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Träfflista för sökning "WFRF:(Brante Göran 1951 ) "

Sökning: WFRF:(Brante Göran 1951 )

  • Resultat 41-48 av 48
  • Föregående 1234[5]
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41.
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42.
  • 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
    • <p>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.</p>
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43.
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44.
  • Holmqvist, Mona, 1961-, et al. (författare)
  • Using variation theory to analyze what preschool children experience exemplified by wholes and parts as the object of learning
  • 2010
  • Ingår i: The 4<sup>th</sup> International Multi-Conference on Society, Cybernetics and Informatics. Proceedings Volume I : June 29<sup>th</sup> - July 2<sup>nd</sup>, 2010, Orlando, Florida, USA. - Winter Garden, FL, USA : International Institute of Informatics and Systematics. - 978-1936338-05-4 ; s. 8-11
  • Konferensbidrag (refereegranskat)abstract
    • <p>Preschool children's learning is the subject of this study. Three children aged 4, 5 and 6 participated. The data consists of individual interviews with the children before and after the intervention and a videotaped intervention. Our results show that children seem to see a whole as something that is not cut into pieces, no matter what i looks like. They do not necessarily refer to the whole when they see a half, nor do they imagine the halves or quarters in a whole that is not cut into pieces. On the other hand, if they see halves they do not have any difficulty putting them together into a whole, but this happens when they can see the material in front of them. The results reveal some interesting findings, pointing at the natural flexibility small children have in discerning a half in relation to a whole insteac of in relation to a representation (like a full circle). On the other hand - the children show difficulties in seeing what parts a whole can be divided into. This is the other way around, as children in higher grades with a view of the circle as the correct representation of a whole, which sometimes makes it hard to manage problem solving at higher grades where flexibility in how to understand proportions is needed.</p>
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  • Resultat 41-48 av 48
  • Föregående 1234[5]
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