| 51. |
- Johansson, Thorbjörn, 1959, et al.
(författare)
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Lärares intuition – didaktisk intuition.
- 1996
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Ingår i: Reflektioner och praktik i läraryrket. - Lund : Studentlitteratur. - 9144000898
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 52. |
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| 53. |
- Larsson, Daniel, 1970
(författare)
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Koleraepidemin i Wånga by vintern 1850
- 1998
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Ingår i: Kvänumsbygden. - Kvänum : Kvänumsbygdens hembygdsförening. - 0454-7187. ; 1998:1998, s. 63-75, s. 63-75
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 54. |
- Limberg, Louise
(författare)
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Att söka information för att lära. En studie av samspel mellan informationssökning och lärande
- 1998
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- SUMMARY IN ENGLISH Information seeking, didactics and learning (IDOL) The research interest in exploring a teaching perspective of information seeking emerged out of earlier research findings on students’ information seeking and learning, resulting in conclusions that there is close interaction between the quality of students’ information seeking and the quality of their learning outcomes (Alexandersson & Limberg 2003; 2005; Limberg 1999). Another point of departure for the IDOL study was previous research findings that teachers have vague notions of how to teach information seeking related to students’ research based learning (i.a. Moore 2000). The purpose of the IDOL study was to explore and describe variation in teachers’ and librarians’ experiences of teaching information seeking. Theoretical points of departure The research interest in studying variation led to the adoption of a phenomenographic research approach, where the research is focused on people’s various ways of experiencing a certain phenomenon, in our case, teaching information seeking. The study was based on the assumption that there is a connection between teaching and learning in the object of learning. In the study, information seeking as an object of learning is closely related to the concept of information literacy. This implies that the object of learning is constituted by the goals (the intended learning outcomes) and contents of teaching. In this study we treated information seeking as the object of learning and information literacy as the goals of both teaching and learning. Design The IDOL project was designed as an interview study, closely connected to the teaching practices of the project participants, where the main research interest concerned the contents and methods of teaching information seeking, as seen by teachers and librarians. Individual interviews were conducted with pedagogues (librarians and teachers) from three schools on recurrent occasions over three years. Interviews took their points of departure in concrete assignments carried out with students during the period of the interviews. Questions were also asked about the difficulties identified by project participants that were related to students’ information seeking as well as the criteria they used for assessing the quality of students’ information seeking. Cooperation between librarians and teachers was another theme in the interviews. The selection of schools and participants was guided by the research interest in deriving rich variation in experiences. Altogether 13 teachers and 5 librarians in three schools participated. The teachers mainly taught social studies in grades 6-12 (12-19 year old students); one was a science teacher. In total, 45 interviews were conducted. The empirical material also encompassed examples of students’ reports as well as the pedagogues’ written instructions for student assignments including advice on information seeking. Analyses of the interviews focused on identifying and describing variation in experiences of information literacy education. Phenomenographic research findings are presented as categories of experiences of the phenomenon which is the object of research. It is important to observe that categories of conceptions are not tied to the different individual interviewees but are composed from the total interview material. This means that various conceptions can be expressed by the same individual. Synthesis of IDOL findings Findings from the IDOL study indicate some interesting contradictions between teaching contents on the one hand, and the intended object of learning as well as assessment criteria on the other hand. Experiences of teaching content focused on; (i) specific sources, (ii) demonstrating tools, (iii) a recommended order between types of sources, and (iv) the user’s experience of the information seeking process. The idea of teaching students about a specific order to follow between types of sources during their information seeking dominates the material. The evaluation of sources was mainly experienced as something that students’ were unable to master and was rarely mentioned as an object of teaching. The overall impression of experiences of teaching contents was a focus on procedural matters, i.e. choosing the ‘right’ source, finding the ‘right’ answer or using a tool in the ‘right’ way. More abstract concepts linked to conscious relevance judgements, the critical evaluation of sources or the relationship between information seeking and various contexts seldom emerged in our material. Thus, while project participants emphasized the importance for students to learn to reflect on their own learning and actions, to formulate relevant research questions, to use time effectively, to critically evaluate their sources, and to analyze and synthesize information from a variety of sources, these issues rarely appeared in participants’ descriptions of teaching content. A comparison between the categories of experiences of teaching contents and the categories of experiences of the intended objects of learning (learning goals) as well as the expressed assessment criteria, indicates a striking lack of consistency. There is hardly any correlation between experiences of teaching content and conceptions of goals and assessment criteria, besides the relationship between citing sources as teaching content and a correct bibliography as an assessment criterion. One particularly interesting finding from the study is the identification of three different ways of conceptualising students’ ways of mastering the critical evaluation of sources, as; (a) a process of maturity, (b) a personal characteristic, and (c) a process of conscious learning. Experiences according to a- and b- categories, i.e. the critical evaluation of sources as a matter of maturity or a personal characteristic, were much more salient in our material than the c-conception; that a critical approach to sources is the result of a process of conscious learning. The a- and b-categories implied that the teaching of the critical evaluation of sources was viewed as impossible or meaningless or frustrating. This means that students’ possibilities to learn critical approaches to sources in school may be hampered by teachers’ and librarians’ views that this ability is a futile object of teaching. The c-category implied serious and systematic efforts to teach the critical evaluation of sources, but as already mentioned, there were few examples of this view in our study. Findings further indicate that cooperation between librarians and teachers is experienced as (a) division of work tasks or (b) possibilities of crossing boundaries, or (c) possibilities of learning and development. While the a-category identifies differences between the two professions as obstacles for cooperation the b- and c-categories viewed differences in competencies as offering a particular potential for creative innovation. Discussion and conclusions of IDOL findings Experiences of teaching content as revealed in these findings indicate that teaching practices are highly restricted with regard to models and theories of information seeking. Conclusions from the IDOL study are that the mediation of information seeking requires deliberate reconsideration as far as teaching contents and methods are concerned, and the development of a more complex awareness of what it means to be information literate. The rich descriptions of variation resulting from the IDOL project combined with a research based theoretical view of information seeking provide well grounded proposals for the development of the didactics of information seeking.
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| 55. |
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| 56. |
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| 57. |
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| 58. |
- Ovesen, Jan, et al.
(författare)
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When Every Household is an Island - Social Organization and Power Structures in Rural Cambodia
- 1996
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Cambodia has had an unusually turbulent history during the last 30 years. From being a relatively quiet colonial backwater under the French, the country was hurled into the postwar political struggles in Indochina. In the 1970s it was subject to one of the most drastic revolutionary experiments ever attempted, under the leadership of Pol Pot and his 'Khmer Rouges'. The atrocities and social upheavals which characterized that period have left profound impacts on the contemporary society, impacts that are still imperfectly analyzed and assessed. Sweden has been actively engaged in assistance to Cambodia since 1979, to begin with through emergency relief, and later as development aid. The present study has the character of an anthropological survey of the social situation in the Cambodian countryside. Very little social science research has been carried out on location in rural Cambodia, and as part of its planning of a country strategy, the Swedish International Development Cooperation Agency (Sida) commissioned a study of social organization and power structures in rural Cambodia. The book is based primarily on studies of the existing literature, supplemented by a brief fieldwork in rural environment. It is meant as a first inventory of problems and prospects that may hopefully be of some use for development planners as well as for academic researchers. The authors are two anthropologists and one development researcher.
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| 59. |
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| 60. |
- Pramling, Ingrid, 1946, et al.
(författare)
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Först var det roligt, sen blev det tråkigt och sen vande man sig. Barns möte med skolans värld. (Rapport nr 9)
- 1995
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- I projektet "Att utveckla barns förståelse för sin omvärld" har en "läroplan" utvecklats, byggd på att utveckla grundläggande förståelse inom olika innehållsområden som barn sedan möter i skolan. Denna "läroplan" har sedan prövats i praktiken i sex olika barngrupper under två år. Principer för att utveckla lärandet har också explicitgjorts. En utvärdering av hur barnen har utvecklats inom de olika innehållsområden, med avseende på deras förståelse för sitt eget lärande och i frågan om deras förmåga att lära sig något nytt (från en saga) har gjorts. Samma utvärdering är också gjord med sex jämförelsegrupper. Resultaten visar en klar trend mot att försöksbarnen inte bara förstår de olika innehållsområden bättre, utan också har en större medvetenhet om sitt eget lärande, samt är bättre på att fånga budskapet i en ny saga. Barnen som varit med om den omvärldsorienterade pedagogiken i förskolan följs nu i ett nytt projekt upp i skolan, "Barns möte med skolan". Syftet med projektet är att beskriva och utvärdera barns möte med skolans värld samt att studera, hur barn som gått i en "traditionell", dvs den vanligast förekommande förskoleverksamheten respektive en fenomenografiskt inspirerad förskoleverksamhet klarar skolan. Barns möte med skolan studeras med andra ord både i relation till det de varit med om i förskolan men också mer allmänt hur detta möte kan te sig ur barns perspektiv. Intresset fokuseras på tre olika delar som samtidigt är relaterade och integrerade i varandra: 1) Uppföljning av hur tidigare studerade barn klarar skolan, 2) Hur barn tänker om sitt lärande och innehållet i skolan och förskolan, 3) Hur mötet med skolan rent allmänt ter sig för barn. Projektet består av många mindre studier. Nästan alla barn har testats i både första och andra klass. En grupp barn har intervjuats om hur de ser på skillnaderna mellan förskolan och skolan. Fyra klasser har varit inblandade i ett inlärningsförsök där de fått se på en videofilm för att utröna huruvida de förstått budskapet i denna eller inte. Slutligen ingår en observationsstudie där 14 barn följts under en hel termin i fem olika klassrum. Resultaten tyder på att barnen som varit med i försöksverksamheten, klarar testerna bättre i första klass än övriga barn i samma klasser, vilka utgör jämförelsebarn. I andra klass är skillnaderna mindre mellan barnen i försöksgruppen och jämförelsbarnen. Dessa kvarstår dock med avseende på att uttrycka sig i skrift och inom de svårare delarna av matematiktestet. Inom inlärningsförsöket förstår försöksbarnen budskapet i filmerna bättre än jämförelsebarnen. Men det kanske mest intressanta är att barnen i försöksgruppen sällan svarar att de inte vet, utan börjar att formulera sig och pratar sig då fram till ett svar. I intervjustudien är det tydligt för barnen vari skillnaderna mellan förskola och skola består. I förskolan finns det frihet att välja och leka. I skolan är det arbete och brist på valfrihet. Å andra sidan så lär man sig det "rätta" sättet i skolan, det menar många barn att de inte gjorde i förskolan, där kunde man t.ex skriva lite slarvigt. I observationerna blir barns utsagor än mer tydliga. Skolans värld är artskild från förskolans. Det som poängteras i alla dokument inom området, att det skall vara en kontinuitet mellan förskola och skola ser vi bara i ett enda klassrum. I de övriga är villkoren diametralt olika. Det som uppmuntrades i förskolan med självständighet, att tänka och uttrycka sig verbalt, motarbetas i vissa av de observerade klassrummen. De olika kunskapsynerna i förskolan och i skolan, där man i förskolan ger barn förutsättningar att utvecklas bryts i skolans värld av att lärarna verkar uppfatta tystnad, instruktion och kontroll som en förutsättning för lärande.
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