| 1. |
- Jensen, Mikael, 1969
(författare)
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Motivation och lärande
- 2015
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Ingår i: Fritidshemmet och skolan. - Lund : Studentlitteratur. - 9789144100937
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Bokkapitel (refereegranskat)
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| 2. |
- Jedel, Izabella, 1996, et al.
(författare)
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An industry experiment of academic performance and drop-out in gamified distance education
- 2021
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Ingår i: CEUR Workshop Proceedings. - 1613-0073.
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Tidskriftsartikel (refereegranskat)abstract
- In an experimental study with 1780 adults who participated in distance education, it was shown that gamification did not have an effect on performance, drop-out rate and pass-rate compared to a control group. Although no effect was shown, descriptive survey data suggests that the students were positive towards having similar gamification in other courses and would likely recommend the course due to the design. While previous research on gamification in online education indicates that gamification can have a positive effect, gamification researchers highlight the importance of context and design for successful implementations. The present study supports the need for context considerations and psychological design in gamifying online education. Furthermore, the present study highlights the need for a more nuanced understanding of engagement measures in gamification research and for more practical frameworks regarding the successful application of gamification in online education.
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| 3. |
- Lundberg, Anna L.V. 1967
(författare)
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Encountering Proportional Reasoning During a Single Algebra Lesson: A Microgenetic Analysis
- 2022
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Ingår i: International Electronic Journal of Mathematics Education. - Eastbourne, United Kingdom : Modestum Publishing Ltd. - 1306-3030. ; 17:1
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Tidskriftsartikel (refereegranskat)abstract
- This case study explores how 12-13-year-old students encounter proportional reasoning while working with geometric patterning tasks using concrete materials. The focus is on the students’ use of spontaneous concepts when first dealing with such patterns in the context of collaborative work. Based on video recordings of a single lesson, a microgenetic analysis was performed to identify students’ learning trajectories, starting with students familiarizing themselves with pattern structure, followed by engagement in proportional reasoning, and ending with students perceiving a new technique to handle a situation where proportional reasoning did not suffice. While some student groups were able to move along the whole trajectory, most groups, when facing challenges, regressed to simpler techniques. The results provide new insights into students’ learning trajectories, which can be used to support students’ progress in the context of student-teacher interaction.
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| 4. |
- Weldemariam, Kassahun, 1981, et al.
(författare)
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(Re)thinking teacher education in the Anthropocene. Perspectives from South Africa and Sweden
- 2022
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Ingår i: Science and Technology Teacher Education in the Anthropocene. - New York : Routledge. - 9781032039947 ; , s. 55-73, s. 55-73
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Bokkapitel (refereegranskat)abstract
- This study is a critical inquiry on how teacher education programmes respond to the contemporary Anthropocene era and associated challenges. Theoretically, the study is framed within critical inquiry framework. Data is generated through comparative analysis of four teacher education programmes in South Africa and Sweden: University of Gothenburg, Karlstad University, University of the Witwatersrand and University of Limpopo. The analysis is anchored around these four aspects: essence of the programme, views of knowledge, goals and learning outcomes and core competence emphasised. Although there are some varieties, findings indicate that across the four programmes, there is an emphasis on: mastery of content, subject specialisation, theoretical knowledge, teaching methods/didactical competence, assessment and leadership competence. While these knowledge and skill areas remain vital, we argue that there is an inevitable need to challenge and even demystify education at large, and teacher education in particular, in today's precarious Anthropocene era. Given impending catastrophe, we argue that it is high time for teacher education to pose and address these existential questions pertaining to Anthropocene and prepare teacher trainees accordingly.
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| 5. |
- Svensson, Teresia, 1975-, et al.
(författare)
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Miljövetenskaplig undervisning i högre utbildning
- 2016
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Ingår i: Pedagogik för högskolelärare. - Möklinta : Gidlunds förlag. - 9789178449378 ; , s. 262-288
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Det finns didaktiska utmaningar och möjligheter relaterade till ett tvärdisciplinärtämnesområde som det miljövetenskapliga. En central fråga är hur miljövetenskapligutbildning kan utformas för att ge studenterna förutsättningaratt handskas med komplexa, idag möjligen okända, miljöfrågor i en kommandeyrkesverksamhet. I en svensk definition av didaktik är frågeorden Vad, Huroch Varför är centrala, vad bör en miljövetenskaplig utbildning innehålla,hur ska undervisningen genomföras och varför organiseras den som den gör?Det miljövetenskapliga ämnets framväxt har skapat läraktiviteter såsom: case,rollspel, debatt, och projekt. Alla har olika syfte vad gäller bearbetning av innehålloch färdighetsträning. Verklighetsanknuten undervisning är ett viktigt målinom det miljövetenskapliga utbildningsområdet och genom en genomtänktdesign kan studenterna få stöd för lärande inför de arbetsuppgifter de kommeratt möta i teori och i praktik.
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| 6. |
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| 7. |
- Jensen, Mikael, 1969
(författare)
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Learning about environmental issues with the aid of cognitive artefacts
- 2008
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Ingår i: SSKKII Publications. - 1653-8420.
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- When looking at the issue of learning about environmental problems many difficulties stem from their inherent abstractness which causes difficulties because humans have a problem understanding information that is not directly perceivable. We primarily create our lives on perceivable information and by imitating other people. This paper will examine the limitations of the human mind and it will discuss environmental problems that we can't grasp, but on the other hand it will discuss our cognitive capacities and the kind of tools we can use, and how these might be handled by educators. The tools discussed are: models and miniatures, metaphors and analogies, tracking, key questions, and (participatory) stories. The cognitive science approach is just one way of looking at the issue but it can be useful when dealing with educational challenges.
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| 8. |
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| 9. |
- Öman, Anne, 1965, et al.
(författare)
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Design and redesign of a multimodal classroom task : implications for teaching and learning
- 2015
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Ingår i: Journal of Information Technology Education. - Santa Rosa, CA : Informing Science Institute. - 1547-9714 .- 1539-3585. ; 14:1, s. 139-159
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Tidskriftsartikel (refereegranskat)abstract
- Digital technologies are increasingly implemented in Swedish schools, which impact on education in the contemporary classroom. Screen-based practice opens up for new forms and multiplicity of representations, taking into account that language in a globalized society is more than reading and writing skills. This paper presents a case study of technology-mediated instruction at the primary-school level including an analysis of the designed task and how the teacher orchestrated the digital resources during three introductory classes. The aim was also to explore the pupils’ redesigning of advertising films based on teacher’s instructions and available digital resources. Sequences of a learning trajectory were video recorded and analysed from a multimodal perspective with a focus on the designed task and the processes of how pupils orchestrate meaning through their selection and configuration of available designs. The findings show a distinction between the selection of design elements in the teacher’s orchestration of the laptop resources during instruction and the pupils’ redesigning of the task. Pupils’ work developed from the linguistic design provided by the teacher towards visual design and the use of images as the central mode of expression in the process of creating advertising films. The findings also indicate a lack of orientation towards subject content due to the teacher’s primary focus on introducing the software.
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| 10. |
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Fritidsdidaktiska dilemman
- 2024
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- Fritidsdidaktiska dilemman är en antologi som belyser utmaningar som är specifika för barns fria tid och fritid. Genom röster från yrkesverksamma inom skola, fritidshem och fritidsaktiviteter, liksom från elever och föräldrar, ges inblickar i hur bland annat lärande, vänskapande och kommunikation sker och ser ut i barns förändrade fritid.De utmaningar och praktiker som boken återspeglar är uppdelade i tre teman:Fritidshemmets didaktiska dilemmanBarns och ungas organiserade fritidsaktiviteterBarns och ungas fria tidMed hjälp av de diskussionsfrågor som avslutar varje kapitel uppmuntrar Fritidsdidaktiska dilemman till kollegiala samtal för utveckling av strategier och verktyg för att identifiera och hantera de dilemman som presenteras. Det är därför en bok som passar alla lärar- och pedagogkategorier, såväl som lärarstudenter, särskilt lärare i fritidshem, ledare och tränare i olika former av organiserade fritids-, idrotts- och kulturskoleverksamheter.
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