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- Gleisner Villasmil, Lena
(författare)
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Lärares digitala didaktik : En tematisk livshistorieansats om lärares didaktiska övertygelser, överväganden och val av digitala resurser
- 2019
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to contribute with knowledge from a close teachers’ perspective on how teachers' considerations and choice of digital artefactsfor teaching are related to didactic beliefs that are shaped and changed over time in teacher's professional life. A thematic life history approach is used in combination with a socio-cultural perspective and didactic starting points. Life story interviews with six high school teachers from three Swe-dish schools constitute the empirical material that results in individual life history constructions about digitalization.The participating teachers have what is referred to as digital didactics, which focus on the teachers' competence to make didactic considerations and the choice of digital artefacts according to the needs that exist according to the target group for the teaching, subject content and surrounding envi-ronmental and time aspects.The findings of the study indicate that teachers have prominent didactic beliefs that are the hub for consideration and choice of digital resources. These can be understood as individual but also in a larger collective context. Teachers’ didactic beliefs are motivated by three dimensions, which are the teachers' subject matter, the desire to help the students and the personal satisfaction. The cognitive, historical and physical contexts are constantly changing due to the rapid development of digitalization and the didactic choices have been expanded with more opportunities but also greater chal-lenges. Didactic choices of digital artefacts can be divided into general-di-dactic choices, subject- and program-didactic choices and choices linked to didactic beliefs and experience.The contribution of this study is that teachers' digital didactics is based on teacher's didactic beliefs, which are formed in a historical, cultural and social context that influences the didactic present and the future. A school with digital artefacts is part of an ever-available global digital arena. The study contributes with a new model of an extended didactic triangle that visualizes teachers’ digital didactics where the teacher and the didactic belief are prominent.
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| 2. |
- Fleyeh, Hasan, et al.
(författare)
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An adaptive approach to detect warning traffic signs using som and windowed hough transform
- 2011
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Ingår i: IASTED. - Krete. ; , s. 195-202
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Konferensbidrag (refereegranskat)abstract
- Warning traffic signs represent an important group of traffic signs which indicate danger for road users. Detecting this group in good time may be helpful to avoid many fatal accidents. This paper presents a new approach to detecting warning traffic signs which is based on color segmentation using Self Organizing Maps and windowed Hough Transform. The proposed system is a standalone and adaptive which means that it works without any kind of training. This is due to the fact that color segmentation using SOM employs 1% of the image under investigation for the training and Hough transform is invoked to detect the shape of this group of traffic signs. Experiments conducted to check the robustness of this approach indicated that 95.6% of the traffic signs invoked for this test were successfully detected. This test was carried out under a wide range of environmental conditions and in different European countries.
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| 3. |
- Fahlström, Magnus, 1971-, et al.
(författare)
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A model for the role of the physical environment in mathematics education
- 2018
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Ingår i: Nordisk matematikkdidaktikk. - 1104-2176. ; 23:1, s. 29-46
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we develop an analytical tool for the role of the physical environment in mathematics education. We do this by extending the didactical triangle with the physical environment as a fourth actor and test it in a review of literature concerning the physical environment and mathematics education. We find that one role played by the physical environment, in relation to mathematical content, is to portray the content in focus, such as geometry and scale. When focusing on teachers, students, and the interaction between them, the role of the physical environment appears to be a precondition, either positive (enabling) or negative (hindering). Many of the findings are valid for education in general as well, such as the importance of building status.
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| 4. |
- Visuri, Ingela, 1976-
(författare)
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Cognitive perspectives on Asperger’s syndrome, religion and spirituality
- 2011
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this paper, the results from my master thesis are presented. The aim of the study was to explore whether mentalizing difficulties in individuals with Asperger's syndrome seems to affect their reasoning on communication and possible intentions in superhuman agents. The four young men who were interviewed in depth all define themselves as believers of different kinds, adhering either to Christianity or believing in superhuman agents such as spirits, ghosts and/or aliens.Only two out of six expected approaches suggested by Dubin & Graetz (2009) were met: None of the informants showed any interest in using religious rituals to create structure in their lives, and neither did they interpret religious narratives literally. Similarly, the fifth and sixth of Dubin and Graetz’s expected approaches – which is the rigid approach and manic focus on religion - failed in my material. They did however seek to explain and understand things such as Biblical narratives, ghosts, spirits, reincarnation and mystical phenomena like the Bermuda triangle, through physical arguments. Moreover, there was no conflict between accepting spiritual phenomena and using scientific physical explanation, since they were able to apply both perspectives at once. I call this a “stereoscopical view” (similar to the ”logical creativity” suggested by Dubin & Graetz); looking with one eye at each subject and then joining them together. In conclusion, more empirical studies are needed to explore the reasoning on religion and spirituality in autistic individuals. I also argue that we need to cross-cultural comparisons to find out more about cultural impact in such reasoning.
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| 5. |
- Nyberg, Gunn, et al.
(författare)
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Exploring ‘what’ to learn in physical education
- 2014
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Ingår i: Physical Education and Sport Pedagogy. - : Informa UK Limited. - 1740-8989 .- 1742-5786. ; 19:2, s. 123-135
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The aim of this article is to show a need for explicating ‘what’ there is to learn in physical education (PE) with a particular focus on learning to move with the meaning potential seen as integral to moving. Further, the aim is to provide an example of exploring ‘bodily knowing’ from the perspective of practical epistemology as outlined by researchers such as Michael Polanyi, Allan Janik and Gilbert Ryle.Background : Learning has been a prominent issue within the PE research for quite some time. Overviews of research show that the object of learning, the ‘what-aspect’ within the didactic triangle, has been taken into account, though the obvious focus is the ‘how-aspect’, as in how learning occurs. In PE, the ‘what-aspect’, according to teachers as well as pupils, is vague, and the aim of the subject is expressed in terms of ‘fun-aspects’ rather than ‘what-aspects’. Taking a standpoint from research concerning aims, content and important knowledge in PE in Sweden, with reference to international research, this article will shed light upon physical activity as a takenfor-granted content, conceptualized either as an instrument for fulfilling the demands of the contemporary health-discourse or an instrument for performing well in sports. In doing this, the article will argue for the urgent need of explicating what capabilities students are supposed to develop in PE.Key concepts: The concept of knowledge in relation to PE will be discussed. Drawing on Janik’s discussion of the epistemological structure of practical professional knowledge, emphasizing the importance of making the base of knowledge explicit, capability to move will be regarded as an object of learning, a possible ‘what-aspect’, in PE. To overcome the boundaries between practical and theoretical knowledge, Polanyi’s concept knowing will be used. Conceiving knowings as embracing several aspects of knowledge as well as comprising both mental and physical processes, knowings in human movement will be elaborated.Conclusion: As our initial overview of research about ways of reasoning about knowledge and learning in PE suggested, there is an imminent need to systematically develop a language for learning in PE where what to learn, the specific knowings that PE is nurturing, is paramount, and where this ‘what’ is not reduced to superficial knowledge about health issues or physical skills. We believe that exploring the ‘knowing how’ aspect of learning will highlight potential ‘knowings’ in human movement. Following the concept ‘knowing’ as in line with Ryle’s ‘knowing how’, not separating mental and physical skills, can serve as an analytical tool and a starting point for articulating examples of ‘knowings’ as objects of learning and thus providing opportunities to conceptualize human movement in terms of knowing and learning.
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