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  • 401.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Drama stärker elevers språkutveckling - men hur och varför?2016Conference paper (Other academic)
    Abstract [sv]

    OECD, organisationen för ekonomisk utveckling, har publicerat en studie om estetiska skolämnen: Art for Art’s Sake? The Impact of Arts Education (2013). Syftet var att se om befintlig forskning styrker påståenden om att de estetiska ämnena bidrar till elevers kreativitet, självförtroende och samarbetsförmåga, och att de lyckas bättre i matematik och modersmål. Forskarna, Winner, Goldstein och Vincent-Lancrin, gjorde en meta-analys av tidigare forskning inom de estetiska ämnena. Analysen visar bl.a. att drama stärker elevers verbala förmåga och har tydliga, positiva effekter på elevers språkutveckling: Strong evidence shows that theatre education in the form of enacting stories in the elementary level classroom (classroom drama) strengthens verbal skills (reading, writing, text understanding, etc.). Unfortunately, this does not seem to be a prevalent school practice in many schools. När det nu är belagt att drama kan fylla en viktig funktion för läs- och skriv utvecklingen uppstår nya frågor: Vad beror detta på? Vilka förutsättningar krävs? Fungerar drama lika bra för alla elever eller har vissa grupper extra stor nytta av dramainslag i undervisningen? Vad är det som gör att drama används i så begränsad omfattning i våra klassrum? Hur kan forskning och praxis utvecklas inom detta gränsområde mellan dramapedagogik och språkdidaktik?

  • 402.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Estetiska ämnen och inslag i lärarutbildningen: smörgåsbord eller smulor?2016Conference paper (Other academic)
  • 403.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Drama/Teater i kulturskolan2016In: Dramaforum: drama, pedagogik, teater, ISSN 1652-9286, no 3-4Article in journal (Other (popular science, discussion, etc.))
  • 404.
    Österlind, Eva
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Østern, Anna-Lena
    Björk Thorkelsdóttir, Rannveig
    Drama and theatre in a Nordic curriculum perspective: A challenged arts subject used as a learning medium in compulsory education2016In: Research in Drama Education, ISSN 1356-9783, E-ISSN 1470-112X, Vol. 21, no 1, p. 42-56Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to present a Nordic curriculum perspective on drama and theatre in education ranging from preschool to upper secondary education and cultural schools. Underlined in the Nordic welfare model is an equity, inclusive and democracy perspective, which guarantees free access to compulsory education and to upper secondary education. How is drama/theatre presented and positioned in the national curriculum frameworks of the Nordic countries? This comparative analysis concerns drama and/or theatre in the curricula in Denmark, Finland, Iceland, Norway, and Sweden.

  • 405.
    Balic, Sofia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Scenrum/Klassrum eller Like a bridge over troubled waters: När konstnärer, lärare och dramapedagoger samverkar2015Conference paper (Other (popular science, discussion, etc.))
  • 406.
    Balic, Sofia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Chester, UK.
    Three craftsmen: Skills and handling of teaching, artistry and drama2015Conference paper (Other academic)
    Abstract [en]

    To practice and master a craft, to possess a craftsmanship, is about managing materials, tools and specific techniques in a creative process that leads to a product. During the process the craftsman make interpretations and assessments based on knowledge, experience and skill, which gives a certain quality in the result. But what if the craftsman is a teacher, an artist, or a drama pedagogue? The attempt of the paper is to describe the characteristics of these professions in relation to craftsmanship.

    In the paper theories of practical knowledge, craftsmanship and tacit knowledge are presented. The concept of a subject’s professional object is explained as something that the profession possess special knowledge of, the task the profession is to achieve (Carlgen & Marton, 2005). The professional object is staged performance for actors, learning for teachers and suggestively altered understanding through impersonation for drama pedagogues. The other components connected to the craftsmanship of the three professions are discussed and then summarized in a table. 

    The actors and the teacher’s craftsmanship differ quite a lot. The professional object, the material and the product are completely different from each other. The skills of the drama pedagogue are similar to both the teacher and the actor. Common to all professions is that the process is about action, though the teacher’s action is pedagogical and the actor’s action is creative.

    The paper is part of the dissertation work "Professional encounters in art and learning". The focus is on collaborative projects where schools and Art institutions work together, using drama as part of the process. 

  • 407.
    Ekendahl, Ingegerd
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Nohagen, Lars
    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.
    Undervisa i samhällskunskap: en ämnesdidaktisk introduktion2015Book (Other academic)
    Abstract [sv]

    Undervisa i samhällskunskap är en ämnesdidaktisk introduktion till undervisning och lärande i skolämnet samhällskunskap. Med utgångspunkt i vardagsnära beslutssituationer synliggörs hur ämnesdidaktiken kan fungera som en reflektionsarena för läraren inför de frågor och utmaningar som samhällsundervisningen ställer.

  • 408. Fejes, Andreas
    et al.
    Sandberg, Fredrik
    Dahlstedt, Magnus
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan Dalarna, Högskolan i Skövde.
    The last exodus? Discourses on the production of citizens in adult education2015In: Abstract book, 2015Conference paper (Refereed)
  • 409.
    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.

  • 410.
    Karlsson, Per-Arne
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Do we have a Curriculum? Learning Trajectory Based Instruction - towards a theory for teaching History: Questions and hypothesis about education of History-teachers2015Conference paper (Refereed)
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  • 411.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Dalrna University, Sweden; University of Skövde, Sweden.
    Citizenship, education and democratic life: tensions and challenges2015Conference paper (Other academic)
    Abstract [en]

    Citizenship is a status bestowed on all those who are full members of a community. All those who possess the status are equal with respect to the rights and duties with which the status is endowed. There is no universal principle that determines what those right and duties should be, but societies in which citizenship is a developing institution create an image of ideal citizenship against which achievement can be measured and towards which aspiration can be measured. (Marshall 1950: 28-29)

  • 412.
    Sandahl, Johan
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Social Studies as Socialisation, Qualification and Subjectification2015Conference paper (Other academic)
    Abstract [en]

    In Sweden, social studies is the assigned subject with the major responsibility for political education. Schools’ overall assignment can be defined using Gert Biestas three concepts of the functions of education: socialisation, qualification and subjectification. Firstly, schools have a role in socialising students into society, passing on values and knowledge. Secondly, the school system should contribute to students’ qualification as citizens, helping them advancing their civic and critical literacy. Thirdly, education should give students’ the possibility to be independent subjects. The functions, or dimensions, are separate, but meet in all kind of education and generally aim at political participation. Teachers are faced with several educational challenges; legitimising perspectives vs. critical thinking and allowing students to “be citizens” as well as qualifying them, thus seeing them as “citizens to be”. This paper explores and discusses theoretically how Biesta`s educational functions relate to social studies teaching by discussing the subject`s function.

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  • 413.
    Sandahl, Johan
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Civic Education and history education2015Conference paper (Other academic)
  • 414.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    What can and should religious education achieve?2015Conference paper (Other academic)
  • 415.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Stavanger, Norway.
    Shifting Boundaries Between Secular and Religious: Religion, Spirituality and Non-Religion in Estonia2015Conference paper (Other academic)
  • 416.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Stavanger, Norway.
    Comments on Collective worship/religious observance2015Conference paper (Other academic)
  • 417.
    Tväråna, Malin
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Rikare resonemang om rättvisa i samhällskunskapsundervisningen: Vad är det man kan när man kan resonera om rättvisa, och vad i undervisningen möjliggör detta?2015Conference paper (Other academic)
    Abstract [sv]

    Presentationen syftar till att illustrera hur en djupare kunskap om elevers uppfattningar om ett specifikt ämnesinnehåll kan undersökas och bidra till utvecklad pedagogical content knowledge (Schulman, 1987; 2004) hos lärare. I föredraget presenteras resultat från en ämnesdidaktisk studie med inriktning mot samhällskunskap från lic-forskarskolan i Learning Study, genomförd vid institutionen för pedagogik och didaktik på Stockholms Universitet. Licentiatuppsatsen har namnet ”Rikare resonemang om rättvisa Vad kan kvalificera deltagande i samhällskunskapspraktiken?” (Tväråna, 2015). I en fenomenografisk (Marton, 1981; Larsson, 1986) undersökning analyserades kvalitativa skillnader i gymnasieelevers uppfattningar av att resonera om rättvisa. I studien analyserades såväl elevernas uppfattningar av rättvisa som av att resonera i samhällskunskap, samt hur dessa uppfattningar relaterar till varandra och till samhällskunskapsundervisningens praktik. Resultaten utgår från analyser av nio forskningslektioner från tre Learning Study (Pang & Marton, 2003), kring undervisning om att resonera om rättvisa på gymnasiet. I presentationen sammanfattas kritiska aspekter av kunnandet att resonera om rättvisa, och betydelsen av några kommunikativa handlingar i undervisningen för elevernas utvecklande av kunnandet exemplifieras.

    Presentationen fokuserar den del av resultaten som besvarar frågan om vad i undervisningspraktiken i samhällskunskap som skapar förutsättningar för elevernas lärande av att resonera om rättvisa på ett kvalificerat sätt. Resultaten pekar mot att betydelsefulla förutsättningar är lärarnas ämneskunnande – det erfarande av lärandeobjektet som uttrycktes av lärarna i undervisningen – samt undervisningsverksamhetens underförstådda syfte och ett genuint behov av det avsedda kunnandet i verksamheten. Kommunikativa handlingar som verkar kunna underlätta för upprättande av dessa förutsättningar är uppgifter som skapar lärandeaktiviteter, ämnesspråk som medierande redskap och variation av kritiska aspekter som medierande redskap. 

  • 418. Wiklund, Jan
    et al.
    Torbjörnsson, Tomas
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Geografi. 4-6, Grundbok2015Book (Other (popular science, discussion, etc.))
  • 419.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Drama into the curriculum: Sisyphus’ work2015In: NJ (Drama Australia journal), ISSN 1445-2294, Vol. 39, no 1, p. 3-18Article in journal (Refereed)
    Abstract [en]

    The conditions for drama in compulsory education vary from country to country. The situation in Queensland, Australia, is interesting as Drama was introduced as an arts subject in the compulsory school curriculum (P-10) in 2002. This paper uses a case study approach, to describe and analyses the context and conditions for this specific curriculum development project. Findings suggest that curriculum development is unlikely to be a predictable and linear process, and to some extent, curriculum documents are reflecting changes that have already occurred. The author proposes a list of considerations which may be of benefit to drama educators in a range of curriculum contexts.

  • 420.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Drama in the curriculum – a Nordic comparison2015In: NoFa5: Nordic Conference on Subject Education: Book of Abstracts, Helsinki: University of Helsinki, 2015, p. 83-83Conference paper (Refereed)
    Abstract [en]

    Proponents of drama in education have striven to make drama part of compulsory education, as an aesthetic subject for all children. The conditions for drama in education vary from country to country, and the development points in different directions. A recent discussion of drama within education has to do with the concept of ‘aesthetic learning’ as a common area, versus subject specific learning in each art form. Another issue has been the recognition of drama as an art form versus drama as method for learning in other school subjects. And the relationship between drama and theatre has been debated more or less constantly over the years. These themes and issues are reflected in various curricula. How is drama/theatre presented and positioned in the Nordic countries’ National Curricula? The study concerns drama and/or theatre in the curriculum for pre-school, compulsory school and upper secondary school in the five Nordic countries; Denmark, Finland, Iceland, Norway and Sweden. A comparative analysis of the specific ‘drama profile’ in each country, and eventual trends or tendencies will be described and discussed.

  • 421.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Drama in the Curriculum: What can we learn from Australia?2015Conference paper (Other academic)
  • 422.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Drama/Teater i den svenska kulturskolan: vad vet vi och vad vet vi inte?2015Conference paper (Other academic)
  • 423.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Bild, musik och teater ur gymnasieelevers perspektiv2015Conference paper (Other academic)
  • 424.
    Balic, Sofia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Rösträtts värdegrund2014In: Rösträtt: musik på barns villkor / [ed] Ylva Holmberg, Stockholm: Gehrmans , 2014Chapter in book (Other (popular science, discussion, etc.))
  • 425.
    Cedervall, Sofia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Chester, UK.
    On the stage floor: Mission and role of drama pedagogues working in professional theatres2014Conference paper (Other academic)
    Abstract [en]

    Based on an interview study of two drama pedagogues in Sweden who work in professional theatres, the paper describes their background, mission and role. In the interviews a multifaceted role emerges. The drama pedagogues mission is primarily externally educational and communicative/coordinating but also internally educational and coaching. By using theories by Lave & Wenger (1998) and Janik (1996) it doesn´t come clear that the drama pedagogue’s are part of a community of practice of their own. They are building bridges or works as bridges between art and school but do not seem to have a collective context as drama pedagogues. Their basic education may be relevant to what community of practice they feel most at home in; school culture, artistic culture or drama culture. Through auto-ethnographic-inspired poems the drama pedagogues' personality and role are interpreted. The poems imply that the two drama pedagogues are differently secure in their roles within the artistic sphere. It is also possible to interpret the drama pedagogue’s role in reflecting the theme of the artistic work.

  • 426.
    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.

  • 427.
    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.

  • 428.
    Jägerskog, Ann-Sofie
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Jönsson, Fredrik
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Jonsson, Bert
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Learning through Visual Illustration and Retrieval Practice2014In: Earli SIG 2 Comprehension of text and graphics, 2014Conference paper (Refereed)
    Abstract [en]

    Previous research has shown that studying with (vs. without) visual illustrations as well as taking tests (vs. restudying) is beneficial for learning. Both are well-known learning strategies, but they have not previously been investigated in combination and rarely in the classroom. In this study, 133 upper secondary students were given a lecture presented only verbally or with the aid of a visual illustration. The students processed the information again either by retrieval practice or by restudying it. Recall and transfer tests were conducted after some few minutes, after a week and after 10 weeks. Visuoverbal presentation resulted in better learning than verbal presentation only. Although a modest testing effect was found, this effect was considerably weaker than the multimedia effect. Retrieval practice did not improve the participants’ memory performance beyond the beneficial effect of visuoverbal learning. Presentation format proved to be a more important factor for learning than study strategy.

     

     

     

  • 429.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan i Skövde, Sverige.
    Dahlstedt, Magnus
    Medborgarskapande för ett nytt millennium: utbildning och medborgarfostran i 2000-talets Sverige2014In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 23, no 2, p. 7-25Article in journal (Refereed)
    Abstract [sv]

    Citizenship in the making for a new millenium – education and citizen formation in 21st century Sweden. The aim of this article is to analyse citizenship formation in Swedish education. In highlighting trends regarding the assignment of the educational system to provide for democratic citizenship there are certain depictions of citizenship prevail- ing. The first stresses an inward-looking and inward-feeling citizenship, characterizing the citizen as deliberative and emotional. The second stresses an inward-looking and outward-making citizenship, characterizing the citizen as entrepreneurial and willing. Here, democracy is portrayed as already achieved. This, we argue, is hazardous as society risk being pictured as apolitical and democratically ‘saturated’. This situation does not open up for democratic change to come into question as desirable or even possible. Put differently, it leaves us with the notion that things have to be as they are, as we are living in the best of worlds.

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  • 430.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    On teaching religion: essays by Jonathan Z. Smith / edited by Christopher I. Lehrich, New York: Oxford University Press, 20132014In: Norsk pedagogisk tidsskrift, ISSN 0029-2052, E-ISSN 1504-2987, Vol. 98, no 5, p. 385-386Article, book review (Other academic)
  • 431.
    von Schantz, Ulrika
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Vandrare mellan scener2014In: DRAMA: Nordisk dramapedagogisk tidsskrift, ISSN 0332-5296, no 2, p. 16-23Article in journal (Other (popular science, discussion, etc.))
  • 432.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Drama i undervisningen: vad säger forskningen?2014Report (Other (popular science, discussion, etc.))
  • 433.
    Eriksson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Estetiska preferenser och jag - en studie om ungas konstruktioner och förhandlingar av estetiska ideal2013In: I rörelse / On the Move / [ed] Johanna Dahlin, Tove Andersson, Linköping: Linköping University Electronic Press, 2013, p. 57-57Conference paper (Refereed)
    Abstract [sv]

    Följande paper, som utgår från ett pågående etnografiskt fältarbete vid en gymnasieskola med estetiskt program, intresserar sig för visualitet och ungas konstruktioner och förhandlingar av estetiska ideal. Ungdomars förhandlingar kring smak och bildpreferenser kan undersökas som en estetisk och diskursiv praktik, men även som en del av ett ständigt pågående identitetsarbete. Estetiska ideal förhandlas mellan unga i min studie exempelvis i internetmiljöer, webbaserade sociala nätverk, och medie- och populärkulturen, likväl som i skolans bildundervisning. Det är studiens utgångspunkt att i dessa kommunicerade estetiska ideal, konstrueras även subjektspositioner; ett jag. Skolan är en arena där kulturell fostran görs explicit i undervisning och styrdokument, inte minst vad gäller smak och estetiska preferenser. Aure (2011) och Elsner (2000) beskriver emellertid ett vanligt förekommande ”glapp” mellan ungdomars och bildpedagogers estetiska preferenser, ett glapp som min pågående studie utforskar vidare. Min etnografi visar, liksom annan tidigare forskning, att skolan som institution är långt ifrån den enda eller kanske ens den främsta arenan för ungas estetiska influenser. Unga påverkar och påverkas av varandra och andra kontexter än skolan när det gäller smak och vilka bilddiskurser som kan användas i identitetskonstruktion. Jag presenterar ett exempel där informanten Sonja förhandlar estetiska ideal såväl under bildlektionerna som i sin privata bilddagbok och på nätet, på ett sätt som utmanar möjliga föreställningar om unga som ensidiga mottagare av skolans estetiska kanon. Paperet lämnar därmed ett bidrag till förståelsen av ungas förhandling av estetiska värden, och till betydelsen av sociala nätverksfora, där egna och andras bilder utgör en viktig del av kommunikationen – inte minst om det egna jaget.

  • 434.
    Nyberg, Gunn
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan Dalarna, Sverige.
    Den idrottspedagogiska modellen sport education undersöks och lovordas2013In: Idrottsforum.org/Nordic sport science forum, ISSN 1652-7224Article, book review (Other academic)
  • 435.
    Ståhle, Ylva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Bronäs, AgnetaStockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Mentorskap i skola och förskola2013Collection (editor) (Other (popular science, discussion, etc.))
  • 436.
    Ståhle, Ylva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Bronäs, Agneta
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Mentorskap och introduktionsperiod2013In: Mentorskap i skola och förskola / [ed] Ylva Ståhle och Agneta Bronäs, Stockholm: Norstedts Förlag, 2013, 1, p. 13-33Chapter in book (Other (popular science, discussion, etc.))
  • 437.
    von Schantz, Ulrika
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Drama i demokratins namn2013In: Meningsskapande fritidshem: Studio som multimodal arena / [ed] Malin Rohlin, Lund: Studentlitteratur AB, 2013, p. 33-56Chapter in book (Other academic)
  • 438.
    Wibaeus, Ylva
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Alla har ju en historia! Om berättelser och deras möjligheter i skolans historieundervisning när det gäller att bidra till utveckling av elevers historiemedvetande(n)2013In: Spänningsfyllda erfarenheter: ämnesdidaktik i skilda kontexter / [ed] Geir Skeie, Maria Olson, Stockholm: Stockholms universitets förlag, 2013, p. 134-155Chapter in book (Refereed)
    Abstract [sv]

    En av de saker som betonas i de nya kurs- respektive ämnesplanerna för historieämnet i grundskolan respektive gymnasieskolan är att undervisningen i historia ska bidra till att utveckla elevernas historiemedvetande. Där kan man läsa att eleverna ska utveckla sin förståelse för hur olika tolkningar och perspektiv på det förflutna påverkar perspektiv på samtiden, och förväntningar som finns på framtiden. I denna artikel kommer jag att belysa och argumentera för möjligheten att i historieundervísning använda elevens historia som berättelse och därigenom bidra till att utveckla elevens historiemedvetande. 

  • 439.
    Björck, Catrine
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Datorn i bildundervisningen: Hur arbetar bildlärare när eleverna använder datorn för sitt skapande?2012Conference paper (Other academic)
    Abstract [sv]

    Hur arbetar bildlärare när eleverna använder datorn för sitt skapande?

    I dagens samhälle behöver vi arbeta aktivt med att lära barn och unga hur vi kan kommunicera med bilder, filmer mm. Vi behöver arbeta med att ge barn och unga förutsättningar för att tolka och förstå den värld de möter varje dag bland annat via digitala medier. Bildämnets roll i skolan är bland annat att arbeta med detta. När bildundervisning bedrivs med hjälp av digitala tekniker som t.ex. en dator ges möjlighet att arbeta med nya områdena. Den stora tillgången till bilder från nätet ger en annan möjlighet att använda och kombinera bilder och texter som man själv inte åstadkommit från grunden och därmed skapa något eget. Med datorn kan man också kombinera multimodala uttrycksformer så som bild, text och ljud. Detta skapar nya möjligheter att i undervisning arbeta med vad visuella uttryck gör och hur de skapar mening, förutom att också lära sig tekniker för detta.

    Dessa nya vägar till visuella uttryck skapar också nya förutsättningar för lärarens arbete. Det finns ett behov av att få kunskap kring hur vi som lärare kan arbeta med multimodala uttryck, arbetsformer och uppgifter med eleverna. Mitt forskningsfokus ligger därför främst på bildpedagogens roll i arbete med digitala tekniker. Det jag undersöker är hur bildläraren lägger upp sin undervisning, kommunicerar och interagerar med eleverna i olika situationer när eleverna arbetar vid datorn. Vilka utmaningar och frågor ställs läraren inför? Hur arbetar läraren för att förmå eleverna att använda tekniken och de möjligheter som den ger för att arbeta med bildämnets innehåll? Genom att belysa olika delar i bildlärarens arbete under lektioner där eleverna arbetar vid en dator, hoppas jag kunna få kunskap om och ge en ökad förståelse för den komplexa kunskap bildläraren behöver i sin utövning.

  • 440.
    Cedervall, Sofia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Chester, UK.
    What does research say about artists and schools in collaboration? A glance on 30 years of projects, policies, evaluation and research in Sweden and UK2012Conference paper (Other academic)
  • 441.
    Wibaeus, Ylva
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Varför ska det snackas så mycket om Förintelsen? Hur några elever och lärare uppfattar, förstår och reflekterar kring skolans historieundervisning om Förintelsen2012In: Hitler für alle: Populärkulturella perspektiv på Nazityskland, andra världskriget och Förintelsen / [ed] Eva Kingsepp, Tanja Schult, Stockholm: Carlsson Bokförlag, 2012, p. 75-93Chapter in book (Other academic)
  • 442.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Estetiska inslag - vacker väv eller tappade trådar?2012In: Uttryck: lärande, estetik, kommunikation, ISSN 2001-4090, Vol. 1, no 1, p. 48-49Article in journal (Other (popular science, discussion, etc.))
  • 443.
    Björck, Catrine
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Is the role as an Art teacher different, when pupils use the computer as a tool?2011Conference paper (Other academic)
    Abstract [en]

    In Swedish compulsory school the subject Art contains all sorts of visual culture and therefore also work with digital techniques. It offers the opportunity to find new ways to work with pupils and to use new techniques to develop education in visual culture. The Digital media gives other possibilities for pupils to use pictures from the Internet and convert them to something of their own, and gives the opportunity to create artifacts pupils cannot create with traditional methods. Do the medium also invite new ways to work in schools?

    In my research I study the teachers’ roles when the pupils are using a computer to create their art work, presentations, films etc. Work with computers raises new questions for teachers and pupils to deal with. I study what kind of problems/questions they have to tackle in lessons, and what strategies they use. I also hope to find out in what way teacher design lessons, to make pupils understand the impact of images and to develop the pupils´ own creativity and understanding of the visual culture we live in today. To find this out, I study in what way teachers interact with their pupils to stimulate them to develop their visual/media literacy. My approach is ethnological, and the method consists of interviews and observations using a small video camera placed on the teacher and also by taking notes in the classroom.

  • 444.
    von Schantz, Ulrika
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Dramapedagog på drift2011In: Drama: ledarskap som spelar roll / [ed] Österlind, Eva, Lund: Studentlitteratur AB, 2011, 1, p. 185-207Chapter in book (Other academic)
  • 445.
    Björck, Catrine
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Communication with images2010Conference paper (Other academic)
    Abstract [en]

    In this presentation I would like to present an example of my visual research material and discuss methods of analysis.

    The aim with my research is to get an understanding for how teachers work and can work with picture analysis in the compulsory school on the basis of young people's own image world and with digital techniques.

    My experience is that teachers work with this following a tradition and that teachers feels secure in having a picture or a recognized process to assess and to evaluate. I think art education to a greater extent must work with the consumption and use of images.

    In art education today we also have to work with digital techniques in a greater extent so that we prepare pupils for the big amount of pictures they meet in everyday life. In work with picture communication and digital techniques we give pupils a possibility to take an active interest in ideological and cultural questions and to be an active citizen.

    The National Evaluation of the art subject NU-03 supports my opinions and is the basis for my thoughts. The report highlights the use of converting the subject to more of a communication subject, where interpretation and reception of images play a more prominent part than we see today. The authors of the report NU-03 also point out the importance of using digital techniques in order to strengthen the use in working life and society.

    My principal research focus lies on the teacher role in work with digital techniques. How do they work with images from e.g. homepages, films on the Internet, where pupils often locate themselves? In what way do teacher design lessons to make pupils understand the impact of images and in order to develop pupils own creativity and understanding of the visual culture that is surrounding us in society? In the use of a digital medium the pupils will be given another possibility to expose their creativity for others in society.

    In the study I want to elucidate the teacher's role in this kind of work.

    Central issues for the study are:

    • How can teachers work with communication on the basis of the pupils own world of images?

    • Which role do teachers have in work with digital techniques?

    • How can assessment be made of interpretation and reflection rather than the production of images?

    Theoretical framework and Method

    My theoretical framework is in the social semiotic area and I am also interested in using ethno methodology and conversation analysis in my study.

    In spring 2009 I made observations in three different compulsory schools in art classes. When I did these observations I found it difficult to hear what the teachers said to the pupils in different locations in the classroom. In the autumn 2009 I did a test-study in an art class in compulsory school, to see how the use of observation with video cameras would work out. I had one stationary camera and one hand camera, with which I followed the teacher. I also placed a MP3 player round the neck of the teacher to test if that was a way to hear the conversations better.

    One insight of these studies is that, when I did observations without a camera I had a better overview of the action in the class. But with the hand camera I could catch different conversations and analyze them afterwards. 

  • 446.
    Björck, Catrine
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Children and visual/media literacy2010Conference paper (Other academic)
    Abstract [en]

    In my research I am looking at art teachers’ roles when the pupils use the computer as a tool, and use visual material from their own everyday visual experiences and cultures. I will observe what kind of problems/questions they have to tackle in lessons. I will also study if and in what way teachers interact with their pupils to stimulate them to develop their visual/media literacy. I have just started my work in observing art classes when they are working with computers. At this point in my research it would be helpful to get the opportunity to hear others opinion about what visual/media literacy might include, and to discuss what it means and can be. The opportunity, to hear others opinion about visual/media literacy, will help me broaden my horizon. This would help me to find different angels in my own material in the future when I start analyzing, and it will hopefully also help me in my observations in knowing what to look for.

  • 447.
    Jägerskog, Ann-Sofie
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Using visual representations to enhance students’ understanding of causal relationships in priceIn: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed)
    Abstract [en]

    This study investigates how different visual representations of price facilitate learning in upper secondary social science education. Three lessons on pricing were given to four classes (n = 94 students). Two classes had lessons based on graphs and the other two classes used a causal loop diagram. Students’ written pre- and post-test answers were analysed phenomenographically and results arising from the two visual representations were compared. The results suggested that the causal loop diagram facilitated a more complex way of understanding the causal relationships in pricing than the graph. The traditional way of introducing price, through the use of supply/demand graphs, is thereby problematised. This study extends current knowledge by identifying a synergy between phenomenography and research on visual representations and has specific implications for teaching and learning.

  • 448.
    Jägerskog, Ann-Sofie
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    The affordance of visual tools – the potential of visual representations of pricing facilitating an epistemic practice in economics teachingIn: Article in journal (Refereed)
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