| 41. |
- Areljung, Sofie, 1983-, et al.
(författare)
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Why and how teachers make use of drawing activities in early childhood science education
- 2021
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Ingår i: International Journal of Science Education. - : Routledge. - 0950-0693 .- 1464-5289. ; 43:13, s. 2127-2147
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Tidskriftsartikel (refereegranskat)abstract
- Researchers have provided many arguments for why drawing may contribute to science learning. However, little is known about how teachers in early childhood education (ECE) make use of drawing for science learning purposes. This article examines how teachers’ views and framing of drawing activities influence the science learning opportunities afforded to children in the activities. We use activity theory to analyse teacher interviews and observation data from ten science classrooms (children aged 3–8 years) where drawing activities occurred. The interviews reveal that few of the teachers relate drawing to science learning specifically. Rather, they portray drawing as a component of variation in teaching and learning in general. Looking at what happens in the classrooms, we conclude that drawing has a relatively weak position as means of communicating and learning science. Instead, the teaching emphasis is on writing or on ‘making a product’. However, there are examples where teachers explicitly use drawing for science learning purposes. These teachers are the same few who, in interviews, relate drawing to science learning specifically. Based on these findings, we encourage school teachers, teacher educators, and researchers to identify, and overcome,obstacles to realising the pedagogical potentials of drawing in ECE science classrooms.
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| 42. |
- Bergström, Jenny, et al.
(författare)
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Becoming materials : material forms and forms of practice
- 2010
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Ingår i: Digital Creativity. - : Routledge. - 1462-6268 .- 1744-3806. ; 21:3, s. 155-172
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Tidskriftsartikel (refereegranskat)abstract
- As a result of development toward ‘smart’ materials, materials now enable an expanding range of aesthetic expressions and user experiences. These materials are fundamentally temporal in their capacity to assume multiple, discrete states of expression that can be repeatedly and minutely controlled. These materials come to be, or become, only over time and in context—they are becoming materials. Thus, in the development and application of such materials, we must engage more extensively with the experience of materials in practices of design and of use. This paper introduces and discusses the concept of becoming materials—as well as the implications for practice—through a series of examples from our own practice-led research within art, design and architecture. Coming to terms with the implications for material practices of design and of use, we suggest, requires the development of new concepts and methods for doing and studying the design of becoming materials.
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| 43. |
- Damber, Ulla, 1957-, et al.
(författare)
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Factors facilitating and obstructing a school development project
- 2022
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Ingår i: Education Inquiry. - : Routledge. - 2000-4508. ; 13:4, s. 428-446
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Tidskriftsartikel (refereegranskat)abstract
- This study describes and critically discusses a development project designed to create and enact a local language policy at a Swedish multilingual school, its context, content and implementation dimensions. The collaborative construction of a school language policy is a complex process, with tensions that need to be resolved. By describing the processes involved in the language policy project we examine the factors that facilitated and obstructed the enactment of the language policy. The data include 25 interviews with school headteachers and staff members, 15 observations of teachers and school-age educare teachers, field notes, and audio recordings of research circles. Drawing on insights from the enactment framework, the analysis reveals three important themes with respect to the enactment processes: continuity, cohesion, and inclusion. Factors such as communication and leadership, but also external factors, were found to influence outcomes of the project, illuminating an interwoven web of contexts and facets for understanding the enactment of the language policy. These factors influencing outcomes of the project will be discussed in the light of implications for the enactment of the school language policy project.
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| 44. |
- Due, Karin, 1953-, et al.
(författare)
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Inte som i skolan - pedagoger positionerar naturvetenskap i förskolan : Preschool teachers talk about science – Positioning themselves and positioning science
- 2018
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Ingår i: NorDiNa. - : Naturfagsenteret. - 1504-4556 .- 1894-1257. ; 14:4, s. 411-426
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Tidskriftsartikel (refereegranskat)abstract
- This article discusses how preschool teachers, who include a scientific content in their practice, describe their practice and their view of science in preschool. The study is based on 20 interviews in 9 Swedish preschools. The theoretical and analytical framework combine “communities of practice”(Lave & Wenger) and “positioning theory” (Harré & Langehove). The stories reveal a strong position for the pre-school curriculum and traditions. A prominent storyline is that Science in preschool is something different from science in school. This includes an anti-authoritarian view with a focus on ”the competent child”. The preschool teachers affirm fantasy, creativity and intuition as a part of science and they position science as easy to access. They also position themselves as pedagogues competent to manage science in preschool. One of the dilemmas is about letting children’s interests and initiatives drive the activities while educators curriculum-based goals have certain intentions to fulfill.
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| 45. |
- Due, Karin, 1953-, et al.
(författare)
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Teachers’ conceptualisations of science teaching–obstacles and opportunities for pedagogical continuity across early childhood school forms
- 2023
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Ingår i: International Journal of Early Years Education. - : Routledge. - 0966-9760 .- 1469-8463. ; 31:3, s. 790-805
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Forskningsöversikt (refereegranskat)abstract
- This study aims to contribute knowledge about obstacles and opportunities for pedagogical continuity in science across early childhood education. We use activity theory to analyse individual interviews and group meetings with teachers from preschool (age 1–5), preschool class (age 6) and grade 1–3 (age 7–9) in three Swedish school units. The teachers’ descriptions of their science teaching indicate both obstacles and opportunities for pedagogical continuity. For example, all teachers want to establish an interest in, and foster a caring attitude to nature, a similarity that facilitates continuity. However, some crucial differences indicate obstacles. There is a shift concerning ownership; from following children’s initiatives in preschool in bodily and play based experiences towards an emphasis on pre-planned content, verbal knowledge and written documentation in grade 1–3. Our findings also suggest that teachers lack knowledge about each other's teaching and curricula. Hence, the conditions for pedagogical continuity largely rest upon what children share in the science class. We argue that there is need for an in-depth exchange of experiences, regarding content, teaching methods and frame factors, between teachers from different school forms.
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| 46. |
- Hilli, Yvonne, 1959-, et al.
(författare)
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Perspectives on preceptorship:A matter of ethics
- 2014
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Ingår i: Nursing Ethics. - : SAGE Publications. - 0969-7330 .- 1477-0989. ; 21:5, s. 565-575
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Tidskriftsartikel (refereegranskat)abstract
- Clinical education is an essential part of the Bachelor’s program in Nursing and a keystone of professional nursing education. Through clinical experiences, the student nurses acquire nursing knowledge and essential skills for professional practice. The preceptor plays a vital role in the development of student nurses becoming professional nurses. Aim: The aim of this Nordic qualitative study was to explore the experiences of good preceptorship in relation to undergraduate student nurses in clinical education from the perspective of the preceptors themselves. Method: Data were collected by narrative interviews with 27 preceptors in Finland and Sweden and analyzed using a hermeneutical approach. Findings: A caring relationship, based on caring ethics, is seen as the foundation for learning and development. Moreover, a mutual respect is a prerequisite for fellowship and a good atmosphere. As such, encounters are characterized by reciprocity and mutuality. The preceptors have a deep sense of responsibility toward the students and the profession. Furthermore, the preceptors have an inner responsibility to guide the students into working life and to share their knowledge by acting as role models. Conclusion: The findings suggest that preceptorship should be examined through new lenses. Moreover, preceptorship is an ethical issue that should be recognized by all stakeholders.
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| 47. |
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| 48. |
- Jakobsson, Malin, 1971-, et al.
(författare)
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"I Want to Sleep, but I Can't" : Adolescents' Lived Experience of Sleeping Difficulties
- 2022
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Ingår i: Journal of School Nursing. - : Sage Publications. - 1059-8405 .- 1546-8364. ; 38:5, s. 449-458
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Tidskriftsartikel (refereegranskat)abstract
- Sleeping difficulties are increasingly prevalent among adolescents and have negative consequences for their health, well-being, and education. The aim of this study was to illuminate the meanings of adolescents' lived experiences of sleeping difficulties. The data were obtained from narrative interviews with 16 adolescents aged 14-15 in a Swedish city and were analyzed using the phenomenological hermeneutic method. The findings revealed four themes: feeling dejected when not falling asleep, experiencing the night as a struggle, searching for better sleep, and being affected the next day. The comprehensive understanding illuminates that being an adolescent with sleeping difficulties means it is challenging to go through the night and to cope the next day. It also means a feeling of being trapped by circumstances. As the adolescents' lived experiences become apparent, the possibility for parents, school nurses, and other professional caregivers to support adolescents' sleep increases.
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| 49. |
- Lindahl, Berit, et al.
(författare)
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On being dependent on home mechanical ventilation : depictions of patients' experiences over time.
- 2006
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Ingår i: Qualitative Health Research. - : SAGE Publications. - 1049-7323 .- 1552-7557. ; 16:7, s. 881-901
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Tidskriftsartikel (refereegranskat)abstract
- In this study, the authors describe the meanings of experiences of being dependent on a ventilator (HMV) and living at home as narrated by 13 people who had been using a ventilator via a mask or tracheostomy for half a year. The analyses revealed various movements across time toward the goal of using the ventilator successfully, and some narratives depicted suffering caused by care. The analyses also yielded different representations of embodiment. These findings were abstracted into two contrasting meanings of the experience of using HMV over time: a closing in or an opening up of the lived body, oneself, to other people and to the world. The authors illustrate this interpretation with two images. Ignorance and negative attitudes on the part of professionals working and/or managing care in the patients' homes are interpreted as causing suffering and intensifying a closed-in mode of being.
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| 50. |
- Pastorek Gripson, Märtha, 1973-, et al.
(författare)
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'We put on the music and then the children dance' : Swedish preschool teachers' dance educational experiences
- 2022
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Ingår i: Research in Dance Education. - Abingdon : Routledge. - 1464-7893 .- 1470-1111. ; 23:3, s. 337-359
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Tidskriftsartikel (refereegranskat)abstract
- This article investigates and discusses Swedish preschool teachers’ work with and understanding of teaching dance. Preschool teachers should teach aesthetic expressions such as dance, according to the curriculum. This study depicts how preschool teachers, in semi-structured group interviews in 18 preschools, describe their work with teaching dance.The results show that early childhood teachers are well prepared for and focused on all children, and let them influence the dance education. They are flexible, oriented towards each child’s needs, regard children as competent co-creators, and they cooperate with colleges to inspire each other. However, the respondents rarely mention their own bodily involvement when dance is taught in their preschool. They have difficulties in picturing dance specific knowledge, separated from other learning areas, and many also state that choreographic material seems frightening to them. The lack of own bodily knowledge and choreographic tools is discussed in relation to children’s possibilities to develop dance knowledge in their preschools.
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