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  • 301.
    Gustavsson, Caroline
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Språkliga redskap för en gränsöverskridande interkulturell religionsundervisning2018In: Interkulturell religionsdidaktik: Utmaningar och möjligheter / [ed] Olof Franck, Peder Thalén, Lund: Studentlitteratur AB, 2018, p. 252-253Chapter in book (Other academic)
    Abstract [sv]

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

  • 302.
    Gustavsson, Caroline
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Life Issues Among Young Adults: An Empirical and Methodological Example2018In: Challenging Life: Existential Questions as a Resource for Education / [ed] Jari Ristiniemi, Geir Skeie, Karin Sporre, Münster: Waxmann Verlag, 2018, p. 211-226Chapter in book (Refereed)
    Abstract [en]

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

  • 303.
    Gustavsson, Caroline
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Ska barnets plats vara i centrum av Svenska kyrkans gudstjänst?2018In: Svensk kyrkotidning, ISSN 0346-2153, no 6, p. 172-175Article in journal (Other academic)
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  • 304.
    Gustavsson, Caroline
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Delaktighet - ett alltför oreflekterat begrepp i Svenska kyrkans församlingsinstruktioner2018In: Svensk teologisk kvartalskrift, ISSN 0039-6761, Vol. 94, no 1-2, p. 37-56Article in journal (Refereed)
    Abstract [en]

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

  • 305.
    Hallgren, Eva
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan i Gävle, Avdelningen för utbildningsvetenskap.
    Ledtrådar till estetiskt engagemang i processdrama: Samspel i roll i en fiktiv verksamhet2018Doctoral thesis, monograph (Other academic)
    Abstract [en]

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

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

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

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

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

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

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    Ledtrådar till estetiskt engagemang i processdrama
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  • 306.
    Harring, Niklas
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Gothenburg, Sweden.
    Jagers, Sverker C.
    Why do people accept environmental policies? The prospects of higher education and changes in norms, beliefs and policy preferences2018In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 24, no 6, p. 791-806Article in journal (Refereed)
    Abstract [en]

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

  • 307. Harring, Niklas
    et al.
    Lundholm, Cecilia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Does knowledge about social dilemmas generate cynical citizens?2018Conference paper (Refereed)
  • 308. Harring, Niklas
    et al.
    Torbjörnsson, Tomas
    Lundholm, Cecilia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Solving Environmental Problems Together? The Roles of Value Orientations and Trust in the State in Environmental Policy Support among Swedish Undergraduate Students2018In: Education Sciences, E-ISSN 2227-7102, Vol. 8, no 3, article id 124Article in journal (Refereed)
    Abstract [en]

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

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  • 309.
    Hållander, Marie
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Horace Engdahl talar med kluven tunga om kvinnornas vittnesmål2018In: Dagens arena, no 30 majArticle in journal (Other (popular science, discussion, etc.))
  • 310.
    Hållander, Marie
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Profanation and biopolitics in teaching: On inhabiting a place in the Common2018Conference paper (Refereed)
  • 311.
    Hållander, Marie
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Educational Possibilities: Testimony and Emotions2018In: Educational Research: Boundaries, Breaches and Bridges: Abstract Book, University of Oslo , 2018, p. 348-348Conference paper (Refereed)
    Abstract [en]

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

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

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

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

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

  • 312.
    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.
    Two Meta-Studies of School Development in the Participating Schools2018In: 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. 167-168Chapter in book (Other academic)
    Abstract [en]

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

  • 313.
    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).

  • 314.
    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.

  • 315.
    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.

  • 316. 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.

  • 317.
    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)
  • 318.
    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.

  • 319.
    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
  • 320.
    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.

  • 321.
    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.

  • 322.
    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.

  • 323.
    Jägerskog, Ann-Sofie
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Lundholm, Cecilia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Davies, Peter
    Making Possible by Making Visible: Investigating Learning Opportunities when Using Different Visual Representations of Price2018In: Programme and Book of Abstracts, 2018, p. 42-42Conference paper (Refereed)
    Abstract [en]

    The aim of the study was to contribute to the understanding of how two different visual representations of price facilitate learning of the concept. Upper secondary students’ understanding of price in relation to two different visual representations was investigated from a multimodal point of view. Lessons were conducted with four different classes, of which two had lessons based on the traditional supply/demand graph and two on a causal loop diagram (Wheat, 2007). Students conducted a written pre- and post-test and the material was analysed phenomenographically and in relation to the visual representation used. Results suggest that students’ understanding of price was affected by the visual representation used in teaching in terms of more qualified understandings being developed through the use of a causal loop diagram than the graph. Results also indicate the importance of reflecting on what conceptual understanding visual representations represent and facilitate, when choosing representations for teaching and learning.

  • 324.
    Jägerskog, Ann-Sofie
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Lundholm, Cecilia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Davies, Peter
    Making possible by making visible: How different visual representations of price may enable students to see “the trees”, “the forest”, or both2018Conference paper (Refereed)
    Abstract [en]

    The aim was to contribute to the understanding of how two different visual representations of price (a supply/demand graph and a causal loop diagram) facilitate learning of price. Prior research has investigated if graphs facilitate learning (Cohn et al., 2001), qualitatively different ways of understanding price (Pang & Marton, 2003) and common problems when learning about price (Strober & Cook, 1992). How learning of pricing is affected by the use of different visual representations has not yet been addressed. Lessons were conducted with four upper secondary classes, of which two had lessons based on the traditional supply/demand graph and two on a causal loop diagram (Wheat, 2007). The material, written pre- and post-test and recorded small group discussions, was analysed phenomenographically. Results show different understandings of price, critical aspects of this understanding, and what learning, in relation to those critical aspects, seems to be made possible through the different representations.

  • 325.
    Karin, Gunnarsson
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Responding with care: A careful critical approach within educational health promotion2018In: Reconceptualizing Educational Research Methodology, E-ISSN 1892-042X, Vol. 9, no 1, p. 17-28Article in journal (Refereed)
    Abstract [en]

    By engaging with a manual based program called DISA this paper explores how care is enacted in educational health promotion and moreover elaborates on how to engage methodologically with a careful critique. Together with sociomaterialist scholars I propose a theoretical and methodological notion of care that includes the vital doings of materialities, discourses and affectivity. Working with this notion of care makes it possible to engage with exclusions and power while at the same time open up for the erratic and unpredictable. To do this I put to work the concepts translation and touch. With these concepts it becomes possible to acknowledge the transformations taking place within the practice and avoid becoming stuck in stabilization and negativity. Not to ignore the orderings of the practice but to work actively through negativity into a generative potential. This shows that how to respond with care cannot be determined by ready-made instructions. It involves creating an imaginative and fluid practice since care always becomes a moving and temporary matter.

  • 326.
    Karin, Gunnarsson
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Hohti, Riikka
    Editorial: Why affirmative critique?2018In: Reconceptualizing Educational Research Methodology, E-ISSN 1892-042X, Vol. 9, no 1, p. 1-5Article in journal (Other academic)
    Abstract [en]

    We begin this special issue by relating to two affective events situated in academia and education. These moments, and many similar, have stayed with us and kept us thinking about what kind of research we want to advance. These moments are laden with ambivalence. On the one hand, there was the joy of learning about power: being able to distract what was “behind” the everyday practices we had grown used to. After all, it was our uncompromised responsibility as researchers to uncover processes of oppression and discrimination. On the other hand, there were disturbing feelings as this kind of critical research seemed to drive both research subjects and researcher into positions that failed to connect: positions that did not facilitate dialogue or the creation of something different. For us, the main question arising was: how might we investigate pressing problems such as racial or gender discrimination while fostering the opportunity to make a difference? How can we raise these issues while at the same time creating possibilities for movement and change?

  • 327.
    Karlsson, Martin
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Filmrevolutionen i den svenska skolan 1958–19912018Conference paper (Other academic)
    Abstract [sv]

    Hur påverkas skola och undervisning av teknisk utveckling i allmänhet och av introduktionen av ny undervisningsteknologi i synnerhet? Den svenska skolan befinner sig fortfarande mitt i en omfattande omvälvning i och med övergången till ett i allt högre grad databaserat, fragmenterat och perspektivfyllt informationssamhälle, som för med sig stora möjligheter, men även utmaningar och svårigheter för såväl lärare som elever. Denna teknologiska transformationsprocess är emellertid inte den första stora förändring av detta slag som det svenska skolsystemet genomgått. Filmens intåg i skolan under 1900-talet innebar att skolans möjligheter att levandegöra olika ämnen radikalt förändrades.

    Mitt paper, ämnar presentera ett tänkt projekt som undersöker hur lärare i den svenska skolan förhöll sig till och använde film i undervisningen under perioden 1958–1991, då utlåningen av film till skolorna formligen exploderade. AV-centralerna stod enligt Kommunförbundets beräkningar i mitten av 1970-talet för inte mindre än 70 % av all kortfilmsdistribution i landet.

    Denna period omfattar ett flertal viktiga förändringar för den svenska skolan, såsom etablerandet av de mer storskaliga filmoteken mot slutet av 1950-talet, de lokala AV-centralernas framväxt under 1960-talet, läroplanernas ökande betoning av film och mediers betydelse, filmens storskaliga genombrott i den svenska skolan i samband med inrättandet av större regionala AV-centraler under 1970-talet och videoteknikens slutliga genombrott på 1980-talet.

    Men vilken roll kom då filmen att spela i klassrummen under denna expansionsperiod? Hur förhöll sig de lärare som lånade all denna film till det nya mediet? Hur använde lärare filmen som didaktiskt verktyg, i synnerhet inom historieundervisning, där filmen ansågs ha särskilt stor potential att påverka eleverna? Vilka filmer användes i historieundervisningen och på vilket sätt nyttjades de? Hur kom lärarnas attityd till och användande av film att förändras under tidsperioden?

    Projektet kommer att försöka besvara sådana frågor, dels utifrån en analys av arkivmaterial (framförallt de regionala länskolnämndernas arkiv), dels utifrån kvalitativa livsvärldsintervjuer med f.d. länskoleinspektörer och lärare.

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  • 328.
    Karlsson, Martin
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Marie Louise Hélène Charlotte Gagner2018In: Svenskt kvinnobiografiskt lexikon, Göteborg: Göteborgs universitet, 2018Chapter in book (Other academic)
  • 329.
    Kraus, Anja
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Was zeigt sich an Praktiken und wie zeigen sich Praktiken: eine Studie zur Performativität und Phänomenologie von sozialem und sozial distanziertem Handeln2018In: Interdisziplinäre Videoanalyse: Rekonstruktionen einer Videosequenz aus unterschiedlichen Blickwinkeln / [ed] Maud Hietzge, Verlag Barbara Budrich, 2018, p. 231-254Chapter in book (Refereed)
    Abstract [de]

    An der vorliegenden Videosequenz springt die wohlbekannte Tatsache förmlich ins Auge, dass Nähe und Distanz, Inklusion und Exklusion, Akzeptanz und Ablehnung, Angepasstheit und Protest, kurz diverse Formen der An- und Abwesenheit, zentrale Strukturmomente des sozialen Lebens resp. sozialer und sozial distanzierter Praktiken sind. 

    Zugleich sind An- und Abwesenheit prägnante Kennzeichen methodischer Verfahren (vgl. Fuery 1995). In meinem Beitrag wird dies für die leibphänomenologische Methodologie sowie für methodologische Schlussfolgerungen gezeigt, die sich aus dem aktuellen Performativitätsdiskurs ableiten lassen. - Worin bestehen unter empirischer Perspektive Parallelen und wo Unterschiede zwischen den beiden Methodologien? Was ergibt sich daraus für die Analyse der vorliegenden Videosequenz? Was kann diese Filmanalyse zur näheren Bestimmung der beiden methodologischen Ansätze beitragen? 

    Die Analyse der Filmsequenz gilt also nicht allein deren Themen (wie etwa Schulhofgestaltung, Pausenaktivitäten etc.). Sie ist auch mit methodologischen und methodischen Fragen befasst, und zwar erstens mit solchen, die an den aktuellen Diskussionsstand einer phänomenologisch ausgerichteten Praktikenforschung anschließen, Zweitens geht es um Fragen, die mit einer Praktikenforschung verbunden sind, die am aktuell geführten Performativitätsdiskurs orientiert ist. Die Darlegung dieser beiden Ansätze wird daher in diesem Beitrag einen relativ großen Raum einnehmen. 

  • 330.
    Kraus, Anja
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Bildungsziele und die Lehrer*innenbildung in Schweden2018Conference paper (Other academic)
    Abstract [de]

    Während in der deutschen Bildungsforschung und -politik seit der Jahrtausendwende ein Paradigmenwechsel vom allgemeinen Bildungsziel der Wissensaneignung zu dem des Kompetenzerwerbs vollzogen wurde, wird das Bildungsziel der Kompetenzentwicklung in Schweden in das breite Spektrum der Wissensformen und -formate eingeordnet. In der dem derzeit geltenden Curriculum zugrundegelegten Wissensordnung werden (lebens-)praktische Wissensformen akzentuiert. Synonyme zu förtrogenhet (englisch: familiarity) sind: eine sich einstellende Bekanntheit oder Kenntnis, nahe Bekanntschaft, Vertrautheit, Gewohnheit, Einblick oder Einsicht; es handelt sich dabei um schweigendes Wissen (vgl. Carlgren 2012). Ferner wird an schwedischen Universitäten die Ausbildung von Reflexivität in Bezug auf wissenschaftliche Paradigmen als ein zentrales Qualifikationsziel für Wissenschaftler(innen), etwa im Zusammenhang der Postgraduiertenprogramme auch im Bereich der Fachdidaktik, angesehen. (vgl. högskoleverket 2003, S.21 und Sveriges universitetslärarförbund 2005, S.6ff.) Diese und andere Unterschiede werden in meinem Beitrag auseinandergelegt und auch auf die Kunstpädagogik bezogen.

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  • 331.
    Kraus, Anja
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Linnaeus University Sweden.
    Tacit Dimensions of Pedagogy – Corporeality and Bildung2018In: New Direction of Physical Education and Health: From Theory to Implementation with Turkish and Global Perspective: Proceedings / [ed] Fatma Salci Uzunöz, Sirri Cem Dinc, Burak Günez, 2018, p. 19-19Conference paper (Other academic)
    Abstract [en]

    Actual pedagogy refers to the kind of theoretical and empirical research which reduces pedagogical theory and practice to certain norms and to definite interventions in well-defined pedagogical situations. Accordingly, the main aim of school is to impart available knowledge and well-defined abilities directly oriented at certain objectives. In this regard, pedagogy and pedagogically intended knowledge and abilities are interpreted as psychometric competences that can be easily measured. By focusing mainly the tacit side of education practices, we follow up a paradigm shift in pedagogy, the "tacit turn". The fundamental consideration is then, that, beside explicit, declarative forms of knowledge, tacit forms of knowledge play a central role for our learning successes and well-being. Harry Collins (2012) distinguishes relational tacit knowledge, somatic tacit knowledge and collective tacit knowledge. Considering somatic tacit knowledge, school appears as broad spectrum of bodily expression, attention processes, and knowing that goes far beyond a pure discipline and instrumentalizing of human bodies. Klaus Mollenhauer refers education as such (Bildung) to our corporeality. My presentation gives an overview over the topic of corporeality at school as tacit dimension of teaching and learning. I will use the example of playing an acoustic instrument as a highly embodied and material relationship between the body and the instrument, where years of experience concerning e.g. intonation and rhythm are based on and constitute a tacit knowing of what is right. By focusing the teacher-student relationship, (1) knowledge shows as practice, (2) corporeality unfolds ingenuity, (3) learning can be approached by mirroring, and (4) matching with a situation at hand turns out as most striking quality criterion for knowledgeable practices.

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  • 332.
    Lidén, Anne
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    The New Saint Olav column in the city of Sarpsborg, Norway 2016: Heritage cooperation and communication of the World Heritage, the Church of the Nativity in Bethlehem, Palestine2018Report (Other academic)
    Abstract [en]

    Many cultural heritage sites and projects have been discussed during the European Year of Cultural Heritage 2018, EYCH 2018. This report presents a cultural heritage cooperation project between two sister-cities of Europe, Sarpsborg in Norway and Bethlehem in Palestine, initiated as part of the millennium city anniversary of Sarpsborg 1016-2016. It is according to EYCH 2018 based on a shared cultural heritage, in this case the medieval Saint Olav column in the Church of the Nativity in Bethlehem, a pilgrimage site and a World Heritage which now is being restored. The aim of this report is to investigate how cultural heritage as art and narrative can be reframed within social collective commemoration and in shared pilgrim and heritage tourism, regarding continuity and change. This study is dealing with forms and settings of collective memory, narrative and storytelling, and theoretical concepts of linear, points and areas spaces with nodes of interest in trail-based heritage tourism, discussed by Stephen W. Boyd 2017.

    The focus of this study is the new re-created column and painting of Saint Olav, inaugurated at Olav Hall in the Borgarsyssel county museum in Sarpsborg 2016. It is a reconstructed “gjenskapelse” by the conservation artist Terje Norsted. This new painting and its relation to the original medieval column painting of Saint Olav in Bethlehem are analyzed with iconographical methods based on the art history research of the original paintings. This report is also discussing the date of the original column painting 1150-1165 and its kneeling donatrix figure, which can be identified as the daughter of Norwegian king Sigurd I, Kristin Sigurdsdotter. The New Saint Olav column and the Olav Hall in Sarpsborg is now established as a new pilgrimage goal along the European Saint Olav pilgrim route to Oslo-Trondheim. In this way the sister-cities Sarpsborg and Bethlehem will continue this peace and friendship project based on their connections as pilgrimage and heritage tourist sites.

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  • 333.
    Lidén, Anne
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Dragkamp om kulturarvet - blir stulna kulturskatter återlämnade?2018In: Förr och nu: tidskrift för en folkets kultur och historia, E-ISSN 2003-329X, no 4, p. 3-11Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Anne Lidéns ledare diskuterar frågan om Dragkamp om kulturarvet- blir stulna kulturskatter återlämnade? Mot bakgrund av de arkeologiska fynden av istidens konstverk i södraTyskland från ca 40.000 år f. Kr, bl.a. Lejonmänniskan och Venus Hohle Fels, diskuterar hon olika teman och mål som presenterats under det Europeiska kulturarvsåret, EYCH2018. I fokus för diskussionen är Skyddsmålet, att vårda och skydda det kulturarv som hotas av bl.a. stöld, skövling och krig. En recension görs av boken Parthenonsyndromet 2015, skriven av Ove Bring, prof.emeritus i folkrätt vid Stockholms universitet. På ett kunnigt och lätttillgängligt sätt redovisar han en historisk genomgång av de många fall där kulturskatter på de stora museerna blivit föremål för tvister och poltiska krav på återförande till sina ursprungsländer. Genomgången av Parthenonskulpturernas bortförande från Grekland till British Museum i början av 1800-talet visar liksom fallet med Nefertiti-bystens bortförsel till Berlin, att kravet på återförande inte alltid kan lösas på rättslig väg. Ove Bring visar att det i många fall blir fråga om en pragmatisk etisk och kulturpolitisk avvägning vad som är rätt att göra. Han ger flera exempel på positiv utveckling från de västeuropeiska museernas sida där föremål och skatter lämnats tillbaka till ursprungsländer och ursprungsfolk, och där framgångsrika samarbetsprojekt mellan länder och museer genomförts.

    Anne Lidén tar avslutningsvis upp fallet med de 1500 år gamla Buddha-skulpturerna i Bamiyan-dalen i Afghanistan, och anknyter till Gun Kessles mångåriga fotodokumentation av Buddha-skulpturer. År 2001 demolerades Bamiyan-skulpturerna totalt av en fanatisk talibanledare, trots protester från det muslimska världssamfundet, Unesco, regeringar och kulturorganisationer världen över. En klassificering som Världsarv kan fungera som påtryckning visar exemplet år 2000 med Buddha-skulpturerna i Kina. Året efter lämnade konstmuseet i Ottawa tillbaka stulna kinesiska konstföremål. 

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  • 334.
    Lidén, Anne
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Gun Kessle 1926-2007: konstnär, grafiker, fotograf, resenär2018Collection (editor) (Other (popular science, discussion, etc.))
    Abstract [sv]

    Detta temanummer av Förr och Nu nr 4-2018 presenterar en del av Gun Kessles tidiga verk, teckningar, måleri, grafik och foto, som finns utställda på Jan Myrdalbiblioteket i Varberg och några som finns i privat ägo. Mot bakgrund av det Europeiska kulturarvsåret 2018, EYCH2018, tar Anne Lidén i ledaren upp frågan om stulna kulturskatter blir återlämnade av de västeuropeiska museerna. En recension görs av Ove Brings bok Parthenonsyndromet 2015 där han ger en historisk översikt över de många fall där krav ställts på tillbakalämnande av stulna kulturföremål. Gun Kessles mångåriga fotoprojekt kring hotade Buddha skulpturer i Asien 1959-1980 belyses i förhållande till de nu demolerade Buddhaskulpturerna i Bamiyan-dalen, som nu är klassat som Världsarv i Aghanistan. 

    Anne Lidén skildrar i sin artikel Gun Kessles bakgrund i Tornedalen, hennes sjukdomstid i TBC på sanatorier 1940-1950 och hennes konstutbildning på olika konstskolor och Konstakademien 1950-1957, samt om hennes fotoprojekt med Buddhaskulpturer i Asien på 1960-1970-talet. Hennes liv 1949-1955 i Stockholm, Gerlesborg, Öland och London, skildras genom bevarade teckningar och porträtt av dåvarande maken konstnären Torsten Renqvist. Gun Kessle var tidigt aktiv i arbetet med konst och folkbildning i arbetarrörelsen, det som blev Konstfrämjandet. Källor är tidigare opublicerat material som tillhandahållits av författaren Jan Myrdal och Jan Myrdalbiblioteket i Varberg. (www.janmyrdalsallskapet.se)

    De övriga medverkande författarna Ulla Wennberg, Margareta Zetterström, Mike Powers och Peter Ekström, har samarbetat med Gun Kessle i tidskriften Förr och Nu under tidigare perioder, i Konstfrämjandet eller med hennes olika utställningar. De skriver om vad Gun Kessles konst betytt för dem och berättar om verk som finns i deras privata ägo.

    Anders Björnsson ger en Tidsbild i Höstcirkulär 1-8. Per-Olov Käll berättar utförligt om Rysk konst, musik, kulturarv och historia i en rikt illustrerad berättelse från en Volgaresa. Stora och små städer, Moskva, Novgorod, Volgograd, kyrkor, palats, offentlig konst och konstmuseer besöks liksom minnesmonument över spännande historiska skeenden, som Stalingrad. Ryska konstnärer presenteras.

    Numret är rikt illustrerat med färgbilder av målningar och med svartvit grafik. Medverkande fotografer är Olle Asp vid Jan Myrdalbiblioteket, Per Sundling vid Grafiska sällskapet och Moderna museets fotografer. Anna-Lena Renqvist har givit tillstånd till fotopublicering av Torsten Renqvists verk ur Moderna museets samling. Annika Hagström har givit tillstånd till fotopublicering av målningar av Gun Kessle. Per-Olov och Kerstin Käll har fotograferat under Volgaresan.

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  • 335.
    Lidén, Anne
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Gun Kessles tidiga kamp för konsten - för livsvilja och uttrycksglädje2018In: Förr och nu: tidskrift för en folkets kultur och historia, E-ISSN 2003-329X, no 4, p. 12-31Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Artikeln Gun Kessles tidiga kamp för konsten - för livsvilja och uttrycksglädje skildrar konstnären Gun Kessle (1926-2007), hennes bakgrund i Tornedalen och flytten till Stockholm 1940. Hon drabbades då svårt av TBC och vistades ca 10 år på sanatorierna Söderby i Stockholm och Österåsen i Sollefteå. Under sanatorietiden började hon teckna och måla. På Österåsens sanatorium, som var en norrländsk konstmetropol, mötte hon 1949 konstnären Torsten Renqvist, som hon var gift med 1952-1955. Torsten Renqvist studerade på Konstakademien i Stockholm och debuterade 1950. Gun Kessle gick på Hampstead School of Art i London 1951-1952 och hade sin debututställning 1953. Hon studerade också 1955-1957 vid Skolan för Grafisk konst, där hon mötte sin livskamrat författaren Jan Myrdal som hon var gift med 1963-2007. Med honom genomförde Gun Kessle under 50 år många rese- och fotoprojekt i Asien, bl.a. Indien, Afghanistan och Kina, då hon även målade och tecknade för deras gemensamma artiklar, böcker och utställningar.

    Artikeln skildrar Gun Kessles konstnärliga utveckling under den svåra sjukdomstiden och hennes ställningstagande för konst och folkbildning i arbetarrörelsen under utbildningen på konstskolorna. Hennes tidiga verk presenteras, måleri och grafik under tiden 1950-1970 vilka är utställda på Jan Myrdalbiblioteket i Varberg, samt Torsten Renqvist bevarade teckningar och porträtt av Gun Kessle 1949-1955, som finns i Moderna museets samling. Källmaterialet till artikeln är bl.a. Gun Kessles publicerade texter och opublicerade minnesanteckningar före hennes död 2007, samt min brevväxling och samtal med Jan Myrdal. Artikeln är rikt illustrerad med målningar i färg och svartvit grafik.

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  • 336.
    Lidén, Anne
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Fredsstatyn i Karlstad - debatten om Ivar Johnssons skulpturer mot nazismen2018In: Förr och nu: tidskrift för en folkets kultur och historia, E-ISSN 2003-329X, no 1, p. 14-28Article in journal (Other academic)
    Abstract [sv]

    Fredsstatyn på Stora Torget i Karlstad invigdes 1955 som ett minnesmonument över den femtioåriga freden mellan Sverige och Norge efter unionsupplösningen 1905. Skulptören Ivar Johnssons bronsstaty diskuteras utifrån det konstnärliga uppdraget, skisserna och monumentets historiska bakgrund och sammanhang samt i relation till konstnärens övriga offentliga konstverk i Helsingborg, Linköping och Skövde.

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  • 337.
    Lindberg, Viveca
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Gothenburg, Sweden.
    Christidis, Nikolaos
    Christidis, Maria
    Louca Jounger, Sofia
    Literacy as Part of Professional Knowing in Dental Education2018Conference paper (Refereed)
    Abstract [en]

    The issue of this paper to scrutinise Swedish dental students’ writing in academic setting: what these students are expected to read and write, how they are expected to do this, and for what purposes they read and write.

    Dental education is one of several professional programmes in higher education. The national learning outcomes stated in the Higher Education Ordinance (SFS 1993:100- SFS 2017:284) point out for example the importance of knowledge of the scientific basis as well as of proven experience for dental work, the capability of making diagnoses aw well as treating various dental diseases and malformations, but also leadership and collaboration. Such learning outcomes obviously are abstract, as they coven a whole program of 300 ECTS, and are to be somewhat more concretized in syllabuses for the various courses that together form the programme. However, as in other professional programmes within academia, part of the learning outcomes relate to content like physiology and neurology, others relate to tools, and materials used for dental work and their properties – in everyday terminology the ‘theoretical’ aspects of dental work. Other learning outcomes relate to what a dentist does – the ‘practical’ (clinical) aspects of dental knowledge. Furthermore, as becoming a dentist requires attending an educational programme, reading and writing are seen as self-evident aspects of the education. While it seems obvious that it takes time to become a skilled dentist and a degree is the necessary beginning in this direction, it seems less obvious that it also takes time to become a skilled writer in academia – where the meaning of being a skilled writer varies between disciplines (Bazerman, 1995; Blåsjö, 2004; Hjalmarsson et al. 2017; Lea & Street 1998; Airey 2011). Being a student in any higher education assumes participating in an activity that to a large extent is literacy based. To have the literacy competences and strategies needed for educational activities are crucial resources for students – these are the means for coping with literacy demands in varying but relevant situations, depending on the purpose of reading and or writing (Bazerman 1995; Dias et al. 1999; Berthén et al. 2006; Street, 2003). For students in professional programmes, there is also another aspect – today part of a dentist professional work is literacy-related: documentation of work done, reports, subscriptions, referrals – these are one type of examples of what dentists are expected to write as part of their work. Other types of writing that today are imposed on most professions, be they academic or not, are related to quality control, sustainability and security (Lindberg, 2003). Previous studies show that the transition from upper secondary school to higher education is challenging for students (Ask 2007), since the literacy practices they have experiences of differ from those they encounter in academia. Appropriating relevant academic literacies is relational – i.e. students of course need to struggle but it is also a question of what is made available to them (Edwards 2005). Characteristic for of academic literacies, whether in science (Airey 2011); engineering (Berthén et al. 2006; Hållsten 2008); in history or national economy (Blåsjö 2004), is that students nee to master different genres (a breadth), but also a progression, in terms of complexity, in order to become successful within a programme or a discipline. So the overarching question for this paper is what literacy practices that characterise one of the Swedish dental programmes? 

    Method

    The present study is conducted during the third year of the study programme in dentistry (SPD), during the modules “orofacial pain and jaw function 1 and 2”, at the Department of Dental Medicine, Karolinska Institutet, Sweden. The SPD has a duration of five years (300 credits) divided into 10 semesters. Each of the 10 semesters is composed by courses and the courses in modules. The third year consist of the fifth and sixth semesters. The modules “orofacial pain and jaw function 1 and 2” are closely connected with each other and are divided into two modules due to the semester break. The data analysed for this paper are modules part of the courses ”clinical odontology 2 and 3. For the overall project, the data produced are of three types: (i) curricular documents, including information given in study guides to the students; (ii) ethnographic data from lectures and clinical work (sound-recordings and field-notes during lectures, textbooks, hand-outs from the lectures, student notes from the given lectures, multiple-choice questions from the digital examination and clinical instructions); as well as (iii) interviews with students and teachers. Literacy events, i.e. what students read or write, and text-related communication (Barton 2007; Karlsson 2006; Street 2003) are mapped throughout all activities (lectures, clinical work, and examinations). During clinical work, only field-notes were taken and only one of the researchers that also were teachers in the programme took the notes since clinical work also involves patients. As a first step of the analysis, we use literacy event for identifying patterns related to text genres (Barton 2007; Street, 2003), and will pay attention to multimodal aspects (Airey 2011; Kress 2003) of text used and produced. The second step is to analyse relations between patterns, i.e. questions like What literacy practices characterize dental education? Which of these patterns are related to dental academic literacy practices, and which are related to professional dental literacy practices? Since data produced so far are from the first phase of the project, this is how far we have come.

    Expected Outcomes

    As some of the data production will continue during spring, we have so far concentrated on the mapping of literacy events (step 1 in the analysis), which mainly is a descriptive result. During lectures, powerpoints were used for structuring the physiological knowledge related to orofacial pain and jaw function. All slides were distributed in advance to the students via the digital learning environment used by KI. Most slides were multimodal in that they combined graphical pictures of neurological and physiological information related to the construction of a jaw and the different functions of the parts, highlighting aspects specifically related to orofacial pain. Students’ notes vary: while some made notes directly in the powerpoint, others took notes separately. During clinical work, students were given forms to fill in with the purpose of two types of documentation: medical and narrative. The analytic result will complement this descriptive result.

  • 338.
    Lindberg, Viveca
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Eriksson, IngerStockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.Pettersson, AstridStockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Lärares bedömningsarbete : förutsättningar, villkor, agens2018Collection (editor) (Other academic)
    Abstract [sv]

    Sverige hör till de länder i världen som bytt betygssystem oftast, vilket inneburit att vi vid ett flertal tillfällen satt rättssäkerheten gällande bedömning ur spel. Forskning visar nämligen att det tar lång tid att utveckla den förtrogenhet med betygsskala, mål, kriterier, kunskapsområden och nationella prov, som behövs för en välgrundad, likvärdig bedömning. Eftersom lärare vid betygsreformerna i praktiken gjorts till nybörjare i bedömningsarbetet, har utomstående aktörer fått utrymme att dominera debatten. Kritiken gällande felaktiga bedömningar och bristande likvärdighet har då oftast ensidigt riktats mot lärares bedömningsarbete, utan hänsyn till det sammanhang och system som arbetet ingår i. Boken Lärares bedömningsarbete vill balansera bedömningsdebatten genom att öka förståelsen för hur arbetet påverkas av avgörande faktorer som ligger utanför klasslärarens inflytande och ansvar. Boken vänder sig till lärare, lärarstudenter och beslutsfattare i syfte att belysa lärares förutsättningar och villkor för agens att bedriva ett professionellt bedömningsarbete.

  • 339.
    Lindberg, Viveca
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Eriksson, Inger
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Pettersson, Astrid
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Lärares bedömningsarbete: en inramning2018In: Lärares bedömningsarbete: förhållningssätt, villkor, agens / [ed] Viveca Lindberg, Inger Eriksson, Astrid Pettersson, Stockholm: Natur och kultur, 2018, p. 5-16Chapter in book (Other academic)
  • 340.
    Lundholm, Cecilia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Conceptual change and the complexity of learning2018In: Converging perspectives on conceptual change: mapping an emerging paradigm in the learning sciences / [ed] Tamer G. Amin; Olivia Levrini, London: Routledge, 2018, p. 34-42Chapter in book (Refereed)
    Abstract [en]

    This chapter focuses on the conceptual change process in terms of coming to a scientific understanding which means actively creating relationships between a meta level, conceptual and empirical level, of a discipline. It especially addresses conceptual change in the social sciences and provides empirical examples from research in this area. The chapter also addresses affective aspects of conceptual change, and concludes that further research is needed which also brings into focus epistemological dimensions.

  • 341.
    Lundholm, Cecilia
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Davies, Peter
    Harring, Niklas
    Torbjörnsson, Tomas
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Ekström, Linda
    Ignell, Caroline
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Klimatet som utmaning: Studenters lösningar på klimatproblem iämnena ekonomi, statsvetenskap och juridik2018In: Resultatdialog 2018, Stockholm: Vetenskapsrådet , 2018, p. 80-83Chapter in book (Other academic)
    Abstract [sv]

    Vad påverkar miljövänliga handlingar – är det kunskap eller värdeorientering? I det här projektet har vi studerat vilken inverkan kunskap i ekonomi, juridik och statsvetenskap har på studenters syn på politiska förslag i form av exempelvis miljöskatter. Våra resultat visar att samhällsvetenskaplig kunskap har betydelse för studenternas benägenhet att stödja miljöpolicys. Undervisning som lyfter fram hur privata intressen står mot kollektiva fungerar väl när det gäller att illustrera vilken problematik klimatförändringar utgör och vilka lösningar som är aktuella.

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  • 342. Löfgren, Håkan
    et al.
    Löfgren, Ragnhild
    Pérez Prieto, Héctor
    Samuelsson, Johan
    Tanner, Marie
    Lindberg, Viveca
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Elevers berättelser om betyg och nationella prov i årskurs 62018In: Resultatdialog 2018 / [ed] Vetenskapsrådet, Stockholm: Vetenskapsrådet , 2018, , p. 4p. 91-94Chapter in book (Other academic)
    Abstract [sv]

    I och med att betyg i årskurs 6 och nationella prov i samhälls- och naturorienterande ämnen infördes lades ansvaret att prestera mer på eleverna själva. För att lyckas som elev blev det centralt att förstå bedömningssystemet. Intervjuer med elever visar att såväl de som deras lärare och föräldrar de första åren talade mycket om bedömning och lade mycket kraft på att hantera det nya – även om elevernas engagemang varierade beroende på de vuxnas. I en tid då utbildningssystemet orienteras mot att mäta kunskaper och jämföra resultat är det särskilt viktigt att lyssna till eleverna. Vi vill med vår studie bidra till en diskussion om hur uppdraget att bedöma ska viktas i relation till andra delar av skolans samhällsuppdrag.

  • 343. Mossfeldt, Carolina
    et al.
    Sahlström, Per
    Wilhelmsson, Kristina
    Johansson, Patrik
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Globala gymnasiet i Stockholm, Sverige.
    Historiska källor på mellanstadiet: Ett FoU-projekt om migration och kulturmöten2018In: SO-didaktik, ISSN 2002-4525, no 5, p. 26-35Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Migration och kulturmöten är centrala i historieundervisningen och av stor betydelse för att ge elever förståelse för att möten mellan människor formar historiska skeenden. Carolina K Mossfeldt, Per Sahlström, Kristina Wilhelmsson och Patrik Johansson ville komma från en undervisning som utgår från etniska grupper och nationsgränser, och istället sätta platser och historiska artefakter i centrum. Därför undersökte de hur historiska källor från olika kulturer kan möjliggöra att elever ser migration och kulturmöten under vikingatiden. De utvecklade ett redskap som satte källorna i centrum, och kunde se hur eleverna utvecklade sin förmåga att tolka källorna som representativa för historiska fenomen och se rationella aktörer som samverkade genom handel.

  • 344.
    Nordin, Anna-Karin
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Wettergren, Sanna
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    A learning study: exploring algebraic expressions through “learning models” in Grade 52018Conference paper (Refereed)
    Abstract [en]

    The issue of the paper is what aspects must be built into a assignment so it can serve as a mediating tool enabling students to explore algebraic expressions.

    Algebra has a unique position in mathematics as it is found in all mathematical areas. The introduction of algebra is in most cases arithmetic in its basis (eg. Kieran, 2006; Lins & Kaput, 2004; Radford, 2010). According to Greer (2008) teaching in algebra needs to create the conditions for students to develop abilities such as algebraic reasoning, making algebraic generalizations and using algebraic representations rather than learning a number of procedures. 

    The data used in this paper is from a learning study in grade 5 (11 year old students) comprising three research lessons focusing on algebraic reasoning. Learning activity was used as a theoretical framework, both when designing and analyzing the research lessons. Variation theory (Marton, 2015) is commonly used as a theoretical framework in learning studies but in this case we have chosen to use learning activity (Davydov, 2008).

    Learning model is a key concept in Davydov’s theory of learning activity. In learning activity the aim is to give students opportunity to gain access to theoretical content that is built into eg. algebraic expressions. A learning model can be iconic (sketches or drawings) or symbolic (eg. algebraic expressions). “Models are a particular kind of abstraction, where the visually perceived and represented connections and relations of the material or semiotic elements reinforce the essential relations of the object” (Davydov, 2008, p. 95). Further a learning model in learning activity aims to enhance students’ collective discussions and reflections.

    In the paper we will exemplify how we analyzed the students’ work (video recorded) and iteratively developed a learning model. Furthermore, we will discuss how to set a learning model in motion in communicative situations during the research lessons.

  • 345.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Dalarna University, Sweden.
    Political Awareness and Active Citizenship (Panel Discussion)2018Conference paper (Other academic)
  • 346.
    Pemsel, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    En musiklärares syn på utvecklingsmöjligheter för estetiska lärprocesser vid lärarutbildningen på Stockholms universitet2018In: De estetiska ämnenas didaktik: Utmaningar, processer och protester / [ed] Ulrika von Schantz, Ketil Thorgersen, Anne Lidén, Stockholm: Stockholm University Press, 2018, p. 73-93Chapter in book (Refereed)
    Abstract [sv]

    I detta kapitel belyses de estetiska ämnens didaktik och estetiska lärprocesser. Former för estetisk verksamhet på Stockholms universitets lärarutbildning problematiseras. En vision om en öppen estetisk verkstad som kan erbjuda en plats för undersökande och utvecklande arbete med estetiska lärprocesser beskrivs. Med hjälp av en enkätundersökning som genomfördes våren 2014 kommer jag att lyfta fram studenternas uttalade behov av en utbyggd estetisk verksamhet inom lärarutbildningen. Kapitlet avslutas med en diskussion kring vad som kan hindra universitetslärares användande av estetiska lärprocesser samt vilka ramar vi estetlärare i nuläget kan påverka på Stockholms universitet.

  • 347.
    Pemsel, Maria
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Larsson, Mimmi
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Kollegialt lärande i estetiskt, multimodalt och transdisciplinärt arbete2018Conference paper (Other academic)
    Abstract [sv]

    Inom ramen för ett nordiskt-baltiskt projekt med multimodala estetiska arbetsformer i lärarutbildning har Mimmi Larsson, adjunkt i ämnesdidaktik bild och Maria Pemsel, adjunkt i ämnesdidaktik musik på Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik, HSD vid Stockholms universitet utvecklat ett inbördes samarbete och kollegialt lärande. Scolarship of Teacher Education är ett erfarenhetsbaserat lärande där lärande sker genom utforskande och reflekterande verksamhet (Kreber 2002). Egen erfarenhet, studenters upplevelser, kollegors erfarenheter och kritiska öga, samt tidigare forskning bildar den teoretiska ramen (Handal,1999; Jons 2017; Schulman, 1986). Syftet med detta paper är att belysa och begreppsliggöra vårt eget kollegiala lärande i estetiskt, multimodalt och transdisciplinärt arbete med andra.

    I det treåriga nordplussamarbetet Innovative and sustainable aesthetic methods for citizenship education: Nordic and Baltic perspectives (ISAMCE) genomför lärarutbildare intensivkurser för lärarstudenter. Lärare och studenter arbetar tillsammans under intensivveckorna med att konkretisera temat som personliga erfarenheter uttryckt i rörelser, ljud och bilder i det sociala rummet. I motsats till narrativ arbetas det med relationell estetik där deltagarna delar erfarenheter och känslor. Det platsspecifika är en central del i arbetsformen. Stämningar, historik och atmosfär i landskapet, staden och rummet där man arbetar bearbetas. Projektens målsättning är att bearbeta medborgarskap transdisciplinärt med olika perspektiv genom att blanda ljud, rörelse och visuella utryck i genrer som performance, installation eller video.

    Genom dialog i lärargruppen genomförs under intensivveckorna ett platsspecifikt planerings- och utvecklingsarbete. Lärarna skapar tillsammans olika lärsituationer och former för stimulans kring temat samt strategier för genomförande. I processen tränas vi i flexibilitet, att släppa kontrollen blir nödvändigt, det är praktiskt omöjligt att detaljplanera före kursens start. Som lärare påverkas vi av skeendet tillsammans med andra under intensivveckan. Vi har genom processen genererat ett nytänkande som inspirerar till ett mer holistiskt arbete på lärarutbildningen vid heminstitutionen.

  • 348.
    Pemsel, Maria
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    von Schantz, Ulrika
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Intresse av estetisk verksamhet/estetisk verkstad vid Stockhoms universitet?2018In: Lärarkonferens 2018 — universitetslärare i en föränderlig värld: Program, Stockholm: Centrum för universitetslärarutbildning, Stockholms universitet , 2018, p. 13-14Conference paper (Other academic)
    Abstract [sv]

    Till grund för rundabordssamtalet ligger en presentation av ett FoU projektgenomfört 2014 - 2016 inom dåvarande CeHum, senare HSD. Projektets målsättning var att undersöka behovet av utvecklad estetisk verksamhet till stöd för studenter och lärare på de olika lärarprogrammen inom SU. Fanns det ett intresse för en öppen estetisk verkstad som skulle kunna erbjuda handledning i estetiska läroprocesser, fristående kurser, workshops, och ge möjlighet till individuellt estetiskt arbete?

    En enkätundersökning genomfördes bland de studenter som hade olika typer av estetiska kurser, och resultatet visade att deras intresse var stort för en öppen estetisk verkstadsmiljö, men också för ett bredare kursutbud av fristående kurser. I en uppföljande studie intervjuades lärare från olika program för att komplettera studenternas enkätsvar. Intervjustudien synliggjorde lärarnas behov av en estetisk resurs och former för den, samt deras syn på ramfaktorer för estetiska läroprocesser inom SU. De hinder som nämns är brist på material och anpassade lokaler, men lärarna i studien uttrycker också en frustration kring begränsande kursekonomi. De önskar fler möjligheter till kollegiala möten för konkret kursutveckling och flera av dem ser en öppen verkstadsmiljö som en möjlig koordinator för en estetisk högskolepedagogisk utveckling.

  • 349. Radford, Luis
    et al.
    Eriksson, Inger
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Freiman, Viktor
    Eriksson, Helena
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Polotskaia, Elena
    Boublil-Ekimova, Helena
    V. V. Davydov: Philosophy, influences, and educational ideas2018In: ISCAR 2017 Book of Abstracts: Taking a 360° view of the landscape of cultural-historical activity theory: The state of our scholarship in practice, 2018, p. 369-369Conference paper (Refereed)
    Abstract [en]

    V. V. Davydov has inspired a great deal of educational research in various western schools of education in generaland mathematics education in particular. This symposium on some of Davydov’s educational ideas, theirphilosophical background and intellectual influences, is located within the theme of “Foundations: Theoretical andresearch approaches.” It brings together scholars who, from different perspectives and backgrounds, have beenworking within the field of Activity Theory and Davydov’s ideas. Its goal is twofold. First, the symposium endeavorsto offer a critical appraisal of some of Davydov’s central concepts and to discuss the question of the philosophicalinfluence in Davydov’s work. Second, it aims to present some current applications of Davydov’s approach to theteaching and learning of mathematics as well as to offer a contrast between Davydov’s approach and otherapproaches in mathematics education.

  • 350.
    Sandahl, Johan
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Vart bör samhällskunskapsdidaktiken gå? Om ett splittrat forskningsfält och vägar framåt2018In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 3, p. 44-64Article in journal (Refereed)
    Abstract [en]

    Social Science (Samhällskunskap) is the assigned school subject with the major responsibility for political education in year 1-12 (Sandahl, 2015c; cf. other Nordic countries in Christensen, 2011; Børhaug 2011). Even though Social Science is considered important and well established in schools, it has been described as in a “stage of crisis” for several decades due to its lack of a academic equivalent (Bronäs & Selander, 2002). Furthermore, researchers interested in social science education come from different communities of enquiry such as pedagogy and political science resulting in a diverse and sprawled research community. Departing from Michael Young’s (2013) notion of ‘epistemic community’, this article discusses the need to define and demarcate the research field of social science ‘didaktik’. Moreover, the article suggests a field of research interest that might help shape a community where researchers from different backgrounds can contribute. The argument is that a strong research community can provide answers to the alleged crisis of the school subject.

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