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Sökning: WFRF:(Brante Göran 1951)

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  • Föregående 123[4]5Nästa
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31.
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32.
  • Brunosson, Albina, et al. (författare)
  • To use a recipe - not a piece of cake. Students with mild intellectual disabilities' use of recipes in home economics.
  • 2014
  • Ingår i: International Journal of Consumer Studies. - 1470-6423 .- 1470-6431. ; 38, s. 412-418
  • Tidskriftsartikel (refereegranskat)abstract
    • Recipes are not only part of today's cooking culture, they are also part of the Swedish syllabus of home economics. The aim of this study was to investigate what kinds of difficulties students with mild intellectual disabilities have using recipes during cooking lessons in home economics. We conducted an ethnographically inspired approach, with a total of 44 h of accompanying observations. Three compulsory schools for students with intellectual disabilities were enrolled in the study, and 37 students and three teachers were included. The socio-cultural theory of learning has been used as a theoretical framework. The findings reveal both that recipes are central artefacts during the cooking lessons and that the students have various difficulties using the recipes. The difficulties vary, and they concern both how the recipes are designed and the purport of the recipes. Difficulties in relation to the design included, for example, the separation of ingredients and instructions in the text and the large amount of information given in both the whole and the parts of the recipes. The difficulties in relation to the purport – that is, the meaning or sense of the recipe – were the ingredients, the kitchen utensils and the knowledge of how to perform a specific task. These difficulties can be considered special in relation to the use of the recipes. We suggest the concept of ‘recipe literacy’ to capture the complex knowledge of using recipes.
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33.
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34.
  • Granberg, A., et al. (författare)
  • Knowing how to use and understand recipes: What arithmetical understanding is needed when students with mild intellectual disabilities use recipes in practical cooking lessons in Home Economics?
  • 2017
  • Ingår i: International Journal of Consumer Studies. - : John Wiley & Sons. - 1470-6423 .- 1470-6431. ; 41:5, s. 494-500
  • Tidskriftsartikel (refereegranskat)abstract
    • The aim of this study was to explore what arithmetical understanding is needed when students with mild intellectual disabilities use recipes during practical cooking lessons in Home Economics. The settings were compulsory schools in Sweden attended by students with intellectual disabilities. Sixteen lessons in Home Economics during which cooking took place were observed. In total, 37 students and three teachers participated. All students had a mild intellectual disability. Their ages varied, but most were between 13 and 14 years old. The sociocultural perspective on learning, combined with a literacy framework, was used as a theoretical foundation for the study. Main findings are that students need an arithmetical understanding of (i) how to interpret numbers, (ii) how to interpret and use units, and (iii) how to compute when using recipes. The knowledge and skills needed to be able to use a recipe are featured in the concept recipe literacy, capturing both theoretical, declarative knowledge and the more practical, procedural knowledge. Recipe literacy can be used to theorize the use of recipes when learning to cook, as in Home Economics.
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35.
  • Holmqvist, Mona, 1961-, et al. (författare)
  • Defining an object of learning and the forms it appears in : the intended, enacted and lived object of learning in a learning situation
  • 2010
  • Ingår i: The 4<sup>th</sup> International Multi-Conference on Society, Cybernetics and Informatics. Proceedings Volume I. - Winter Garden, FL, USA : International Institute of Informatics and Systematics. - 9781936338054 ; , s. 2-7
  • Konferensbidrag (refereegranskat)abstract
    • The aim of this study is to describe in what ways the object of learning changes shape during its way from the intended (planned), enacted (offered) and lived (discerned) object of learning. The study is based on variation theory, and learning study is used as a model. A total of three preschool teachers, 39 children aged 4-5 years and three researchers participated in the study. Three interventions were carried out in three different groups of children (A, B and C) by three preschool teachers. The data consist of video-dcumented meetings with the preschool teachers and researchers, interviews with the children in the form of pre-, post- and delayed post-tests and video-documented interventions (3). The results show (a) how the teachers' focus on aspects concerning the object of learning and aspects not concerning the object of learning affects learning possibilities. The results also show (b) a discrepancy between the children's possibilities to learn adn what the preschool teachers intend to offer them to learn. Finally, the results show (c) how the preschool teachers' understanding of childrens learning sometimes makes them use other words than the appropriate ones to make the intervention funnier or more interesting.
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36.
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37.
  • Holmqvist, Mona, 1961-, et al. (författare)
  • Learning in pre-school : the expectations teachers have on children's learning and what children actually learn
  • 2009
  • Konferensbidrag (refereegranskat)abstract
    • The point of departure in this study is to describe pre-school children´s learning during a learning study and the expectations the teachers have on each child´s learning. The learning study model (Holmqvist & Mattisson, 2008) is used based on variation theory. Three micro-cycles (lessons) form a macro-Learning study cycle (including three lessons). One Learnign study was implemented during three weeks (one lesson each week). The participants in teh study were three pre-school teachers, their 36 children and researchers. The study consits of discussions with teachers on their focus when planning lessons, classroom observations during learning studies carried out in pre-school and interviews with pre-school teachers´about the expectations they have concerning the children´s learning. The results show 1) an increased learning outcome when the object of learning is presented using variation theory and 2) a discrepancy between what the children actually learned and the teachers' expectations. The expectation the teachers´have on their children´s learning differs from what they actually learned indicates that there is a risk that teachers too high or low expectations affect children´s learning ability. By the use of learning study the teachers became aware of this risk.
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38.
  • Holmqvist, Mona, 1961-, et al. (författare)
  • Learning Study in pre-school : teachers' awareness of children's learning and what they actually learn
  • 2012
  • Ingår i: International Journal for Lesson and Learning Studies. - 2046-8253. ; 1:2, s. 153-167
  • Tidskriftsartikel (refereegranskat)abstract
    • Purpose - The aim of this paper is to describe pre-school children’s learning during a Learning Study, and their teachers’ awareness of each child’s learning possibilities in relation to what they actually learned. The aims of the study are twofold; firstly we focus on how to design Learning Study in pre-school settings, and secondly we study young children’s (aged 4-5) learning.Design/methodology/approach - The data consists of three videotaped interviews with each participating child (n=39), three videotaped interventions and one videotaped interview each with three pre-school teachers.Findings - The results show 1) an increased learning outcome in all three groups, 2) there is a discrepancy between what the children actually learned and the teachers’ awareness about the children’s possibilities. The teachers’ awareness of the children’s learning possibilities differ from what the children actually learned.Originality/value - Learning study is usually used in school settings, but this paper shows its potential also in pre-school settings. Beside this, the results indicates that there is a risk that if teachers’ expectations are too high or too low, they will affect children’s abilities to learn in either a positive or a negative way by not offering the children sufficiently challenging tasks. By the use of Learning Study the teachers became aware of this discrepancy and were able to reassess their expectations for each child according to their abilities.
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39.
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40.
  • Holmqvist, Mona, 1961-, et al. (författare)
  • The object of learning - before, during and after a learning situation
  • 2011
  • Ingår i: Journal of Systematics, Cybernetics and Informatics. - 1690-4524. ; 9:2, s. 67-73
  • Tidskriftsartikel (refereegranskat)abstract
    • The aim of this study is to describe in what ways the objectof learning changes shape during its way from the intended(planned), enacted (offered) and lived (discerned) object oflearning. The study is based on variation theory, andlearning study is used as a model. A total of three preschoolteachers, 39 children aged 4-5 years and three researchersparticipated in the study. Three interventions were carriedout in three different groups of children (A, B and C) bythree preschool teachers. The data consist of videodocumentedmeetings with the preschool teachers andresearchers, interviews with the children in the form of pre-,post- and delayed post-tests and video-documentedinterventions (3). The results show (a) how the teachers’focus on aspects concerning the object of learning andaspects not concerning the object of learning affectslearning possibilities. The results also show (b) adiscrepancy between the children’s possibilities to learn andwhat the preschool teachers intend to offer them to learn.Finally, the results show (c) how the preschool teachers’understanding of children’s learning sometime make themuse other words than the appropriate ones to make theintervention funnier or more interesting.
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  • Resultat 31-40 av 47
  • Föregående 123[4]5Nästa
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