| 21. |
- Edling, Silvia, Universitetslektor, 1974-, et al.
(författare)
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The good citizen : Revisiting moral motivations for introducing historical consciousness in history education drawing on the writings of Gadamer
- 2020
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Ingår i: Citizenship, Social and Economics Education. - : Sage Publications. - 1478-8047 .- 2047-1734. ; 19:2, s. 133-150
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Tidskriftsartikel (refereegranskat)abstract
- Historical consciousness is regarded as an important means to stimulate moral citizens through history education. This article conceptually examines the moral dimension associated with historical consciousness by revisiting the paradigm wars between natural science based on positivism and human and social sciences during the 1960s–1990s as expressed through the voice of Gadamer. More specifically, the article explores:(1) the moral arguments that Gadamer put forward for introducing historical consciousness and (2) the epistemological and ontological building blocks for approaching morality in history education that his arguments brought to the fore. In general, moral consciousness in relation to historical consciousness draws attention to: (a) people’s life conditions, (b) that moral reasoning and practice are influenced by feelings and reason, (c) that reflections on past events can help to interpret our ways of being towards others in the present and future, (d) that a plurality of people, thoughts and history are important to acknowledge and (e) that every person is part of creating history and responsible for weaving the past/present/future web in ways that acknowledge others.
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| 22. |
- Edling, Silvia, Universitetslektor, 1974-, et al.
(författare)
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Why is ethics important in history education? A dialogue between the various ways of understanding the relationship between ethics and historical consciousness
- 2020
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Ingår i: Ethics and Education. - : Taylor & Francis Group. - 1744-9642 .- 1744-9650. ; 15:3, s. 336-354
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Tidskriftsartikel (refereegranskat)abstract
- In light of current tendencies, where appreciating plurality and uphold everyone's equal value is being questioned from different directions, there is arguably a need to revive the ethical dimension of history education as a way of learning about difficult histories, including traumatic pasts. Since the 1970s historical consciousness has played an important role in articulating an approach to history with an ethical mindset. Although many theories suggest that there is a connection between ethics and historical consciousness, a deeper understanding of this link is generally absent. This article discusses selected key texts by major researchers in the field, namely Rusen, Seixas and Morton, Chinnery, and Simon. Their texts reflect four different perspectives, which, in this article are kept in dialogue with one another as a way of stimulating and sharpening ethical understanding and judgement in history education through the theoretical toolbox offered.
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| 23. |
- Ekstedt, Mirjam, Professor, et al.
(författare)
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Nursing students' perception of the clinical learning environment and supervision in relation to two different supervision models : a comparative cross-sectional study
- 2019
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Ingår i: BMC Nursing. - : BioMed Central. - 1472-6955 .- 1472-6955. ; 18:1, s. 1-12
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Tidskriftsartikel (refereegranskat)abstract
- Background: Knowledge concerning nursing students' experiences of the clinical learning environment and how supervision is carried out is largely lacking. This study compares nursing students' perceptions of the clinical learning environment and supervision in two different supervision models: peer learning in student-dedicated units, with students working together in pairs and supervised by a "preceptor of the day" (model A), and traditional supervision, in which each student is assigned to a personal preceptor (model B). Methods: The study was performed within the nursing programme at a university college in Sweden during students' clinical placements (semesters 3 and 4) in medical and surgical departments at three different hospitals. Data was collected using the Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale, CLES+T, an instrument tested for reliability and validity, and a second instrument developed for this study to obtain deeper information regarding how students experienced the organisation and content of the supervision. Independent t-tests were used for continuous variables, Mann-Whitney U-tests for ordinal variables, and the chi-square or Fischer's exact tests for categorical variables. Results: Overall, the students had positive experiences of the clinical learning environment and supervision in both supervision models. Students supervised in model A had more positive experiences of the cooperation and relationship between student, preceptor, and nurse teacher, and more often than students in model B felt that the ward had an explicit model for supervising students. Students in model A were more positive to having more than one preceptor and felt that this contributed to the assessment of their learning outcomes. Conclusions: A good learning environment for students in clinical placements is dependent on an explicit structure for receiving students, a pedagogical atmosphere where staff take an interest in supervision of students and are easy to approach, and engagement among and collaboration between preceptors and nurse teachers. This study also indicates that supervision based on peer learning in student-dedicated rooms with many preceptors can be more satisfying for students than a model where each student is assigned to a single preceptor.
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| 24. |
- Engström, Maria, et al.
(författare)
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Staff Working Life and Older Persons' Satisfaction With Care : A Multilevel, Correlational Design
- 2021
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Ingår i: Journal of Nursing Care Quality. - : Lippincott Williams & Wilkins. - 1057-3631 .- 1550-5065. ; 36:1, s. E7-E13
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Tidskriftsartikel (refereegranskat)abstract
- Background: The importance of staff working life for staff well-being has been demonstrated in several studies; less research has focused on staff working life and older persons' satisfaction with care.Purpose: The study aim was to study relationships between 1) staff assessments of their structural conditions/empowerment in elderly care, psychological empowerment, and job satisfaction and (2) older persons' satisfaction with care.Methods: A multilevel, cross-sectional, and correlational design was applied using questionnaire data on working life (1021 staff members) and unit-level data (40 elderly care units) on older persons' satisfaction with care.Results: Statistically significant relationships were found between all 3 working life variables and older persons' satisfaction with care. Furthermore, the results revealed an indirect/mediating effect of job satisfaction between structural empowerment and satisfaction with care, but not for psychological empowerment.Conclusions: Staff structural empowerment, psychological empowerment, and job satisfaction are linked to older persons' satisfaction with care.
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| 25. |
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| 26. |
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| 27. |
- Fredlund, Tobias, et al.
(författare)
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A social semiotic approach to identifying critical aspects
- 2015
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Ingår i: International Journal for Lesson and Learning Studies. - : Emerald Group Publishing Limited. - 2046-8253 .- 2046-8261. ; 4:3, s. 302-316
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to propose a social semiotic approach to analysing objects of learning in terms of their critical aspects. Design/methodology/approach – The design for this paper focuses on how the semiotic resources – including language, equations, and diagrams – that are commonly used in physics teaching realise the critical aspects of a common physics object of learning. A social semiotic approach to the analysis of a canonical text extract from optics is presented to illustrate how critical aspects can be identified. Findings – Implications for university teaching and learning of physics stemming from this social semiotic approach are suggested.Originality/value – Hitherto under-explored similarities between the Variation Theory of Learning, which underpins learning studies, and a social semiotic approach to meaning-making are identified. These similarities are used to propose a new, potentially very powerful approach to identifying critical aspects of objects of learning.
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| 28. |
- Fredlund, Tobias, et al.
(författare)
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Att välja lämpliga semiotiska resurser
- 2013
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Ingår i: Scientific literacy. - Malmö, Sweden : Gleerups Utbildning AB. - 9789140684431 ; , s. 59-70, s. 59-70
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Bokkapitel (refereegranskat)
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| 29. |
- Fredlund, Tobias, et al.
(författare)
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Enhancing the possibilities for learning: variation of disciplinary-relevant aspects in physics representations
- 2015
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Ingår i: European journal of physics. - : IOP Publishing. - 0143-0807 .- 1361-6404. ; 36:5
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Tidskriftsartikel (refereegranskat)abstract
- In this theoretical article we propose three factors that can enhance the possibilities for learning physics from representations, namely: (1) the identification of disciplinary-relevant aspects for a particular disciplinary task, such as solving a physics problem or explaining a phenomenon, (2) the selection of appropriate representations that showcase these disciplinary-relevant aspects, and (3) the creation of variation within the selected representations to help students notice these disciplinary-relevant aspects and the ways in which they are related to each other. An illustration of how these three factors can guide teachers in their efforts to promote physics learning is presented.
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| 30. |
- Fredlund, Tobias, et al.
(författare)
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Exploring knowledge representation in terms of the enactment of idealized patterns of disciplinary-relevant aspects
- 2014
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Ingår i: The 5th International 360 Conference. Encompassing the multi modality of knowledge, May 8-10 2014, Aarhus University, Denmark.
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Konferensbidrag (refereegranskat)abstract
- Disciplinary knowledge has been described as consisting of a number of “dimensions of variation” (cf. Marton & Booth, 1997), where the variation along each dimension is qualitatively unique. In order for students to holistically experience disciplinary knowledge each of these dimensions of variation need be enacted (i.e. expressed with representations).We suggest it is possible to construct an idealized pattern of the dimensions of variation that are deemed to be relevant for a given field of knowledge in a given discipline. We call such patterns “idealized patterns of disciplinary relevant aspects,” IPDRA. Each of the dimensions that together constitute an IPDRA can be said to enter discourse in terms of particular configurations, partly prescribed by the “rules” governing the representational format at hand (such as grammar for language). The resultant discursive configurational patterns (cf. Lemke's, 1990, "thematic patterns"; and Tang et al.'s, 2011, "multimodal thematic patterns") can then be compared with the IPDRA to see if the needed dimensions of variation have been enacted.The specialization of representations to express certain (combinations) of dimensions of variation (what we have called “disciplinary affordances”, see Fredlund, Airey, & Linder, 2012) determines which representations that can do which work in terms of representing the knowledge described by an IPDRA. Thus students need to learn to choose representations with appropriate disciplinary affordances to enact a given IPDRA. In this paper we demonstrate the different disciplinary affordances of representations and how changing representation can lead to the possibility to enact different dimensions of disciplinary knowledge. ReferencesFredlund, T., Airey, J., & Linder, C. (2012). Exploring the role of physics representations: an illustrative example from students sharing knowledge about refraction. Eur. J. Phys., 33, 657-666.Lemke, J. L. (1990). Talking Science. Norwood, New Jersey: Ablex Publishing.Marton, F., & Booth, S. (1997). Learning and Awareness. Mahwah, New Jersey: Lawrence Erlbaum Associates.Tang, K. S., Tan, S. C., & Yeo, J. (2011). Students' multimodal construction of the work-energy concept. International Journal of Science Education, 33(13), 1775-1804.
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