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  • 51.
    Eriksson, Inger
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Re-interpreting teaching: A divided task in self-regulated teaching practices2009In: Scandinavian Journal for Educational Research, Vol. 53, no 1, p. 53-70Article in journal (Refereed)
    Abstract [en]

    The article concerns the increased use of self-regulated teaching methods in the Swedish comprehensive school which has become evident in several research studies. Selfregulated teaching such as ‘own work’ is perceived by teachers as an ideal way of organising schoolwork in order to enable students to work at their own pace and, at the same time, make schoolwork more interesting. In self-regulated teaching practice students make their own plans concerning time, content, grades and strategies for developing their own learning. What and how to learn is no longer a question for the teacher only. Given that self-regulated teaching has become institutionalised and traditionalised, there is good cause to reinterpret teaching activities and classroom work. The aim of this article is to analyse and describe this new teaching practice using data from a longitudinal study. An additional aim is to discuss its consequences for aspects such as content, comprehensiveness and equity. The theoretical framework of the study and the analysis of data are related to the tradition of activity theory. Data produced within the study are based on classroom observations, interviews with students and documents. By applying this perspective, teaching can be interpreted in new ways. One major result is that a division of labour between teacher and students has been established as a means to realising the perceived task of teaching. Further

    results show that the issues of comprehensiveness and equity are placed at risk in radical, self-regulated teaching practices and that in relationship to students’ knowledge formation; the role of school may become marginalised.

  • 52.
    Eriksson, Inger
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Tre generationer eget arbete2005In: Eget arbete – en kameleont i klassrummet. Perspektiv på ett arbetssätt från förskola till gymnasium, Studentlitteratur, Lund , 2005, p. 163-180Chapter in book (Other (popular science, discussion, etc.))
  • 53.
    Eriksson, Inger
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Перемены в шведской системе образования: изменение действий или возникновение новой деятельности?: Contemporary changes in Swedish compulsory schools – changes in actions or the emerging of a new activity2007In: The International Scientific Journal ‘Cultural-Historical Psychology’, Vol. 2, p. 33-39Article in journal (Refereed)
    Abstract [en]

    In this article the issue is the validity of the findings of an activity theoretical study that indicates that a new activity is developing within the Swedish school system as a result of restructuralization, including a new grading and assessment system. The issue concerns whether or not the findings are to be interpreted as the object of activity or as goals for actions. I attempt to show how the analysis can discern between object of activity and action related goals. In the article I also attempt to problematize how empirical data can be interpreted by using the concept abduction developed by Charles Sanders Peirce.

  • 54.
    Eriksson, Inger
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Arvola Orlander, Auli
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Jedemark, Marie
    Att arbeta för godkänt. Timplanens roll i ett förändrat uppdrag: delrapport 1 inom projektet timplanelösa skolors miljöer för lärande2004Book (Other academic)
    Abstract [sv]

    Vad händer med skolans verksamhet när en styrningsform som den nationella timplanen tas bort? Vilken skolverksamhet skapas i en mål- och resultatstyrd skola?

    Under fem år har ca 900 grundskolor haft möjlighet att, inom ramen för försöksverksamheten Utan timplan – oförändrat uppdrag, arbeta utan den nationella timplanen. Konsekvenserna av detta studeras inom projektet Timplanelösa skolors miljöer för lärande. I den här delrapporten fokuseras skolarbetets organisering och innehåll i relation till skolornas traditioner men också till trender i samhället. Genom att analysera hur lärarna i fem arbetslag organiserar och talar om sin timplanelösa verksamhet urskiljer författarna vad lärarna ser som sin främsta uppgift – att alla elever når målen. Uppnåendemål och betygskriterier får en central betydelse för lärarnas arbete. Kravet på att alla elever ska nå målen uppkom med införandet av nuvarande betygssystem. Timplanelöshetens möjligheter används av lärarna för att öka individualiserande och ämnesövergripande arbetssätt. De förändringar som ägt rum i skolan tycks ge begreppet likvärdig utbildning en delvis ny innebörd.

    Rapporten vänder sig till alla som är intresserade av trender i dagens skola och av frågor om vad som styr lärares arbete. Den kan användas i lokalt utvecklingsarbete och inom lärarutbildningen.

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  • 55.
    Eriksson, Inger
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Lindberg, Viveca
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Matematikundervisningens innehåll: Avrapportering av ett kollaborativt forskningsprojekt om att utveckla redskap och innehåll i arbetet med att realisera ”strävansmålen” i matematik2007Report (Other academic)
    Abstract [sv]

    Forskningsprojektet Matematikundervisningens innehåll byggdes upp som ett kollaborativt projekt där forskare och lärare arbetade med att analysera innehållet i strävansmålen (mål att sträva mot) i kursplanen för matematik. Ett syfte var att forskare och lärare i samverkan skulle utveckla kunskaper om de förmågor som eleverna förväntas utveckla i matematik.

    Det kollaborativa arbetet mellan lärarna och forskarna startade höstterminen 2004 och pågick under två läsår. Projektet genomfördes under det första året tillsammans med åtta lärare från fyra Farstaskolor i år 1-6. Det andra projektåret deltog sex lärare från tre Farstaskolor – år 7-9.

    Under det första projektåret handlade det matematiska innehållet om mätning av volym och under det andra ekvationer. Centralt för projektet var frågan om vad det är man kan när man är kunnig (innehållsanalys) och i vilket sammanhang detta kunnande efterfrågas. För att organisera en undervisning där strävansmålen kan realiseras arbetade lärarna och forskarna tillsammans med att genomföra innehållsanalyser och konstruera sådana uppgifter som gör det möjligt för eleverna att utforska kunskapsinnehållet.

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  • 56.
    Eriksson, Inger
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Lindberg, VivecaStockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.Österlind, EvaStockholm University, Faculty of Science, Department of Education in Arts and Professions.
    Uppdrag undervisning: kunskap och lärande2010Collection (editor) (Other academic)
  • 57.
    Eriksson, Inger
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Ståhle, Ylva
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Mätandets idé -: en learning study i Botkyrka kommun2010Report (Other academic)
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  • 58.
    Falkevall, Björn
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Livsfrågor och religionskunskap: En belysning av ett centralt begrepp i svensk religionsdidaktik2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis focuses on “livsfrågor” (questions of life) a typical Swedish concept introduced in the RE syllabus in the curriculum for compulsory schools in 1969. The study poses three questions: what can qualify as a “livsfråga”, why are they regarded important, and how do they fit into teaching?

    The main purpose is to study differences of the concept in two materials. Primarily interviews with Teacher educators all over Sweden and, secondly in the R.E. syllabus for compulsory and secondary schools from 1962 until today. Finally, the two materials used, will be brought together, and foci are recognized with the help of a tool for thought.  The study is using the concept dialogicity from Bachtin. Syllabus are viewed as compromises in accordance with a German tradition.

    In the syllabus, “livsfrågor” is one within many different words used with none what so ever stringency. It is not necessarily the most important term, as “livsåskådningsfrågor” (questions within philosophies of life)  is often dominating in objectivities. Also “existential questions” etc is used. The relation between the words are never made clear.  The syllabus are in one sense monologial as different meanings of the word are not made explicit, and other utterances are not invoked.

    In the interviews the dialogicity is more obvious. Philosophy is mentioned, eg.. Martin Buber, Viktor Frankl, theology (Paul Thillich), but also literature (Lars Gyllensten) and existentialism in a general sence. Other words are not as frequent – but “livsåskådningsfrågor” are of course mentioned, eg. Faith vs. knowledge.

    In the last chapter “livsfrågor” is problematized with the help of Andrew Wright and his three metanarrativies within the modern R.E. And the assumption, especially in the syllabus, of “livsfrågor”, as common between cultures and over time is problematized with the help of . feministic theory of knowledge.

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  • 59.
    Falkevall, Björn
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Selander, StaffanStockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Skolämne i kris?2002Collection (editor) (Other (popular science, discussion, etc.))
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  • 60.
    Forsslund, Titti
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Frisk och stark med skolradion: Pedagogik och retorik i hälsoprogram 1930-19592002Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation deals with the history of the Swedish School Radio Broadcasting service from its start in the end of the 1920s through the 1950s. The focus of the research is radio programmes for health education. These are studied from a rhetorical point of view and a gender perspective, complemented by Mikhail Bakhtin’s notion of responsive understanding.

    The aim of the study is to investigate changes of the rhetorical and pedagogical strategies used in these early multimedia packages, which consisted of radio programmes and booklets with pictures and text. An in-depth study of one programme and the accompanying booklet has been carried out for each decade; the 1930s, the 1940s and the 1950s. The continuing programmes in the series as well as other programmes on health education are also studied, but in less detail.

    The results show that the rhetoric, the pedagogy and the subjects of the health programmes changed due to changing programme presenters, Sweden’s war preparedness, the growth of the welfare state and the extension of health education as a subject in the national curriculum in 1955.

    The School Radio doctor in 1930-34 presented biological facts and new research findings about health-related subjects in lectures, as background knowledge for the young listeners to use in their learning about health. The listeners’ responsive understanding, their experiences of success or difficulties in implementing new ideas were presented in follow-up-programmes based on children’s letters. This acknowledged children as potential voices and actors in the modernisation process.

    In the 1940s the focus of the health radio programmes was more on obedience to rules for healthy behaviour. The programme series developed with increased professionalism including inserted drama scenes, interviews and songs. The programmes’ rhetoric and pedagogy continued to be authoritative and reproductive.

    The multitude of health programmes in the 1950s make a mix of authoritative and dialogic pedagogy. The subjects shifted towards psychology and social science and the controversial subject of sexual education. Radio plays as well as reportage from modern social health services offered new ingredients for indirect learning. Listeners were given opportunities to shape their own listening ethos, which is assumed to enhance listeners’ internally persuasive learning.

    While both girls and boys were represented as good models in the 1930s, girls were later marginalized, and most of the programmes represented boys.

  • 61.
    Frisk, Anna-Karin
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Dold och avsiktlig variation - om hur innehållets behandling kan påverka elevers uppfattningar av representativ demokrati2010Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna uppsats var att undersöka att om - och i så all hur - elevers uppfattningar av undervisningsinnehållet ändras, när olika delar av innehållet varieras och framhävs. Det som studerades var två lektioner i samhällskunskap med fokus på representativ demokrati och de deltagande elevernas uppfattningar om detta innehåll före och efter dessa lektioner. Undersökningen gjordes med hjälp av en fenomenografisk metod för att beskriva uppfattningar utifrån ett skriftligt enkätmaterial som användesi en Learning Study. Dessutom användes ett variationsteoretiskt perspektiv på lärande för att analysera hur de olika lektionerna kom att iscensättas med hjälp av kritiska aspektersom analysinstrument och hur relationen mellan lektionen och elevernas uppfattningar kundebeskrivas utifrån slutsatserna om vilka uppfattningar som eleverna hade efter lektionen och hur innehållet hade gestaltats.Slutsatserna var att det gick att hitta samband mellan hur innehållet hade presenterats och unikauppfattningar somelever uppvisade efter lektionerna. Det visade sig till exempel att för att göra en mer problematiserande uppfattning om representativ demokrati möjlig för eleverna att utveckla, så krävdes att innehållet varierades mer och att de kritiska aspekternai innehållet framställdes mer varierat. En annan slutsats var att undervisningsinnehållet var mer komplext och innehöll fler kritiska aspekter av representativ demokratiän de som lärarna i Learning Study-arbete hade identifierat.

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  • 62. Frölunde, Lisbeth
    et al.
    Gilje, Öystein
    Lindstrand, Fredrik
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Öhman-Gullberg, Lisa
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Multimodala perspektiv på barns och ungdomars filmproduktion: - fyra nordiska studier om lärande i arbete med film2007Conference paper (Other (popular science, discussion, etc.))
  • 63.
    Frølunde, Lisbeth
    et al.
    University of Aarhus, Danish school of education.
    Gilje, Øystein
    University of Oslo, Institute for Educational Research .
    Lindstrand, Fredrik
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Öhman-Gullberg, Lisa
    Konstfack.
    Methodologies for tracking learning paths: designing the on-line research study Making a Filmmaker2009In: MedieKultur: Journal of Media and Communication Research, ISSN 0900-9671, E-ISSN 1901-9726, Vol. 46, p. 73-85Article in journal (Refereed)
    Abstract [en]

    The article concerns the design of a collaborative research project (2008-09) entitled Making a Filmmaker, which examines how young Scandinavian filmmakers create their own learning paths in formal and/or informal contexts. Our interest is in how learning experiences and contexts motivate the young filmmakers: what furthers their interest and/or hinders it, and what learning patterns emerge. The aim of this article is to present and discuss issues regarding the methodology and methods of the study, such as developing a relationship with interviewees when conducting interviews online (using MSN). We suggest two considerations about using online interviews: how the interviewees value the given subject of conversation and their familiarity with being online. The benefit of getting online communication with the young filmmakers is the ease it offers, because it is both practical and appropriates a meeting platform that is familiar to our participants.

  • 64.
    Gadd Karlsson, Stefan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    En värld är varje människa: En analys av framställningen av sexualitet och könsidentitet i läromedel för samhällskunskapens a-kurs på gymnasiet2011Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Inom queerteorin och den intersektionella forskningen söker forskning påvisa de normsystem som verkar inom olika diskurser. Genom en normkritisk analysmetod som bygger på queerteori och intersektionalitet och med stöd av den kritiska diskursanalysens perspektiv undersöker denna uppsats hur sexualitet och könsidentitet framställs i läroböcker för samhällskunskapens a-kurs på gymnasiet. Problemformuleringen bygger vidare på Skolverkets omfattande studie från 2006 och resultaten jämförs med Skolverkets resultat, för att se om det skett någon förändring i beskrivningen. Resultatet i föreliggande studie visar på en viss förskjutning till ett mer inkluderande och synliggörande förhållningssätt i några av de studerade läroböckerna men att främst transperspektivet och ett mer genomgående normkritiskt perspektiv ännu saknas i läroböckerna. Genom detta resultat påvisas att de intentioner som finns i de styrdokument som reglerar skolans verksamhet inte är helt genomförda i de studerade läroböckerna. I uppsatsens avslutande diskussionsdel lyfts intersektionalitet fram som en möjlig väg för forskningen att hitta strategier för förändring mot ett mer inkluderande, synliggörande och demokratiskt samhälle och skola.

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  • 65.
    Garefalakis, Jannis
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Betyg och betyg och bedömning med fokus på formulerings- och realiseringsarenan2008In: Kunskapande kommunikation och bedömning, Stockholms universitets förlag, Stockholm , 2008, p. 216-Chapter in book (Refereed)
  • 66.
    Garefalakis, Jannis
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Mellan tradition och förändring: - examination och examinationsformer2008In: Didaktikens Forum, ISSN 1652-2583, no 1, p. 21-Article in journal (Refereed)
  • 67.
    Geijer, Lena
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Samtal för samverkan: En studie av professionell kommunikation och kompetensutveckling om läs- och skrivsvårigheter/dyslexi2003Licentiate thesis, monograph (Other academic)
  • 68.
    Geijer, Lena
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Samtal för samverkan: En studie av transprofessionell kommunikation och kompetensutveckling om läs- och skrivsvårigheter/dyslexi2003Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The purpose of the present thesis is to study whether and how professionals from such different areas as medicine, preschool and school develop and reorganize, through inter-disciplinary focus group discussions, their competence regarding reading-and-writing difficulties/dyslexia.

    The theoretical framework is based on sociocultural theory of mediated action, focusing on notions such as alterity, intersubjectivity, dialogicality, mastery, appropriation, practical consciousness and discursive consciousness.

    The data consists of participant field observations, seven individual interviews and fifteen focus group interviews, as well as narratives and written documents concerning collaboration between pre-schools and schools. The method relates to ethnographic and action research.

    The data is collected over three years. The interviews are audio-recorded and transcribed as close to oral language as possible.

    The data is analysed with regard to alterity, intersubjectivity, dialogicality, mastery and appropriation, and with regard to professional languages, professional boundaries and domains of responsibility as well as competencies.

    The results from the individual interviews show that each participant’s conception of dyslexia is closely attached to her or his own field of pracitice. The focus group results show that, over time, the participants changed their conception of dyslexia, and their way of communicating about dyslexia. And, that they thereby deepened their competence on the issue.

    The written documents show a similar development during the focus group discussions. From hastily scrawled notes they developed into computerised, and well-structured plans of actions for supporting children of special needs. Both the spoken and written data show that inter-disciplinary co-operation leads to the development of inter-disciplinary competence, and a change in organising reading and writing for children of preschool and school.

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  • 69.
    Geijer, Lena
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Vocational Education and Academia: Focus group discussion over time2010In: The Second International Interdisciplinary Conference on Perspectives and Limits of Dialogism in Mikhail Bakhtin / [ed] Editors: Karin Junefelt, Pia Nordin, 2010, Stockholm: The Authors and Department of Scandinavian Languages, Stockholm University , 2010, p. 157-170Conference paper (Refereed)
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  • 70.
    Geijer, Lena
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Olstedt, E
    Designs for learning in academic setting: First International Conference 20082008Conference paper (Refereed)
  • 71.
    Geijer, Lena
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Olstedt, E
    Discussions for cooperation: from an occupation-specific education to an academic profession-related on2008Conference paper (Refereed)
  • 72.
    Geijer, Lena
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Olstedt, E
    Samtal för samverkan: från yrkesspecifikt lärande till akademiskt professionsinriktat lärande2008Conference paper (Refereed)
  • 73.
    Gilje, Øystein
    et al.
    University of Oslo, Institute for Educational Research.
    Frølunde, Lisbeth
    Aarhus University; Danish school of education.
    Lindstrand, Fredrik
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Öhman-Gullberg, Lisa
    Konstfack.
    Mapping Filmmaking across Contexts. Portraits of Four Young Filmmakers in Scandinavia2010In: Media Literacy Education. Nordic Perspectives / [ed] Sirkku Kotilainen & Sol-Britt Arnolds-Granlund, Göteborg: International Clearinghouse on Children, Youth and Media, Nordicom, University of Gothenburg , 2010Chapter in book (Other academic)
  • 74.
    Gustavsson, Anders
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Transformation and Changes in Social Knowledge: Towards the Dynamics of Meaning making2010In: Education, Professionalization and Social Representations: On the transformation of social knowledge / [ed] Chaib Mohamed, Danermark Berth & Selander Staffan, London: Routledge , 2010, 1, p. 17-33Chapter in book (Other academic)
  • 75.
    Gutung, Frida
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Laborativ matematik i undervisningen: Observationer i en klass 3-42011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats handlar om laborativ undervisning i matematik i en klass 3-4. Den laborativa matematiken anses bra för att den hjälper eleven att förstå det abstrakta med hjälp av konkret material och diskussion. Syftet med uppsatsen är med hjälp av observationer undersöka den laborativa undervisningen som många undersökningar anser vara bra och hur en laborativ undervisning kan se ut. Syftet är också att se hur språket och kommunikationen mellan elev-elev eller lärare- elev bidrar till utveckling. Uppsatsen utgår från ett sociokulturellt perspektiv med Vygotkij som frontfigur. I uppsatsen visas fyra olika laborativa material som användes under mina observationer. Det viktiga med dessa material är att den som använder det ska veta syftet och målet med övningen för att tillägna sig kunskapen på rätt sätt. Utan syfte och mål är materialet dött. Diskussion och reflektion ska hjälpa eleverna framåt i utvecklingen.

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  • 76.
    Halvars-Franzén, Bodil
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Barn och etik: möten och möjlighetsvillkor i två förskoleklassers vardag2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim is to examine how children create and embody ethics by analyzing their encounters and how possibilities are conditioned by the framework surrounding them. The focus has been on the following problem areas:

    • Conditions that enable children’s ethical encounters with regard to frameworks, rules and order
    • Conditions that enable children’s ethical encounters related to the teachers’ approach
    • Children’s encounters in play from an ethical perspective
    • Children’s encounters with nature from an ethical perspective

    The theoretical standpoint is ”the ethics of an encounter” from Emmanuel Levinas’ idea of ethics of alterity. In ethics which precedes being itself, the ethical becoming and its relational aspects appear in the encounter with the Other. The tools of analysis are mainly drawn from previous pedagogical/didactical research in ethics which highlights the ethical conditions, such as listening, encounters with diversity and differences, and preschool/school as an ethical space.

    The study is based on one year of ethnographical field studies relying on participant observations, video observations, focus groups, stimulated recalls and guided tours. The empirical findings show that rules and frameworks which regulate the everyday life of the preschool classes are repeatedly negotiated. The negotiations about “what’s what?”, where both the children and the teachers are involved, take place on a verbal and a bodily level. In the pedagogues’ approach, the listening is a central and complex condition for the ethical space in the preschool classes. In the children’s encounters in play and in their encounters with nature the relational aspect becomes clear. The ethical boundaries and the fixing of those boundaries are discussed in connection with the idea of the ethics of an encounter and the vision of preschool/school as a potential ethical space.

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  • 77.
    Hansson, Marie
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Så väljer eleverna att delta: En studie av multimodal kommunikation i musikundervisningen2010Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Det övergripande syftet med denna uppsats är att studera multimodal kommunikation under musikundervisning, det vill säga att försöka förstå möjligheter och hinder för meningsskapande i musikundervisning, genom att beskriva och analysera hur undervisning semiotiskt designas av undervisande lärare. Jag har tittat på vilka teckensystem som en lärare använder sig av för att entusiasmera eleverna till delaktighet. Jag har valt att fokusera på de kroppsliga, verbala och rumsliga resurserna. Jag har använt mig av videodokumentering av tre lärsekvenser samt deltagande observation. I analysen av min empiri använder jag mig av Michael Hallidays metafunktioner för att studera formens betydelse för innehållet. Metafunktionerna syftar till att kartlägga semiotiska teckensystem och andra meningsskapande uttryck i en kommunikation. Det semiotiska arbetet sker i tre olika nivåer samtidigt, vilka benämns: den ideationella, den interpersonella och den textuella metafunktionen. Studien synliggör lärarens multimodala resurser och elevernas respons på dessa. Lärarens kroppsliga resurser såsom talet, mimiken, gesterna och dennes kroppsrörelser är meningsbärande i praktiken och kompletteras av övriga artefakter. Lärarens resurser organiseras retoriskt genom att läraren arbetar från det lilla till det stora. Det sker en tydlig eskalering av både lärarens semiotiska resurser och svårighetsgraden i undervisningens innehåll. En slutsats som man kan dra utifrån denna studie är att lärarens olika teckensystem samt organisering av undervisningen påverkar och kan främja elevernas deltagande i undervisningen.

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  • 78.
    Hensvold, Inger
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Lärarutbildningens spår - fyra år efter examen2008In: Paper vid den 10:e nordiska lärarutbildningskonferensen i Reykjavik - Maj 2008, 2008Conference paper (Other academic)
  • 79.
    Hoff, Anita
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    "Allt det där man får på lappar": En studie om kommunikation och information för en stärkt dialog och delaktighet för vårdnadshavare i kommunal grundskola2011Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Vårdnadshavares föreställningar om skola, samarbete och informationsteknik beskrivs i en fenomenologisk analys i den här rapporten. I vilka sammanhang och med vilka begrepp uttrycks vårdnadshavares världsbild? Motsvarar vårdnadshavares förväntningar det faktiska och det planerade arbetet i skolan och samhället och finns det överensstämmelse med vad forskningen visar?

    Undersökningen har gjorts i Stockholms stad med vårdnadshavare till barn i kommunal grundskola.

    Resultatet visar att vårdnadshavare sätter omtanken om sitt barn framför allt. I ett samverkansperspektiv med skolan ser vårdnadshavaren sig främst som åskådare. Begränsningar i användningen av datorer bland lärare gör att vårdnadshavare har svårt att hitta adekvat information på ett samlat ställe, som också motsvarar behovet att kunna vara ett stöd och till hjälp för sitt barn. De nya kraven på skriftlig information är vårdnadshavare nöjda med även om de ännu inte riktigt har klart för sig alla dokuments olika betydelser. Synpunkter har också framkommit om nyttan med läxor och svårigheter att veta syftet med dessa. I ett socialt samspel värdesätter vårdnadshavare aktiviteter tillsammans med barnets klass.

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  • 80. Hornsley, Mike
    et al.
    Knudsen, Susanne V.Selander, StaffanStockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Has past passed?: Textbooks and Educational Media for the 21st Century2005Collection (editor) (Other academic)
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  • 81.
    Hultén, Britt
    et al.
    Stockholm University, Faculty of Humanities, Department of Journalism, Media and Communication (JMK).
    Josephson, Olle
    Selander, Staffan
    Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Åhlén & Holms jubileumskatalog. Tre exempelanalyser2003In: Teoretiska perspektiv på sakprosa, Studentlitteratur, Lund , 2003, p. 273-301Chapter in book (Refereed)
  • 82.
    Hultén, Magnus
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Folkhemsideal, vetenskapstro och det hållbara samhället: folkskolans och grundskolans naturvetenskap får sin historia skriven i en ny avhandling2008In: LMNT-nytt (tidningen för Riksföreningen för lärare i matematik, naturvetenskap och teknikArticle in journal (Other (popular science, discussion, etc.))
  • 83.
    Hultén, Magnus
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Gud, staten och naturvetenskapen2008In: Stockholms universitets studentkårs tidning, no 5Article in journal (Other (popular science, discussion, etc.))
  • 84.
    Hultén, Magnus
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Läromedelsförfattaren: Idéutvecklare eller läroplansslav?2008In: Sveriges läromedelsförfattares förbund, no 4Article in journal (Other (popular science, discussion, etc.))
  • 85.
    Hultén, Magnus
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Samtidsidéer i läroböcker: exemplet folkskolans och grundskolans naturvetenskap 1842–20072009In: Norsk lærebokhistorie II: en kultur- og danningshistorie : 11 artikler / [ed] Dagrun Skjelbred och Bente Aamotsbakken, Oslo: Novus , 2009, 1, p. 61-82Chapter in book (Other academic)
  • 86.
    Insulander, Eva
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Döden och besökaren: Om villkor för lärande i en utställning2008In: Design för lärande, Norstedts akademiska förlag, Stockholm , 2008Chapter in book (Other academic)
  • 87.
    Insulander, Eva
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Learning as Design - an example from the museum: Paper for Designs for learning2008In: First international conference 2008: Defining the field. 3-4 March 2008, Stockholm University, Campus Konradsberg, 2008Conference paper (Other (popular science, discussion, etc.))
  • 88.
    Insulander, Eva
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Museer och lärande: En forskningsöversikt2005In: Statens museer för världskulturArticle, review/survey (Other (popular science, discussion, etc.))
  • 89.
    Insulander, Eva
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    The exhibition as a multimodal pedagogical text2007Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    In recent years, museum professionals, visitors and politicians have directed their interest towards the museum as a new arena for communication and learning. In this article, I explore the museum as an educational site from a multimodal and social semiotic approach. This approach implies a view of communication and learning as a social process of sign-making, where the meaning of a message is realised across several resources or modes of communication. As an example, I study the characteristics and the design of an archaeological exhibition at the Museum of National Antiquities in Stockholm, Sweden. The exhibition is described and explored as a multimodal pedagogical text. In my ‘reading’ of the text, I examine how the design encourages a specific reading path and how it creates coherence through ‘framing’ and through the use of colour. I examine how meaning is made through objects, text, image and sound.

  • 90.
    Insulander, Eva
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    The museum as a semi-formal site of learning2008In: Medien Journal, ISSN 1025-9473, Vol. 32, no 1, p. 48-58Article in journal (Refereed)
  • 91.
    Insulander, Eva
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Tinget, rummet, besökaren: Om meningsskapande på museum2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The main purpose of this thesis is to describe and analyse how museum visitors engage with and make meaning from what is being offered to them in terms of the various resources made available in two exhibitions. Yet another purpose is to describe and analyse the design of these exhibitions. The empirical data stems from observational studies at the Museum of National Antiquities in Stockholm, and includes the investigation of two exhibitions: Prehistories I and II. Eight ‘visiting pairs’ were videotaped and the tapes were multimodally transcribed and analysed. Data also includes digital photos and maps produced by the visitors. In a comparative analysis, descriptions of the exhibitions and their analysis and the visitor study are discussed in relation to earlier research and to the issue of learning.

    A design-oriented and multimodal perspective on learning is used as a theoretical and methodological framework. The different visits are compared and the visitors’ responses are discussed as different forms of engagement. The results are interpreted within an institutional perspective connected to contemporary discourses within museum studies. The exhibitions are considered as an expression of the museums’ ambition to adjust to a pressure for change. Both exhibitions are, in a greater or less degree, considered as examples of ‘new’ exhibitions in that they rhetorically put forward visitors’ participation, cultural rights, post colonial perspectives and immaterial aspects of cultural heritage.

    The study presents learning as a social and sign-making activity. It stress how meaning-making and learning happens as a transformation in several steps. As visitors engage in different semiotic resources in the exhibitions’ design, they form new signs through their representations – as a ‘re-design’ of the exhibition – which in turn give them new possibilities for making meaning.

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  • 92.
    Insulander, Eva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Lindstrand, Fredrik
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Past and Present: Multimodal Constructions of Identity in Two Exhibitions2008In: Comparing: National Museums, Territories, Nation-Building and Change: NaMu IV, Linköping University, Norrköping, Sweden 18–20 February 2008 / [ed] Peter Aronsson & Andreas Nyblom, Linköping: Linköping University Electronic Press, Linköpings universitet , 2008, p. 83-97Conference paper (Other academic)
  • 93.
    Insulander, Eva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Designs for learning in museum contexts2010In: The museum as forum and actor / [ed] Fredrik Svanberg, Stockholm: The museum of national antiquities , 2010, p. 39-53Chapter in book (Other academic)
    Abstract [en]

    This article presents a new theoretical and methodological way of studying museum visitors’involvement and meaning-making at a museum exhibition. Our approach drawspredominantly on a design-theoretic and multimodal analysis of learning and communication.This approach is mainly concerned with a) the design aspects of learningresources; b) the learners’ engagement and communication; c) their way of transforminggiven signs to produce (redesign) their own representations in relation to d) personalengagement as well as a specific areas of knowledge. Multimodality pays special attentionto the interplay between different modes in communication. In the article, we use adesign-theoretic, multimodal approach to analyse visitors’ engagement. This is done byfilming the visitors in pairs to see how they walk through the exhibition, where they stop,what they talk about and how their conversation develops. They are also given camerasso they can take photos of those parts of the exhibition they find especially interesting,Afterwards, the visitors are asked to draw a map of the exhibition and they are also interviewed.We also present a model of how to categorize forms of engagement.

  • 94.
    Insulander, Eva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Designs for learning in museum contexts2009In: Designs for Learning, ISSN 1654-7608, Vol. 2, no 2, p. 8-20Article in journal (Refereed)
    Abstract [en]

    This article presents a new theoretical and methodological way of studying museum visitors’involvement and meaning-making at a museum exhibition. Our approach drawspredominantly on a design-theoretic and multimodal analysis of learning and communication.This approach is mainly concerned with a) the design aspects of learningresources; b) the learners’ engagement and communication; c) their way of transforminggiven signs to produce (redesign) their own representations in relation to d) personalengagement as well as a specific areas of knowledge. Multimodality pays special attentionto the interplay between different modes in communication. In the article, we use adesign-theoretic, multimodal approach to analyse visitors’ engagement. This is done byfilming the visitors in pairs to see how they walk through the exhibition, where they stop,what they talk about and how their conversation develops. They are also given camerasso they can take photos of those parts of the exhibition they find especially interesting,Afterwards, the visitors are asked to draw a map of the exhibition and they are also interviewed.We also present a model of how to categorize forms of engagement.

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  • 95.
    Johansson, Inge
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Vad lärande och delaktighet kan vara för lärarstuderande och personal som arbetar med de yngre barnen2008In: European Early Childhood Education Research Association (EECERA): Konferens i Prag 2007, 2008, p. 15-Conference paper (Refereed)
  • 96.
    Johansson, Inge
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Sandberg, Anette
    Learning and participation: two interrelated key-concepts in the preschool2010In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 18, no 2, p. 229-242Article in journal (Refereed)
    Abstract [en]

    At the European Early Childhood Education Research Association (EECERA) conference in Prague in autumn 2007, an international network of teacher trainers and researchers was formed to discuss and investigate what learning and participation meant for preschool teacher students and staff who work with young children. In Sweden, the first of these exploratory studies was conducted at Malardalen University and Stockholm University, and 56 preschool teachers and 56 preschool teacher students participated. The study was carried out with the critical-incident method. The participants were asked in a critical-incident questionnaire about how they understood the concepts of and relationship between learning and participation. Questions also were constructed so that the participants had the opportunity to link the concepts of learning and participation in a real situation in preschool. The results show that preschool teachers and preschool teacher students define the meaning of learning and participation in a similar way. It also showed that learning and participation are clearly related to each other.

  • 97.
    Johansson, Inge
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Sandberg, Anette
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    What knowledge develops from participation in practitioner-oriented research?2008In: Examining Praxis, 2008Chapter in book (Refereed)
  • 98.
    Karami, Jamshid
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Forskningsetik, moral och ontologisk medvetenhet2010Other (Other academic)
    Abstract [sv]

    Hur man förbehåller sig till etiska överväganden och på vilka grunder dessa överväganden vilar är ämnet för detta PM. I detta sammanhang är det aktuellt för miga att diskutera min syn på etik och etiska frågor i samband med aktuell forskning.

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    Examination Jamshid Karami
  • 99.
    Kjellberg, Petra
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Flickor, pojkar och utelek på förskolegården: En observationsstudie ur ett genusteoretiskt perspektiv2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att belysa mönster i barns utelek på två olika förskolor utifrån ett genusteoretiskt perspektiv. Ett ytterligare syfte är att försöka se om det framträder några skillnader i lekmönster mellan de två förskolorna utifrån det faktum att den ena förskolan sedan åtta år tillbaka bedriver ett aktivt genusarbete och den andra inte gör det. Tidigare forskning visar att pojkar och flickor använder förskolegården på lite olika sätt och att de leker delvis olika lekar. Data samlades in vid ett observationstillfälle på respektive förskola och grupperades under olika teman för analys. Det genusteoretiska perspektivet har gett verktyg för att analysera lekmönstren, vilka bland annat avspeglar samhällets genusordning. Resultaten bekräftar vad tidigare forskning kommit fram till men visar också på en stor variation i lekmönster i relation till genus på båda förskolorna. Vid en jämförelse tyder resultaten på något fler gemensamma lekar samt fler gränsöverskridande aktiviteter på den ena förskolan. Det går dock inte att dra slutsatsen att det skulle bero på den genusmedvetna pedagogiken. I denna studie har inte barnen kommit till tals kring genusfrågor, något som skulle vara ett intressant område i framtida forskning.

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  • 100.
    Kjällander, Susanne
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Vad blir SO i en digital lärmiljö?2009In: Didaktisk design i digital miljö - nyamöjligheter för lärande / [ed] Selander, S ; Svärdemo-Åberg, E, Stockholm: Liber , 2009, p. 127-143Chapter in book (Refereed)
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