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- Djärf, Agneta Ljung, 1961, et al.
(författare)
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Patterns of variation: a way to support and challenge early childhood learning?
- 2013
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Ingår i: Creative Education. - 2151-4755 .- 2151-4771. ; 4:7A1, s. 33-42
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Tidskriftsartikel (refereegranskat)abstract
- The purpose in this article is to elaborate on how the use of patterns of variation designed by variation theory can challenge and develop the early childhood education (ECE) practice. The analysis is based on six learning study (LS) projects conducted in Swedish ECE. A LS is a systematical, theoretical based de- velopment of teacher professionalism, often in close cooperation with researchers. The projects included 17 teachers, 140 children and 7 researchers. The video documented empirical material consists of 16 analysis meetings, 14 interventions and 407 pre-, post-, and delayed posttests. Each project is a concrete example of the use of patterns of variation to increase early childhood learning. In all cases a tendency of qualitative changes in children’s ways of discerning the object of learning could be noticed. The purpose is to search for how this can be understood from a variation theoretical perspective. The main focus is on changed ways of performing the interventions to search for how patterns of variation were used to create and capture the learning situations throughout the projects. One of our findings is that we have seen that it takes more than one intervention for the teachers to capture which aspects of the object of learning are critical in the targeted group, but as the iterative process allows them to try out the design more than once, they manage to find them. The second finding is that the teachers changed focus from taken for granted assumptions of each child to focusing on their own design to facilitate the child’s learning. Finally, the aspect supposed to be discerned has to vary against an invariant background to be discerned by the chil- dren, and to separate the principle from the representation is needed to be able to generalize their new knowledge
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| 2. |
- Brante, Eva Wennås, 1961, et al.
(författare)
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Exploring the Impact of Contrasting Cases in Text and Picture Processing
- 2013
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Ingår i: Journal of Visual Literacy. - : Informa UK Limited. - 1051-144X .- 2379-6529. ; 32:2, s. 15-38
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Tidskriftsartikel (refereegranskat)abstract
- Abstract Multimodal learning materials are frequently met in education assuming enhanced learning outcomes. This study examined whether contrasts in such materials are likely to support reading comprehension for all readers. Young adults (n=46) met either text-only or text+picture material. Participants (19 with low phonological awareness [PA] and 27 controls with high PA) thereafter answered open interview questions to check for reading comprehension. Learning materials were designed to focus readers on aspects critical to understanding the content by the use of contrasts; eye-tracking was used as method. Well-known pictures aided information recall, but contrasts described in the text were most effective for learning.
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- Brante, Eva Wennås, 1961, et al.
(författare)
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To read what not is written. Report from a learning study with inferences as a learning object in an upper secondary school.
- 2013
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Ingår i: Programme book for WALS-conference, 6-9 September, Gothenburg, Sweden.
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Konferensbidrag (refereegranskat)abstract
- An important component in reading comprehension is the ability to make inferences, what sometimes also is described as reading between the lines. The ability can be said to be three-folded, as inferences can be made from an individuals' experiences and thoughts, from the text itself and from other texts. On an upper-secondary school a group of teachers (n= 16) teaching in Swedish found through screening that their students (16 years old) were comfortable with making inferences using their own experiences and thoughts, but less skilled in making inferences by using clues in the text. The teachers chose as a learning-object the ability to localize clues in the given information and make inferences in the text to be able to read between lines. The aim was to develop the students awareness of that everything in a text not is explicitly written out and to discern values in words. Students should by finding the clues and reading between and outside the lines be able to perceive the main message in the text clearer. The group of teachers conducted a learning study-cycle with three lessons using contrast as the main pattern of variation. Each lesson was jointly planned and then performed for a new group. This presentation is a report from the learning study.
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| 8. |
- Holmqvist, Mona, 1961-, et al.
(författare)
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What is discerned in teachers' expressions about planning? : similarities and differences between teachers from Sweden and Hong Kong
- 2011
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Ingår i: Education Inquiry. - 2000-4508. ; 2:3, s. 497-514
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to find out what teachers say their primary focus is when planning to teach an object of learning. The study is carried out in two different cultural contexts, Sweden and Hong Kong, and based on the framework of variation theory, which has a two-fold focus, namely both what teachers do and what students learn at school.Fifteen semi-structured open-ended interviews were conducted with nine Swedish and six Hong Kong teachers in grades 1 to 6. The analysis generated categories inspired from a phenomenographic research approach, where attention is directed towards respondents’ apprehensions of a phenomenon.The results showed some clear differences in the way teachers from the two countries talked about how they organise and think about planning, which in turn reveals whether their focus is on students’ understanding or on teacher action. The Swedish teachers’ experienced focus is on activities/methods, and they separate activities and methods from the content, while the Hong Kong teachers have the content in the foreground and do not separate content and act.There can be several different explanations of the differences identified; such as that a too general theoretical and surface awareness of concepts of learning makes it difficult to reach a detailed level of the object of learning, i.e. what it actually takes for students to learn exactly this phenomenon or ability. The Swedish teachers seem to underestimate what it takes to learn due to a theoretical framework. Another explanation of this difference in focus might be that teachers need support from each other to deepen the reflections about the subject, thus achieving knowledge of what it takes to understand the intended object of learning. The Hong Kong teachers report frequent opportunities to discuss and reflect over subject-related matters.
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