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Sökning: onr:"swepub:oai:DiVA.org:lnu-30949" > Skylta med kunskap :

Skylta med kunskap : en studie av hur barn urskiljer grafiska symboler i hem och förskola.

Magnusson, Maria, 1960- (författare)
Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), PEPP
Linnéuniversitetet Fakulteten för samhällsvetenskap (FSV). Institutionen för utbildningsvetenskap (UV). (creator_code:org_t)
Göteborgs universitet Utbildningsvetenskapliga fakulteten. Institutionen för pedagogik, kommunikation och lärande. 
ISBN 978-91-7346-767-4
Göteborg : Kompendiet AB, 2013
Svenska 187 s.
Serie: ACTA UNIVERSITATIS GOTHOBURGENSIS, 0436-1121 ; 344
  • Doktorsavhandling (övrigt vetenskapligt)
Abstract Ämnesord
Stäng  
  • The topic of this study is to generate knowledge about children’s understandingof graphical symbols. These forms of knowledge are prevalent in contemporarysocieties, for example, in the form of letters, numbers, road signs, maps, andcomputer icons. More specifically, in this thesis is scrutinized in detail howchildren develop symbolic skills and how this can be supported througheducational activities. The theoretical basis of the study is variation theory(Marton & Tsui, 2004). This theory conceptualizes learning in terms ofdifferentiation and integration. Two empirical studies are reported. The first isabout two children, Olle and Lasse, who both are in the age span four to fiveyears. How these children handle graphical symbols in the form of producingsigns that they put up in their homes are followed over time. Hence, thechildren’s own make and use of symbols in their everyday life are studied. In thesecond empirical study, the findings from the first study and theoretical insightfrom variation theory are orchestrated in a preschool center with two teachersand twelve children, to see if these principles can be functional in supportingchildren’s development of symbolic understanding. Both studies are based onvideo data. The findings are that a particular pattern of variation entitled,‘contrast’ is functional in developing such insight, while another pattern ofvariation entitled, ‘induction’ is not. In addition, meta-communication is arguedto be important not only for the researcher to gain access to the child’sunderstanding but also to the child’s development as such. The theoreticaldistinction made by Vygotsky between ‘pseudo concepts’ and ‘concepts (proper)’is used to discuss the findings.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogiskt arbete (hsv//swe)
SOCIAL SCIENCES  -- Educational Sciences -- Pedagogical Work (hsv//eng)
SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)
SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

Nyckelord

Pedagogics and Educational Sciences
Pedagogik och Utbildningsvetenskap
graphical symbols
learning
children
conceptual development
variation theory
Vygotsky
grafiska symboler
lärande
barn
begreppsutveckling
variationsteori
Vygotsky
Graphical symbols
Vygotsky. Grafiska symboler
begreppsbildning
Vygotsky.

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