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Sökning: WFRF:(Anderberg Elsie) > Tidskriftsartikel

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  • Anderberg, Elsie, 1948-, et al. (författare)
  • Global learning for sustainable development in higher education : Recent trends and a critique
  • 2009
  • Ingår i: International Journal of Sustainability in Higher Education. - : Emerald. - 1467-6370 .- 1758-6739. ; 10:4, s. 368-378
  • Tidskriftsartikel (refereegranskat)abstract
    • The purpose of this paper is to provide a synopsis of some major trends that have marked discussions on global learning for sustainable development (GLSD) in higher education. The aim is formulated against the background of the complexity represented in GLSD, as well as the fact that sustainable development (SD) is an issue of global interest for universities.Design/methodology/approachThe authors conducted an overview in recent trends in research on GLSD in higher education over the last 20 years, based on the combination of the keyword higher education for Sustainable Development with global learning (GL) and global education.FindingsThe overview suggests that only relatively limited steps have been implemented to achieve GLSD, and rhetoric still dominates the discussions. It appears that little empirical research has been undertaken on learning in global settings. Several authors have identified the need for a competence‐based curriculum for GLSD.Originality/valueUniversities, professionals and students need to take greater responsibility. How knowledge, values and abilities are formed and developed from the global learner's perspective therefore, remains an open and fundamental question. The paper underlines the crucial role that higher education plays in GL for sustainability.
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  • Anderberg, Elsie, et al. (författare)
  • Micro processes of learning : Exploring the interplay between conceptions, meanings and expressions
  • 2009
  • Ingår i: Higher Education. - : Springer Science and Business Media LLC. - 0018-1560 .- 1573-174X. ; 58:5, s. 653-668
  • Tidskriftsartikel (refereegranskat)abstract
    • The article describes qualitative variation in micro processes of learning, focusing the dynamic interplay between conceptions, expressions and meanings of expressions in students' learning in higher education. The intentional-expressive approach employed is an alternative approach to the function of language use in learning processes. In the empirical investigation, a dialogue model was used that both stimulates and documents students' ways of processing meaning. Results were grouped into three descriptive categories: vague, stabilising and developing ways of processing. Educational implications include, firstly, two distinct types of vague constitution of meaning in learning: one connected to fragmentary relationships between expressions and meanings, and another that triggers and creates close relationships and changes in relationships. Secondly, the categories display different unexplored ways of processing, related to deep and surface approaches in students' learning.
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  • Anderberg, Elsie, et al. (författare)
  • The epistemological role of language use in children’s explanations of physical phenomena
  • 2011
  • Ingår i: Cambridge Journal of Education. - 0305-764X .- 1469-3577. ; 41:4, s. 489-505
  • Tidskriftsartikel (refereegranskat)abstract
    • The article investigates the interplay between the meaning given to certain key expressions and pupils’ understanding of science subject matter, in a qualitative study of learning. The intentional-expressive approach to the epistemological role of language use served as a theoretical frame, within the wider context of phenomenographic research on learning. Data were collected using a particular dialogue structure. Micro-process analysis was employed to examine the data. Two descriptive categories emerged: 1) Exploring the function of meaning, and 2) Inventory of meaning. Pupils who explored the function of meaning related their explanations, both to other expressions, and to their personal understanding of the physical problem. Pupils who made inventories of meaning mostly directed attention towards expressions as words. Emphasis was on correct reproduction of scientific terminology. Inventory of meaning was most common in the dialogues with the fourteen-year-olds, while exploring the function of meaning dominated in dialogues with the ten-year-olds.
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  • Anderberg, Elsie, et al. (författare)
  • The epistemological role of language use in learning : A phenomenographic intentional-expressive approach
  • 2008
  • Ingår i: Educational Research Review. - 1747-938X .- 1878-0385. ; 3:1, s. 14-29
  • Tidskriftsartikel (refereegranskat)abstract
    • In research on learning, one of the fundamental questions concerns issues of language and thought. A number of empirical studies have revealed the interplay between understanding of subject matter and meanings of language expressions to be more dynamic and ambiguous than is commonly acknowledged. The aim of this article is to outline an alternative intentional-expressive approach to the interplay between use of language and understanding of subject matter as a contribution to the theoretical development in research on learning. The approach is based on a conception of language that focuses on the function of learners' language use in relation to subject matter in developing and expressing understanding. The learner is seen as an agent, and the focus is on the use of language from the learner's perspective. Four aspects of the relation between learners and subject matter are described and discussed. Conclusions concern the value of this approach as a complement and alternative to the dominant communicative and cognitive approaches to the role of language in learning.
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  • Anderberg, Elsie (författare)
  • Word meaning and conceptions : An empirical study of relationships between students' thinking and use of language when reasoning about a problem
  • 2000
  • Ingår i: Instructional science. - 0020-4277 .- 1573-1952. ; 28:2, s. 89-113
  • Tidskriftsartikel (refereegranskat)abstract
    • In considering students' thinking, thephenomenographic tradition has paid considerableattention to conceptions of various phenomena withinthe context of learning. However, this research hasnot explicitly examined the relation betweenwords used and their meaning in the processes of understanding and learning. The present study concernsthe character of the relationships between verbalexpressions and thoughts about phenomena referred to.In order to understand these relationships more fully,an empirical study was carried out. Twenty-sevenstudents from two institutes of higher education, acollege of health science and a college of education,participated. Qualitative interviews were used to bothstimulate students' thinking about the conceptionsthey expressed of a particular problem and to documenttheir thinking. Contextual analysis was used toexamine this data. The results of the analysis arepresented in three related descriptive categories. Thecategories represent three different aspects ofrelationships between words used and thoughts aboutphenomena referred to and three different developmentsof these relationships. Finally, conclusions are drawnand are discussed in relation to research onunderstanding and learning and two major traditions inthe philosophy of language.
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  • Resultat 1-10 av 21

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