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  • 51.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Islamic supplementary education as an extra-curricular activity2023In: Tidsskrift for islamforskning, E-ISSN 1901-9580, Vol. 17, no 2, p. 119-135Article in journal (Refereed)
    Abstract [en]

    Sociological studies have shown that teenagers in larger Swedish cities from ‘poor result schools’ participate in extra-curricular activities connected to religion more frequently than others, and that involvement in such religious activities is positive in terms of educational outcomes for pupils from the lower strata of the social hierarchy. These findings raise new questions about supplementary Islamic education, as this is one type of religious extra-curricular activity found in many such areas. The article is based on interviews with students as well as observations from four Swedish mosques. The purpose is to discuss how we can understand the potentially compensatory effect of supplementary Islamic education. Thus, the emphasis is not on the traditional core of Islamic education, but on what we can call co-curricular Islamic educational activities, such as football, homework help, and mathematics.  

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  • 52.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Moving between different types of RE. Knowledge to be transferred or not?2023In: Educating Religious Education Teachers: perspectives of international Knowledge Transfer / [ed] Jenny Berglund; Bert Roebben; Peter Schreiner; Friedrich Schweitzer, Göttingen: V&R unipress Brill Deutschland GmbH , 2023, p. 75-86Chapter in book (Refereed)
    Abstract [en]

    In Sweden, the school subject, religion education (RE), is supposed to be integrative, compulsory and non-denominational, which means that all students are taught together in the same classroom about religion and religions from grade one until secondary school. Today, similar to the Swedish population, many RE teacher students have immigrant backgrounds. Some of these teacher students have therefore experienced RE as part of their Swedish school education and also in their country of origin where RE is divided based on denomination. This paper analyzes the experiences of the teacher students who have experienced these two RE types and explored the connections with international knowledge transfer

  • 53.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Swedish Religion Education in Public Schools - Objective and Neutral or a Marination into Lutheran Protestantism?2022In: Oxford Journal of Law and Religion, ISSN 2047-0770, E-ISSN 2047-0789, Vol. 11, no 1, p. 109-121Article in journal (Refereed)
    Abstract [en]

    This article takes its point of departure in the recommendations by the Council of Europe, and Organization for Security and Co-operation in Europe (OSCE) that recommend that European states should offer education about religions for all school students, regardless of religious or non-religious background. Sweden is one of the countries that provides such education through a compulsory non-denominational religion education (RE) school subject. The compulsory nature of the school subject is possible as long as the teaching is both ‘objective and pluralistic’. In this article, the concept of objectivity but also neutrality is discussed, using the Swedish school subject as an example. The argument pursued is that RE in Sweden, although presented as objective and neutral, also can be understood as ‘marinated’ in Lutheran Protestantism. In the end, the protestant taste of the Swedish non-denominational and compulsory RE is used as a call for further awareness of how the religious history of a given country affects not only education but also the way people perceive the phenomena called religion. These are important perspectives not only for RE teachers who are demanded to teach in a neutral and objective manner, but perhaps also for lawyers?

  • 54.
    Berglund, Jenny
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Gilliam, Laura
    Siječić Selimović, Amina
    The teaching of Islam in Scandinavia: Three ways to handle religious minorities, societal ideals, and moderate secularism2023In: Tidsskrift for islamforskning, E-ISSN 1901-9580, Vol. 17, no 2, p. 6-38Article in journal (Refereed)
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  • 55.
    Berglund, Jenny
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Roebben, BertSchreiner, PeterSchweitzer, Friedrich
    Educating Religious Education Teachers: perspectives of international Knowledge Transfer2023Collection (editor) (Refereed)
  • 56.
    Berglund, Jenny
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Roebben, Bert
    Schreiner, Peter
    Schweitzer, Friedrich
    Introduction2023In: Educating Religious Education Teachers: perspectives of international Knowledge Transfer / [ed] Jenny Berglund; Bert Roebben; Peter Schreiner; Friedrich Schweitzer, Göttingen: V&R unipress Brill Deutschland GmbH , 2023, p. 7-18Chapter in book (Other academic)
  • 57.
    Bergmark, Anders
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Undervisning för egenmakt: En kvalitativ undersökning av hur medborgarbildande undervisning kan stärka elevernas upplevda demokratiska egenmakt2023Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här undersökningen är att fördjupa förståelsen av hur undervisning i samhällskunskap kan bidra till att öka elevernas benägenhet att engagera sig i demokratiska processer. Syftet operationaliseras i två frågeställningar. Hur uppfattar elever sin demokratiska egenmakt och hur kan undervisningen utveckla elevernas upplevda demokratiska egenmakt? 

    En kartläggning genomförd i två gymnasieklasser i Stockholmsområdet visade att elevernas uppfattade egenmakt, med stöd i Amnås och Ekmans typer av passiva medborgare respektive Westheimer och Kahnes typer av aktiva medborgare, kan beskrivas i fyra upplevelsekategorier av växande egenmakt: ingen, liten, individuell och kommunitär egenmakt. De fyra upplevelsekategoriernas koppling till Amnås och Ekmans respektive Westheimer och Kahnes typer av medborgare gör vidare att de kan placeras och diskuteras i ett större ämnesdidaktiskt sammanhang.

    Undersökningens andra frågeställning besvaras med förslag på tre lärandeobjekt som möjliggör för elever att göra förflyttningar från upplevelsekategorier med ingen eller liten upplevd egenmakt till upplevelsekategorier med större upplevd egenmakt, nämligen det demokratiska systemet, opinionsbildning samt politiska rörelser.

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  • 58.
    Beyene, Abraham Kumsa
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Obstacles to students' learning of the limit concept: A comparative study2023Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis explores obstacles to students’ learning of the limit of a function as students learn the concept in post-compulsory schools in two culturally different contexts, namely Sweden and Ethiopia. The study investigates obstacles to students’ learning of the intuitive limit concept (the limit concept that is based on the intuitive definition) taught in upper secondary schools of these two contexts and characterises the nature of these obstacles. Additionally, the study compares the obstacles identified in the two contexts.

    The study uses a collective instrumental case study approach. Data were collected through teacher interviews before and after lessons, lesson observations, student group interviews, and analysis of textbooks and official documents such as curricula and syllabi.

    The study employed an eclectic conceptual framework that considers the mathematical content, the didactical aspects (teaching) and the students. The study identifies three main categories of obstacles: epistemological obstacles (EOs) arising from the nature of the mathematical concept of limit and other concepts important in limits, didactical obstacles (DOs) arising from teaching practices, and cognitive obstacles (COs) arising from incompatibilities between what is encountered in the lessons and students’ previous knowledge. Within each category, the study lists specific obstacles within each case and then compares and contrasts these. The analysis reveals the dependence of some obstacles on the culture of teaching and the context, particularly DOs and COs. The study also highlights the interplay between different specific obstacles and how the presence of one obstacle can contribute to the occurrence of another. Some of the interplays between some of the specific obstacles seem more common in one of the contexts than the other. For example, in the Swedish case, it was more common that the didactical choices acted on the epistemological obstacles in such a way that didactical obstacles were generated, which then played a role in the occurrence of some cognitive obstacles. This was summarised symbolically as EO→D→DO→CO. On the contrary, in the Ethiopian case, it was more common that the didactical choices impacted on how students understood an idea, which then resulted in the occurrence of cognitive obstacles. This was summarised symbolically as EO→D→C→CO. Thus, the study finds that EOs can be reinforced by the didactical choices reflected in the teaching. Furthermore, the specific EO can have different sources and triggers in the two contexts.

    Considering two culturally different contexts, this study sheds light on the obstacles to students’ understanding of the limit of a function in their learning of the concept. It highlights the influence of the culture of teaching and the context dependence of obstacles, providing insights into how the nature of the concept, teaching practices, and students’ prior knowledge impact on their learning. The study’s findings contribute to filling the gap in previous research of a lack of evidence concerning the interplay between the three forms of obstacles, the role of teaching culture and context on the occurrence of obstacles, and classroom-based comparative studies on the teaching and learning of the limit concept and calculus. The result of the study may also contribute to informing teaching practice and to the development of teaching strategies and curriculum design for improving students’ understanding of the limit concept and other mathematical concepts in general.

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    Obstacles to students' learning of the limit concept
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  • 59.
    Björck, Catrine
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Bildundervisningens inramning påverkar elevers förståelse och genomförande2023Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    De senaste kursplanerna i bild i Lgr11 och Lgr22 betonar ämnets betydelse för elevernas deltagande i samhället och den roll bilder spelar i vardagen. Förändringen i kursplanen gör bildämnet till ett mer samhällsorienterat kommunikationsämne, från att tidigare varit konstbetonat. Men forskning visar att det finns en skillnad mellan lärarnas intentioner och elevernas förståelse av bildundervisning.

  • 60. Björk Jóelsdóttir, Lóa
    et al.
    Andrews, Paul
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. VIA University College, Denmark.
    Danish third, sixth and eighth grade students' strategy adaptivity, strategy flexibility and accuracy when solving multidigit arithmetic tasks2023In: European Journal of Psychology of Education, ISSN 0256-2928, E-ISSN 1878-5174Article in journal (Refereed)
    Abstract [en]

    In this paper, the multidigit arithmetic-related strategy adaptivity, strategy flexibility and solution accuracy of Danish compulsory school students is examined. Participants, 749 grade three, 731 grade six and 818 grade eight, were drawn from twenty demographically different schools. Drawing on a tri-phase assessment tool, each student completed a series of tasks designed to elicit shortcut strategies. First, students solved each task by means of their preferred strategy; those using shortcut strategies were construed as adaptive for that task. Second, students solved the same tasks by means of whatever alternative strategies they had available; those offering at least two strategies were construed as flexible for that task. Third, for each task, students were asked to indicate which of their strategies they believed was optimal. Across all grades, students were more flexible than adaptive. Overall, sixth graders exhibited higher levels of flexibility than third graders and marginally lower levels than eighth graders. Sixth graders exhibited higher levels of adaptivity than those in either grade three or grade eight. Students’ accuracy, which improved with maturation, was influenced positively by both adaptivity and flexibility, with flexibility having the greatest influence in grade three and adaptivity in grade six. The findings raise further questions concerning, inter alia, culture’s influence on students’ strategy choices and the interaction of adaptivity, flexibility and maturity on accuracy.

  • 61.
    Björklund, Mattias
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Sandahl, Johan
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Teaching and learning financial literacy within social studies – a case study on how to realise curricular aims and ambitions2023In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 55, no 3, p. 325-388Article in journal (Refereed)
    Abstract [en]

    Most salient financial literacy frameworks and curricula mainly focus on teaching and learning of simple money management. However, the financial demands placed on individuals today include much more complicated matters, such as buying a home and saving for retirement. Furthermore, financial literacy gives rise to normative questions such as what responsibility should be placed on individuals. In educational terms, this creates an alignment problem where the hopes and expectations placed in financial literacy as mass-education is not met by desirable results. This article uses previous results and the construct of powerful knowledge to discuss how financial literacy education in upper secondary school can benefit from an incorporation into social studies, which is an existing school subject in many educational systems. Findings include that teachers can utilize their existing teaching competence to also teach financial literacy. However, to accomplish results, both curricula and syllabi must guide teachers to abandon the focus on money management to instead focus on teaching students concerning the financial, economic and political issues that affect personal finances, yet at the same time can be affected by democratic decisions. Implications for financial literacy teaching and learning are discussed using the concept Powerful Financial Literacy.

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  • 62.
    Björklund, Mattias
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Tväråna, Malin
    Jägerskog, Ann-Sofie
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Strandberg, Max
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Grasping the concept of value: Exploring students’ economic and financial literacy in citizenship education2022In: Journal of Social Science Education, E-ISSN 1618-5293, Vol. 21, no 4Article in journal (Refereed)
    Abstract [en]

    Purpose: To explore student’s understandings of financial literacy and economics issues with an aim to inform future teaching designs.

    Design/methodology/approach: Phenomenography and variation theory has been used to analyze students’ understanding of a concept found in both financial and economic contexts, namely value.

    Findings: Students need to discern that value is attributed, related to scarcity and to other values in order to elaborate their understanding. Thus, teaching also needs to address these issues.

    Research implications: A social science framing of financial literacy and economics can facilitate a teaching that aims for the development of students’ critical thinking and future ability to make informed choices

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  • 63.
    Björnhammer, Sebastian
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Anderhag, Per
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Andrée, Maria
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Planting-Bergloo, Sara
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Att utveckla undervisning om systematiska undersökningar: – erfarenheter från några forskningsprojekt2022In: LMNT-nytt, ISSN 1402-0041, Vol. 2022, no 3, p. 4-7Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Laborativa moment är centrala inslag i grundskolans och gymnasiets naturvetenskapliga undervisning. Denna artikel presenterar några exempel på aktiviteter inom forskningsplattformen Stockholm Teaching & Learning Studies, STLS.

  • 64.
    Björnhammer, Sebastian
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Brunfelt, Markus
    Didaktiskt djup: Att utveckla undervisning på vetenskaplig grund2021Collection (editor) (Other academic)
    Abstract [sv]

    Utbildningen ska vila på vetenskaplig grund, men vad innebär det i praktiken? På Kunskapsskolan i Norrköping har en struktur för forskningsmässiga undervisningsutvecklande projekt tagits fram och prövats. Denna struktur har etablerats genom ett långsiktigt projekt under namnet Didaktiskt djup. Kärnan i projektet har varit att varje ämneslag identifierat undervisningsutmaningar och därefter använt vetenskapliga metoder för att bättre förstå dessa utmaningar.  

    I denna antologi, som består av fyra delar, presenteras först strukturen kring Didaktisk djup. I den andra delen presenteras respektive ämneslags identifierade undervisningsutmaningar och vad ämneslagen kommit fram till. I den tredje delen presenteras utmaningar och möjligheter, beskrivet av lärare, externa handledare och skolledning. I den fjärde och avslutande delen förs en diskussion kring centrala frågor som återkommit och behandlats under projektets gång. Det handlar om balansen mellan en smal forskningsfråga och det breda läraruppdraget och balansen mellan lärares individuella professionsutveckling och utvecklingen av den gemensamma professionens kunskapsbas. Förhoppningsvis kan detta bidra med perspektiv och bättre förutsättningar för den skola som vill utveckla undervisningen på vetenskaplig grund. 

  • 65. Blennow, Katarina
    et al.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Högskolan Dalarna, Sverige.
    Social studies teaching as webs of narratives2022Conference paper (Other academic)
  • 66.
    Blennow, Katarina
    et al.
    Lunds universitet.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Högskolan Dalarna.
    Students’ narrative action in social science teaching in Swedish upper secondary school: Limitations and openings2023In: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 17, no 2, p. 1-24, article id art nr 4Article in journal (Refereed)
    Abstract [en]

    In this article, we undertake a narrative analysis of social science teaching in Swedish upper secondary school as a case study. In doing so, we want to stress the need to pay attention to the contextual and situated limits and openings of the conceivable repertoire of legitimate stories of social science in the Swedish context and its related research. The students’ attempts at sense making and action in encounters with the subject matter content, approached in terms of emplotments, render visible to what extent and in what ways the students insert cultural narratives into the subject matter teaching repertoire through their own subject storytelling. Furthermore, it indicates the limits and openings of social science teaching as predetermined “truth telling”, that is, as already-established socio-political knowledge repertoires.

    In focusing on students’ unique, situated and collective interweaving of their “own” experiences with established cultural and political knowledge repertoires, we wish to make a case for the potential to renew society and students’ ways of acting and being in this storytelling. If meagre attention is provided to this interweaving, we argue that there is a danger that the renewal of society and of social science education will get lost, or at least disturbed, in an undesirable way.

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    Blennow and Olson 2023 Students’ narrative action in social science teaching in Swedish upper secondary school: Limitations and openings ADNO
  • 67.
    Bobadilla Parada, Francisca
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Johnstones modell som läroverktyg inom praktiska övningar i kemiundervisningen: En tematisk analys av gymnasieelevers diskussion kring en praktisk laborationsövning om reaktionshastighet2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    typer av representationer från den konkreta till mer abstrakta delar av kemi, öka studenternas kompetenser. Undervisningen med representationer på olika nivåer utgår från en makroskopisk verklighet som kan beskrivas på submikro- och symbolnivån. Dock saknas det verktyg för att bedöma elevernas förståelse och tolkning av denna typ av undervisning och detta är ett område där ytterligare forskning behövs. Denna studie undersöker huruvida Johnstones kemiska modeller förekommer i gymnasieelevers icke-styrda samtal. Studien är utförd på två grupper om fyra elever från kemi två på naturvetenskapliga programmet där de genomför en planerad laborationsövning. Elevernas samtal under övningen spelades in och transkriberades. Materialet analyserades med en tematisk analys för att undersöka hur Johnstones kemiska triangel manifesteras utifrån en observerad händelse. Händelsen handlade om en demonstration inom kemi av fenomenet reaktionshastighet och undersöktes med en praktisk laborationsövning, där man observerade en kemisk reaktion när en brustablett löstes upp i vatten vid två olika temperaturer. Det observerbara fenomenet var då en tablett som löste upp sig snabbare i den varma lösningen och syftet var att eleverna skulle förklara för varandra vad som hände. Resultaten visade att eleverna diskuterade händelsen samtidigt som de redogjorde utförligt utifrån deras kunskapsnivå och kunde också utveckla produktivt lärande kring reaktionshastigheten. Johnstones kemiska modell synliggjorde på ett enkelt och systematiskt sätt elevernas förståelse och därmed visar den potential till att vara ett betydelsefullt verktyg inom kemiundervisning och forskning. Med hjälp av verktyget kan lärare upptäcka vilka nivåer av kemisk kunskap som kommer till uttryck i samtal. Läraren kan då arbeta med olika typer av representationer för att hjälpa eleverna att bredda och fördjupa kunskapen om fenomenet. 

  • 68.
    Boberg, Karin
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Fritzell, Olle
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Sandberg, Ylva
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Mötet kurslärare - handledare i VFU: Handledares perspektiv på handledning och samverkan2022In: NU2022.: Att synliggöra lärande / [ed] Jons, L., Collin, J., Gullö, J.-O., Holgersson, P.-H., Larsson, A.-K., McGrath, C. & V. Roujon, 2022Conference paper (Refereed)
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  • 69.
    Boistrup, Lisa Björklund
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Christiansen, Iben
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Norén, Eva
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Valero, Paola
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Sociopolitiska perspektiv i och på matematikdidaktik2022In: Matematikundervisningens sociopolitiska utmaningar / [ed] Paola Valero, Lisa Björklund Boistrup, Iben Maj Christiansen, Eva Norén, Stockholm: Stockholm University Press , 2022, p. 1-14Chapter in book (Refereed)
    Abstract [sv]

    Detta inledande kapitel lyfter fram nya trender inom sociopolitisk forskning i matematikdidaktik. Den matematikundervisning som pågår i klassrum är alltid sammanflätad med olika samhälleliga fenomen, så som social kontext, normer och styrdokument, men också kollegor och media. Centrala problemställningar och forskningslitteratur i de sociopolitiska studierna i matematikdidaktik presenteras. Detta fungerar som en bakgrund för tematiseringen av boken och dess kapitel. 

  • 70.
    Boström, Maja
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. 8201028506.
    Hållbar företagsekonomi: En studie om elevers begreppsbildning av hållbar utveckling2024Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I denna ämnesdidaktiska studie undersöker jag om elevers förståelse av dels begreppet hållbar utveckling, dels begreppen miljömässig, social och ekonomisk hållbarhet, förändras, hur de förändras och varför, genom undervisning i företagsekonomi, undervisning som i sin tur baseras på variationsteori. Syftet med studien är att bidra med ökad kunskap om vad som påverkar att förståelsen för begreppen förändras när de studeras i ämnet företagsekonomi. Metoden är en kvalitativ textanalys där 41 gymnasieelevers skriftliga svar i ett förtest respektive ett eftertest har kartlagts och analyserats. Resultatet visar att efter undervisningen har förståelsen för begreppen förändrats, för vissa elever från vardaglig till hybridförståelse, för andra från hybridförståelse till disciplinär ämnesförståelse och för ytterligare andra från vardagsförståelse till disciplinär ämnesförståelse. I diskussionen beskriver jag förändringen som assimilation eller ackommodation samt utifrån begreppsbildningsteori där elevers intresse och attityd inför begreppen, bakgrundskunskap och motivationsfaktorer samt egna mål att lära i ämnet lyfts fram som förklaringar till förändrad förståelse. Slutsatsen är att både förförståelse, det vill säga i vilken förståelsekategori eleverna befinner sig innan undervisningen, och deras inställning till begreppen, påverkar om och hur förståelse förändras och fördjupas.

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  • 71.
    Britt, Jakobson
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education. Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Axelsson, Monica
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Learning language through science or learning science through language: What can three theories tell us?2011In: Harmony in diversity: language, culture, society, 2011Conference paper (Refereed)
    Abstract [en]

    The purpose of this study is to examine how three analysis tools used, i.e. practical epistemology analysis (PEA), systemic functional linguistics (SFL) and thematic patterns (TP), contribute to our knowledge of children's use of of language in relation to learning science. Learning science implies learning to distinguish between everyday use of langugage and the specific scientific language (Halliday & Martin, 1993; Lemke, 1990; Veel, 1997; Schleppegrell, 2004). An analysis of what children are afforded to learn in the discourse of science is hence of interest. A practical epistemology analysis takes its stance in Dewey, the later Wittgenstein and socio-cultural perspectives and implies that words get their meaning in use and action (Wickman & Östman, 2002; Wickman, 2004). Moreover, Dewey's (1938/1997) principal of continuity is essential for studying the direction learning takes. Systemic functional linguistics is concerned with language use in diverse cultural and social contexts (Halliday, 1985; Martin, 1992) focussing both system and text. The meaning system of language is seen as a potential enabling the analyst to consider texts in the light of linguistic choices. Studying thematic patterns involves understanding the relation between words in use (Lemke, 1990). We present results from a primary science class involved in hands-on inquiry in the unit "Soil". The results show how the children moved between everyday and scientific use of language. Mostly the discourse merged making the children's learning of the subject difficult.

  • 72.
    Broberg, Åsa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Lindberg, Viveca
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Wärvik, Gun-Britt
    Domestic education and technology – historical development of women´s (T)VET2023In: Virtual abstracts JVET Conference 2023, 2023Conference paper (Refereed)
    Abstract [en]

    The history of VET in the Nordic countries tends to either focus on education for male students only, or on the professional higher education for women such as nurses. Even in the 21st century, the 1970s are mentioned as the time when women entered the labor market as a consequence of societal industries (kindergartens, hospitals). The aim for this paper is to complement the existing picture of VET as a purely male form for education, related to agriculture, industry/technology, craft and trading. A further aim is to describe VET for women that was closely related to a labor market for women that developed in the early 20th century. The concept of TVET suggests an even closer association to male vocational education as T stands for technical. In parallel to VET for male student, women’s VET developed in the fields household, caring, textile work and trading. In these areas technical development was a central but not an obvious part of women´s vocational education. For instance, new technical inventions like kitchen equipment for commercial kitchen and food industry, as well as for private households required transformation of knowledge. Historically, women’s work in these areas contributed significantly to the production and economic development in the society, but also to women's access to participation in the public. However, while the history of VET and TVET for male students has received extensive attention in research within various disciplines, VET for female students is scarcely researched and the technical aspects even more so.

     In this paper we explore the Swedish umbrella concept domestic education as a point of departure for a discussion of the multiple vocations that this concept represented and thereby also hid. We focus on how the different vocational educations within this area contributed to qualifying women for a labor market in transition: through expansion, differentiation and specialization, intertwined with technical development. This is in line with how cultural historical activity theory emphasizes that changes in tools and rules contribute to changing societal activities over time. This development shows how female competence contributed to societal development during the 20th century. We also argue that education for women in the 1970s was a consequence of changed relations between individuals, families and society that can be identified through analyzing the VET for women in the early 20th century.

  • 73.
    Broberg, Åsa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Lindberg, VivecaStockholm University, Faculty of Humanities, Department of Teaching and Learning. Stockholm University, Faculty of Social Sciences, Department of Education.Wärvik, Gun-Britt
    Kunskapstraditioner och yrkeskunnande: Kvinnors yrkesutbildning i utbildningshistorisk belysning2022Collection (editor) (Refereed)
    Abstract [sv]

    En vanlig föreställning om kvinnors yrkesutbildning i Sverige är att den instiftades under 1970-talet, då den sociala sektorn med vård och barnomsorg byggdes ut i stor skala och yrkesutbildningen integrerades i gymnasieskolan. De utbildningar som numera utgör en del av högre utbildning har uppmärksammats i forskningen, medan den grundläggande yrkesutbildning för kvinnor som växte fram under 1800-talets senare hälft i huvudsak är osynlig. Detta kan åtminstone delvis förklaras med att dessa utbildningar inte erkänts som yrkesutbildningar. Redan på 1860-talet grundades hushållsskolor i de nordiska länderna och blev snabbt etablerade. Hushållsskolorna erbjöd specialiseringar till flera yrken och kom därmed att fungera som ett slags paraply för utbildning till olika yrkesområden. De husliga utbildningarna har således haft en avgörande betydelse för kvinnors yrkesutbildning i Sverige.  

    I denna bok beskrivs kvinnliga yrkesutbildningar inom områdena hushåll, textil, omvårdnad och estetik. De flesta av de nio artiklarna berör förhållanden i Sverige, men även nordiska utblickar förekommer. Varje artikel bidrar med en historisk skildring av antingen en utbildning eller ett utbildningsområde från olika tidsperioder. Några artiklar fokuserar på yrkeskunnande och yrkeslärande, medan andra betonar mer övergripande strukturella aspekter på utbildning för kvinnor. Sammantaget ger antologin en bred bild av de kunskapstraditioner och yrkesutbildningar som format kvinnors yrkeskunnande.     

  • 74.
    Broberg, Åsa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Lindberg, Viveca
    Stockholm University, Faculty of Social Sciences, Department of Special Education. Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Wärvik, Gun-Britt
    Kvinnors yrkesutbildning – en osynlig historia2022In: Kunskapstraditioner och yrkeskunnande: kvinnors yrkesutbildning i historisk beslysning / [ed] Åsa Broberg; Viveca Lindberg; Gun-Britt Wärvik, Göteborg: Makadam Förlag, 2022, p. 22-38Chapter in book (Refereed)
    Abstract [sv]

    Denna artikel handlar om hur utbildningar som historiskt riktades till kvinnor kom att formeras i förhållande till samhällelig utveckling. Den studerade tidsperioden sträcker sig från 1800-talet till efterkrigstidens framväxande välfärds­stat. Översiktligt behandlas tre huvudområden inom kvinnors yrkesut­bildning: hushåll, textil och vård. Kapitlet ger en bild av de samhälleliga behov och motiv som utbildning för kvinnor blev en del av. 

    Ett verksamhetsteoretiskt perspektiv synliggör kvinnors tidiga yr­kesutbildningar som en viktig del i flera betydande samhällsprocesser, som fattigdomsbekämpning, arbetsmässig differentiering och social­politik. Kvinnors yrkesutbildning kan också kopplas till förskjutningar av ansvar för grundläggande behov från individen och kärnfamiljen till samhällsinstitutioner samt för produktion och privatekonomi i relation till samhällsekonomisk utveckling. Trots detta är det ett föga studerat område. Med denna ingång söker artikeln, mot bakgrund av utredningar och befintlig forskning, föreslå nya utgångspunkter för en yrkesutbildningshistorisk forskning som i större utsträckning inklude­rar kvinnors yrkesutbildning.

  • 75.
    Broberg, Åsa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Lindberg, Viveca
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Wärvik, Gun-Britt
    Vocational Education for Women – An Invisible History2022In: Vocational Education & Training Voices from Research: VIII Stockholm International Conference & Research Workshop on VET  May 11-13, 2022: Book of Abstracts / [ed] Marianne Teräs, Lázaro Moreno Herrera, Janne Kontio; Emma West, 2022, Vol. 8, p. 17-18Conference paper (Other academic)
    Abstract [en]

    The history of VET in the Nordic countries tends to either focus on education for male students only, or on the education of nurses, today part of higher education. The 1970s are mentioned as the time when women entered the labor market as a consequence of societal industries (kindergartens, hospitals). Early VET for male students was related to agricultural work, or to technology, industrial work, or craft. We argue that this also applies for early VET for women: their work within agriculture contributed significantly to the production and economic development in the society. 

    In this paper we discuss how vocational educations, historically aimed at women, came to be shaped in relation to societal development. With analytical focus on societal motives and contradictions we will show how women’s VET significantly contributed to societal production and household finances but also how these educations were developed in relation to advancements within natural sciences and socioeconomic development. We use examples from three sectors: the domestic, textile, and the health care/social care sectors.

  • 76.
    Bäuml, Caroline
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Carlander Gustafsson, Hanna
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Att kunna blanda ihop för att förstå hur det hänger ihop: När mellanstadieelever analyserar komplexa samhällsfrågor med hjälp av en visuell modell2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att utveckla en fördjupad förståelse kring möjliggörande och hindrande faktorer för elevers analysförmåga om en samhällsfråga i relation till en visuell modell. Närmare bestämt är frågeställningarna hur elevers förståelse av innehåll respektive en visuell modell, i detta fall ett punktdiagram, påverkar mellanstadieelevers analysförmåga i en samhällsfråga. Vi valde också att använda kunskapsformerna episteme, techne och fronesis för att identifiera hur och om eleverna använder sitt kunnande i innehållskunskaper, teknisk förståelse av modellen och förmåga att analysera en samhällsfråga.

    24 elever i årskurs 6 deltog i studien och två forskningslektioner studerades där eleverna deltog i såväl helklassdiskussion som i gruppdiskussioner. Materialet bestod av filmat, ljudinspelat, transkriberat material från forskningslektionerna, samt skriftligt material i form av elevernas för- och eftertest. En textanalys gjordes på materialet och resultatet delades in i tre kategorier – elevernas förståelse för innehållet respektive modellen samt elevernas förmåga att analysera – och slutligen identifierades flera teman under respektive kategori. Vi använde oss av variationsteori och design based research för att slutligen göra en tematisk analys av innehållet.

    Resultaten av denna studie har diskuterats i form av möjliggörande och hindrande faktorer för att eleverna ska kunna analysera komplexa samhällsfrågor med hjälp av en visuell modell. Möjliggörande faktorer för eleverna att kunna analysera svåra samhällsfrågor var att ta hjälp av aktuella händelser, men att läraren behöver vara medveten om att det styr eleverna. Vidare var att explicit peka på mönster och avvikelser, hålla mängd och jämförelser i fokus samt stötta eleverna till mer strukturellt baserade analyser möjliggörare för eleverna att ta sig an de svåra samhällsfrågorna. Hindrande faktorer för eleverna att kunna analysera svåra samhällsfrågor var bland annat osäkerhet kring kunskapsinnehållet, att missförstånd kring huvudbegreppen även påverkade övriga begrepp i diskussionen samt variabler som inte används. Även när modellen och diskussionen skapar en känsla av overklighet är hindrande för eleverna i sina analyser.

    Sammanfattningsvis ställde samhällsfrågan som undersöktes, sambandet mellan BNP och koldioxidutsläpp, höga krav såväl på elevernas epistemiska kunskaper samt technekunskaper och utmanade eleverna i deras fronesiska kunskaper, det vill säga att värdera och analysera ett komplext samhällsfenomen.

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  • 77.
    Caiman, Cecilia
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Kjällander, Susanne
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Elementary students’ ‘outdoor – digital’ explorations in ecology - learning through chains of transduction2024In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 30, no 1, p. 83-100Article in journal (Refereed)
    Abstract [en]

    This article illustrates a research project in a Swedish elementary school where young students are engaged in a project on ecology. Species, digital resources and nature contribute to place-based exploration of ecological issues, relevant in learning for sustainability. Since children grow up in a digital era, their meaning-making is transversed by oral, digital and physical modes. By launching the terms relations, gaps, stand fast and chain of transduction as an analytical apparatus and connecting video ethnography to pragmatic theory and multimodal analysis, we contribute to the body of knowledge on students’ participation and meaning-making featured in digital and physical representations. Specifically, ecological and sustainability learning takes place in the transduction displaying students’ drawings, texts, digital images and biological arrangements. The article concludes with several education concerns: the teacher’s responsibility in supporting agency-processes, the growth of ecological literacy in a blurred ‘digital-ecology’ environment and the educational need to support students’ attachments and care for the living and nonliving.

  • 78.
    Caiman, Cecilia
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Kjällander, Susanne
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Norén, Eva
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Moinian, Farzaneh
    Barns hållbarhetsfrågor i digitala och fysiska gränssnitt - transduktionskedja som ett didaktiskt verktyg2023In: Utbildning och lärande, ISSN 1653-0594, Vol. 17, no 4, p. 31-51Article in journal (Refereed)
    Abstract [en]

    In this article, we show empirically how preschool childrens’ creative, physical, and digital leaps, provide new perspectives concerning childrens’ engagement in ecology related questions in the domain of Sustainability Education. The metamorphosis of insects is explored by children digitally, embodied and 'hands-on', and the children move through the digital and analogue interfaces. Childrens’ embodied explorations through instant encounters with nature has an obvious place where the digital world and nature become intersected forming a whole. We introduce a transduction chain, a didactic design-theoretic analysis tool, which supports teachers and researchers to get to hold of childrens’ digital and analogue meaning-making sign use. We draw attention to the preschool children's contribution in the area, which is made visible through transduction processes. We do not yet have the answers to the complex questions of sustainability, implying the need of all citizens’ participation and contributions. In anthropocene, it is also important to strengthen agency processes by paying attention to children's own course of actions and proposals. In light of this study, preschool teachers need to provide rich opportunities where children can explore and process what is happening around them.

  • 79.
    Caliolo, Susanna
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Hedman, Christina
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Co-assessment among language teachers: A master–apprentice relationship2022In: Apples - Journal of Applied Language Studies, ISSN 1457-9863, Vol. 16, no 1, p. 133-153Article in journal (Refereed)
    Abstract [en]

    This paper reports on a case study of online co-assessment practices among teachers of minoritized languages in the so-called Mother Tongue (MT) subject in Sweden. These co-assessments, involving both qualified and unqualified teachers, have not previously been investigated, despite the strong emphasis on co-assessment practices in the Swedish school. The data was collected both for a master’s thesis project (see unpublished thesis, Caliolo, 2021) and for the sake of this paper. On the basis of interactional analyses of three co-assessments and four teacher interviews, our aim was to contribute new knowledge on co-assessment within this institutional frame regarding how the two teacher roles in a master-apprentice relationship were produced through interaction. The scripted frame included a collaborative act of matching assessment criteria to student performance, through the authorized teacher’s controlling moves (Linell, 1990, p. 161). The authorized teachers used their roles as experts to ask clarifying questions and to orient the dialogue toward the stated standards (cf. directive moves, Linell, 1990), but also to provide space for teacher reflections through an interactional balancing act. A challenge was identified in terms of better integrating teacher experience and of providing better opportunities to co-assess with teachers who teach the same language, which allows for a closer focus on aspects of teaching. The study points to a need for further critical inquiry into these assessment practices, which undergird increasing equal educational opportunities for multilingual students, and how interpretations of current standards are linked to student performance in similar language learning contexts. 

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  • 80. Caliolo, Susanna
    et al.
    Hedman, Christina
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Sambedömning i modersmålsämnet: Modul 72024Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    I denna text diskuterar vi sambedömning i modersmålsämnet och ger konkreta förslag på hur modersmålslärare kan arbeta med och utveckla en sambedömningspraktik. Vi presenterar också tidigare forskning om sambedömning utifrån två teoretiska utgångspunkter: Den första utgångspunkten är en social syn på lärande baserad på forskarna Jean Lave och Etienne Wengers studier av lärande i en praktikgemenskap. Dessa forskare intresserade sig för hur medarbetare lär av varandra, till exempel genom att mindre erfarna lär av de som har större kunskap inom ett visst område. Den andra teoretiska utgångspunkten handlar om vad som karaktäriserar och främjar en professionell dialog i sambedömning. I den professionella dialogen har deltagarna vanligen olika roller, där någon kan ha mer inflytande än andra, vilket ofta gäller sambedömning i modersmålsämnet. 

  • 81.
    Caraza, Susy
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Elevers begreppsbilder av procent: Årskurs 8 och årskurs 92022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien var att identifiera elevers begreppsbilder av procent för att bättre förstå hur eleverna resonerade om procent. Att lära sig använda och tolka procent är en viktig del av att kunna uttrycka sig, det gäller både elever och vuxna i samhället. Elever kommer i kontakt med begreppet procent och dess innehåll i skolan. Begreppet procent utvecklas i elevers tankar vilket påverkar elevers inlärning. Elevers begreppsbilder undersöktes utifrån det analytiska ramverket om begreppsbild. Metoden som användes var den kvalitativa forskningsmetoden där datainsamlingen genomfördes, dels med hjälp av ett test med sex uppgifter, dels en semistrukturerad intervju där testet användes som utgångspunkt för intervjun för att få fram mer detaljinformation om elevers resonemang när de löste uppgifterna. Forskningsurvalet genomfördes i form av ett bekvämlighetsurval. I denna studie deltog totalt åtta elever från årskurs 8 och 9 på en mångkulturell friskola i Stockholm. Den kvalitativa analysen genomfördes med hjälp av kvalitativ innehållsanalys. Resultatet visade på åtta begreppsbilder om procent: andel, bitar av det hela, bråkform, decimalform, geometriskt mönster, proportionellt samband, symbol, metod. Årskurs 8 och årskurs 9 skiljer sig i tre begreppsbilder: såsom geometriskt mönster som endast fanns i årskurs 9, proportionellt samband som endast fanns i årskurs 8 samt symbol som dök upp endast i årskurs 9. Studien visade att elevers begreppsbilder om procent är breda som tolkning men inte är tillräckligt tydliga i kopplingen till definitionen. Procent betyder ”hundradel” men detta fanns inte i elevers begreppsbilder om procent som definition samtidigt som procent dök upp i definitionen av procenttecknet. I denna studie deltog totalt åtta elever från årskurs 8 och 9 på en friskola i Stockholm. Avslutningsvis konkretiseras i denna studie vikten av kunskapen om elevers begreppsbilder av procent som kommer att bidra till att lärare utvecklar sin lektionsplanering för att anpassa den till elevers behov.

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  • 82.
    Caraza, Susy
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Elevers begreppsbilder av procent: Årskurs 8 och årskurs 92022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 83.
    Cardelús, Erik
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Skoldebatten har fastnat i det klickbara2022In: Skola och samhälle, ISSN 2001-6727Article in journal (Other academic)
    Abstract [sv]

    I jakten på drastiska historier och positioner i skoldebatten har fokus hamnat på det enskilda och personliga. Detta riskerar att hämma politisk förändring menar Eric Cardelús

  • 84.
    Cardelús, Erik
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Stoicismens återkomst och uppsving2022In: Sans : existentiellt magasin i upplysningens anda : samhälle, vetenskap, etik, livsåskådning, ISSN 2000-9690, no 2Article in journal (Other academic)
  • 85. Castner, Daniel
    et al.
    Kraus, Anja
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Discussing the Emperor’s New Clothes – the Metaphysics of Neoliberal Policy and Educational Conversation2023In: Vierteljahrsschrift für wissenschaftliche Pädagogik, ISSN 0507-7230, Vol. 99, no 2, p. 229-245Article in journal (Refereed)
    Abstract [en]

    In this article, the text genre of educational policies of today are identified as ›neoliberal metaphysics‹ and as bare of pedagogical reality. They lack human depth and interdisciplinary breadth. By taking stand in the approach of Hans-Georg Gadamer, a German philosopher of the so called continental tradition, this paper refers civil engagement, education and Bildung to the principles of interpersonal conversation as a mode of ›creating theory within practice‹. Considering conversational relationality in terms of pedagogical responsibility, also the ›dignity of pedagogical practice‹ is explained. Gadamer’s hermeneutic-phenomenological conception of conversation is compared with an approach to language advanced by the American pragmatist, Richard Rorty. Both approaches amount to the conversational character of pedagogy instead of accountability policy that addresses purpose and compliance.

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  • 86.
    Cedervall, Sofia
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Dramapedagogen i samverkan – brobyggare eller gränsvakt?2020In: Dramaforskning i Sverige 2020: Book of Abstracts 2020, 2020, p. 11-11Conference paper (Other academic)
  • 87.
    Cedervall, Sofia
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Einarsson, Anneli
    Experternas röster om utmaningar och möjligheter med värderingsövningar2021In: Dramaforskning i Sverige 2021: Book of Abstract 2021, 2021, p. 10-10Conference paper (Other academic)
  • 88.
    Cedervall, Sofia
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Einarsson, Anneli
    Values clarification och värderingsövningar: En forskningsöversikt2021In: ., 2021Conference paper (Other academic)
  • 89.
    Cedervall, Sofia
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Grip, Kerstin
    Drama och teater i kulturskolan: med fokus på berättare och berättelse men sällan rum2020In: Kulturskoleklivet: ett kliv för lärarkåren / [ed] Hans Örtegren; Anna Widén, Umeå: Umeå universitet: Institutionen för estetiska ämnen , 2020, no 18, p. 53-57Chapter in book (Other academic)
  • 90.
    Cedervall, Sofia
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Thorgersen, Ketil
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Widén, Anna
    Lydiga kliv och subversiva samarbeten2022In: Book of abstracts – Cutting Edge 2021 (2022), Kristiansand: Universitetet i Agder , 2022, p. 4-5Conference paper (Other academic)
    Abstract [sv]

    Kulturskoleklivet är en statlig satsning på kompetensförsörjning till kulturskolor. Målgruppen är dels konstnärer som vill ha en pedagogisk påbyggnadsutbildning och som erbjuds utbildningspaket över tre terminer, dels pedagoger i kulturskola som erbjuds kortare fortbildningskurser. Satsningen är koncentrerad till fyra storstadsregioner i Sverige; Malmö, Göteborg, Stockholm och Umeå och utförs av sex utbildningsanordnare; Lunds universitet (LU), Göteborgs universitet (GU), Stockholmsuniversitet (GU), Stockholms konstnärliga högskola (SKH), Stockholms musikpedagogiska institut (SMI) och Umeå universitet (UU). Kulturskoleklivet sjösattes höstterminen 2018, men merparten av utbildningarna kom igång under 2019.

    När de berörda vid de sex aktuella lärosäten fick beskedet om att de hade fått beviljat att bedriva utbildning inom Kulturskoleklivet uppstod ett behov av att synkronisera utbildningarna och dela med sig av tankar och idéer. Initiativ till möten där alla berörda lärosäten var inbjudna mottogs med entusiasm och har genomförts med kontinuitet. I Stockholm tog SU, SKH och SMI kontakt med varandra redan under ansökansförfarandet och anförde där ett samarbete om ett bra utbud i regionen som argument för att just dessa institutioner skulle få utbildningarna. I synnerhet har SKH och SU utvecklat ett tätt samarbete där studerande inom kurspaketet studerar vid båda lärosäten. SMI anordnar också en kurs som riktar sig mot alla som studerar inom Kulturskoleklivet: Konstarter i samverkan. Umeå universitet har i sin tur flera samarbeten med Stockholmsregionen inom ramarna för Kulturskoleklivet, dels genomutbyte av lärare med SMI och SU, dels genom ansökan om utvecklingsmedel tillsammans med SU och publicering av en rapport (Tilde, 2020). Lärosätena har även gjort ett antal gemensamma presentationer av satsningen och kursutbudet, t.ex. vid informationsträffar, konferenser och kompetensdialoger.

    En oförutsedd bieffekt av Kulturskoleklivet är med andra ord en mängd samarbeten på nationell och regional nivå; på såväl praktiska som på mer ideologiska och principiella plan. Det vi kommer att presentera i detta paper är en analys av hur dessa samarbeten kan förstås utifrån de minnesanteckningar, presentationer, rapporter och korrespondens som genererats genom dessa tre år. Trots den geografiska spridningen på materialet är det endast ett tiotal aktiva deltagare som utgör kärnan i samarbetet. Analysen görs utifrån Gert Biestas teorier om neoliberalistiska och demokratiska lärandeorganisationer (2010, 2017) samt Jonna Bornemarks teorier om förpappringssamhället (2018). Vi vill se hur samarbeten kan förstås dels som pragmatiska initiativ för att lösa problem utifrån den ekonomiska realitet som uppstått, dels som ett subversivt motstånd mot neoliberala värden genom en gräsrotsrörelse av enskilda individer som hittar vägar runt de utstakade för att skapa en utbildning som håller måttet

  • 91.
    Chammas, Sarah
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Systematiska undersökningar utomhus: En studie som undersöker hur verksamma lärare arbetar och upplever arbetet med systematiska undersökningar utanför klassrumsmiljön2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 92.
    Chamoun, Mayckel
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Skolverkets bild av en god matematiklärare: En kvalitativ analys av Matematiklyftet för yrkesprogram och högskoleförberedande program för gymnasiet2022Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
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  • 93.
    Cheng, Maurice M. W.
    et al.
    Te Kura Toi Tangata School of Education, The University of Waikato, New Zealand.
    Danielsson, Kristina
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Lin, Angel M. Y.
    Faculty of Education, Simon Fraser University, Canada.
    Resolving puzzling phenomena by the simple particle model: examining thematic patterns of multimodal learning and teaching2020In: Learning: Research and Practice, ISSN 2373-5082, Vol. 6, no 1, p. 70-87Article in journal (Refereed)
    Abstract [en]

    This paper examines the roles of multimodality and thematic patterns in the teaching of the particle model of matter. Although the particle model is a fundamental topic in science education, there is no consensus on (1) whether or not the model should be introduced in early grades and (2) how to introduce the model to students for the very first time. Drawing from teacher development projects in Sweden (Grade 3) and in Hong Kong (Grade 7), we suggest that the learning and teaching of the particle model can be facilitated by utilising a variety of modes. With multimodal scaffolding, Grade 3 students were able to demonstrate aspects of the particle model related to the expansion of gases in a warmer environment. The paper illustrates teaching episodes from the two projects in terms of (i) aspects of the particle model that were constructed using different semiotic modes, (ii) shifts in the salience of different modes in the teaching and learning process, and (iii) a thematic pattern that the classroom interactions adopted to explain puzzling phenomena. For a theoretical advancement, we suggest that thematic analysis should be extended to multimodal interactions.

  • 94.
    Christensen, Josefin
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Hirvonen, Li
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Bedömning och strategier i bildlärares undervisning2023Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie undersöker bedömning och strategier i bildundervisningen. Forskningsfrågorna syftar till att synliggöra vad verksamma bildlärare bedömer i elevernas arbeten, vilka bedömningsstrategier de använder sig av samt vilka utmaningar som kan urskiljas vid bedömningsarbete och betygssättning. Studiens empiri består av kvalitativa semistrukturerade intervjuer med sju bildlärare där materialet har bearbetats och analyserats utifrån en innehållsanalys och med studiens två teorier, läroplansteorin samt ramfaktorteorin, som utgångspunkt. Resultatet visar att det som lärarna bedömer är arbetsprocessen och slutresultatet, planering och självständighet samt närvaro under lektionstid. De bedömningsstrategier lärarna använder i formativ- och summativ bedömning är: observationer och frågor, sortering i betygsnivåer, färgkodning, matriser, digitala portföljer och kollegial sambedömning. Slutligen visar studien de utmaningar som förekommer vid bedömningsarbete och betygsättning, som främst handlar om olika ramfaktorer. Dessa är tillgången till bildsal och material, digitala verktyg, elevantal, tidsaspekt, kursplanens formulering samt avvägning vid bedömning. 

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  • 95.
    Christensen, Josefin
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Hirvonen, Li
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Hoppsan, jag som ville “rita och färglägga mer!”: - vad motiverar elever i bildundervisningen2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien har varit att undersöka vad som motiverar elever när det kommer ämnet. till uppgifter i ämnet bild samt hur betygen påverkar deras inställning till Genom en historisk översikt av bildämnet kan det bidra till en större förståelse för varför ämnet fått plats i läroplanen och hur det utvecklats allt eftersom samhället förändrats till där vi är idag. Metoden som använts för studien är semistrukture kvalitativa intervjuer där elever i mellanstadiet intervjuats. Vidare har resultaten analyserats med utgångspunkt i motivationsteorin, med inriktning på in rade r e och yttre motivation, och vad som efter f rågar framgått efter genomförda intervjuer är att eleverna mera fritt skapande på bildlektionerna. Dessutom bör lärarna förklara tydligare vad eleverna ska göra och lägga fram lärandemålet med bilduppgifterna. Förhoppningen är att denna studie bidrar till att öka förståelsen för lärare som undervisar i bild och hur undervisningen i ämnet kan organiseras.

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  • 96.
    Christensen, Josefin
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Hirvonen, Li
    Stockholm University.
    Hoppsan, jag som ville “rita och färglägga mer!”: vad motiverar elever i bildundervisningen2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien har varit att undersöka vad elever motiveras av när det kommer till uppgifter i ämnet bild samt hur betygen påverkar deras inställning till ämnet. Genom en historisk översikt av bildämnet kan det bidra till en högre förståelse för varför ämnet fått plats i läroplanen och hur det utvecklats allt eftersom samhället förändrats till där vi är idag. Metoden som använts för studien är semistrukturerade kvalitativa intervjuer där elever i mellanstadiet intervjuats. Vidare har resultaten analyserats med utgångspunkt i motivationsteorin, med inriktning på inre och yttre motivation, och vad som framgått efter genomförda intervjuer är att eleverna efterfrågar mera fritt skapande på bildlektionerna. Dessutom bör lärarna förklara tydligare vad eleverna ska göra och lägga fram lärandemålet med bilduppgifterna. Förhoppningen är att denna studie bidrar till att öka förståelsen för lärare som undervisar i bild och hur undervisningen i ämnet kan organiseras. 

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    fulltext
  • 97. Christiansen, Iben Maj
    et al.
    Corriveau, Claudia
    Pettersson, Kerstin
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Hybrids between rituals and explorative routines: opportunities to learn through guided and recreated exploration2023In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 112, no 1, p. 49-72Article in journal (Refereed)
    Abstract [en]

    Within the commognitive perspective, ritual and explorative routines are used in a very particular way to distinguish students’ routines according to whether they are driven by social reward or by generating a substantiated narrative. Explorative routines in this theorisation may refer not to inquiry-based activity but to the result of a student’s routine moving from being process-oriented to becoming outcome-oriented, a deritualisation. Choice of tasks as well as a teacher’s moves offer students different opportunities to engage in rituals, explorative routines and deritualisations. Through nuancing the space spanned by opportunities to engage in rituals and explorative routines respectively, we describe and contrast classroom practices in three lessons from three contexts. The lessons share a commonality in encouraging explorative routines as a starting point, yet being adapted towards ritual activity through decreased openings for student agentivity, fewer invitations for students’ own substantiations or both. We argue that such adaptations are driven by the teachers’ commitment to reach mathematical closure in a lesson, to balance considerations of the classroom community and individual students and to meet curricular requirements. Our model helps interrogate the nature and relevance of hybrids of explorative routines and rituals. 

  • 98. Christidis, Maria
    et al.
    Hemingstam, Annika
    Lindberg, Viveca
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Stockholm University, Faculty of Social Sciences, Department of Education.
    Mathematics as an aspect of vocational knowing in animal caregiving, from a student perspective2024In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 45, p. 100804-100804, article id 100804Article in journal (Refereed)
    Abstract [en]

    The purpose of this study was to explore whether and how students experience mathematics as an aspect of vocational knowing in the Swedish upper secondary Natural Resource Programme, in the orientation of animal care, and in the vocation. Data for the study comprised teacher's documented planning, student interviews, followed by a validation of the interviews. Data were initially analysed thematically. Thereafter, the themes were analysed with theoretical concepts from the theory of practice architectures (sayings, doings, and relatings), and interpreted in terms of characteristic arrangements (cultural-discursive, material-economic, and social-political). Themes identified in the student interviews were: 1) Vocational knowing in animal caregiving 2) Mathematics as vocational knowing 3) Mathematics as part of vocational language, and 4) Mathematics as a foundation subject. Sayings were also related to doings, because of the accessibility and character of data. It was evident that students recognized mathematics as an aspect of vocational knowing, but there was also a tension between this mathematics and for the school/as a foundation subject. Relatings represented the recurrent contexts of school, animal facilities, workplace learning but also laws and regulations for contemporary animal care. Further analysis was made to historical traces of previous education within the area and to political decisions.

  • 99. Christidis, Nikolaos
    et al.
    Lindberg, Viveca
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Helo, Helen
    Koj, Sandra
    Christidis, Maria
    Swedish dental students’ clinical notes and reflections as part of a case-based examination – challenges for undergraduate education2023In: Medical Research Archives, ISSN 2375-1916, Vol. 11, no 10Article in journal (Refereed)
    Abstract [en]

    Clinical records are the basis for clinical reasoning, diagnostics, treatment planning, and management as well as for management of the patient and the outcome of the treatment, and therefore an important aspect of health professionals’ work. Several articles emphasize the importance of adequate and correct content in these records. Previous research shows that even health professionals need to improve the content and structure of their clinical records, for them to give the information needed for various needs. The focus of this article are the clinical records of undergraduate dental students. The aim of the study was to explore patterns of adequate and inadequate content in clinical notes of undergraduate dental students in their final year of education. Secondly, whether these results could provide insights for development of health professions education.

    Data comprised of 33 cased-based examinations collected during January 2020 at the University Dental Clinic, Department of Dental Medicine, Karolinska Institutet, in Huddinge Sweden. Also, data included teachers’ assessment of these examinations. The texts were analyzed with thematic analysis.

    Analytical results showed three themes. The first theme, (i) Professional content knowledge, concerned information in patient history, status, diagnostics and treatment plan, and an information ambiguity. The theme also included the students' use of professional terminology and the choice of articles to support reflections. The second theme (ii) incomplete method of investigation involved the actual patient interview, but also students’ various misunderstandings of the template. The third theme was (iii) Academic formalities. This theme concerned students' understanding of the purpose of referencing and its function, but also a non-use of references, the use of irrelevant references, errors in the given citation style, and an incorrect structure of the text according to the template. 

    In conclusion, results showed the need for continuous training in clinical note-taking and reflections during dental students' professional education. In this training, teachers’ assessment is important for students' development of professional literacy and professional judgment. Also, a continuous reminder of science and proven experience as the basis for the profession which is also made visible through academic formalities.

  • 100. Christidis, Nikolaos
    et al.
    Lindberg, Viveca
    Stockholm University, Faculty of Social Sciences, Department of Education. Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Jounger, Sofia Louca
    Christidis, Maria
    Early steps towards professional clinical note-taking in a Swedish study programme in dentistry2022In: BMC Medical Education, E-ISSN 1472-6920, Vol. 22, no 1, article id 676Article in journal (Refereed)
    Abstract [en]

    Background Higher education tends to focus on academic writing only, instead of emphasizing that professional texts are also used as a basis for communication in contexts with a variety of participators. When it comes to clinical notes, research is scarce and focused on technology and informatics. Therefore, the aim was to explore dental students’ clinical notes, and specifically which aspects of the clinical notes characterizes clinical notes that are not sufficient enough for professional purposes.

    Methods The object of analysis was the student’s written completion of a teacher constructed protocol regarding oral mucosa, the dental apparatus including pathology on tooth level, oral hygiene, and a validated international clinical examination protocol of the temporomandibular region. The study was framed within the New Literacy Studies approach, and the clinical notes were analyzed using thematic analysis.

    Results Within the clinical notes three themes were identified; a) familiar content; b) familiar content in new context; and c) new content. The forms of notes could refer to either categorizational clinical notes or descriptive clinical notes. Most students were able to write acceptable clinical notes when the content was familiar, but as soon as the familiar content was in a new context the students had difficulties to write acceptable notes. When it comes to descriptive notes students suffered difficulties to write acceptable notes both when it came to familiar content, or familiar content in a new context.

    Conclusions Taken together, the results indicate that students have difficulties writing acceptable notes when they are novices to the content or context, making their notes either insufficient, too short or even wrong for professional purposes. With this in mind, this study suggests that there is a need to strengthen the demands on sufficient professional quality in clinical notes and focus on clinical notes already in the early stages of the different medical educations.

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