Through Teacher Research : Lesson and Learning Studies in Sweden and Tanzania / [ed] Inger Eriksson, Kalafunja Osaki, Dar es Salaam, Tanzania: Mkuki na Nyota Publishers Ltd. , 2018, s. vii-xKapittel i bok, del av antologi (Annet vitenskapelig)
  • 168.
    Eriksson, Inger
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Osaki, Kalafunja
    School Development Through Teacher Research: Lesson and Learning Studies Studies in Sweden and Tanzania2018Collection/Antologi (Annet vitenskapelig)
    Abstract [en]

    The origination of this project lies with Dr Gunilla Höjlund, who since the beginning of the 1990s has been involved in different cooperative projects between researchers in Tanzania and Sweden. Thanks to her experiences and connections to different researchers at the University of Dodoma (UDOM), and her interest in school development, the Tanzanian-Swedish research team was brought together. The Swedish team, from Stockholm University (SU), and especially Professor Ingrid Carlgren, have since the beginning of 2000 worked with the models of Lesson and Learning Studies (LLS) and Professor Kalafunja Osaki who has experience of Lesson Study as part of his collaboration with researchers in Japan. Further, the Swedish government has along tradition of funding collaboration with researches in Tanzania. Professor Osaki and I made an application to the Swedish research program, Research Links, run by the Swedish Council for Research on behalf of the Swedish Authority for Development Cooperation. The application was approved in November 2012. The founding we got covered expenses for travels and meetings to be used over the period 2013 to 2015. The idea for the proposed project was to use Lesson and/or Learning Study as a model for research based school development. Or more precisely, as models to enhance teaching -learning in relation to different subjects. The project was centred on local cases in four different subject areas in the respective countries. In Tanzania the four cases were conducted within the established cooperation between UDOM and single municipality primary schools, and in Sweden within the established cooperation between the SU and schools in the municipalities in the Stockholm area.

  • 169. Fejes, Andreas
    et al.
    Dahlstedt, Magnus
    Olson, Maria
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. Dalarna University, Sweden.
    Sandberg, Fredrik
    Adult Education and the Formation of Citizens: A critical Interrogation2018Bok (Fagfellevurdert)
    Abstract [en]

    Adult Education and the Formation of Citizens turns attention towards normative claims about who adults should become through education, and what capacities and skills adults need to develop to become included in society as ‘full’ citizens. Through these debates, adults are construed as not yet citizens, despite already being citizens in a formal sense; this book problematises such regimes of truth and their related notions of the possibilities and impossibilities of adult education and citizenship.

    Drawing on empirical examples from the two main adult education institutions in Sweden, folk high schools and municipal adult education, it argues that, through current regimes of truth, these institutions become spaces for the re-shaping of the "abnormal" citizen. The book suggests that only certain futures of citizenship and its educational provision are made possible, while other futures are ignored or even made impossible to imagine. Offering a unique focus on critically problematising the role of adult education in relation to the fostering and shaping of citizens, the book addresses the important contemporary challenges of the role of adult education in a time of migration.

    Adult Education and the Formation of Citizens will be of great interest to academics, researchers and postgraduate students in the fields of adult education, lifelong learning and education.

  • 170. Fejes, Andreas
    et al.
    Dahlstedt, Magnus
    Olson, Maria
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. Högskolan Dalarna, Sverige.
    Sandberg, Fredrik
    Medborgarskap och utbildning för vuxna: Om Komvux, folkhögskola och medborgarskapandets praktiker2018Bok (Annet vitenskapelig)
    Abstract [sv]

    Utbildning för vuxna lyfts ofta fram som en lösning på en rad aktuella samhällsutmaningar. Allt från miljöfrågor till den mer övergripande målsättningen att skapa ekonomisk tillväxt. Men vuxenutbildningen har också ett tydligt demokratiskt och medborgerligt uppdrag och i denna bok utforskas detta medborgerliga uppdrag utifrån dess grundläggande antaganden, verkningssätt och konsekvenser. Det är en berättelse som å ena sidan handlar om inkludering, erkännande, framtidstro och realiserandet av drömmar, å andra sidan om normalisering, exkludering och villkorad gemenskap. Med andra ord, att bli en god samhällsmedborgare handlar inte enbart om att tillägna sig relevant kunskap. Det är lika mycket en process av att forma en person – dennes självuppfattning och -uttryck – vilket öppnar upp för en diskussion om gränserna för vuxenutbildningens uppdrag.


    Boken vänder sig till studenter inom lärarutbildningarna, yrkes- verksamma lärare, skolledare, studievägledare, folkbildare och politiker som intresserar sig för frågor om vuxenutbildningens och folkbildningens roll i att fostra framtida medborgare.

  • 171. Fejes, Andreas
    et al.
    Olson, Maria
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. Dalarna University, Sweden; Skövde University, Sweden.
    Rahm, Lina
    Dahlstedt, Magnus
    Sandberg, Fredrik
    Individualisation in Swedish Adult Education and the Shaping of Neo-liberal Subjectivities2018Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, nr 3, s. 461-473Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article we have analysed the ways a discourse on individualisation is taking shape within adult education in Sweden, how it operates, and what effects it has in terms of shaping student subjectivity. Drawing on a post-structural theorisation we analyse interviews with teachers and students in municipal adult education (MAE) and folk high schools (FHS). The analysis illustrates how both institutions contribute to the shaping of individualised subjectivities, although differently. At the end, a general question is raised about what happens with the democratic function of adult education in general, when a discourse on individualisation operates in the ways described, and more specifically, asks what is happening to FHS as an educational practice, that upholds its self-image as a last bastion of a collective notion of learning and subjectivity, and nurturing an educational practice of learning democracy?

  • 172. Fransson, Sara
    et al.
    Fellenius, Kristina
    Lidgren, Christina
    Westin, Per
    Eriksson, Inger
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    The Swedish Mathematics Case: Learning to See Fractions as Numbers on the Number Line2018Inngår i: School Development Through Teacher Research: Lesson and Learning Studies in Sweden and Tanzania / [ed] Inger Eriksson, Kalafunja Osaki, Dar es Salaam, Tanzania: Mkuki na Nyota Publishers Ltd. , 2018, s. 154-163Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    With inspiration from national exams, we tested locally constructed and standardised diagnosis material in Mathematics and, by taking advantage of the local experience, we analysed what effects teaching had on student performance. The analysis showed that the students, among other problems, experienced difficulty in comparing the size offractions. Furthermore, the analysis indicated that most students could easily use fractions if they were asked to divide a whole into smaller parts, for instance when they were asked to divide a pizza or an amount of money into equal parts. In the previous curriculum, before the 2011 reform, fractions have not been part of the content in lower grades mathematics teaching. The common way of teaching fractions was to show a picture representing the whole, for example a pizza, a cake or an apple. The teachers realized that the students needed to have more representations in order to be able to understand the value of fractions, for example, when arranging portions according to size (Eriksson & Eriksson, 2016).

    The purpose and the object of learning of the Swedish mathematics case was initially to find out what the students needed in order to be able to arrange fractions in size order. The teachers wanted to identify which aspects students needed to discern in order to understand that a fraction has a precise value. During the work the teachers readjusted the object of learning to focus on the development of the students’ ability to use fractions as numbers on the number line.

  • 173.
    Fries, Julia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Using Drama in Re-thinking Economy: An exploration of drama as a tool in imagining a sustainable economy2018Konferansepaper (Annet vitenskapelig)
  • 174.
    Gunnarsson, Karin
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Med rörelse och engagemang: En sociomateriell hållning till praktiknära skolforskning2018Inngår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, nr 1, s. 71-86Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article, I elaborate on the encounter of practice-based research and a sociomaterial approach. In order to do this I start by outlining the theoretical assumptions building on actor-network theory and its performative ontology as well as a post-qualitative methodology. With these theoretical and methodological starting points, I discuss how practice-based research, especially educational action research, is composed in relation to the research project I am working with. This project is located within the research field of subject-matter didactics and has a specific focus on the school subject social studies. Within the project I collaborated with one teacher by taking part in the planning of a teaching unit and the actual teaching. The analysis focuses on practice, proximity and collaboration and explores how these phenomena can be unfolded when doing practice-based research. This raises specific methodological questions on how to interweave theory and practice, how the researcher position becomes enacted and how responsibility is performed. In conclusion, some preliminary proposals are presented for practice-based research in relation to the sociomaterial approach.

  • 175.
    Gunnarsson, Karin
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Göranden och beröringar: praktiknära forskningsansats med en socio-materiell hållning2018Konferansepaper (Annet vitenskapelig)
  • 176.
    Gunnarsson, Karin
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Att undervisa om jämlikhet, normer och makt i samhällskunskap: En praktiknära studie2018Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    I denna presentation kommer jag att lyfta några aspekter av ett pågående forskningsprojekt. Projektet syftar till att utforska samhällskunskapsundervisning som behandlar frågor kring jämlikhet, normer och makt. Kursplanen för samhällskunskap 1b innefattar ett centralt innehåll som lyder: gruppers och individers identitet, relationer och sociala livsvillkor med utgångspunkt i att människor grupperas utifrån kategorier som skapar både gemenskap och utanförskap. I projektet utforskas hur detta innehåll kan utformas i undervisningen med koppling till sociologiska och genusvetenskapliga frågor.

    Teoretiskt situeras projektet inom posthumanism. Detta teoretiska perspektiv har en stark förankring inom både sociologi och genusvetenskap. Posthumanism blir här dels en grund för kunskapsinnehållet i undervisningen och de didaktiska överväganden som görs, dels en grund för det forskningsanalytiska arbetet. Utifrån denna teoretiska situering har projektet en praktiknära metodologi. Det innebär en kollaborativ och experimenterande ansats som innefattar samarbete med de aktörer som deltar. Med andra ord att tillsammans utforma undervisningen och ett kreativt utforskande av vad som sker

    Tillsammans med en samhällskunskapslärare på gymnasiet utformades ett undervisningsmoment om sju veckor. Med inspiration från normkritiska och posthumanistiska tankar formulerade jag och läraren utgångspunkter som guidade utformningen av momentet. Jag kommer här att diskutera några av dessa utgångspunkter och de svårigheter eller spänningar som uppstod. En av utgångspunkterna var att sätta fokus på och analysera normer och makt i skolan för att på så vis sammanväva elevernas erfarenheter och vardagliga göranden med de teoretiska begrepp som momentet innehöll. De svårigheter som uppkom i undervisningen handlade framförallt om att utmana destruktiva normer och kategoriseringar utan att förstärka och reproducera dem. Därutöver vilken plats känslor fick i undervisningen i en spänning mellan att skapa obekväma och samtidigt trygga rum.

  • 177.
    Gunnarsson, Karin
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Potentiality for change? Revisiting an action research project with a sociomaterial approach2018Inngår i: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074, Vol. 26, nr 5, s. 666-681Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article takes as its point of departure an action research project conducted in an upper secondary school in Sweden. The project had a practitioner research approach and was carried out with students in one class. In this article, I elaborate on the tensions that appeared during the project concerning collaboration and action. This is done by revisiting the project with a theoretical approach of sociomaterialism. Revisiting entails critically and creatively exploring how to comprehend collaboration and action differently. It raises question about who or what are involved in the collaborations and what are to be considered ‘good’ actions. Within the elaboration, collaboration and action become intertwined phenomena that are always working together. Furthermore, it proposes how the notion of intervention embraces the distributed and collective disposition of both collaboration and action. By addressing the notions of collaboration and action with a sociomaterial approach changing a teaching practice becomes a relational experiment without preset goals. The potential for change becomes within speculative interventions that affords various encounters and relations.

  • 178.
    Gunnarsson, Karin
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Experimenting with norms: participatory engagement in social science education2018Inngår i: Educational Research: Boundaries, Breaches and Bridges: Abstract Book, University of Oslo , 2018, s. 496-496Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this paper I will present an on-going research project that aims at exploring teaching in social science in a Swedish upper secondary school. The focus is on teaching about norms, identity and categorizations as parts of the syllabus. How can the teaching afford to experiment with and challenge dominating and excluding norms and categorizations? With a sociomaterial approach, the experimenting with norms includes the vital doings of materialities, discourses and affectivity where relations and entanglements of students, teacher, researcher, classroom and content are considered. Working with the theoretical notions of performativity and figurations makes it possible to acknowledge how the complex interweaving of power-relations stabilizes and destabilizes differential boundaries and categories.

    To explore a practice within a sociomaterial approach implies to do something and being involved. There is no autonomous researcher observing what is happening in the practice. Research becomes a relational experiment with messy and fluid co-becomings of both researcher, teacher, students and the teaching practice. Therefore, in the project I will work with a research methodology of participatory engagement or collaborative ethnography. For doing this I turn to experimentation and intervention to embrace the distributed and collective matters that the sociomaterial approach offers. This approach situates experimentation into arrangements of relations, interference and involvement where preset goals or standards become difficult to handle. Together with one teacher, students in two classes and non-human participants I will engage in the teaching for six weeks. This means to be part of the planning and preparation of the teaching as well as the actual teaching and its different assignments, writings and discussions.

    The analytical ambition is to bring the bodily dimension of the practice into play and to disclose how discourses, materialities and affectivity jointly participate and produce specific versions of norms andcategorizations. This raises question about how to encounter issues about gender, heterosexuality, whiteness, functionality without reproducing excluding norms, how to contest power structures producing privileged positions. Furthermore, questions about gender and racial discrimination and how school spaces, environment and organization are part of this.

    Working with these issues are difficult and risky – so many black holes and traps to fall into. What will happen within the experimentation in the teaching practice is impossible to predict or to prepare for. Here, the practice become constituted by sociomaterial relations where human intentions and actions alone cannot regulate it. Within collaboration, to articulate shared problems or troubles, slow downand experiment is a possible but risky business. The ambition for the project is to experiment together with the human and non-human actors in order to explore possibilities to challenge (re)productions of norms and categorizations. To continuously ask how to produce movements and tensions with the potential to set boundaries and categorizations into motion.

  • 179.
    Gustavsson, Caroline
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Ska barnets plats vara i centrum av Svenska kyrkans gudstjänst?2018Inngår i: Svensk kyrkotidning, ISSN 0346-2153, nr 6, s. 172-175Artikkel i tidsskrift (Annet vitenskapelig)
    Fulltekst (pdf)
    fulltext
  • 180.
    Gustavsson, Caroline
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Språkliga redskap för en gränsöverskridande interkulturell religionsundervisning2018Inngår i: Interkulturell religionsdidaktik: Utmaningar och möjligheter / [ed] Olof Franck, Peder Thalén, Lund: Studentlitteratur AB, 2018, s. 252-253Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    I det här kapitlet presenteras ett antal språkliga redskap för en gränsöverskridandeinterkulturell religionsundervisning. Lärare vid Stockholms universitet bidrar därtill med konkreta exempel på hur begreppet existentiella konfigurationer och tillhörande begrepp, kan användas som redskap för blivande lärare i religionskunskap. Begreppen kan möjliggöra för gränsöverskridande, interaktion och ömsesidighet i klassrummets interkulturella miljö.

  • 181.
    Gustavsson, Caroline
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Life Issues Among Young Adults: An Empirical and Methodological Example2018Inngår i: Challenging Life: Existential Questions as a Resource for Education / [ed] Jari Ristiniemi, Geir Skeie, Karin Sporre, Münster: Waxmann Verlag, 2018, s. 211-226Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    The paper presents an empirical and methodological example of how to interpret and understand central existential issues among young adults. The method is exemplified by a research study were young adults were interviewed with the primary aim to interpret how they describe and understand their lives. The main focus of the study was on their existential themes. It was also an aim to develop useful concepts that can help to understand individual meaning-making in a given social and cultural context. The research material consists of deep interviews with 21 young adults between 19 and 29 years of age.The paper argues that existential issues are often less reflected on a personal level and only indirectly appear in peoples life stories. Existential issues exemplify content in peoples meaning-making but at the same time they can be understood as drivers of the interpretation process.

  • 182.
    Gustavsson, Caroline
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Delaktighet - ett alltför oreflekterat begrepp i Svenska kyrkans församlingsinstruktioner2018Inngår i: Svensk teologisk kvartalskrift, ISSN 0039-6761, Vol. 94, nr 1-2, s. 37-56Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Participation is a term often used in the church. The term is part of the ecclesiastical vocabulary, but is also used outside this context, with a mostly positive connotation and meaning. Participation is described as a right, something that should exist, and as a condition that is, or is not, fulfilled under given circumstances. Often it is a normative aspiration. But what does participation mean? Does one become involved by participating? How is participation expressed in the parishes' fourfold task of worshipping, teaching, carrying out welfare work, and spreading the Gospel in accordance with the church order? The purpose of this article is to examine how participation is reflected in some of the parish instructions of the Church of Sweden. The article argues for the importance of a more clear distinction between being present and being involved. The article also argues that the various aspects that a sense of involvement requires must be clarified. A greater awareness of the complexity of the concept participation can be expected to allow future evaluations of more than quantifiable targets in parish activities.

  • 183.
    Gustavsson, Caroline
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Existential configurations - a concept and methodological tool in intercultural religious education2018Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    In 2013, I defended my dissertation Existential Configurations. On how the understanding of life is constituted in a social context. One of the scientific contributions of the study is a conceptual development of importance when we talk about people's understanding of their lives and how it takes shape in a social and cultural context. “Existential configuration” gives example of one of the theoretical concepts developed during the dissertation work. The concept was developed in dialogue with the concept used by Anders Jeffner, and the dissertation challenges, based on the empirical material, the ‘worldview’ concept.

    The paper presents an empirical example on how teachers at Stockholm University use the concept of existential configurations and related concepts as tools for those who will become teachers in religious education and who share the ambition to broaden and deepen the conversation in the intercultural environment of the classroom.

  • 184.
    Gustavsson, Caroline
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    En process på riktigt: Lärande och undervisning i Västerås pastorat 2018: Redovisning av ett forskningsprojekt2018Bok (Annet vitenskapelig)
  • 185.
    Hallgren, Eva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. Högskolan i Gävle, Avdelningen för utbildningsvetenskap.
    Ledtrådar till estetiskt engagemang i processdrama: Samspel i roll i en fiktiv verksamhet2018Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    The aim of the thesis is to deepen the understanding of role taking and the function of role for developing and exploring the possible content in process drama, with the help of Leontiev’s activity theory and Bakhtin’s dialogism. The relation between role taking, aesthetic engagement and the concept of perezhivanie, used by Vygotsky, is also reflected on and used as analytical tools. A starting point for the study was Bundy’s concept of aesthetic engagement.

    Previous research about process drama has focused on three main themes: teaching and learning a subject matter, engagement, and creative leadership. The purpose of this study is to contribute to the knowledge base on how role is created and maintained in process drama, thereby making it possible to develop and explore a thematic content.

    One single process drama conducted at an English secondary school is closely analysed in the thesis. A whole day session was filmed, transcribed and interpreted into thick descriptions. Interviews and letters written in role are used as complementary data. This made it possible to focus on nuances and subtle changes in the complexity that characterizes a process drama, and to focus on how the students’ role taking starts and develops.  

    The results from the detailed analysis showed, from an activity theory perspective, that process drama can be understood as two activities with two different motives/objects. These two are an educational activity with learning drama as motive/object and a temporary fictional activity where the motive/object is tentative and under construction through the pupils’ in-role-actions. Actions deriving from the educational activity should not be allowed to influence the fictional, otherwise the fictional activity will be diminished.

    How the teacher used power levelling postupaks, when opening dilemmas, and teacher-in-role was of great importance for the pupils’ role taking. Postupaks are a consequence of the format of the temporary fictional activity and the interpretation of the tentative motive/object. Using postupaks in role develops what I call expectagency, a capacity based on mutual agreement in an activity with a playful format, where the negotiations become qualitatively different when done by postupaks. Expectagency is a capability to handle uncertainty and change. The use of postupaks was crucial for both the maintenance of the fiction and the exploration of the thematic content. Going into and being in role is a complex process. Six kinds of postupaks were discerned, aimed at developing and exploring, and six other kinds of postupaks served to re-charge the tension by using aesthetic tools. Another important finding was how the students re-used postures and gestures from an initial freeze frame as tools for role taking during the whole drama, and especially when the tension decreased.   

    The fictional activity is turbo-charged, generating feelings both in and out of role, charged through different kinds of tension; between the two activities, oneself and the role (aesthetic doubling), the use of postupaks and the dramatic tension. This turbo-charged activity is a short cut for perezhivanie. Perezhivanie is tangential to the concept of aesthetic engagement, but from an educational perspective the expanded concept of aesthetic engagement appears to be more useful.

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  • 186.
    Harring, Niklas
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. University of Gothenburg, Sweden.
    Jagers, Sverker C.
    Why do people accept environmental policies? The prospects of higher education and changes in norms, beliefs and policy preferences2018Inngår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 24, nr 6, s. 791-806Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Pressing problems of environmental degradation are typically argued to require coordination, primarily through state intervention. Social scientists are struggling to understand how attitudes toward such state interventions are formed, and several drivers have been suggested, including education. People with university degrees are assumed to have certain values as well as the analytical skills to understand complex issues such as climate change. By using a unique panel data-set with students in different university programs (economics, law and political science), this study provides a better understanding of whether and how education affects environmental policy acceptance. One important finding is that university studies generate variation in support and scepticism toward different types of policy measures. For example, economics students tend to develop more positive attitudes toward market-based policy measures. This indicates a potential for education to increase the societal support often hindering the implementation of such policy tools.

  • 187. Harring, Niklas
    et al.
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Does knowledge about social dilemmas generate cynical citizens?2018Konferansepaper (Fagfellevurdert)
  • 188. Harring, Niklas
    et al.
    Torbjörnsson, Tomas
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Solving Environmental Problems Together? The Roles of Value Orientations and Trust in the State in Environmental Policy Support among Swedish Undergraduate Students2018Inngår i: Education Sciences, E-ISSN 2227-7102, Vol. 8, nr 3, artikkel-id 124Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper explores whether value orientation (VO) and trust in the state (TIS) are linked to support for environmental intervention and steering among Swedish students in economics, law, and political science. Furthermore, we considered whether environmental personal norms mediate the link between VO and support for environmental policy instruments and finally, whether TIS moderates the link between environmental personal norms and support for environmental policy instruments, testing this on a sample of over 800 Swedish students. We found a positive link between both a self-transcendence VO and TIS on environmental policy support; however, we cannot confirm a moderating effect of TIS on the relation between environmental personal norms and policy support. Furthermore, left-wing students displayed stronger support for environmental intervention. We conclude that more knowledge on programme-specific characteristics regarding environmental values, beliefs, and attitudes among freshman students can enhance sustainability teaching intended to develop the students’ critical and reflective capabilities.

    Fulltekst (pdf)
    fulltext
  • 189.
    Hållander, Marie
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Profanation and biopolitics in teaching: On inhabiting a place in the Common2018Konferansepaper (Fagfellevurdert)
  • 190.
    Hållander, Marie
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Educational Possibilities: Testimony and Emotions2018Inngår i: Educational Research: Boundaries, Breaches and Bridges: Abstract Book, University of Oslo , 2018, s. 348-348Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In the paper presentation at NERA I intend to present a developed part of my PhD thesis, Det omöjliga vittnandet: om vittnesmålets pedgogiska möjligheter (Eskaton, 2017); a thesis on the educational possibilities of testimony and witnessing.

    In the thesis I investigate what testimonies and the act of witnessing can do in relation to education. More specifically, I investigate what kind of educational possibilities there are in witnessing and testimony, in relation to teaching as well as outside schools. I do this by focusing three different aspects, namely representation, subjectivity and emotion. Three aspects that relate to the phenomenon of testimony – but also have bearing on the daily life of teaching. In the paper presentation at NERA I will focus on one of these aspects, namely on emotions.

    Educational research shows how the use of testimony in teaching can carry on opportunities for students to create various teaching related positive values, such as a historical consciousness or an ethical approach to the world and other people, or how being exposed to various testimonies could bring about feelings and emotions – or even crises. These emotions or crises can be the starting point towards dealing with historical traumas, and through that be the basis for knowledge of history, including testimonies of those different from oneself and/or from other parts of the world. Testimonies carry the idea of being singular and to be “true” stories, this is why students and pupils exposed to testimonies are also considered of value when working with historical trauma and attempting to bring consciousness and personal ethical reflection.

    For example, Felman and Laub (1991) write how the encountering with the literary testimonies may involve a learning situation where students who are exposed to testimonies become emotionally involved, and by that, the students can be taught. Felman and Laub examine the relationship between students’ crises and pedagogy, and consider the emotions and personal crisis as an opportunity for learning. It is by being deeply affected by testimony that the students can learn something.

    In the thesis I develop a critique of the idea that emotions and personal crisis are possible ways for teaching and for learning to develop moral compasses or as ways to work towards social justice. Through a critic of emotions, mainly through Ahmed (2004) and Todd (2003), I argue that emotions are cultural practices, not psychological states, and are through that relational. These emotional and relational practices can also function to bring borders (as between “we and them”) and through that are not able to bring pedagogical possibilities. From this light, I develop the argument into two different movements. The first movement is about what listening has to offer, and the other concerns opacity in relation to transparency, based on Glissant (1997) and Zembylas (2012, 2015). I here argue that the students’ opacity must be preserved for a teaching that does not want to exploit pupils. Through these two movements, listening and opacity, I formulate the educational possibilities that exist in the ambivalence.

  • 191.
    Hållander, Marie
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Horace Engdahl talar med kluven tunga om kvinnornas vittnesmål2018Inngår i: Dagens arena, nr 30 majArtikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 192.
    Höjlund, Gunilla
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Eriksson, Inger
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Two Meta-Studies of School Development in the Participating Schools2018Inngår i: School Development Through Teacher Research : Lesson and Learning Studies in Sweden and Tanzania / [ed] Inger Eriksson, Kalafunja Osaki, Dar es Salaam, Tanzania: Mkuki na Nyota Publishers Ltd. , 2018, s. 167-168Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    In the following two chapters a meta-study is presented of participating schools in Tanzania and Sweden respectively. The aim of the meta-studies is to contextualize the cases in relation to school development. The Tanzanian meta-study is based upon interviews with some of the participating teachers and thus focuses on school development from a teacher perspective. The Swedish meta-study on the other hand is based upon interviews with some of the Head teachers working at three of the participating schools at the time of the project. In the Swedish metastudy school development is taking the perspective of Head teachers.

  • 193.
    Höjlund, Gunilla
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Eriksson, Inger
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Binde, Andrew
    Framing the Cases in Mathematics in Tanzania and Sweden2018Inngår i: School Development Through Teacher Research: Lesson and Learning Studies in Sweden and Tanzania / [ed] Inger Eriksson, Kalafunja Osaki, Dar es Salaam, Tanzania: Mkuki na Nyota Publishers Ltd. , 2018, s. 139-141Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    Fractions are regarded as a challenging mathematical content not only in Tanzania and Sweden, but also in a broader international perspective (Kullberg, 2010). Thus, students around the world continue to struggle with fractions, even after years of instruction (Fazio & Siegler, 2011; Resnick & Singer, 1993). Even in countries where the majority of students achieve reasonably good conceptual understanding, such as Japan and China, fractions are considered a difficult topic (Fazio & Siegler, 2011). One reason for their difficulty is likely that fractions challenge students since many properties of whole numbers that they have learnt are true are not true for all numbers. For example, with fractions, multiplication does not always lead to an answer larger than the multiplicands, division does not always lead to an answer smaller than the dividend, and numbers do not have unique successors. Further, fractions (including decimal fractions) are considered to be the first serious exercises in the type of abstract mathematical reasoning that student will have to master for learning algebra, geometry and other aspects of higher mathematics (see for example Noddings, 2009). Fractions are not only an important stepping-stone for learning advanced mathematics; they are also commonly used in everyday life (Fazio & Siegler, 2011).

  • 194.
    Höjlund, Gunilla
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Eriksson, Inger
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Osaki, Kalafunja
    Framing the Cases of Science in Tanzania and Sweden2018Inngår i: School Development Through Teacher Research: Lesson and Learning Studies Studies in Sweden and Tanzania / [ed] Inger Eriksson, Kalafunja Osaki, Dar es Salaam, Tanzania: Mkuki na Nyota Publishers Ltd , 2018, s. 53-55Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    Natural Science subjects encompass Biology, Physics and Chemistry in both countries, Tanzania and Sweden. The subject areas are addressed integrated and thematic in the early Grades (1-3) in Sweden and throughout primary school in Tanzania. The three subjects can though be distinguished in the broad content areas of the Tanzanian syllabus: health, environment, living (Biology), non-living (Chemistry and Physics). In addition to the science content the Tanzanian syllabus also includes cross cutting issues such as HIV/AIDS, road safety education, drug abuse, family-life, education and gender. These are either integrated as topics or as sub topics or as the teaching and learning strategies (MoEVT, 2005; Skolverket, 2011). In Sweden each subject have its own syllabus, however the long-term stated capabilities are formulated in almost identical ways. The core content distinguishes one subject from the other. In Chemistry, Matter is a content area in Grade 6 in both countries.

  • 195.
    Ignell, Caroline
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Davies, Peter
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Students' personal epistemological beliefs and climate change solutions2018Inngår i: Programme and Book of Abstracts, 2018, s. 53-53Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This quantitative study explores changes in relations between students’ epistemological be-liefs regarding certainty of knowledge and global warming scepticism. It also explores whether different dimensions of knowledge certainty predict students’ understandings of large-scale solutions to climate change as in education/information, market prices or tax and legislation. The study is longitudinal and a paper and pen questionnaire was distributed to business and economics students at two occasions. The first year’s measurement included 212 participants, aged 17 years. Measurement was repeated a year later when students were in their final year of education. Factor analysis and linear regression analyses were used to generate underlying dimensions of beliefs and to predict relations between epistemological beliefs and conceptions of solutions to climate change. Changes are analysed through paired sample t-test. Results show, firstly, that almost all students acknowledged climate change and the study found no significant change over time at group level. Furthermore, preliminary results generated a three-factor solution regarding epistemological beliefs of knowledge certainty; science has clear-cut answers, science can be revised, and science is universal truth. Two solutions to climate change were significantly predicted by an absolute belief ‘science has clear-cut answers’: at first measurement is was education/information and at the second time, it was market prices. The epistemological dimension of ‘science can be revised’ predicted a belief that taxes are efficient solutions.

  • 196. Jagers, Sverker C.
    et al.
    Harring, Niklas
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. University of Gothenburg, Sweden.
    Matti, Simon
    Environmental management from left to right - on ideology, policy-specific beliefs and pro-environmental policy support2018Inngår i: Journal of Environmental Planning and Management, ISSN 0964-0568, E-ISSN 1360-0559, Vol. 61, nr 1, s. 86-104Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Due to growing environmental challenges, the demand for effective management through pro-environmental policy measures is increasing. The effectiveness is, however, largely determined by the degree to which the policy measures are supported by the actors affected by them. A consistent finding in the literature is that ideology (or subjective positioning on the left-right dimension) affects environmental policy support, with left-leaning individuals being more pro-environmental. A major caveat with previous research is that it seldom makes a distinction between different kinds of policies. Therefore, we are concerned with investigating how different ideological positions affect attitudes towards different forms of environmental protection. Using unique survey data, we show that ideology is related to conceptions about the fairness and effectiveness of different policy tools, which in turn steer preferences. In that sense, this paper makes the discussion on the effects of ideological position on pro-environmental policy support more nuanced.

  • 197.
    Johansson, Barbro
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Öhman, Lisa
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Det estetiska rummet - en plats för deltagarorienterad forskning2018Konferansepaper (Annet vitenskapelig)
  • 198.
    Johansson, Patrik
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    The Meaning of Learning Historical Inquiry With Original Sources in Three Swedish Elementary Classrooms2018Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The paper reports from a Swedish action research project in year 4 and 5 in elementary school concerning encounters and migration in Viking age Scandinavia. The purpose is to examine what it means for elementary school children to learn to interpret and use original sources in a historical inquiry. Two questions are addressed: how do students perceive the process of interpreting original sources in a historical inquiry, and what are critical aspects of the learning of historical source interpretation? The qualitative analysis shows that students’ perceptions can be grouped into five progressing categories. Based on these four critical aspects are identified, i.e. aspects that are necessary to discern and particularly difficult for the students to learn.

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  • 199.
    Johansson, Patrik
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Att tolka vikingatida föremål: Kritiska aspekter av källtolkning med interkulturellt perspektiv2018Inngår i: SO-didaktik, ISSN 2002-4525, nr 5, s. 20-25Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Eleverna i åk 4 och 5 skulle lära sig tolka och använda arkeologiska artefakter med ett interkulturellt perspektiv för att besvara en historiska undersökningsfråga. Frågan var vad lärandet innebar, och vad som var kritiskt för att lärandet skulle ske? Carro, Per, Tina och Patrik arrangerade ett förtest för att undersöka elevernas uppfattningar av det historiska problemet. Elevsvaren analyserades med fenomenografi för att formulera kategorier av erfaranden och kritiska aspekter.

  • 200.
    Johansson, Patrik
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Axelsson Yngvéus, Cecilia
    Upptäck historien genom källorna2018Inngår i: Historiedidaktik i praktiken: För lärare 4-6 / [ed] Martin Stolare, Joakim Wendell, Malmö: Gleerups Utbildning AB, 2018, s. 101-124Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    Att undervisa i historia på mellanstadiet är både roligt och utmanande. Ämnet kan göras medryckande med hjälp av färgstarka händelser och personer. Eleverna kan leva sig in i levnadsvillkor under andra tider och betrakta sina egna liv som en del av historiens gång. Föreställningarna om dåtid, nutid och framtid samspelar med varandra, och det är lärarens uppdrag att hjälpa eleverna att utveckla sin förmåga att relatera de olika tidsskikten till varandra. Detta är viktigt men inte alltid enkelt, och historieundervisningen ställer höga krav på både lärare och elever. Historiedidaktik i praktiken – För lärare 4–6 är en introduktion till undervisning i historia i grundskolans årskurs 4–6 och tydligt grundad i historiedidaktisk teoribildning. Resonemangen i boken är praktiknära och knyter an till kursplanen i historia för grundskolan.

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