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  • 251.
    Höjlund, Gunilla
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Eriksson, Inger
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Binde, Andrew
    Framing the Cases in Mathematics in Tanzania and Sweden2018In: 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, p. 139-141Chapter in book (Other academic)
    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).

  • 252.
    Höjlund, Gunilla
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Eriksson, Inger
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Osaki, Kalafunja
    Framing the Cases of Science in Tanzania and Sweden2018In: 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, p. 53-55Chapter in book (Other academic)
    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.

  • 253.
    Ignell, Caroline
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Davies, Peter
    Lundholm, Cecilia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    A longitudinal study of upper secondary school students' values and beliefs concerning pro-environmental actions2017In: NoFa6: Abstracts, Odense: Institut for Kulturvidenskaber, Syddansk Universitet , 2017, p. 283-285Conference paper (Refereed)
    Abstract [en]

    Research suggests adolescence is a critical period in terms of value formations and that there is a need for empirical studies examining values of youth in diverse educational settings as well as changes across one school year (Bogt, et al. 2001; Hofmann-Towfigh, 2007; Krishnan, 2008). Furthermore, environmental education research concludes on the lack of insights on students´ ideas of public and governmental environmental actions, compared to actions taken in the private sphere (Chawla and Cushing, 2007; Lundholm and Plummer, 2010; Levy and Zint, 2013;). This study explored changes of Swedish students’ values and beliefs in the efficacy of public and private actions, to solve climate change, over a year in business and economics education. Data comprises survey evidence of change of secondary students’ altruistic, biospheric and egoistic value positions (de Groot and Steg, 2007; 2008) and beliefs in climate change solutions. A survey was administered twice; first to 212 students aged 16/17 and then, a year later, to students in the final year of school (aged 17/18). Students followed courses in business economics and international economics in line with the national curriculum and additionally courses in civics, science and geography. 142 students participated both times and data were analysed to identify changes and relations between environmental values and beliefs. Results show a statistically significant increase in the importance of all three values. Exploring changes in relations between values and solutions show two significant findings at first measurement; both altruistic and biospheric values correlate to policy and pricing components. In the second measurement, biospheric and egoistic values related to new solutions; governmental along with private initiatives and transport policy. Finally, the study shows that after one year of education there are significant relationships between biospheric respectively egoistic value orientations and different solutions, and an increase in variation of belief-specifics.

  • 254.
    Ignell, Caroline
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Davies, Peter
    Lundholm, Cecilia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    A longitudinal study of upper secondary school students’ values and beliefs regarding policy responses to climate change2019In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 25, no 5, p. 615-632Article in journal (Refereed)
    Abstract [en]

    This article explores changes of environmental values and beliefs among secondary school business and economics students regarding government and market solutions to climate change. The quantitative study is longitudinal and a survey was administrated to students at two occasions including 212 participants in the first measurement. Results show a small significant increase in importance for altruistic, biospheric and egoistic value orientations at average. At an individual level, there are substantial movements over time. Nearly two-thirds of the students changed the strength of their value orientations over time. Taxes and legislation were regarded as the most effective solutions to climate change, however there was a decrease in seeing market prices as important mechanisms for change. Analysis suggested no direct relationship between change in environmental value orientation and change in norms. However indirect associations were mediated by changing beliefs in the efficacy of education and information and the efficacy of tax policies. For example, students who became more egoistic and more convinced about the efficacy of tax were less likely than others to be willing to take personal actions.

  • 255.
    Ignell, Caroline
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Davies, Peter
    Lundholm, Cecilia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Economic students’ beliefs of scientific knowledge and norms for action regarding climate change2019In: NOFA7 Abstracts, Stockholm University, 2019, p. 98-98Conference paper (Refereed)
    Abstract [en]

    This study focuses on epistemic beliefs in relation to actions to mitigate climate change, and we investigate students’ beliefs and their support for societal actions and personal norms that direct individuals’ pro-environmental behaviour. Students’ conceptions of science - epistemic beliefs - concerns the way they regard scientific knowledge as fixed and certain, or evolving and uncertain. The study used a pen and pencil measurement distributed to the same students at two occasions, the first year’s (T1) measurement included 212 students in business and economics education, aged 17, and this was repeated a year later, in their final year. Changes are analysed through paired sample t-test, and partial correlation analyses were used to explore relations. Results show a weak and positive relation between the belief in certainty of knowledge and a norm of supporting taxes for solving climate change. At T2, a weak and negative relation was shown between recognising ‘science as having one clear-cut answer’ and ascribing solutions to climate change to both business and government. The results could suggest that a view of science as certain can influence the willingness to pay and contribute to solutions, and not ascribing government a responsibility. This however seems contradictory, as government are the initiators of policies such as CO2 taxes. Further research is needed to explain how epistemic beliefs can impact on norms for actions.

  • 256.
    Ignell, Caroline
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Davies, Peter
    Lundholm, Cecilia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Students' personal epistemological beliefs and climate change solutions2019Conference paper (Refereed)
    Abstract [en]

    Contemporary challenges demand deeper thinking from students and the public, including those challenges associated with food, energy, and water (FEW) security. For example, society’s increasing demand for energy contributes to human-induced climate change (IPCC 2015). Phenomena specifically related to FEW security are particularly relevant for investigating how epistemic cognition factors into learning, and the purpose of this symposium is to feature recent educational research studies examining learners’ epistemic cognition—including beliefs, attitudes, emotions, judgments, and behaviors—related to FEW phenomena. The research featured in this symposium will suggest preliminary implications for epistemic cognition learning and teaching to strengthen students’ and the public’s epistemic cognition and capacity to deal with current and future FEW challenges.

  • 257.
    Ignell, Caroline
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Davies, Peter
    Lundholm, Cecilia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Students' personal epistemological beliefs and climate change solutions2018In: Programme and Book of Abstracts, 2018, p. 53-53Conference paper (Refereed)
    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.

  • 258.
    Ignell, Caroline
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Davies, Peter
    Lundholm, Cecilia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Understanding ’Price’ and the Environment: Exploring Upper Secondary Students’ Conceptual Development2017In: Journal of Social Science Education, E-ISSN 1618-5293, Vol. 16, no 1, p. 68-80Article in journal (Refereed)
    Abstract [en]

    Purpose: To explore changes in upper secondary students´ conceptions of environmental issues in how prices are determined and how they should be determined. Design:The study uses an ’alternative frameworks’ conceptual change approach to examine change in the conceptions of fifteen business and economic students. Students were asked about the prices of familiar products and asked to explain prices for eco-friendly and eco-unfriendly products. A first interview was conducted in the second year of education and the second interview a year later when students were 18 years old and in the final year of schooling. Interviews were carried out out by a researcher independent from the schools and carried out in schools. Findings: Identifies the fragmentary nature of students´ every-day thinking in relation to productivity, consumer preference and negative externalities. Results show characteristics of partial conceptions, which are considered as students´ conceptions in a process of change towards a more scientific understanding of relationships between price and environmental impacts. Practical implications: The study clarifies conceptions, which students bring to the classroom and the directions thatdevelopment in understanding may take. The study should help teachers to design effective strategies to support students’ learning.

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  • 259.
    Irisdotter Aldenmyr, Sara
    et al.
    Högskolan Dalarna, Sverige.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan Dalarna, Sverige.
    Den otillräckliga läraren?2020In: Perspektiv på skolans problem: vad säger forskningen? / [ed] Andreas Fejes, Magnus Dahlstedt, Lund: Studentlitteratur AB, 2020, p. 85-96Chapter in book (Refereed)
  • 260. Irisdotter Aldenmyr, Sara
    et al.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Ethical and Care-Oriented, but Still Psychological and ‘At Risk’: Teachers’ Constructions of Young People’s Transition from School to Society2020In: Youth on the Move: Tendencies and Tensions in Youth Policies and Practices / [ed] Kristiina Brunila, Lisbeth Lundahl, Helskinki: Helsinki University Press, 2020, p. 167-184Chapter in book (Refereed)
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    fulltext
  • 261.
    Irisdotter Aldenmyr, Sara
    et al.
    Högskolan Dalarna.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan Dalarna.
    The inward turn in therapeutic education: an individual enterprise promoted in the name of the common good2016In: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, Vol. 24, no 3, p. 387-400Article in journal (Refereed)
    Abstract [en]

    In this paper, focus rests on the relatively new international phenomenon of therapeutic education. Taking in the fact that this phenomenon is part of the schools’ assigned task to see to the formation of young people, the aim of the paper is twofold: to highlight what rationales that emerge in the formation of young people’s emotions in school, and to discuss these rationales in terms of vital principles of public education for the common good in society. The results are based on an empirical case study of ten Swedish teachers involved in the so-called Life Competence Education, which serves as a contextualisation of this phenomenon. Two rationales of this formation stand out as key; the seriousness of the inward turn of the individual, and the crucial step of sharing one’s innermost. Although these rationales involve collective notions of the students’ emotional well-being, they are quite firmly anchored, we argue, in the single individuals’ well-being.

  • 262. Irisdotter Aldenmyr, Sara
    et al.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Dalarna University, Sweden.
    The therapeutic trend in youth education: A question of finding one’s ‘innermost’ in order to become more qualified coll2016In: Book of Abstracts, 2016, p. 249-249Conference paper (Refereed)
  • 263.
    Jackson, Robert
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Warwick, UK.
    50 years on: the Shap working party on world religions in education and its publications2019In: Journal of Beliefs and Values, ISSN 1361-7672, E-ISSN 1469-9362, Vol. 40, no 1, p. 45-54Article in journal (Refereed)
    Abstract [en]

    The Shap Working Party on World Religions in Education celebrates its 50th anniversary in April 2019. In marking this event, the present article offers a summary of the history of the Shap Working Party in relation to its publications. The overview includes material published by the Shap Working Party itself and material published by members of the Shap Working Party which reflects Shap's general approach and values. Many Shap publications and articles about Shap are available with open access on the Shap website and more will appear in celebration of the Working Party's 50th Anniversary. The present article is dedicated to the memory of Professor John Hinnells who had a key role in establishing the Shap Working Party and who died in 2018.

  • 264.
    Jackson, Robert
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Warwick, England.
    Inclusive Study of Religions and World Views in Schools: Signposts from the Council of Europe2016In: Social Inclusion, E-ISSN 2183-2803, Vol. 4, no 2, p. 14-25Article in journal (Refereed)
    Abstract [en]

    This article outlines some issues in incorporating the study of religions, together with non-religious world views, into the curricula of publicly funded schools in Western democratic states. Attention is given to examples from work on this topic conducted within the Council of Europe since 2002, with a particular focus on Signposts: Policy and Practice for Teaching about Religions and Nonreligious World Views in Intercultural Education, a text published by the Council of Europe in 2014. Signposts is designed to assist policy makers and practitioners in interpreting and applying ideas from the 2008 Recommendation from the Committee of Ministers (the Foreign Ministers of the 47 member states) dealing with education about religions and non-religious convictions. Various issues raised by the Signposts document are considered. Towards the end of the article, recent UK and Council of Europe policies which emphasise the study of religions and beliefs as a means to counter extremism, and which have appeared since the publication of Signposts, are summarised and discussed critically. Attention is drawn to the dangers of certain policies, and also to the plurality of aims which studies of religions and non-religious world views need to have in providing a balanced educational programme.

  • 265.
    Jackson, Robert
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Warwick, UK.
    Postscript on Dialogue and Inclusive Religious Education: The ReDi Studies in a European Context2019In: Religion & Education, ISSN 1550-7394, E-ISSN 1949-8381, Vol. 46, no 1, p. 130-146Article in journal (Refereed)
    Abstract [en]

    This postscript relates the findings of ReDi studies to the Council of Europe's work on the religious dimension of intercultural education, and to studies conducted by members of the Signposts International Research Network (SIRN). It summarizes developments in religious education and their relationship to human rights, and then focuses on Council of Europe's work. The findings reported by ReDi and SIRN researchers are seen to be complementary, both addressing issues raised in the Council of Europe's Signposts book.

  • 266.
    Jackson, Robert
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Warwick, UK.
    Religious Education in European Organisations, Professional Associations and Research Groups2016In: Religious Education in a Global-Local World, Springer, 2016, p. 11-33Chapter in book (Refereed)
    Abstract [en]

    Although provision for dealing with religion(s) in the educational systems of different European countries continues to vary quite considerably, there is increasing European collaboration on this topic in European organisations, such as the Council of Europe, the European Wergeland Centre and the Office for Democratic Institutions and Human Rights of the Organisation for Security and Co-operation in Europe; in professional associations, such as the European Forum for Teachers of Religious Education; and in research groups, including the European Network for Religious Education through Contextual Approaches, together with various international teams-such as the REDCo team-assembled to undertake particular research projects. Academic journals with a European and wider brief also play their part in fostering European collaboration, discussion and exchange, as does the book series Religious Diversity and Education in Europe, published in Germany by Waxmann, and the University of Vienna's series of texts on religious education in Europe. The chapter argues that Europeanisation-part of a broader internationalisation-of debates and research about religious education is to be welcomed, despite the ambiguities of the term 'religious education'. So far its outcomes have been very positive in opening up discussion about the rationale for the study of religions in public education (as with the Council of Europe's work), building networks of communication for exchanging ideas on pedagogy and policy and for collaborative research, fostering new, outward looking, doctoral research, and extending the publication of research on various aspects of religion in education.

  • 267.
    Jackson, Robert
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Warwick, UK.
    'WHO'S AFRAID OF SECULARISATION?' A RESPONSE TO DAVID LEWIN2017In: British Journal of Educational Studies, ISSN 0007-1005, E-ISSN 1467-8527, Vol. 65, no 4, p. 463-468Article in journal (Refereed)
    Abstract [en]

    This response to David Lewin states the purpose of my critique of some aspects of Liam Gearon's work. It clarifies my position on the aims of 'inclusive' religious education, rejecting Gearon's view that REDCo researchers shared a common pluralistic theology, regarding religious education as having a single political aim. It reinforces Gearon's misrepresentation of the development of the Toledo Guiding Principles. In addressing the concern that religious education serves political ends, I acknowledge that much educational discourse has a political dimension but, in the case of 'inclusive' religious education, I argue that an approach based on John Rawls' view of political liberalism can facilitate understanding of religions. I respond to Lewin's assumption that my own view of religious language is entirely propositional and I compare the view of religious language expressed by Morimoto, quoted with approval by Lewin, with that of D. Z. Phillips, noting that its adoption implies that religious 'insiders' and those with no religious commitments are incapable of mutual understanding. I introduce the interpretive approach as an impartial methodology for religious education. Finally, I invite Lewin to engage with empirical research informing European policy on religious education, relevant to issues of secularity and secularism.

  • 268.
    Jackson, Robert
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Warwick, UK.
    Everington, Judith
    Teaching inclusive religious education impartially: an English perspective2017In: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, Vol. 39, no 1, p. 7-24Article in journal (Refereed)
    Abstract [en]

    The article draws on experience of teaching, teacher education and qualitative research related to an impartial approach to inclusive religious education (including pupils from families who identify with or do not identify with religion or belief groups), in publicly funded schools in England. Such religious education is considered to be intrinsically worthwhile and instrumentally important in contributing to pupils' personal and social development. The approach considered is hermeneutical, bringing reliable information into relationship with knowledge and experience of pupils and teacher through active learning, including dialogue. Qualitative research on student and early career teachers suggests that appropriate skills and attitudes supporting an impartial approach can be developed, facilitating a relationship of trust between teacher and students. A condition is the development of teachers' knowledge and understanding of the stances of pupils in their classes. However, some student teachers or teachers with very firmly held views find it very difficult to adopt an impartial approach. On the basis of examples from qualitative research, it is argued that good quality teacher education can assist in developing appropriate skills and attitudes for those wishing to take an impartial approach. Further research, ideally involving partnership between researchers and practitioners, is recommended.

  • 269. Jagers, Sverker C.
    et al.
    Harring, Niklas
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Gothenburg, Sweden.
    Matti, Simon
    Environmental management from left to right - on ideology, policy-specific beliefs and pro-environmental policy support2018In: Journal of Environmental Planning and Management, ISSN 0964-0568, E-ISSN 1360-0559, Vol. 61, no 1, p. 86-104Article in journal (Refereed)
    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.

  • 270.
    Johansson, Anna
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Szatek, Elsa
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Towards a connoisseurship in drama: dimensioner av tyst kunskap i förhållande till kreativitet i en dramakontext2017Conference paper (Other academic)
    Abstract [sv]

    Vi hävdar att dramafältet behöver ett utökat vokabulär för att belysa och beskriva det ämnesspecifika kunnandet inom såväl praktik som forskning. Bristen på vokabulär försvårar såväl summativ bedömning som formativ konstruktiv feedback till våra deltagare. Vi söker efter vokabulär för att beskriva det ämnesspecifika inom drama. Dramaämnet innehåller flera hörnstenar såsom rolltagande, förflyttning i tid och rum och skapande. I detta paper kommer vårt fokus att ligga på det som vi anser är en grundläggande förmåga i ett dramaarbete; nämligen kreativitet. Konsten att tolka ett kreativt kaos är ett praktiskt tyst kunnande hos pedagoger som vi saknar vokabulär för.

    Utifrån Eisner begrepp Connoisseurship utforskar vi i detta paper hur vi kan tala om och synliggöra kvalitéer inom drama. Eisner definierar Connoisseurship som "konsten att uppskatta" vilket i sin tur ligger till grund för att ge konstruktiv kritik eller feedback inom ett specifikt ämnesområde. Connoisseurship är oftast en tyst kunskap som bygger på en gedigen ämneskunskap och erfarenhet. I detta paper vill vi försöka sätta ord på och synliggöra utvecklandet av ett Connoisseurship för drama.

    Eisner menar att konstruktiv kritik är en nyckel till att ge konstruktiv bedömning (2017;3) "Critisism is an art of saying useful things about complex and subtle objects and events so that others less sophisticated, or sophisticated in different ways, can see and understand what they did not see and understand before" (2017;3). Vi behöver lära oss att känna igen kvalitet som kan ligga till grund för en konstruktiv kritik vilket i sin tur kan fungera som konstruktiv bedömning.

    Frågan är dock om det går att hitta ett gemensamt språk för drama? Försvåras verbalisering i drama av att dramafältet är tvärvetenskapligt i den meningen att vi står på flera ben från t.ex. teater, pedagogik, socialt lärande, och psykologi? Hur kan ett Connoisseurship i drama i så fall se ut?

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  • 271.
    Johansson, Barbro
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Öhman, Lisa
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Det estetiska rummet - en plats för deltagarorienterad forskning2018Conference paper (Other academic)
  • 272. Johansson, Maria
    et al.
    Holmberg, Ulrik
    Johansson, Patrik
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Enquiries in history: Experiences from a professional development seminar series2021In: Professional development 2 (papers), 2021Conference paper (Refereed)
    Abstract [en]

    The aim of the research project (financed by Swedish Institute for Educational Research) is to develop the enquiry method as an educational approach for teachers to develop students’ critical abilities. Enquiry is a student-active method with the potential to enhance students’ learning under the guidance and instruction from proficient teachers. Therefore, it requires high demands on teachers' academic and subject didactical knowledge. The project is a researcher-teacher collaborative study where around thirty teachers from three school subjects (history, religious education and social studies) have designed and tested enquiries. During the three-year project (2020-2023) three research questions will be addressed: 1) how the method works as a knowledge-generating approach for students in a Swedish school context, 2) what characterizes teachers’ competence to construct and teach enquiries, and 3) how this competence can be advanced within the framework of a professional learning community.

    We present the theoretical context for a professional development seminar series called Doing Enquiry, and empirical samples and experiences from its implementation including enquiries designed and performed by the history teachers. Starting from the IDM-framework (Swan, Lee, & Grant, 2018), this seminar series focuses on the collaborative construction of enquiries. A hypothesis for the seminar series was that it would be crucial to provide an opportunity to take the role of the teacher as well as being positioned as a pupil in the construction phase of an enquiry. So far, preliminary results will reflect on the second and third question. The results indicate that some elements in history teachers’ competences, that professional development can enhance, are particularly important, e.g., a systematic approach to the planning, implementation and teaching of an enquiry; using a shared subject didactic knowledge within a professional community; and, deep academic knowledge. 

  • 273.
    Johansson, Patrik
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Att tolka vikingatida föremål: Kritiska aspekter av källtolkning med interkulturellt perspektiv2018In: SO-didaktik, ISSN 2002-4525, no 5, p. 20-25Article in journal (Other (popular science, discussion, etc.))
    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.

  • 274.
    Johansson, Patrik
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Digital källkompetens i samhällskunskap2020Other (Other academic)
    Abstract [sv]

    Det demokratiska samhället förutsätter att medborgare har möjlighet att fatta välinformerade beslut genom att ha tillgång till tillförlitlig information som synliggör olika perspektiv. För att kunna tillgodogöra sig information för välgrundade beslut behövs förmågan att söka, kritiskt granska och värdera den. Medborgarna behöver källkritiska förhållningssätt för att demokratin ska fungera. Digitaliseringen av informationssamhället skapar stora möjligheter genom att tillgängliggöra stora mängder samhällsinformation, men samtidigt ökar behoven av kritiska förhållningssätt anpassade för digitala medier. Dessa omständigheter får konsekvenser för samhällskunskapsundervisningen, där elever behöver övas i att förhålla sig reflekterande och kritiskt till digitala informationsflöden. Genom att elever får möjlighet att öva sina förmågor att söka, analysera och kritiskt värdera olika former av digital information främjas möjligheterna till ett aktivt medborgarskap och förutsättningarna för att etablera gemensamma demokratiska värderingar.

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  • 275.
    Johansson, Patrik
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Historical enquiry in primary school: Teaching interpretation of archaeological artefacts from an intercultural perspective2019In: History Education Research Journal, ISSN 2631-9713, Vol. 16, no 2, p. 248-273Article in journal (Refereed)
    Abstract [en]

    The article aims to explore how learning historical interpretation of Viking age archaeological artefacts from an intercultural perspective could be facilitated through historical enquiry in primary school. Three design principles were formulated for the teaching: 1) enquiry based upon an authentic intercultural question, 2) enquiry with a focus on source interpretation, and 3) enquiry using material culture in the form of archaeological artefacts. Two questions were addressed: first, how did the teaching design and practice facilitate the intended learning, and second, what obstacles to learning were encountered as a result of the design? Research data was analysed qualitatively using content-focused conversation analysis and variation theory. The findings in relation to the first question indicated that the design principles helped teachers facilitate learning through historical enquiry from an intercultural perspective, and that archaeological artefacts can inspire investigations into history by activating pupils’ historical consciousness. The answer to the second question indicated that pupils had difficulties responding to historical enquiries with synthesised inferences based on historical evidence. A revision of the final phase of the enquiry suggests that focus is on discussing reasonable explanations in relation to artefacts, rather than synthesising historical inferences based on evidence. This study points to possibilities of teaching historical interpretation and intercultural perspectives through historical enquiry in primary school and suggests that archaeological artefacts can be used to initiate historical learning.

  • 276.
    Johansson, Patrik
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Historical enquiry with archaeological artefacts in primary school2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 1, p. 78-104Article in journal (Refereed)
    Abstract [en]

    The article contributes with knowledge of primary school pupils’ learning of historical enquiry with an intercultural perspective on the Viking age and investigates what it means for pupils to learn to interpret archaeological artefacts. Research was conducted as a Learning study with 10 and 11-year-old pupils and lessons were performed as historical enquiry with archaeological artefacts. Three questions are posed: (1) how were the pupils’ historical consciousness activated by the archaeological artefacts, (2) how did the pupils experience the task of interpreting archaeological artefacts with an intercultural perspective, and (3) what are critical aspects for this learning? Three variation patterns that activated pupils’ historical consciousness are identified, including (a) material, (b) cultural and (c) normative contrasts. Four perception categories for historical interpretation of archaeological artefacts and three critical aspects are also identified. It is suggested that it is critical for the pupils to discern (i) historicity, (ii) historical representativeness and (iii) intercultural interaction in relation to artefacts and historical narratives. The study suggests that teachers could start from archaeological artefacts to activate pupils’ historical consciousness, rather than from textbook narratives and that pupils’ perceptions should be seen as a resource in enabling historical learning. Also, historical enquiry appears to be a reasonable approach to teaching intercultural perspectives on a historical content. These findings can be valuable for history educators and researchers who engage in teaching historical enquiry with an intercultural perspective from material culture.

  • 277.
    Johansson, Patrik
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Hur kan vi förstå människor i det förflutna?: Att tolka spåren efter dem som levde förr2016In: SO-didaktik, ISSN 2002-4525, no 2, p. 6-9Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Krönikan är en reflektion över hur arkeologiska föremål och artefakter i form av hällbilder kan öppna historieämnet för tolkningar av forntiden som något annat än en statisk, homogen och mytologiserad period. Texten pekar på mobilitet och kulturmöten. De arkeologiska förmålen kan skapa en känsla av kontakt med det förflutna och engagera barn i historiska resonemangoch därmed bidra till historiskt lärande. Det är dock lätt att dra snabba slutsatser och kanske också att fylla forntiden med fantasier. En medveten undervisning med hjälp av arkeologiska föremål kan öppna för mer relevanta och meningsfulla tolkningarav det förflutna - som dessutom är mer historiskt korrekta.

  • 278.
    Johansson, Patrik
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Intercultural historical learning through inquiry-based teaching with archaeological artefacts in primary school2019In: NOFA7 Abstracts, 2019, p. 104-104Conference paper (Other academic)
    Abstract [en]

    A current challenge in history education is to counteract the construction of strong ethnocentric master-narratives which may limit pupils’ understandings of the dynamics of history in terms of migration and cultural encounters (Rüsen, 2004). One approach is to develop pupils’ intercultural competencies, i.e. their abilities to interact appropriately in intercultural situations, using intercultural knowledge, skills and attitudes to orient themselves in the world (Deardorff, 2006). History education has a role to play in enabling the development of these competencies through intercultural historical learning (Nordgren and Johansson, 2015). The paper tests the relevance and effectiveness of three design principles through their operationalisations as teaching in enabling the learning of intercultural perspectives on the Viking age in historical inquiry with archaeological artefacts in primary school, years 4 and 5. The design principles connect archaeological artefacts to historical inquiry, contextual facts and evidence. Two research questions are addressed: how do the operationalisations of the design principles enable learning and how may operationalisations impede learning? The research project was designed and carried out by a group consisting of one researcher (the presenter) and three experienced teachers from three schools (56 pupils from three classes) in Stockholm, Sweden. The study is framed as educational design research and data was analysed qualitatively with content-focused conversation analysis and variation theory. Hence, learning is understood as changed co-participation in the practice of historical inquiry (Rogoff, 2003) and as discernment of aspects of the learning object (Marton, 2015). During the research lessons, the pupils investigated the past by seeking answers to a historical inquiry question through the interpretation of archaeological artefacts. Based on previous research (Levstik, Henderson, and Lee, 2014) the research group assumed that starting form material culture in the form of archaeological artefacts would be beneficial in teaching intercultural perspectives to young learners. An intervention in the form of research lessons and associated tools were designed and implemented. The findings indicate that the design principles are relevant in enabling learning (connecting intercultural archaeological artefacts to inquiry, connecting artefacts to context and exploring multiple artefacts). It is suggested that the final step in the enquiry sequence is revised to put focus on historical reasoning rather than on historical evidence. The study points to possibilities in teaching intercultural historical perspectives through historical inquiry in primary school and archaeological artefacts can be powerful in initiating historical reasoning.

  • 279.
    Johansson, Patrik
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Intercultural learning in the history lab: learning intercultural history through historical enquiry with archaeological artefacts in primary school2017Conference paper (Other academic)
    Abstract [en]

    The session discusses ongoing research. We present a German project involving students from Winneba (Ghana), Dar es Salaam (Tanzania) and Hamburg, and proposes a concept for a teaching project structure focused on “de-constructing” memory culture(s)., that might facilitate multiperspectival history education. A recently initiated Swedish collaborative research project, “The common space” explores the ways that heritage can be incorporated into history education and used to address processes of migration and cultural encounters. The cultural heritage in Sweden is seen as part of "a common space" that affords rich opportunities to highlight the ways multiculturality has always been inherent to history. Researcher, museum educators and history teachers work together to develop an educational resource to guide intercultural education (school years 4, 5, 6 and newcomers). Finally, we report from an initial study associated with “The common space” project where one researcher and three primary school teachers collaborated in an action research project with inspiration from a History labs framework. The hypothesis was that concrete historical artefacts such as coins could be powerful in initiating and practicing disciplinary inquiry and promote intercultural historical learning with younger children. The presentation exemplifies how teaching can be designed around historical artefacts, and addresses the questions of what aspects of the teaching seem to enable, and impede, intercultural learning and the practice of disciplinary inquiry.

  • 280.
    Johansson, Patrik
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Learning study as a clinical research practice to generate knowledge about the learning of historical primary source analysis2017In: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074, Vol. 25, no 1, p. 167-181Article in journal (Refereed)
    Abstract [en]

    There is a demand for educational research that addresses questions found in teachers’ practice. This line of research can be referred to as practitioner research, and it is motivated by the realisation that teacher professionalism is one of the most in uential factors in determining student achievement. One question is whether the primary purpose of practitioner research should be to improve teaching practices, or to contribute to theoretical knowledge. Some argue that the primary concern should be contributions to changing practices, whereas others suggest that contributions to theory are equally important. The purpose of the article is to discuss how Learning study, regarded as a clinical research practice, can contribute to developing teaching practices and theory of history didactics in conjunction. Learning study is commonly described as an interventionist, iterative and collaborative research approach, focusing on the teaching of an object of learning, which in this case was the learning of primary source analysis in history. Examples of how the Learning study contributed to practice and theory are presented. Contributions include the suggestion that knowing primary source analysis involves the ability to distinguish and separate three critical aspects in a temporal, human and contextual dimension, and that the students’ personal perspectives are vital and should be regarded in the design of tasks and teaching. Based on the ndings it is argued that practitioner research could aim at developing educational practices in conjunction with contributions to theory, and that practice and theory are necessarily entwined in the research process.

  • 281.
    Johansson, Patrik
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Lära historia genom källor: Undervisning och lärande av historisk källtolkning i grundskolan och gymnasieskolan2019Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This doctoral thesis is concerned with how students learn historical source interpretation and the design of facilitating teaching practices. Source interpretation is at the core of historians’ professional practice and, while being a key aspect of historical learning, it is sometimes misunderstood or misrepresented in history teaching. To better understand these issues two educational design research field studies were conducted in middle and upper secondary schools to explore how students learn historical source interpretation. The historical content in upper secondary school concerned the process of democratisation in Sweden, while the middle school content was the Viking Age. Source materials in upper secondary school included various text sources, while archaeological artefacts were used in middle school.

    The research object was historical source interpretation, or the ability to understand the meaning of sources in relation to the historical questions and contexts formulated and dealt with in history teaching. Source interpretation is one element of the ability to reason historically. It is a theoretical construct that has a heuristic function along with the development of historical consciousness. Four research questions are addressed: i) What do middle and upper secondary school students know when they have developed the ability to reason historically when engaged in source interpretation, ii) What are critical aspects of learning to reason historically when engaged in source interpretation, iii) What are similarities and differences between middle and upper secondary school students' learning of historical reasoning in source interpretation, and iv) How can history teaching facilitate the learning of historical reasoning through source interpretation?

    An interventionist and theory-informed research methodology, in the form of learning study, was used to develop teaching practices while generating empirical data. A compilation of four peer-reviewed articles simultaneously contribute knowledge to the practice of history teaching and to the theory of history didactics. Two articles address the first two questions of the qualitative meaning of learning source interpretation using phenomenography and variation theory to analyse students' perceptions and to identify the critical aspects of discernment that students must learn. From the perspective of variation theory, it is argued that learning source interpretation can be regarded as obtaining differentiated ways of seeing, as previous experiences are supplemented with more complex perceptions.

    The third question is addressed by comparing students’ developing of source interpretation skills in middle and upper secondary school. One finding of the comparison is that younger students’ learning reflects an increasing understanding of what history is, whereas older students learn to use the disciplinary tools and methods of history. Two articles address the final question regarding the role of teaching by combining content-based conversation analysis with variation theory to analyse students' learning processes when working with source interpretation tasks. It is argued that students’ preunderstandings can be regarded and used as resources in teaching and learning. Finally, seven design principles are suggested to guide teachers in organising their teaching practice. These include motivating historical research through source work and activating historical consciousness through sources.

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    Lära historia genom källo
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  • 282.
    Johansson, Patrik
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Revolutionen som uteblev - gymnasieelever övar komplexa orsaksförklaringar runt orosåret 19172017In: SO-didaktik, ISSN 2002-4525, no 3, p. 24-31Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Patrik Johansson och lärarkollegorna upptäckte att eleverna sökte alltför enkla förklaringar till historiska händelser. Eleverna tenderade att fokusera ett fåtal aktörer med tydliga avsikter som agerade inom tvingande strukturer. Risken är att historiska fenomen framträder som oundvikliga. Lärarna bestämde sig för att arbeta med begreppen aktör, struktur och historiesyn för att öva eleverna att formulera komplexa historiska förklaringar.

  • 283.
    Johansson, Patrik
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    The Meaning of Learning Historical Inquiry With Original Sources in Three Swedish Elementary Classrooms2018Conference paper (Refereed)
    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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    sammanfattning
  • 284.
    Johansson, Patrik
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Globala gymnasiet i Stockholm, Sweden.
    Tolka och granska historiska källor2021Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Tänk om det vore möjligt att resa i tiden. Det är en fantasi som många barn har haft. Dessvärre är det omöjligt. Det näst bästa kanske är att förnimma det förflutna genom historiska källor. Historiska föremål, texter och bilder kan ofta förmedla en omedelbar närhet till det förflutna. I arbetet med källor kan eleven bli tillfällig tidsresenär, förflyttad till en annan tid för ett ögonblick. Kontakten med källorna kan också skapa nyfikenhet och en vilja att veta mer. Källornas kraft att skapa kontakt med det förflutna kan användas i historieundervisningen. I undervisningen kan arbete med historiska källor utveckla elevers historiska kunnande, där förmågan att tolka och granska källor är en viktig del.

    Historieundervisning syftar till att elever utvecklar sitt historiemedvetande och sin historiska bildning, och detta sker bland annat genom att de förstår hur historia skapas genom tolkningar av källor. Att lära sig historia handlar om att lära sig tolka källor, det vill säga att förstå källors innebörd i relation till de sammanhang de skapades i, och i relation till de frågor som ställs. Det handlar också om att använda källorna för att besvara historiska frågor, och då måste även källornas värde och trovärdighet bedömas. Att lära sig källtolkning och källkritik är viktigt i historia, men det kan också vara svårt och lärare behöver hantera ett flertal utmaningar som eleverna kan förväntas stöta på i källarbetet.

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    Tolka och granska historiska källor
  • 285.
    Johansson, Patrik
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Using Learning study as a clinical research approach to generate knowledge about the learning of historical primary source analysis2014Conference paper (Other academic)
    Abstract [en]

    The aim of this presentation is to show how results from a Learning study can contribute to knowledge building in the academic field of history didactics, regarding 16-17-year olds’ learning of primary source analysis. The research interest emerged from learning issues identified in practice by history teachers, but the question is topical in history didactics as well. The identified object of learning was the students’ ability to critically analyse and contextualise historical primary sources. A Learning study (Runesson et al, 2012), which is a theory-informed and interventionistic research methodology, was organised to explore the object of learning. A disciplinary approach to history teaching was adopted for assignments and lessons (Seixas et al, 2012). One result was the identification of three critical aspects of primary source analysis, e.g. that it is critical for the students to discern the subtext of the source. Critical aspects can be used for design purposes, but also to explore the students’ learning process, thus generating didactical knowledge. The paper exemplifies two such contributions through one of the critical aspects: firstly, how the critical aspect is discerned in social interaction, and secondly, how meaning is constructed in relation to the critical aspect.

  • 286.
    Johansson, Patrik
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Vad kan gymnasieelever när de kan tolka historiska primärkällor? Ett utforskande av innebörder och kritiska aspekter av historisk källtolkning2014In: Faglig kunnskap i skole og lærerutdanning: nordiske bidrag til samfunnsfag- og historiedidaktikk / [ed] Lise Kvande, Bergen: Fagbokforlaget, 2014, p. 90-112Chapter in book (Refereed)
    Abstract [en]

    The article uses phenomenography to explore how fifteen upper secondary school students perceive a historical primary source in an interpretative process, and the difficulties the students encounter when examining the source. Empirical data was collected through a series of group interviews where students were asked to respond to a historical letter. Three research questions are addressed: Firstly, how do students experience, or perceive, the historical primary source? Secondly, what is critical for the students to discern when they interpret the historical source? Thirdly, what does knowing how to interpret historical primary sources actually mean? The phenomenographic analysis of the interview material resulted in four qualitatively different categories of experiences of the historical source that the students examined. The first category constitutes a temporal dimension of experiences, the second a human dimension, the third a contextual dimension and the fourth category can be seen as an epistemological dimension. The main results, however, are three critical aspects that emerge between the four categories of experiences. The analysis shows, firstly, that it is critical to discern how temporal perspectives affect the way we interpret historical sources. Secondly, that it is critical for the students to discern the historical perspective on the source. Secondly, that it is critical for them to discern the perspective of historical actors. And thirdly, that it is critical for them to discern the subtext of the source in relation to the historical context. Based on the three critical aspects and their meanings, the meaning of knowing how to interpret historical primary sources is discussed, as well as the possible consequences for the teaching of history.

  • 287.
    Johansson, Patrik
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Axelsson Yngvéus, Cecilia
    Upptäck historien genom källorna2018In: Historiedidaktik i praktiken: För lärare 4-6 / [ed] Martin Stolare, Joakim Wendell, Malmö: Gleerups Utbildning AB, 2018, p. 101-124Chapter in book (Other academic)
    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.

  • 288.
    Johansson, Patrik
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Sandahl, Johan
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Civic consciousness – A Viable Concept for Social Science Education?2021Conference paper (Refereed)
    Abstract [en]

    Schools in general and social science education in particular, are assigned to prepare youths for life in democratic societies. Teaching that includes specific content knowledge as well as students' own experiences is expected to advance students' knowledge and prepare them for citizenship, i.e. to enable them to form civic meaning in contemporary societies (Reinhardt, 2016). However, research in the field of social science education has lacked a theoretical concept that can function as a framework for understanding the formation of civic meaning in social science teaching (Sandahl, 2015). In history education historical consciousness has established itself as a pivotal theoretical concept for researching the teaching and learning of history (Clark & Grever, 2018). The purpose of this paper is to outline a theoretical framework for civic consciousness starting from the concept of historical consciousness. We regard civic and historical consciousness to be aspects of the same mental phenomenon and understand the difference between these forms of mentality, not as primarily dealing with the past and the present, but as dealing with temporal and relational aspects of human existence. History teaching focuses on temporal aspects of human experience whereas social science focuses on the relational aspects of human society.We depart from Rüsen’s (2005) narrative paradigm where the learning process can be described as developing narrative competence while experiencing, interpreting and orienting in relation to societal phenomena. Elaborating on Pandel’s (1987) conceptual framework for historical consciousness, we suggest five dynamical aspects that describe key areas for how people relate to each other in society, both at an individual level and on a collective level, that are at the core of civic consciousness. Each aspect describes a continuum of tensions within which individuals in society need to orient themselves in order to understand their place in society and experience civic meaning.

  • 289.
    Johansson, Patrik
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Thorsten, Anja
    Experiences from the teacher-researcher’s perspective on learning study: Challenges and opportunities2017In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 6, no 1, p. 45-55Article in journal (Refereed)
    Abstract [en]

    The purpose of this paper is to analyze and discuss experiences, in terms of challenges and opportunities, of teacher-researchers who engage in research on the learning study approach. The following two questions will be addressed: how can the teaching experience influence, and become an asset, in the research process and what challenges do teachers face when they enter the research practice?

    Each question will be explored through some empirically grounded themes. The analysis is based on experiences from participation in a PhD program, where learning study was used as a method and variation theory was the main theoretical framework. One learning study was focusing on creative writing in primary school and the other was focusing on historical primary source analysis in upper secondary school.

    The first question is addressed through the following themes: choosing and identifying research problems; planning and conducting research lessons; analyzing research lessons and students’ learning; and process of self-reflection, and the second question through: teaching as an object of research; to use and develop theories; and communication and review in research. The findings indicate that learning study is a practice-based research approach where teaching experience and academic skills are intertwined in many ways. Both approaches bring opportunities as well as challenges.

    The paper is expected to contribute insights and knowledge about the advantages, as well as hindrances to overcome, for teacher-researchers who use learning study as a research method. The results can also be related to the performing of action research in teachers’ classroom practice.

  • 290.
    Johansson, Toni
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Läxor i SO på mellanstadiet: En enkätstudie med elever och deras föräldrar2017Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna undersökning har varit att ta reda på om det gick att hitta specifika SO-läxor som skapade mer problematik i hemmet samt om det fanns varianter som eleverna tyckte var med glädjande och stimulerade. Undersökningen baseras på en kvantitativ metod där det skickades två olika enkäter. En elevenkät som besvarades av 252 respondenter och en enkät till vårdnadshavarna som besvarades av 214 respondenter. Arbetet har utgått från det sociokulturella perspektivet och analysen av datamaterialet har skett genom programmet SPSS analytics. Resultatet visade att den variant av SO-läxa som eleverna tyckte var mest glädjande att få var nyhetsläxan medan de tyckte den variant som de tyckte de lärde sig mest på var öva-mer-läxan. Öva-mer-läxan var även, utifrån både elev och vårdnadshavarnas perspektiv, den läxa som skapade mest problematik i hemmet. 

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  • 291.
    Johansson, Toni
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Läxor i SO på mellanstadiet: En enkätstudie med elever och deras föräldrar2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna undersökning har varit att ta reda på om det gick att hitta specifika SO-läxor som skapade mer problematik i hemmet samt om det fanns varianter som eleverna tyckte var med glädjande och stimulerade. Undersökningen baseras på en kvantitativ metod där det skickades två olika enkäter. En elevenkät som besvarades av 252 respondenter och en enkät till vårdnadshavarna som besvarades av 214 respondenter. Arbetet har utgått från det sociokulturella perspektivet och analysen av datamaterialet har skett genom programmet SPSS analytics. Resultatet visade att den variant av SO-läxa som eleverna tyckte var mest glädjande att få var nyhetsläxan medan de tyckte den variant som de tyckte de lärde sig mest på var öva-mer-läxan. Öva-mer-läxan var även, utifrån både elev och vårdnadshavarnas perspektiv, den läxa som skapade mest problematik i hemmet. 

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  • 292.
    Johansson, Toni
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Läxor: verktyg, relation eller tradition? En fenomenografisk analys av fyra lärares utsagor2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med detta arbete har varit att ta reda på hur lärare ser på läxor, om synen på läxor skiljer sig någonting mellan ämnen och hur synen på läxor har förändrats under tiden som lärare.  Materialet bestod av fyra fokusintervjuer med lärare från mellanstadiet och med ett varierat åldersspann. Arbetet har utgått från ett fenomenografiskt perspektiv, både som teori och analysmodell, för att ha tagit reda på de bakomliggande orsakerna till fenomenet läxa. Resultatet visar att lärarna använder läxan som ett pedagogiskt verktyg trots att det inte finns någon forskning som stödjer detta. Skillnaden mellan ämnena var stor och alla lärarna framhöll matematikämnet som ett läxtungt ämne i motsats till SO-ämnet. Läxan lades också fram som väldigt traditionsbaserad men utefter att erfarenheten vuxit hos lärarna har också synen förändrats. Det sista som resultatet visade var att läxan bidrog till en problematik när det kom till relationen mellan föräldrar och elev.

     

    Nyckelord

    Läxa, syfte, fenomenografi, fokusintervjuer 

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  • 293.
    Jons, Lotta
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Calling & Responding - a framework for conceptualizing pedagogical relations2021Conference paper (Refereed)
    Abstract [en]

    In 2008, I developed a theoretical framework aimed at affording new ways to understand and talk about the pedagogical relation between a teacher and her student (Jons 2008). In the spirit of Deleuze & Guattari’s (1994) ideas that philosophy is a matter of discerning new aspects in familiar phenomena by means of conceptual acrobatics, I wanted to explore the possibility to perceive the teacher-student relation in a new light. Taking a departure in Martin Buber’s philosophy of dialogue, the framework came to be characterised by an ontological dialogicity with ethical overtones. The framework, named “Calling & Responding”, enabled an understanding of the teacher-student-relationship as including dimensions of calling, paying heed, and responsible responding. 

    In extending the philosophical exploration, the framework of Calling & Responding was later applied to the relation between the student and the content (Jons 2014), enabling learning to be understood as a matter of the student and the content being involved in a dialogue where the student pays heed to the subject calling her, and, in accomplishing assignments, responding responsibly to that calling.

    I am now working on applying the framework of Calling & Responding to the relation between the teacher and her subject. While educational scholars acknowledges love and passion to be involved in their relation to the subject (Arendt 1994; Palmer 2007; Kreber; 2009; Aldridge 2019), the models conceptualising the teacher-subject-relation has been criticised for conveying a too rational and static notion of the relation (Gudmundsdottir 1990; Worden 2015). My aim therefore is to explore the affordances of conceptualising the phenomenon of preparing a subject for teaching as a matter of the teacher paying heed to the subject and responding to it responsibly. 

    The presentation will give detailed accounts of each of these pedagogical relationships when conceptualised inside the framework of Calling & Responding

  • 294.
    Jons, Lotta
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Developing Relational Competence: design and results of a course for higher education faculty2021Conference paper (Refereed)
    Abstract [en]

    Developing Relational Competence: design and results of a course for higher education faculty 

    The presentation reports experiences from a course on relation competence designed for faculty at Stockholm university, delivered for the first time during 2019. Encompassing 7,5 ECTS, the course activities and meetings were spread over one year, with five course meetings in the spring semester and three in the autumn semester. All of the participants were taking the course in their spare time, and on a voluntarily basis, i e not as a part of the 15 ECTS university pedagogy that is mandatory in order for faculty to teach at Stockholm university.  

    The teaching-learning-activities employed in the course were chosen from diverse sources that suggests content and methods for developing dimensions of relational competence. The content elaborated on in the course was chosen from both Swedish and international sources (e g Aspelin 2017; 2018; Bingham & Sidorkin 2004; Frelin 2010; Jons 2008a; b; 2009; 2011; 2012; 2015; 2016; Ljungblad 2016). In addition, the participants’ experience from educational practices was emphasized as an important source of content in the teaching learning activities employed. 

    The methods chosen consisted of video analysis as suggested by Jonas Aspelin and colleagues (2018), critical friends shadowing as suggested by Dahlgren and colleagues (2006), core reflection as suggested by Korthagen and colleagues (2005; 2013), critical incident analyses  as suggested by Green Lister and Crisp (2007), drama exercises as suggested by Berg, Höglund Arveklev, Larsson, and Lepp (2016) and reflective learning logs as suggested by Moon (2004; 2006). 

    The final course examination allowed for a choice of either developing a course module or a collegial professional development plan in relational competence, or alternatively, a Self-study (Buck & Akerson 2016; Loughran et al 2004) focusing their own development during the course

    In the presentation, these activities will be detailed, methods and content related to one another, followed by an account of the results of a small survey among the participants after finishing the course as regards to three questions: 1) What were your incentives for taking the course?, 2) What have you learned during the course?, and, 3) How did you learn what you learned in the course?

  • 295.
    Jägerskog, Ann-Sofie
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Att möjliggöra genom att synliggöra: En studie om vilket lärande som möjliggörs genom olika visuella representationer av prisbildning2018Conference paper (Other academic)
    Abstract [sv]

    Syftet med studien var att undersöka hur två olika visuella representationer av prisbildning kan möjliggöra lärandet av begreppet. Tidigare forskning har studerat om grafer underlättar lärandet (Cohn et al., 2001), kvalitativt skilda sätt att förstå pris (Pang & Marton, 2003) och vanliga problem när man lär om prisbildning (Strober & Cook, 1992). Hur lärande kring prisbildning påverkas av olika visuella representationer har ännu inte studerats. En lektionsserie på tre lektioner genomfördes med fyra gymnasieklasser, varav två hade lektioner baserade på den traditionella utbud-/efterfrågangrafen och två på ett loopdiagram (Wheat, 2007). Skrivna för- och eftertest, samt inspelade smågruppsdiskussioner, analyserades fenomenografiskt. Resultatet visar olika sätt att förstå prisbildning, kritiska aspekter för denna förståelse samt vilket lärande, i relation till de kritiska aspekterna, som verkar möjliggöras genom de två visuella representationerna.

  • 296.
    Jägerskog, Ann-Sofie
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Att möjliggöra genom att synliggöra: Visuella representationer som handlings-medierande redskap i samhällskunskapsundervisningen2020Conference paper (Refereed)
    Abstract [sv]

    Bakgrund

    I många ämnen, inte minst i de samhällsorienterande, används ofta olika typer av visuella representationer, så som modeller, flödesscheman och diagram, i undervisningen för att hjälpa elever att utveckla en förståelse för komplexa fenomen, processer och relationer. Tidigare forskning visar att en modells utformning kan spela stor roll för hur elever förstår det ämnesinnehåll som illustreras och därmed vilket lärande som görs möjligt (se exempelvis Jägerskog, 2020; Wheat, 2007). Detta eftersom modellens utformning påverkar vad som kommer i förgrunden respektive bakgrunden och därmed vilka aspekter av det visualiserade ämnesinnehållet som elever ges möjlighet att urskilja (Danielsson & Selander, 2014; Kress, 2010). Det har också föreslagits, utifrån ett praktikteoretiskt perspektiv, att olika modeller av ett ämnesinnehåll har potential att mediera, eller öppna upp för, olika typer av handlingar i klassrummet (Wertsch, 1998). Denna aspekt är viktig att ta fasta på när man undersöker relationen mellan visuella representationer och lärande, eftersom de undervisningspraktiker som elever inbjuds att delta i är relaterade till vilket lärande som görs möjligt (Lave & Wenger, 1991; Eriksson & Lindberg, 2016).

     

    Syfte och frågeställningar

    Syftet med studien var att undersöka vilken roll en visuell modells utformning spelar för vilka undervisningspraktiker som etableras i klassrummet och därmed vilket lärande av ämnesinnehållet som görs möjligt. Det exempel som användes i studien var visuella representationer av prisbildning i samhällskunskapsundervisning. Den specifika frågeställningen som undersöktes var vilka kommunikativa handlingar, i termer av elevers och lärares frågor, kommentarer, beskrivningar och sätt att prata om ämnesinnehållet, som två olika visuella prisbildningsmodeller möjliggör och därmed vilka undervisningspraktiker som etableras i klassrummet när dessa modeller används i samhällskunskapsundervisningen.

     

    Metod

    I en lektionsserie bestående av tre samhällskunskapslektioner introducerades fyra gymnasieklasser till ämnesområdet prisbildning. I två av klasserna baserades undervisningen på en traditionell utbud/efterfrågan-graf och i två av klasserna baserades undervisningen på ett loop-diagram. Transkriptioner av lektionerna, liksom av de smågruppsdiskussioner som utgjorde en del av undervisningen, analyserades för att identifiera lärares och elevers kommunikativa handlingar, de motiv som tycktes driva dessa handlingar, och därmed de undervisningspraktiker som etablerades i klassrummet.

    Resultat

    Resultaten visar att det finns en relation mellan den visuella modell som användes i undervisningen och de undervisningspraktiker som etablerades i klassrummet, dvs vilka kommunikativa handlingar som de olika modellerna medierar och öppnar för. Loop-diagrammet bidrog i större utsträckning än utbud/efterfrågan-grafen till etablerandet av en epistemisk praktik, dvs en praktik där kunskap utvecklas och transformeras. Exempelvis skapade loop-diagrammet potential för meningsskapande diskussioner om kausala relationer och uppmuntrade till fördjupande frågor och reflektioner kring ämnesinnehållet. I de klassrum där utbud/efterfrågan-grafen användes hamnade fokus i stor utsträckning på att förstå modellen i sig, snarare än att diskutera relationerna i prisbildning. En slutsats som dras är att visuella modeller är handlings-medierande verktyg som spelar stor roll för formandet av de undervisningspraktiker som etableras i klassrummet och därmed vilket lärande som gör möjligt. Att välja visuella representationer och modeller för undervisning blir därmed en central uppgift i det didaktiska arbetet.

     

    Referenser

    Danielsson, K., & Selander, S. (2014). Se texten! Multimodala texter i ämnesdidaktiskt arbete. Malmö: Gleerups Utbildning AB.

    Eriksson, I., & Lindberg, V. (2016). Enriching ‘learning activity’ with ‘epistemic practices’ – enhancing students’ epistemic agency and authority. Nordic Journal of Studies in Educational Policy, 16(1).

    Jägerskog, A. (2020). Using visual representations to enhance students’ understanding of causal relationships in price. Scandinavian Journal of Educational Research. Manuscript accepted for publication.

    Kress, G. (2010). Multimodality. A social semiotic approach to contemporary communication. London: Routledge.

    Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.

    Wertsch, J. V. (1998). Mind as action. New York: Oxford University press.

    Wheat, I. D. (2007). The feedback method. A system dynamics approach to teaching macroeconomics (Doctoral thesis). University at Bergen, Bergen. 

     

     

     

     

  • 297.
    Jägerskog, Ann-Sofie
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Bilder och tusen ord: Att lära psykologi med hjälp av visuella illustrationer2015In: Lärarnas forskningskonferens 2015: Abstracts, 2015Conference paper (Other academic)
    Abstract [sv]

    Användandet av visuella illustrationer som ett sätt att förklara abstrakta begrepp, fenomen och samband har traditionellt sett förekommit i relativt stor utsträckning i undervisning inom de naturvetenskapliga ämnena (Kozma, 2003). Inom de samhällsvetenskapliga ämnena har dessa däremot inte använts i lika stor utsträckning, utan bilder tenderar i dessa sammanhang att snarare användas som dekoration eller motivation (Pauwels, 2000). Idén om att människor lär bättre med hjälp av ord och bild kombinerat än från enbart ord (multimediaprincipen) har studerats i flertalet studier, men nästan alltid med material från just de naturvetenskapliga ämnena och matematik (Johnson & Mayer, 2009; Seufert, Schutze & Brunken, 2009). Studier kring hur användandet av visuella illustrationer kan bidra i lärandeprocessen inom de samhällsvetenskapliga ämnena finns däremot inte i någon större omfattning. En av de studier som tittat närmare på just detta drar slutsatsen att det är tveksamt om visuella illustrationer har en positiv inverkan på lärandet inom de samhällsvetenskapliga ämnena, eftersom det bland eleverna tycks saknas ett gemensamt visuellt bildspråk i dessa ämnen och att illustrationerna därmed inte är intuitiva och inte heller bidragande i lärprocessen (Westelinck, Valcke, Craene & Kirshner, 2005).  Studier som fokuserar på lärstil menar dessutom att vissa elever gynnas mer än andra av användandet av visuella illustrationer och att undervisningen skulle individanpassas därefter (Riding & Cheema, 1991). Med utgångspunkt i avsaknaden av forskning kring användandet av visuella illustrationer i samhällsvetenskapliga ämnen undersöker jag i min studie effekten av användandet av visuella illustrationer i psykologiundervisningen. Jag ställer detta i relation till dels multimediaprincipen och dels lärstilshypotesen. Syftet med studien var att öka förståelsen för hur elever lär psykologi med hjälp av visuella illustrationer och vilka konsekvenser detta kan få för undervisningen.

    Sjuttiotvå elever från 12 olika klasser och tre olika gymnasieskolor i Stockholm deltog i studien. Samtliga klasser fick en lektion kring minnets struktur. Hälften av klasserna fick genomgången verbalt presenterad, d.v.s. enbart muntligt, medan den andra hälften fick samma genomgång visuoverbalt presenterad, d.v.s. med en visuell illustration ritad parallellt med den muntliga genomgången. Samtliga elever fick även fylla i ett lärstilstest (svensk version av Style of Processing; Childers, Houston & Heckler, 1985) som kategoriserade dem i en av tre lärstilar: visuell, verbal eller mixad.  Samtliga elever gjorde ett lärandetest i slutet av lektionen, där både rent innehållsliga frågor och mer förståelseorienterade frågor fanns inkluderade. Resultaten analyserades statistiskt med variansanalys och t-tester.

    Tre intressanta resultat framkom i analysen. För det första hittades starkt stöd för multimediaprincipen. Elever som fick en visuoverbal presentation av ämnesinnehållet presterade betydligt bättre på efterföljande lärandetest än elever som fick en verbal genomgång. Detta gällde oberoende av lärstil. För det andra hittades inget stöd för lärstilshypotesen. Samtliga lärstilsgrupper gynnades av användandet av en visuell illustration och elever med en verbal preferens gynnades inte mer än andra av den verbala presentationen. För det tredje visade sig elever med en visuell eller mixad lärstil prestera bättre på lärandetestet än elever med verbal lärstil, oavsett presentationsformat, d.v.s. oavsett om de fick presentationen kombinerad med bild eller ej. Utifrån dessa resultat kan man dra slutsatsen att visuella illustrationer bör användas i psykologiundervisningen och att dessa illustrationer, i motsats till vad som föreslagits av Westerlinck med kollegor (2005), kan bidra till lärande även inom de samhällsvetenskapliga ämnena. Man kan även dra slutsatsen att man, baserat på data i denna studie, inte bör anpassa undervisningen utifrån elevers individuella lärstilspreferens, utan att samtliga elever bör få möjligheten att lära med hjälp av visuella illustrationer. Resultaten väcker även frågor kring huruvida det är möjligt att guida elever till en mer visuellt/multimodalt orienterad preferens och därmed skapa förutsättningar för ännu bättre lärande.

  • 298.
    Jägerskog, Ann-Sofie
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Making Possible by Making Visible: Learning through Visual Representations in Social Science2020Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis focuses upon the relationship between teaching and learning of dynamic phenomena and processes in social science and the use of visual representations in social science teaching. Teaching in social science uses many visual representations, such as models, flowcharts and diagrams, in order to help students to grasp phenomena, structures and processes in society. However, it is a challenge to use a visual simplification of a complex reality without reducing its complexity, and we often do not know what understanding is facilitated or even hindered through the use of different visual representations. We thus need to identify the relationship between how the content is visually illustrated and composed (compositional structure) and how students understand the content visualised. We also need to improve our understanding of the relationship between visual representations used in teaching and the teaching-learning practices established in the classroom. This thesis aims to contribute to these areas, with a focus on visual representations of pricing in economics, as an example of a complex and dynamic process in social science.

    Paper I uses phenomenography and variation theory to investigate students’ conceptions of causal relationships in pricing. Causality was identified as a central dimension of variation in understanding pricing. Different conceptions of causality in pricing were identified in upper secondary students’ written answers and critical aspects of causal relationships in pricing were identified. Paper II compares the outcome of using two different visual representations of pricing. This paper draws attention to the ways in which these representations helped students to discern the critical aspects identified in Paper I. A causal loop diagram was considerably more effective than supply/demand graphs in helping students to discern the critical aspects of causal relationships in pricing. A conclusion drawn is that the compositional structure of a visual representation used in teaching plays a vital role for how students understood the content visualised and which aspects of the phenomenon are more easily discerned, and which are not. Paper III uses a practice theory perspective to deepen the understanding of the results from Paper II. Results from Paper III suggest that the causal loop diagram, to a greater extent than the graph, contributed to the establishing of an epistemic practice, a practice where knowledge was developed and transformed. This was for instance seen in the causal loop diagram affording discussions concerning the causal relationships and encouraging further questions and reflections. A conclusion drawn is that a visual representation as an action-mediating tool plays a central role in forming the teaching-learning practices established in the classroom.

    The results from the three papers are also discussed in relation to two challenges: (i) how simplified visualisations of complex processes and structures may facilitate students developing a qualified understanding of such processes and structures and (ii) how disciplinary developed visual representations, when used in social science teaching, may be used with a different goal than when used in the discipline, where they were developed. The contributions of this thesis are both empirical, theoretical and practical and several practical implications for teaching and learning in social science were identified.

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  • 299.
    Jägerskog, Ann-Sofie
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Ord och bild – ett nödvändigt brobygge i undervisningen?2016Conference paper (Other academic)
    Abstract [sv]

    Två lärstrategier som i tidigare forskning visat sig vara robusta är användandet av visuella illustrationer, baserat på idén att människor lär bättre från ord och bild kombinerat än från enbart ord, och användandet av minnestestning, baserat på idén att framplockning av kunskap från minnet är en aktiv process som gynnar lärandet. Dessa två lärstrategier har dock inte studerats i kombination tidigare. I detta paper presenteras resultat från en studie kring användandet av visuella illustrationer i psykologiundervisningen. Multimediaprincipens robusthet i jämförelse med minnes-testning studerades, liksom frågan om vem som gynnas av användandet av visuella illustrationer, i termer av lärstilspreferens. 12 gymnasieklasser deltog i en psykologi-lektion där innehållet presenterades verbalt eller med hjälp av en visuell illustration och/eller minnestestning. Eleverna genomförde ett lärandetest och resultatet analyserades i relation till elevernas självrapporterade lärstilspreferens. Resultatet visade att användandet av en visuell illustration hade en stark positiv effekt på lärandet, medan minnestestningen hade en viss positiv effekt. Minnestestning bidrog dock inte ytterligare till lärandet utöver den positiva effekten av en visuell illustration. Resultatet påvisade inget stöd för lärstilshypotesen. Elever med visuell eller mixad lärstil visade sig dock prestera generellt sett bättre på lärandetestet, oavsett presentationsformat, än elever med verbal lärstil. Detta skulle kunna betyda att det är värt att hjälpa elever att utveckla en preferens för visuella eller multimodala aspekter av lärande för att ytterligare förbättra förutsättningarna för lärande. Resultaten innebär utmaningar för lärare och elever, liksom för personer som arbetar med att ta fram läromedel, kring hur man kan använda både ord och bild i undervisning och lärande.

  • 300.
    Jägerskog, Ann-Sofie
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Runda klossar i fyrkantiga hål? Om kvalitetskriterier i praktiknära forskning2018Conference paper (Other academic)
    Abstract [sv]

    Kvalitetskriterier inom forskning har traditionellt sett en stark influens från kvantitativ forskning, där hypoteser testas och data analyseras statistiskt. Begrepp som reliabilitet och validitet definieras ofta på sätt som är relevanta för statistiska analyser, men inte nödvändigtvis applicerbara inom andra forskningsansatser. Exempelvis är det inom den praktiknära forskningen ofta varken möjligt eller eftersträvansvärt att isolera, mäta och manipulera separata variabler i samma studie. Det är snarare så att utvecklingsforskning till sin natur ofta har att hantera många interrelaterade element samtidigt. Att definiera, identifiera och reflektera kring kvalitetskriterier är inte oproblematiskt, men nödvändig, något som gäller all forskning. Att det i många forskningsansatser, så som praktiknära forskning, ofta inte är relevant med statistiska beräkningar av reliabilitet och validitet får inte leda till att en diskussion om kvalitetskriterier i forskningen försummas. Utmaningen ligger i att hitta relevanta och användbara sätt att diskutera kvalitetskriterier även inom dessa forskningsansatser, vilket tycks kräva en delvis ny och breddad förståelse av begrepp som validitet och reliabilitet. Att hitta nya former för att diskutera kvalitetskriterier som är relevanta för praktiknära forskning handlar om att undvika fällan att försöka få ner runda klossar i fyrkantiga hål. Frågan är hur vi skapar hål som passar för nya klossar. Här finns ett stort arbete att göra inom den praktiknära forskningen.

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