Disciplinary Literacy and English-Medium Instruction 

In this keynote, I will discuss the concept of disciplinary literacy (Airey, 2011a; Shanahan & Shanahan, 2012) and its usefulness in highlighting issues for consideration when embarking on English-medium instruction. For the purposes of the presentation, I will be using the following definition of disciplinary literacy:The ability to appropriately participate in the communicative practices of a discipline. (Airey, 2011a) I have earlier suggested that the goal of all university teaching is the production of disciplinary literate graduates (Airey, 2011b), but what specifically does being disciplinary literate entail in an EMI setting? Here, I will propose three distinct aspects of disciplinary literacy that I suggest require consideration when embarking on EMI. The first of these aspects is the particular knowledge structure of the discipline at hand (Bernstein, 1999), which has been shown to affect disciplinary attitudes to language use (Airey, 2012; Kuteeva & Airey, 2014). The second aspect of note is the importance of semiotic resource systems other than language (such as mathematics, sketches, diagrams, graphs, gestures, hands-on work with physical tools, etc) in the creation of disciplinary knowledge (Kress, 2009; Airey & Linder 2009). The degree of reliance on these other resource systems necessarily affects the role played by language in the discipline. Finally, I suggest that disciplinary literacy is developed to function within three specific sites: the academy, society and the workplace. This can be conceptualised in terms of a disciplinary literacy triangle (Airey & Larsson, 2018; Airey, 2020). Different disciplines place different emphasis on these three sites, however, it is highly unlikely that the same emphasis needs to be given to each site across different languages (L1 and English for example). I finish the presentation by proposing a disciplinary literacy discussion matrix (Airey, 2011b; 2020) as heuristic tool for disciplinary needs analysis in EMI. 

References

Airey, J. (2011a). Initiating collaboration in higher education: Disciplinary literacy and the scholarship of teaching and learning 57-65.

Airey, J. (2011b). The disciplinary literacy discussion matrix: A heuristic tool for initiating collaboration in higher education. Across the disciplines, 8(3), 1-9.

Airey, J. (2012). I don’t teach language. The linguistic attitudes of physics lecturers in Sweden. AILA Review, 25(25), 64-79.

Airey, J. (2020). The content lecturer and English-medium instruction (EMI): epilogue to the special issue on EMI in higher education. International Journal of Bilingual Education and Bilingualism, 23(3), 340-346.

Airey, J., & Larsson, J. (2018). Developing students’ disciplinary literacy? The case of university physics. In Global developments in literacy research for science education (pp. 357-376). Springer, Cham.

Airey, J., & Linder, C. (2009). A disciplinary discourse perspective on university science learning: Achieving fluency in a critical constellation of modes. Journal of Research in Science Teaching, 46(1), 27-49.

Bernstein, B. (1999). Vertical and horizontal discourse: An essay. In Education and society (pp. 53-73). Routledge.Kress, G. (2009). Multimodality: A social semiotic approach to contemporary communication. Routledge.

Kuteeva, M., & Airey, J. (2014). Disciplinary differences in the use of English in higher education: Reflections on recent language policy developments. Higher education, 67(5), 533-549.

Thinking About English-Medium Instruction: Do We Need Everything Everywhere All at Once? 

Around the world, more and more university courses are being taught in English. Although there are sound economic, social and political reasons for this trend, many questions remain about the pedagogical effects of EMI at university level: How can teachers be prepared for EMI teaching? Will students cope? Are some forms of teaching less suited to EMI? Do different disciplines have different needs? Etc. etc.  In this workshop, I present some of the research I have carried out in Sweden that addresses these questions and make a number of recommendations.  I finish the workshop by proposing a disciplinary literacy discussion matrix (Airey, 2011) as a tool for carrying out disciplinary needs analysis for EMI.  

References

Airey, J. (2011). The disciplinary literacy discussion matrix: A heuristic tool for initiating collaboration in higher education. Across the disciplines, 8(3), 1-9.

As disciplines, undergraduate physics and chemistry leverage a particularly wide range of semiotic systems (modes) in order to create and communicate their scientific meanings. Examples of the different semiotic systems employed are: spoken and written language, mathematics, chemical formulae, graphs, diagrams, sketches, computer simulations, hands-on work with experimental apparatus, computer simulations, etc. Individual semiotic resources within this range of semiotic systems are coordinated in specific constellations (Airey & Linder, 2009) in order to mediate scientific knowledge. In this Swedish Research Council project, we are interested in the representation of scientific phenomena that cannot be seen. The question we pose is: How is scientific knowledge mediated when we cannot directly interact with the phenomena in question through our senses?  We adopt a social semiotic approach (Airey & Linder, 2017; van Leeuwen, 2005), to investigate the ways in which two phenomena—electromagnetic fields and chemical bonds—are presented in undergraduate textbooks. To do this we carried out a semiotic audit (Airey & Erikson, 2019) of eight textbooks (four in each discipline). We note that the individual resources used have a mixture of affordances—whilst the majority retain high disciplinary affordance, others are unpacked (Patron et al. 2021) providing higher pedagogical affordance. We discuss the ways in which the resources have been combined and orchestrated (Bezemer & Jewitt, 2010) in order to attempt to make visible that which is invisible, and identify a number of potential problems. In earlier work, Volkwyn et al. (2019) demonstrated how experimental work with physics devices can make the Earth’s magnetic field accessible to students through chains of transduction. Thus, we propose that encouraging transductions across the semiotic resource systems provided in textbooks may help students to experience the invisible.

References

Airey, J. (2006). Physics students' experiences of the disciplinary discourse encountered in lectures in English and Swedish (Licentiate dissertation, Department of Physics, Uppsala University).

Airey, J. (2009). Science, language, and literacy: Case studies of learning in Swedish university physics (Doctoral dissertation, Acta Universitatis Upsaliensis).

Airey, J. (2015). Social Semiotics in Higher Education: Examples from teaching and learning in undergraduate physics. In In: SACF Singapore-Sweden Excellence Seminars, Swedish Foundation for International Cooperation in Research in   Higher Education (STINT) , 2015 (pp. 103). 

Airey, J., & Eriksson, U. (2019). Unpacking the Hertzsprung-Russell diagram: A social semiotic analysis of the disciplinary and pedagogical affordances of a central resource in astronomy. Designs for Learning, 11(1), 99-107.

Goodwin, C. (2015). Professional vision. In Aufmerksamkeit: Geschichte-Theorie-Empirie (pp. 387-425). Wiesbaden: Springer Fachmedien Wiesbaden.

O’Halloran, K. (2007). Mathematical and scientific forms of knowledge: A systemic functional multimodal grammatical approach. language, Knowledge and pedagogy: functional linguistic and sociological perspective, 205-236.

Patron, E. (2022). Exploring the role that visual representations play when teaching and learning chemical bonding: An approach built on social semiotics and phenomenography(Doctoral dissertation, Linnaeus University Press).

The purpose of this study is to explore the factors that affect students' decision-making in an SSI (socio-scientific issue) about nuclear power and energy supply. The study explores students' skills in SSI argumentation and aims to clarify the relationship between values, knowledge and experiences in their SSI decision-making. Nine students grade nine participated. Their argumentation and decision-making processes were followed, the participants wrote reports on their decision-making, and data were collected during multiple stages of an instructional module, the Six-Step SSI Instructional Module. The different arguments used by the students were analysed using the framework of the SEE-SEP-model. The analysis focused on the evaluation skills demonstrated by the students during the exercise and the relationships between the knowledge, values, and experiences that they used in their argumentation. Although all the students had access to the same information and agreed on the factual aspects of the issue, they came to different decisions, the difference depending on their background knowledge, values, and experiences. The assessment framework considers the quality indicators presented in the research and focuses on both the content and the structure that can be observed in students’ SSI argumentation and is meant to function as a tool for identifying quality indicators. The implication for SSI teaching and learning is discussed.

Det här examensarbetet utformas inom TBLT forskningsområdet, dvs. uppgiftsbaserad språkundervisning (Task-based Language Teaching) och utvecklingen av inlärares skriftliga målspråksperformans. TBLT-forskning har bevisat att kognitiv uppgiftskomplexitet manipulation har en tydlig påverkan på inlärares produktions. Detta visas i specifika aspekter i målspråksproduktionen. TBLT-forskning präglas dock av motstridiga studieresultat när det gäller hur den kognitiva manipulationen påverkar lingvistiska dimensioner. I syfte att undersöka effekten av uppgiftskomplexitets manipulation, presenteras detta examensarbete med empiriskt fokus på de lingvistiska dimensionerna korrekthet, komplexitet och flyt (CAF dimensions) i skolelevers skriftliga produktioner. Dessutom undersöker examensarbetet hur elevernas språkliga kompentens ytterligare kan påverka effekten av manipulationen. Examensarbetets bakgrund, diskussion och slutsats grundas på två teoretiska modeller, Cognition Hypothesis (Robinson, 2003, 2005, 2007) och Trade-off Hypothesis (Skehan, 1998, 2015). Dessa förklarar manipulationseffekten i uppgiftskomplexitet på olika och kontrasterande sätt. I detta examensarbete undersöks 72 svenska gymnasieelevers skriftliga produktioner i engelska genom två versioner (enkel vs. komplex) av en argumenterande uppgift. Resultaten visar att den komplexa versionen bara har få skillnader och inom dessa visas en större effekt i lexikalisk komplexitet. Manipulationen av uppgiftskomplexitet visar ytterligare större effekt bland elever med högre språklig kompetensnivå. Sådana resultat innefattar betydelsefulla pedagogiska tillämpningar för klassrummets praktik, för uppgiftsutformning och val, samt för lärares arbete.   

On the foundation of Multiliteracies presented by The New London Group (Cazden m.fl.1996) that calls for recognising students’ multilingualism and multimodality, this study seeks to explore what beliefs in-service teachers in linguistically diverse classrooms express about usage of multimodal resources for meaning making. This study strives in particular at understanding whether teachers view such usage as beneficial for multilingual students’ learn­ing. In addition, this longitudinal qualitative study inspired of both intervention studies and design-based studies seeks to understand the connections between teachers’ beliefs and professional develop­ment programs. My data consists of six teachers’ beliefs expressed in reflections and in their reported teaching during a year of professional develop­ment. Through content analysis, the results show that all teachers view usage of multimodal meaning making resources as giving extended learning opportunities. Five of the teachers also see extended participation through this usage. A significant result is that the teachers view multimodal meaning making as scaffolding, rather than recognizing multimodal resources as an insepar­­­able part of all communication. Accordingly, the implicit meaning making through multimodal resources for scaffolding understanding seems to be more implemented in their teaching design than explicit teaching of multimodal usage for functional communicative purpose. However, four of the teachers aims at building explicit awareness of multimodal choices and its effects through their teaching design. These results show inter­connections between the professional development to both content and form.

Detta forskningsprojekt handlar om att studera processerna för elevers matematiska tänkande på högstadiet under matematiklektionen. Matematiskt tänkande ses som en social aktivitet. Ur ett socialt perspektiv skulle det ses som en händelse, interaktion och kommunikationsmetoder. När elevernas engagerar sig i samtalet för att lösa matematiska problem, tolkas deras aktiviteter, handlingar och förklaringar som synliga tecken eller uttryck för deras matematiska tänkande. Här har jag argumenterat både för relevansen av att fokusera elevernas matematiska tänkande som det utvecklas i deras argumentation när de arbetar med undersökande arbetssätt, och av att använda sig av lärarforskning. Genom klassrumsobservation fick jag titta närmare på aspekter som påverkar tankeprocesserna. Syftet med denna studie är att identifiera och analysera elevernas matematiska tankeprocesser specifikt på specialisering, generalisering, gissning och övertygande, som de uppvisar i sina samtal. Data i studien samlades in i samband med genomförande av fyra aktiviteter som jag utarbetat, elevers samtalsinspelning, en enkätundersökning som hölls efter genomförande av två aktiviteter och genom klassrumsobservationer. Eleverna samtalade lösningar i mindre grupper. Lösningsförslag presenterade grupperna för varandra under matematiklektionen. Elevernas samtal analyserades sedan enligt de specifika egenskaper som identifierats som en nyckel till matematiskt tänkande. Jag fann att eleverna använder processerna för matematisk tänkande i sitt resonemang och att det finns skillnader på aspekterna mellan dessa processer beroende på informationen som är kopplad till problemet, urvalet av illustrationer baserades på ämnesperspektiv och erfarenheter. Resultatet visade också att det finns en koppling mellan dessa processer och ökade medvetenhet och lärande. Genom denna studie kan slutsatser dras om att lära sig specifika processer som specialisering, gissning, generalisering och övertygande ökar medvetenheten om hur eleverna tänker som sedan används för att anpassa undervisning för eleverna. En beskrivande modell för matematiskt tänkande presenteras och används sedan för att ge ett praktiskt svar på forskningsfrågorna. Forskningsresultat kan således används av både lärare och lärarstudenter som en modell när de planerar undervisningen. 

In this chapter I discuss how the concept of taste for science may be used for analysing science learning as situated in a social and cultural context. The concept of taste is grounded in pragmatism research and the works of Pierre Bourdieu and was originally developed as an action-oriented methodology for studying how students’ interest in science transforms through classroom talk and action. Through empirical examples coming from previous classroom studies, this chapter demonstrates how taste can be used for exploring how norms, aesthetics and cognition are transacted when students learn science. As argued in this chapter, the methodology may therefore serve as a tool for studying norms, feelings and emotions as intertwined with, rather than separated from, cognition.

Denna studie fokuserar hur praktiknära forskning kan bidra till att utveckla lärarprofessionens kunskapsbas; genom att undersöka vilka slags kunskapspro-dukter som genereras i didaktisk undervisningsutvecklande forskning där lärare och forskare arbetar tillsammans. Datamaterialet består av vetenskapligt publice-rade artiklar från forskningsmiljön Stockholm Teaching & Learning Studies (STLS). Genom en innehållsanalys har fyra (i−iv) kategorier av kunskapsprodukter identi-fierats: (i) Beskrivningar av kunnanden, (ii) Undervisningsdesign, (iii) Didaktiska exempeloch (iv) Metodologiska redskap. Beskrivningar av kunnandensynliggör vad som kännetecknar kunnanden inom olika ämnesområden. Undervisningsdesign preciserar relationer mellan undervisningens utformning och elevers lärande. Didaktiska exempel innefattar rika beskrivningar av undervisning och elevers lärande som grund för didaktisk reflektion. Metodologiska redskap fokuserar på att kombinera och pröva metoder för planering och analys av undervisning. Resultatet kan ses som en typologi över vilka olika slags kunskaper som praktiknära forskning kan bidra med.

Aesthetics concerns, on the one hand, people's feelings of pleasure and displeasure, and, on the other hand, the objects these feelings are directed to, that is, what people find beautiful or ugly (Wickman, 2006). Traditionally aesthetics and affect have been treated as separate from cognition and only rarely has it been studied how they are intertwined when learning a specific content (Wickman et al., 2021). However, recent situated and socio-culturally oriented research has begun to elucidate how aesthetics plays a key role for selection of content, what route learning takes in the classroom and for students' opportunities to develop an interest or taste for a specific school subject (e.g., Sinclair, 2006; Ainsworth and Bell, 2020; Wickman et al., 2021). This Research Topic compiles contributions from researchers examining these topics further.

During a relatively short period of time, programming has been implemented in the national curriculum of the compulsory school in Sweden. Since 2018, programming is a new content in the technology subject and the research field has discussed some of the challenges teachers and students, who generally have little experiences of programming, face when programming is introduced in teaching. In this study, we have explored what strategies lower secondary school students (ages 13–15) use when they are programming a robot to follow a curved line in technology education class. Data consists of screen recorded films when students are pair programming a robot. Student talks were transcribed verbatim and analysed using Practical Epistemological Analysis. The analysis revealed three different strategies that the students used when programming the robot: (1) sensor—follow the line, searching for a code that automatically would make the robot to follow the route, (2) sensor—wheels, using codes to create a feedback system between sensor and wheels, and (3) rotations—degrees–wheels, using the position of the robot to stepwise fine tune the movement of the wheels. In line with previous research, the students in our study spent much time discussing, testing, and debugging their code, and our findings contribute by showing how these discussions were aligned with the strategy used. Depending on the strategy, students actively looked for and tested codes affecting different aspects of the sensor-wheel system, such as for example sensor input, power, rotations or turning. Implications for teaching is discussed.

Skolan har ett viktigt demokratiuppdrag och undervisningens utformning påverkar elevers lärande. Ett öppet klassrumsklimat där elever bjuds in att fråga, diskutera och komma med synpunkter på ämnesinnehållet är det i särklass viktigaste för att skapa förutsättningar för demokratilärande – oavsett skolämne.

The aim of the licentiate thesis is to examined a specific structural model in order to support students' exploration of relationships between numbers in additive structures even when negative numbers is included. One intention is that the finding should qualify the teaching and constitute a support when plan and implement teaching regarding equations with additive structure based on algebraic teaching as an alternative to primarily finding a solution with support of rules and procedures. During the study, the students' experiences of the phenomenon relationships between quantities was examined, categorized and described. In the study it was also examined whether and, if so, in what ways a specific structural model was used by students during the work of exploring the structure of equations.

Students from grades 3, 8 and 9 participated in semi-structured interviews and in research lessons. Three groups of teachers and two researchers planned, conducted and revised the research lessons based on the learning study approach.

Phenomenography was the theoretical approach for the initial semi-structured interviews. Variation theory and learning activity were the theoretical frameworks for the research lessons where Davydov's curriculum was a source of inspiration.

In order to achieve the aim, the following research questions were formulated:

1) What different ways of experiencing the phenomenon of relationships between quantities can be discerned in student interviews?

2) In what ways do students use a specific structural model to explore equations?

The first research question is answered in Article 1, which shows that students experience relationships between quantities as something to be calculated or something to be related. The second research question is answered in Article 2, which shows that students used the specific structural model examined in the study as a form to fill in alternatively as a learning model and a tool to identify the part-whole structure between numbers in an equation and to choose appropriate operation to find the unknown number.

The findings show the possibility, but also the challenge, of introducing an algebraic teaching with a focus on analysis and theoretical reasoning also for students with experiences from an alternative background.

The aim of the article is to highlight whether, and if so in what ways, a selected model can constitute support when students explore mathematical structures in equations. The article is based on an empirical research study where students explored mathematical structures with support by the model, which is intended to visualize structures. Teachers and researchers worked in a collaborative and interventional study in iterative processes. A total of 149 students from compulsory school grades 3, 8 and 9 participated in video recorded research lessons based on the research approach learning study. The lessons were designed with inspiration from the framework of learning activity and the students were challenged in a theoretical work. The analysis was performed on the basis of a thematic approach and two qualitatively different core themes were identified: Template respectively Learning model. In the analysis, it emerged that the teaching has to be challenging enough for the students to find the model meaningful. The teaching needs to enable students to discern relationships between all numbers in an equation, where the relationships can be described as a part-whole structure.

The article examines how students in Swedish upper secondary apprenticeship education contribute to the shaping of their education through their choices and actions in relation to work-based learning. Activity theory and the notion of interacting activity systems was used to emphasise the students’ perspective as active subjects. Data was collected through observations and interviews with 15 students in their second year of an apprenticeship. An initial qualitative content analysis revealed a pattern of actions that related to both school and work. The result of this analysis was further elaborated with activity theoretical concepts. Thereby dominating rules/norms and tools they made use of, contributed to identifying three potential objects for students’ actions: grades in vocational subjects, development of vocational skills, and inclusion in the workplace community. Depending on what objects the students held as superior and subordinate different outcomes could be achieved – an upper secondary vocational degree, development of vocational skills, and/or being employed while studying. One object did not necessarily exclude the others. It is concluded that the multiple expectations from students, school, and workplaces that coexist in relation to work-based learning need to be continuously communicated among all participants to strengthen the students’ possibility to achieve their desired educational outcome.

In this instrumental exploratory case study, students on the second largest programme in upper secondary school in Sweden, the Business Management and Economics Programme, were interviewed about what obstacles they believe they encountered when studying the second mathematics course. A first level of analysis, using a constant comparison method, resulted in 19 different obstacles. The seven obstacles that were uttered by the highest proportion of students were: new content, more difficult, more work needed, new tests, faster pace, online school and problems prioritising. In a second level of analysis, an axial coding, the codes were grouped into five larger categories: advanced mathematics, managing workload, novel teaching, emotion and assessment. The category that were uttered by the highest proportion of students was advanced mathematics which contained the obstacles new content, more difficult and faster pace. This study offers a base of knowledge about what obstacles students themselves express that they experience and the character of these obstacles. 

The purpose of this study is to highlight preschool teacher students' descriptions of using aesthetic qualities as a strategy in play-based teaching with preschool children. Of interest to the study are the drama tools that are actualized in the implementation and those that address the children's initiatives in the process. The students' play-based teaching is also examined in terms of its didactic potential. The research questions focus on the aesthetic strategies actualized in the preschool teacher students' descriptions of implementing play-based teaching with preschool children. Furthermore, how children's initiatives are actualized based on selected aesthetic strategies and what didactic potential the aesthetic strategies used by the preschool teacher students have in play-based teaching with preschool children. 

The study adopts a qualitative approach, and interviews are used for data collection. For the analysis of the material, involving four preschool teacher students as informants, a qualitative content analysis is employed. The theoretical concepts of drama, including pre-text, role-taking, dramatic structure, dramatic tension, and interaction (Hallgren, 2018), are used as theoretical foundations. Furthermore, Lindström's (2012, 2015) four aesthetic learning forms, along with their associated leadership styles, are used to analyze the study's results. 

The results of the study show that the preschool teacher students' play-based teaching actualized aesthetic strategies such as body language and empathy, narrative, embodiment, and role-taking initiatives, as well as dramatic tension. In many ways, these strategies contributed to creating space for children's initiatives. The ways in which the children in the described teaching situations were challenged in their play skills demonstrate that the use of aesthetic strategies can represent a didactic potential. The results contribute to highlighting aesthetic strategies in combination with targeted questions of a curious and wondering nature as important tools in the play-based teaching of preschool teacher students. 

In this paper, drawing on semi-structured interviews with generalist teachers of year-one children in England and Sweden, we examine comparatively the influence of the intended curriculum (teachers in both countries work within mandated national curricula) and the received curriculum (the collectively assumed efficacious practices and goals handed down from one generation of teachers to the next) on teachers' expressed number-related learning goals. Analyses, framed by a literature-derived and curriculum-independent set of eight forms of number-related competence each implicated in later mathematical learning, identified both similarities and differences in the two groups' expressed goals. Key similarities concerned expectations that all children should become additively competent, supported by supplementary goals concerning systematic counting, number bonds, the number line and an appropriate mathematical terminology. Key differences concerned English teachers' strongly-expressed emphasis on place value and a desire for children to learn to multiply. Overall, the strongly-framed English curriculum appears to influence teachers' goals more than the weakly-framed Swedish, while Swedish teachers seem to draw on a received curriculum more closely aligned with the literature-derived developmental goals than the English. Finally, when set against the literature-derived and curriculum-independent developmental goals, the English curriculum, unlike the Swedish, expects year-one children to learn much age-inappropriate material.

Introduction: Within the technology education research field, aesthetics has primarily been treated as either related to artifacts, design processes and innovation, or as related to students’ enjoyment, appreciation, and participation in technology and technology education. This study focuses on the role of aesthetics in technology learning more specifically the learning of programming. Previous research has pointed to aesthetics as important for the learning of programming, e.g., that programming activities in higher education typically involve experiences of frustration. While previous research is primarily based on student reports, there is a need for further exploration of processes of learning to program. The aim of this study is to explore the role of aesthetics for student learning to program in and what these processes may mean in relation to a disciplinary aesthetics of the technology subject.

Methods: The study was part of a design-based study with the overall purpose to develop the teaching of programming in lower secondary school. Data was collected from a programming task designed and implemented in school-year 9 (the students were aged 15–16) in Technology in two lower secondary classes. In total, three teachers participated in the implementation. The students pair-programmed Lego robots that should perform specific movements, such as following a curved line. Each group recorded their coding process along with audio, resulting in videos that documented the gradual evolution of their programs. These videos, capturing the real-time programming and associated student and teacher conversations, serve as the data for this study. In order to analyze the role of aesthetics in classroom conversations a Practical Epistemology Analysis was applied.

Results: The results show that aesthetic judgments were important for orienting learning toward (1) the movement of the robot and (2) the ways to be in the programming activity. During the programming activity, the students expressed feelings of frustration but also joy and humor.

Discussion: The findings concur with previous research and contribute to further understanding the role of negative and positive aesthetic experiences in the teaching and learning of programming. The importance of the objects of aesthetic experience found in this study are discussed as part of a disciplinary aesthetic of programming.

Det finns många olika aktörer som engagerar sig i skolans undervisning i naturvetenskap och teknik – inte minst från industrin. I denna artikel presenterar vi resultat från vårt forskningsprojekt som visar att detta kan innebära intressekonflikter mellan privata och allmänna intressen. Vi presenterar även ett ramverk från samma projekt som kan fungera som stöd för lärare för att göra didaktiska överväganden kring denna typ av undervisningsresurser.

This article reports from a study of what messages concerning industry–society–environment are communicated to secondary students when they participate in webinars with representatives from the petrochemical industry. The webinars are conceptualised as part of an arena for governing science education and the messages as companion meanings. Empirically, the study is set in a context of online webinars on the topic of careers in the petrochemical industry. The webinars target students across the European Union (EU). The analysis reveals two main themes of companion meanings concerning what relations between industry–society–environment are communicated: a) the petrochemical industry as safeguarding modern life, and b) the petrochemical industry as essential for the solving of environmental problems. The companion meanings conveyed are not at all neutral but instead a means to influence the attitudes and choices of young people. The themes are discussed in relation to the overall democracy and citizenship aims of education. That the webinars claim to address the topic of careers and that they are part of an initiative sanctioned by a governmental authority (the EU) might contribute to teachers and students lowering their guard in relation to potentially biased messages. 

Den här rapporten belyser dans i kulturskola och bygger på en enkätundersökning med 112 deltagande danslärare och danspedagoger som arbetar i kulturskola. De har anonymt svarat på en webbaserad enkät med 55 frågor om yrkesroll, mål med den egna undervisningen, samarbeten, behov och tankar om fortbildning. De har också reflekterat över dansens betydelse för deltagarna.

Det som kännetecknar danspedagogernas arbete är ambition, medvetenhet och eftertanke. Dansundervisningen sker i en anda av demokratisk fostran där eleverna får möjlighet att delta i processer och viktiga sammanhang som präglas av samarbete, inkludering, lyhördhet, samhörighet och tillit. Danspedagogerna vill erbjuda en skapande, trygg verksamhet, där dansen som konstform utforskas, upplevs och kan bidra till självkänsla, kroppskännedom och samhörighet. De lyfter fram vikten av den kroppsliga upplevelsen, möjligheten till att få vara i sin egen kropp och uttrycka sig genom den. Flera av respondenterna uttrycker också en vilja att föra vidare dansglädje och olika kunskapsperspektiv om dans, exempelvis dansen som konstform, dansgenres historia och kulturella kontexter. De allra flesta danspedagoger i studien arbetar medvetet utifrån deltagarnas inflytande och delaktighet. Det innebär bland annat att elevernas åsikter och tankar samt eget skapande tas om hand och beaktas i dansundervisningen. Många danspedagoger arbetar också utifrån inkludering och kritiska perspektiv så som jämställdhet, genus, normkritik och antirasism.

Studien har haft som syfte att belysa och i viss mån kartlägga dansundervisning och danspedagogers arbete i kulturskola. Resultatet är inte att beteckna som heltäckande utan vill snarare ge en bild av pedagogers tankar om detta näst största ämne i svensk kulturskola. Vi hoppas att studien ska fungera som ett gott underlag för både forskningsfält och praktik. Den lyfter fram den kunskap och erfarenhet som danslärare och danspedagoger besitter och använder sig av för att sprida det som de själva uttrycker som dansglädje och dans för alla!

Dansdidaktik kan utgå ifrån att dans är ett sätt att skapa rörelsemedvetenhet och koreografier, men också en möjlighet att dela med sig av kunskap, fantasier, traditioner och livet i stort. Forskning visar hur dans kan skapa meningsfullhet, ökad rörelsemedvetenhet, självkänsla och gruppsammanhållning för elever.

This chapter discusses approaches to queering public science institutions including science museums, science centres, zoos, and maker-spaces. It examines queering processes from two perspectives: the institutions’ public spaces (‘frontstage’) and behind the scenes organization and activities (‘backstage’).

This chapter highlights the tensions of queer identities between performative and structural changes in the institution and implications of performative actions highlighting the exceptionality of queer identities in turn reinforcing norms around acceptable lives and pathways in the process.

This paper argues that the Queering the Science Museum tour series (2018) provides an example of a conceptual pathway for translating queer tour guiding approaches found in socio-historical and arts museums into STEMM spaces. I use participatory methods and qualitative and quantitative participant data to reflect on my work on the tours in the context of wider practices of tour-guided interventions. I highlight how the Queering the Science Museum tours, at the Science Museum, London, moved beyond existing models of queer engagement in socio-historic and arts museums by introducing an explicitly critically queer approach to science and technology, which has the potential to expand the possibility of queer interventions in museums generally. I close by examining the limitations of tour-as-intervention for change within the museum, while exposing the tensions around how resolving such issues would challenge queer theory’s call for rejecting the making of queer ‘normal’ within displays.

On July 20, 2021, Sotheby’s, the storied centuries-old auction house, promised collectors the Moon—or at least the chance to bid on items involved in getting there. Among the eighty-seven lots up for sale was an Apollo Guidance Computer. This metallic box, designed by MIT’s Instrument Laboratory and produced by Raytheon starting in 1966, was an essential tool for navigating the lunar surface and an important forerunner of modern computing. Sotheby’s estimated that this celebrated artifact—frequently studied not only in space history but also in the history of technology—would fetch between $200,000 and $300,000 USD. But when the auctioneer’s hammer hit the lectern, the price had skyrocketed to $746,000 USD. Other items on the block that day included a lunar surface checklist used by Neil Armstrong (sold for $63,000 USD) and Richard Feynman’s personal notes from the Challenger disaster investigation (sold for $44,100 USD). In case there was any doubt, Sotheby’s...

The aim of this study was to investigate students' conceptions of causes, processes and consequences of earthquakes and to examine their geographical understanding of such hazards in terms of spatial and societal-nature relations. Data consists of 134 responses from 12 to 13-year-old students who had completed an assignment in the Swedish national test in geography (2013). The responses were analysed using content and thematic analyses. Data was complemented with interviews. Results show that many students hold alternative conceptions of processes causing earthquakes at different plate boundaries, and why poor societies are more severely affected by earthquakes than rich societies. Furthermore, results show that students have a limited understanding of the extent and location of earthquakes in the world. We conclude that instruction aiming to develop students' understanding of earthquakes as a geographical phenomenon and hazard may integrate map-reasoning skills with examples that support contextual thinking. We also suggest that in order to develop students' relational thinking on society and nature, instruction can utilise the concept of capital. Furthermore, teaching needs to take in to account and design instruction to meet students' alternative conceptions that societal consequences of earthquakes are solely predetermined by natural factors such as climate or heat.

Hösten 2022 började den nya läroplanen Lgr22 implementeras i svenska skolan. Läroplanen har ett förändrat fokus på sexualundervisningen som nu utgår från begreppen sexualitet, samtycke och relationer. Syftet med denna studie är att se hur kunskapsområdet sexualitet, samtycke och relationer uppfattas av SO-lärare för årskurs 4-6 och hur det kan appliceras i undervisningen i samhällskunskap.

I tidigare forskning var tidsbrist, vida beskrivningar från läroplaner och bristfällig kunskap orsaker till otillräcklig sexualundervisning. Vilket synliggjordes i denna forskningsstudies undersökningar i form av sex kvalitativa intervjuer med SO-lärare i årskurs 4-6 som handlade om deras uppfattningar och berättelser om arbetet med kunskapsområdet. Analysen av resultatet, som tillämpades ur ett fenomenografiskt perspektiv, visade att många lärare hade svårt att förstå och hinna med arbetet i samhällskunskapsundervisningen på grund av svårigheter med att tolka läroplanen, tidsbrist och egen kunskapsbrist. Lärarna ser dock positiva förändringar med Lgr22 då de har fått tydligare direktiv, mer elevanpassat innehåll samt att kunskapsområdet nu hanteras i alla ämnen. Lärarna uttrycker dock en saknad av fortbildning i kunskapsområdet för att kunna ge eleverna den bästa undervisningen.

The aim of this licentiate thesis is to explore the sociomaterial relationality of music composition education with digital hardware/software and its outcomes. Two studies were conducted interleaved as original articles in the thesis. Article 1 explores learning in creational processes involving digital actants and two composers of contemporary art music. The posthumanist concept of the cyborg is enacted as a signifier for learning and becoming in relation with material actants. An interview with a composer and music application creator is analysed through a constructed posthumanist narrative entangled with the researcher’s narrative of a music creation process involving the app. Also, the app’s meaning-making capacities are entangled in the narrative. Results show that alignments between human and nonhuman actants constitute a part of learning in music composing practices. Artefacts move from being evident and present to becoming transparent and in a background relation during a learning process.

In article 2 a composing assignment conducted in four year 9 classes in a Swedish compulsory school is explored. Employing the posthumanist concept compositionism as a research approach, educational activities are composed into assemblages of actants performing the outcomes of the activities. Results bring the human/nonhuman actants as hybrid originators of outcomes to the fore. Learning with digital actants also showed to be hardware/software specific when past experiences of music composing were limited, with the risk of reducing pupils to intermediaries of information between functions in the digital software.

In the summarising parts of this compilation thesis, a background of the research field of didaktik and subject didaktik is delineated. Also, the distinction between didactics and didaktik is discussed and the reason for employing the Swedish/German spelling is explicated. Furthermore, a background of composing and music creation as subject matter in the Swedish school system is drawn. Theoretical and methodological approaches are further developed in the summarising parts. Posthumanism as theoretical onset has a profound impact on understandings of relationality within educational activities and on how materiality is affecting learning. Methodological approaches are actuated in relation to the research material to find new meanings of sociomaterial relationality in music education.

As one outcome of reading the results from the studies through posthumanism, the tentative term postdidaktik is proposed and discussed. Following the ontological turn of posthumanism that re-entangles human with nature and matter, postdidaktik becomes an implication for understanding learning in sociomaterial relationality. This also affects an understanding of didaktik as lesson planning, enactment, and analysis. The practical employment of postdidaktik is thus further delineated and proposed for further research.

This article aims to explore the sociomaterial relational activities within digital music composition education via the posthumanist concepts compositionism and assemblage. The study is an attempt at a nonlinear and non-reductivist understanding of educational activities where matter, nature and culture shape performative practices. Engaging with Latour and Actor-Network Theory (ANT) and its onto-epistemological manifest as compositionism the explorations also find impetus from posthumanist thinking, Barad’s intra-action, Haraway’s becoming-with and post-qualitative inquiry. Four year 9 classes in a Swedish compulsory school took part in the composing activity and the research intervention. During a four-week participation period the music composition lessons were video-recorded. Sociomaterial transcriptions of the recorded lessons were transformed into assemblage compositions to explore the outcomes and becomings that emerged. What these sociomaterial compositions brings to the fore is the hybridity of digital music composition outcomes in learning activities. 

Digital technology for musical purposes creates new means for embodiment and expressions of music. The aim of this article is to explore a non-linear digital music composition application in relation to two composers active in the field of contemporary art music. Drawing on the posthumanist ontological turn the study offers a sociomaterial understanding of learning practices. The empirical material consists partly of an interview with Jesper Nordin, a composer and music/composition application creator who is active in the contemporary art music field. In addition, the author’s own a/r/tographical exploration together with the iPad application called Gestrument, for compositional purposes constitutes a part of the material. The generated material was analysed through a posthumanist narrative, constructed and presented as entangled stories of learning/becoming in relation with the digital actant Gestrument, with human and nonhuman actants in a wider sense. The results introduce a discussion on the implications a posthumanist sociomaterial understanding can have for music education practices. For example, the composition here becomes relata, it is diffracted to multiple becomings in relation to different interpreters, musicians, traditions, compositions and so forth. When employed for the purpose of composition as an activity within music education, digital hardware/software can offer multiple ways of intra-acting with music, other ways than via common musical instruments, and by that differentiate the process of conceptualizing subjective ideas in multiple directions, emphasizing diffraction and relationality. In this understanding of music creation as relational and fluid, the employment of specific digital actants seems to help corroborate modes of conceptualizing music, but also act as a partner of renewal as well as a sounding board for musical ideas.

De nationella proven i matematik 1a och 1b konstrueras och utvecklas, på uppdrag av Skolverket, av PRIM-gruppen vid Stockholms universitet. I denna rapport presenteras en sammanställning och diskussion av resultaten för de nationella proven i matematik 1a och 1b som gavs vårterminen 2022.

Det huvudsakliga syftet med rapporten är att redovisa och diskutera resultaten från genomförandet av dessa prov utifrån den revidering av ämnesplanen som genomförts. Resultatredovisningen från vårterminens nationella prov i matematik 1a och 1b kommer från PRIM-gruppens urvalsinsamling och bestod av lärarenkäter och inrapporterade resultat på uppgiftsnivå från ett slumpmässigt urval elever. PRIM-gruppens urvalsinsamling för matematik 1a omfattade vårterminen 2022 elever från olika yrkesprogram och för matematik 1b elever från samhällsvetenskapsprogrammet, ekonomiprogrammet, estetiska programmet och humanistiska programmet.

Skolverket genomför enbart insamling av provbetyg på nationella prov för elevers avslutande matematikkurs i gymnasieskolan det vill säga för elever från de olika yrkesprogrammen som slutfört matematik 1a och för elever från estetiska och humanistiska programmet som slutfört matematik 1b. Resultaten från lärarenkäterna och elevresultaten på uppgiftsnivå är viktiga källor för analys och utvecklingen av de nationella proven. För matematik 1a bestod insamlingen från vårterminen 2022 av resultat från ca 600 lärare och ca 4 000 elever (ca 1 600 flickor respektive ca 2 400 pojkar) och för matematik 1b ca 550 lärare och ca 4 300 elever (ca 2 600 flickor respektive ca 1 700 pojkar).

Resultatrapporten är uppdelad i två delrapporter. Detta är den andra delrapporten och den består av analyser av elevers prestationer på ett urval av uppgifter utifrån ett antal elevarbeten. Den första delrapporten innehåller resultat från prov och lärarenkäter. 

Barns möte med skolan innebär också ett möte mellan det vardagsspråk barnen blivit kompetenta språkbrukare i och skolspråket som de kan vara mer eller mindre främmande inför. Eftersom språket är människans viktigaste redskap för meningsskapande och skolans ämnen konstitueras av språket kommer eleverna under skolåren behöva bli medvetna om att olika sammanhang i skolan kräver olika språkbruk. I detta forskningsprojekt studeras språkets roll för utvecklingen av naturvetenskapligt lärande. Syftet med studien är att på makro- och mikronivå undersöka hur lärare ämnesmässigt och språkligt stöttar yngre (6-10 år) andraspråksutveckling i skolans naturvetenskapliga ämnen och vilken betydelse denna stöttning har för elevernas språk- och kunskapsutveckling i naturvetenskap. Med makronivå avses de stöttande aktiviteter läraren redan från början planerat och integrerat i undervisningen och med mikronivå avses den mer spontana interaktion som uppstår mellan lärare-elev och elev-elev under dessa aktiviteter. Projektet löper under två år där det första året (ht 08-vt09) är ett forskningsår då material samlas in i olika klasser från förskoleklass till årskurs 4. Datainsamlingen består av observationer när barn deltar i naturvetenskapliga aktiviteter i klassrummet, ljud- och videoinspelningar. fotografier, samtal med lärare och elever samt insamling av lärarplaneringar, elevarbeten och läromedelstexter. Under det andra året (ht09-vt10) möts deltagande lärare från insamlingsåret och forskarna i en aktiionsforskningsgrupp. Denna fas innebär att det insamlade materialet presenteras för lärarna och att analysen av stöttningen ur makro- och mikroperspektiv återkopplas och diskuteras. Resultatet av denna analys och diskussion förväntas leda till en uppsättning "mer framgångsrika" sätt att stötta elevers utveckling i de naturvetenskapliga ämnena som lärarna i denna fas prövar i sina respektive elevgrupper. Genom interaktionen i aktionsforskningsgruppen planerar varje lärare nya aktiviteter i sin elevgrupp, observerar och reflekterar över skeendet samt återför sina reflektioner till gruppen. Forskarna medverkar även detta andra år ute i klasserna med ytterligare materialinsamlingar för att dokumentera utvecklingen. I presentationen ges exempel på hur lärare och elever konstruerar mening under lektioner i naturvetenskap. Det insamlade materialet kommer att analyseras med utgångspunkt i Hallidays (1975) registervariabler field, tenor och mode kopplat till praktiska epistemologier (Wickman & Östman, 2002) och lärares epistemologiska drag (moves) (Lidar, Lundqvist & Östman, 2005) samt jämföras med Lemkes tematiska mönster (1990).

Denna studie syftar till att upptäcka mellanstadieelevers läsengagemang av skönlitteratur i svenskundervisningen. Studiens fokus ligger på lärares erfarenheter av och elevers inställning till läsning utifrån ett genusperspektiv. Vidare uppmärksammas lärares val av metoder i undervisningen för att skapa engagemang i läsningen. Studiens teoretiska utgångspunkter är en kombination av Reading Engagement Theory (Guthrie m.fl., 1996) och Expectancy Value Theory (Kuhn m.fl., 2022) som erhåller kunskaper om faktorer som påverkar läsengagemang. En ytterligare teoretisk utgångspunkt är teorin om lärarkognition (Öztürk, 2021) som berör hur lärares värderingar, kunskaper, tänkande och erfarenheter påverkar deras didaktiska arbete. Insamlade data består av enkätsvar från 65 mellanstadieelever och transkriberingar från semistrukturerade intervjuer med tre svensklärare på mellanstadiet. Studiens kvantitativa data presenteras i form av diagram. Den kvalitativa datan analyseras genom en teoridriven tematisk analys. Resultatet i studien visar inga större skillnader i flickors och pojkars läsning. Däremot uppger lärarna att eleverna generellt läser mindre i böcker idag än för några år sedan. Vidare visar resultatet att samtliga lärare arbetar aktivt med att skapa läsengagemang, där exempelvis konsten att välja rätt bok och uppmuntrande samtal om läsning ingår. Emellertid påverkas lärarnas arbetsmetoder och val av böcker av deras tidigare erfarenheter och kunskaper. En slutsats i studien är att flickors och pojkars läsengagemang inte skiljer sig lika mycket som tidigare studier inom området antyder men att flickor och pojkar läser i skilda sammanhang och för olika syften. En ytterligare slutsats är att de under de senaste åren skett en förskjutning från läsning i böcker till läsning på digitala plattformar.

I denna studie analyseras fem högstadielärares uppfattningar om grammatikundervisning i engelska. Syftet är att undersöka och belysa lärarnas syn på grammatikundervisning och deras uppfattning om styrdokumentens påverkan.

Fem halvstrukturerade intervjuer har genomförts. Ansatsen har varit att analysera materialet utifrån en fenomenologisk ansats och tolka resultatet med hjälp av relevanta etablerade teorier och begrepp sprungna ur forskning om språkundervisning och språkinlärning.

Det insamlade och analyserade materialet består av intervjuer och en genomgång av gällande styrdokument för engelska på högstadiet. Resultatet visar att uppfattningar om, och omfattning av, grammatikundervisning skiljer sig åt mellan de intervjuade lärarna.

Studien söker ingen generaliserbarhet, främst på grund av studiens omfattning men även dess fenomenologiska ingång. Vidare redovisar studien att styrdokumenten lämnar stort utrymme för lärarnas egna tolkningar av grammatikens roll i engelskundervisningen. Det kan förklara orsaken till de många olika undervisningssätt och metoder som de intervjuade lärarna i denna studie använder sig av. Vidare kan konstateras att lärarnas personliga inställning till grammatik förefaller ha relativt stor betydelse för vilket utrymme den ges i undervisningen och hur undervisningen utformas.

This review provides an account of salient research topics in current Swedish research in the field of foreign language (FL) education, with the aim of making locally published work available outside Sweden. A corpus of work on English and other FLs published between 2012 and 2021 has been scrutinized. Focus has been placed on research conducted and disseminated in Sweden, in some cases adding international publications, in order to portray the work in a wider context. Research on FL learning, teaching, and assessment is reviewed in light of recent policy changes as well as a changing linguistic situation characterized by a plethora of languages spoken in society, among which Swedish as majority language and English as lingua franca share indisputable sovereignty, but where a newly-born interest in the role of other background languages than Swedish can be discerned. The study ends with a discussion of trends observed in the reviewed material and considerations in view of future research.

I den här uppsatsen undersöks pedagogiskt drama som del av Språkintroduktionsprogrammet ur ett elevperspektiv. Målet med undersökningen är att bidra till mer empirisk kunskap om användandet av drama i andraspråksundervisning. Studien har en etnografisk ansats och bygger på deltagande observationer samt intervjuer med elever. Undersökningen utgår från ett sociokulturellt och multimodalt perspektiv (Cope & Kalantzis, 2009) på andraspråksinlärning. Vidare appliceras transformativ multilitteracitetspedagogik (Cummins 2009) med fokus på begreppet identitetstext vilket rör möjligheter för elever att använda sina egna erfarenheter i undervisning (Cummins 2006; 2009). Slutligen anläggs ett rumsligt perspektiv (Sheehy & Leander, 2004), och teatern, där dramaundervisningen sker, ses utifrån rumslig teori som ett materiellt, socialt och symboliskt rum. Resultaten visar att det finns elever som upplever en ökad möjlighet till kommunikation under dramaundervisningen, att eleverna kan stötta varandra och att stora möjligheter till situerat och multimodalt lärande finns på teatern. Dessa elever upplever också större möjligheter till att kunna uttrycka sig själva, bli lyssnade på och slappna av. Vissa elever upplever dock dramaundervisningen som för lekfull och oseriös samt ser tiden på teatern som slöseri med tid. De upplever att tiden bättre hade kunnat användas till klassrumsundervisning. Det framkommer genom intervjuerna att teatern materiellt och socialt utgör ett friare rum för eleverna, men att eleverna attribuerar olika symboliska värden till denna frihet och teatern, vilket kan kopplas till hur de upplever dramaundervisningen.

The objective of this study has been to investigate the beliefs of Swedish middle school teachers in supporting the development of students’ reading comprehension of literature. The study is based on two central research questions that include what motivates teachers in choosing literature for reading comprehension instruction as well as considerations of reading strategy instruction aimed towards developing the reading comprehension of Swedish middle school students in grades 4 – 6. The theoretical basis of the study is grounded in teacher cognition regarding teachers’ beliefs in addition to reader-response theory as it relates to methods of literature reading comprehension instruction. The study method consists of directed qualitative content analysis of semi-structured interviews with six teachers alongside document analysis of teaching materials used by the informants. Teachers were selected to emulate a representative sample of the teacher population with a variation in professional experience. The results show a consensus among teachers in the literature selection criteria that involve appropriate language complexity in addition to opportunities for students to appeal to and identify with familiar thematic content. Furthermore, personal experiences and interests influence teachers in the literature selection process. Moreover, the results indicate that the teachers make use of a content-focused approach and that reading strategies are applied to a varying extent in reference to influential instructional models, professional experience as well as school structures. The teachers convey insecurities in providing adequate equal support for students, which demonstrates a need for improved structural professional development. Suggestions for future research in reading strategies instruction development are also discussed.

Drawing on autobiographical essays written by master’s students in mathematics preparing to become teachers, we investigate what mathematical identity these students articulate and how. By means of a discursive thematic analysis centered on the notion of ascesis, we show that the participants’ identity revolves around a characterization of mathematics as a challenging, useful, and comforting activity or knowledge, which is however regarded negatively by others. Indeed, mathematics is described as a uniquely challenging activity which requires an increasingly demanding self-discipline. Moreover, mathematics is depicted as a variously useful form of knowledge which is additionally capable to offer comfort to those who engage with it. However, the participants often remark that other people regard mathematics negatively, a fact explained by stressing others’ inability or unwillingness to understand or appreciate mathematics’ inherent positive features. This sets the boundary of an ideal club of math enthusiasts whose elitist membership is regulated in terms of acceptance or refusal of its constitutive values. Belonging to the club as well as proselytizing in order to recruit new members appears to be central to the participants’ mathematical identity.

Praktisk kunskap kräver teori och teoretisk kunskap kräver praktik. I slöjdundervisning behöver eleverna ges möjlighet att utveckla både sin kreativitet och självständighet samtidigt som eleverna måste få en grund som i vissa moment kräver en exakt reproduktion av lärarförmedlad kunskap. I denna studie undersöker jag hur lärare i slöjd upplever detta dilemma att balansera mellan kunskapsreproduktion och inspiration i praktisk-estetisk undervisning. Vilka didaktiska ramar används i undervisningen och på vilket sätt förmedlas de till eleverna? Resultatet grundar sig på fem intervjuer med verksamma slöjdlärare. Materialet från intervjuerna analyseras med hjälp av tematisk analys. Sociokulturell teori och begreppet den proximala utvecklingszonen och tyst kunskapsteori används för att förstå lärararnas undervisningspraktik. I studien framkommer det att lärare i tidiga årskurser och i för eleverna nya hantverksområden tillämpar styrande ramar för att eleverna ska lära sig grunderna och hantverkstekniker. För att senare öppna ramarna successivt och låta eleverna lära sig arbeta fritt och utforska sin kreativitet under självständighet. Lärarens roll pendlar mellan motiverande ledare, utmanare och inspiratör. Att didaktisk kvalitet i slöjdundervisning är beroende av lärarens förmåga att visa och förklara praktiska tillämpningar av kunskap och nå fram och möta elever vars tidigare erfarenheter och intresse varierar och är beroende av olika faktorer.  

I denna kandidatuppsats undersöks teaterlärarens överväganden gällande elevinflytande i teaterundervisningen. Studien fokuserar på lärarens pedagogiska uppdrag och förhållningssätt till konstnärliga kvalité utifrån lärarens medvetna avvägningar och beslut. 

Detta är en kvalitativ studie som bygger på semistrukturerade intervjuer med fem yrkesverksamma teaterlärare på Estetiska programmet med teaterinriktning. Studien fokuserar på lärarnas arbete med kurserna Scenisk gestaltning 1, 2 och 3. De forskningsfrågor studien bygger på utgår ifrån elevinflytande i arbetet med en produktion, med fokus på tre områden: form, pjäsval och regi. Vidare bygger studien på huruvida lärarens konstnärliga uppdrag och konstnärliga vision kan stärka varandra och i så fall hur. Intervjumaterialet har analyserats utifrån Gunvor Selbergs modell över lärandeprocessen vid inflytande. 

Resultatet visar att gruppen teaterlärare medvetet arbetar med elevers inflytande genom välgenomtänkta avvägningar görs utifrån den grupp som undervisas. Lärarna rör sig fritt och medvetet mellan rollerna som regissör och pedagog, samt är väl medvetna om vilka situationer i undervisningen som kräver vilken roll. Balansen mellan den konstnärliga kvalitén och det pedagogiska uppdraget påverkar lärarnas didaktiska ställningstaganden kring elevers inflytande. Resultatet visar på att störst inflytande ges i regisituationer och minst inflytande ges i val av projekt- och teaterform. Ett visst inflytande ges gällande manusval. Majoriteten av lärarna uttrycker att de ser teaterämnet som en progression där elevens inflytande ökar i takt med att eleven tillägnat sig kunskaper inom ramen för teater som skolämne. Lärarna motiverar detta med att eleven behöver kunskap för att kunna fatta relevanta beslut. 

Breaking the class ceiling? A case study of a university mathematics student from a non-academic background. In this paper we report from a case study of a student from non-academic background, who has continued on to study mathematics in higher education. Bourdieu’s concepts of capital, habitus, and field were used to analyse the student’s trajectory into university mathematics, with a particular focus on mathematics specific capital. Data was collected through classroom observations and three semi-structured interviews, over a period of three years. The analysis showed how the student acquired mathematics capital by acting as an informal teaching assistant, thus receiving recognition from both peers and teachers for his mathematical abilities. The longitudinal interviews also demonstrated how the student has continuously been able to expand his social capital related to mathematics and science. We argue that it is important for higher education researchers and teachers to consider disciplinary specific capital, and also to provide students with opportunities to acquire such capital.