| 1. |
- Svensson, Teresia, 1975-, et al.
(författare)
-
Miljövetenskaplig undervisning i högre utbildning
- 2016
-
Ingår i: Pedagogik för högskolelärare. - Möklinta : Gidlunds förlag. - 9789178449378 ; , s. 262-288
-
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.
|
|
| 2. |
- Jidesjö, Anders, et al.
(författare)
-
Vår stad 2030 och efterföljande rådslag : om kapacitet för utbildning och delaktighet
- 2016
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- This report is the result of an external assessment based on qualitative interviews with 5 city planners, 9 teachers and 22 pupils participating in the project in 2015 and 2016.The empirical evidence indicate an appreciated project where city planners highlight the ability to reach out to young city dwellers, usually a difficult group to engage in city planning; teachers that stress the projects concrete but at the same time flexible design as a valuable resource in their present and future work; least but not last the pupils talk about the project as something that was real which in turn spurred their commitment to reach for quality in their work. At the end of the project these pupils expressed increased knowledge and engagement in sustainable development. Especially the social dimensions and the local perspective were seen as fresh and inspiring. At the same time teachers highlighted the solid frame of the project giving them more time to cooperate with each other and attend to supervise the pupils along the way.The assessment also finds that the different time-scales that guide the practices of city planners’, teachers’ and pupils’ pose a challenge for cooperation between the groups, as they work together for the first time. Here teachers has to become brokers between the longer time-horizons of the city planners and the much shorter time-horizon providing meaning to the pupils. Another obstacle is the institutional structures of the education system. Firstly it concerns the information infrastructure. The interviews show that the invitation reached teachers via informal channels and thus only reached teachers that was already known to be engaged in education for sustainable development. Secondly, and especially at the Gymnasium level, the organisation around courses prevented interdisciplinary approaches to education for sustainable development.Looking ahead the assessment finds a consensus among the participants that it has been a valuable experience. That all participating city planners and teachers seek for ways to repeat the project in one way or the other might be the best evidence for the projects quality. The results presented in this report are shortly framed and discussed in relation with some scientific studies concerned with learning, relevance and function of education and connections between education and societal development. The discussions points out the importance of social inclusion, personal fulfilment and education for all as capacities for urban planning and transformative approaches in societal and educational development.As the project moves on to new cities the assessment points to a few possible options for development. It could be valuable to develop strategies for reaching a broader range of teachers, ways to improve administrative support within the institutional structures of the participating schools. Thirdly, one way to strengthen the connection between the pupils increased interest and broader socio-political discussion could be to invite political and non-governmental organisations to participate either at the Rådslag* or in the preparations for it. This might be valuable since the engagement in sustainability issues has mainly been channelled into action at the individual level, mainly to consumption. Many participants have also asked for support for upcoming versions of Vår stad 2030. Developing support for the difficult step that would take Vår stad 2030 from an event to a part of the ordinary practices could perhaps be a valuable step to take in further development.
|
|
| 3. |
- Hultén, Magnus, 1970-, et al.
(författare)
-
Animerad kemi : Elever i grundskolans tidiga år förklarar kemiska samband
- 2020
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- Kemi har under stora delar av 1900-talet varit ett ämne som elever tidigast mötte i årskurs 5. Då behandlades ofta fenomen som smältning, stelning, kokning och avdunstning. Dessutom studerades egenskaper hos luft och vatten. Att elever innan de börjar högstadiet skulle resonera kring dessa fenomen i termer av vad som sker på submikronivå, med hjälp av antaganden om enkla partikelmodeller, har aldrig varit ett uttalat mål för undervisningen i kemi förrän introduktionen av Lgr 11. I den här studien har en grupp bestående av två lärare, en rektor och fyra forskare utformat och genomfört undervisning om egenskaper hos luft samt fenomenen smältning och stelning med elever i årskurs 3 och 4. Eleverna har inte bara beskrivit det som skett med egna ord, utan också lärt sig att beskriva det som sker på submikronivå i ord och bild. För att kunna göra detta har de, tillsammans med läraren, utvecklat enkla partikelmodeller. Projektet har kallats "Animerad kemi” och är ett forskningsprojekt finansierat av Skolforskningsinstitutet.
|
|
| 4. |
- Jäder, Jonas, et al.
(författare)
-
Mathematical Reasoning and Beliefs
- 2014
-
Ingår i: Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (Vol. 6). - Vancouver : PME. - 9780864913661 ; , s. 114-114
-
Konferensbidrag (refereegranskat)abstract
- We present a research project on students’ mathematical reasoning and how beliefs are indicated in their arguments. Preliminary results show that students express beliefs that task solving does not include reflection or much struggle. The results underpin earlier studies stressing expectations as a theme of belief.
|
|
| 5. |
- Meckbach, Johan, et al.
(författare)
-
Förändringar i lärares sätt att leda undervisning
- 2022
-
Ingår i: Ledarskap för lärande. - Linköping : Linköping University Electronic Press. - 9789179292881 ; , s. 54-64
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Detta kapitel beskriver hur lärarna bedrev ledarskap för lärande utifrån skattningar som gjorts vid observationerna. Kapitlet innehåller fyra delar, (a) en beskrivning av det kvantitativa analysarbetet, (b) en beskrivning av den generella utvecklingen hos lärarna till följd av interventionen, (c) en analys av lågt, medel och högt skattade lärares sätt att bedriva ledarskap för lärande, och (d) en diskussion som fokuserar på förändrade sätt att leda undervisning och vad det kan bero på. Kapitlet svarar på forskningsfrågan; om och på vilket sätt lärares sätt att leda undervisning påverkas mellan för- och efter-observation och där emellan liggande intervention.
|
|
| 6. |
- Jeppsson, Fredrik, 1978-, et al.
(författare)
-
Primary Pupils’ Multimodal Representations in Worksheets—Text Work in Science Education
- 2022
-
Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 12:3
-
Tidskriftsartikel (refereegranskat)abstract
- Worksheets are common in science classrooms with an aim to support pupils’ meaning-making, e.g., for guiding them in performing hands-on activities and documenting their experiences of such activities. Yet, there have been few systematic studies of pupils’ disciplinary representations in worksheets. Drawing on systemic functional linguistics, we have analyzed fifth grade pupils’ (age 10–11) multimodal texts in worksheets (n = 25) when they were working with shadow formation as part of their regular classroom activities. In the worksheets they were asked to first explain in writing why or why not a shadow was formed and then explain shadow formation through a drawing. At an overall level, we found that a majority of the pupils managed to express in writing why a shadow is formed, though it appeared to be more challenging for them to explain why a shadow is not formed. In their drawings, quite a few pupils managed to include several key aspects of shadow formation, at least when combining image with writing. For all tasks, the explanatory parts of the pupils’ responses were often implicit. Based on our results, we suggest that pupils may benefit from teaching practices that integrate a parallel focus on form and content as a way to raise their awareness of, for instance, the affordances of different resources and how explanations can be structured. Such practices may support pupils to be able to consider and choose appropriate resources in their disciplinary texts.
|
|
| 7. |
- Nordström, Thomas, Filosofie doktor i psykologi, 1977-, et al.
(författare)
-
Teacher inquiry of using assessments and recommendations in teaching early reading
- 2019
-
Ingår i: Studies in Educational Evaluation. - : Elsevier. - 0191-491X .- 1879-2529. ; 63, s. 9-16
-
Tidskriftsartikel (refereegranskat)abstract
- Previous research point to difficulties for teachers to interpret reading assessment data with regard to instructional decisions. This study explored Swedish primary teachers' use of assessments and recommendations, in order to be able to target individual needs. Eight teachers participated in a reading program and were interviewed in focus-group meetings. The analysis of teacher narratives stemming from assessment use resulted in three themes: Awareness of student learning, Changes in the organization of teaching, but not regarding individualized content and Strengthened teacher role, but modest professional growth. The themes indicated that the teachers had become aware of their students’ learning, had employed teaching based on informed decisions, and showed initial professional growth.However, the assessment details and the recommendations allowed for more adjustments than was evident in the teachers’ narratives. The results point to the relative difficulty of targeting individual needs in the general classroom education, and to the challenges of changing teaching practices.
|
|
| 8. |
- Boo, Sofia, 1976-, et al.
(författare)
-
Att anpassa undervisning : till individ och grupp i klassrummet
- 2017. - 1
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- Tycker du att din svåraste arbetsuppgift som lärare är att anpassa undervisningen efter varje elevs förutsättningar och behov? Då är du inte ensam!Att anpassa undervisning är en grundbok som erbjuder en teoretisk och praktisk vägledning mot en undervisning anpassad till individ och grupp. Författarna sätter dagens rådande teorier om anpassningar i perspektiv och sammanhang genom en historisk återblick. De varvar sedan didaktiska aspekter av undervisningen – som metoder, strategier och dilemman – med färska exempel och erfarenheter från den svenska skolan. Här synliggörs de medvetna val som du som lärare måste göra, både gällande ämnesinnehållets strukturer och arbetsformer.Fokus ligger på vikten av ett systematiskt arbete – dels i syfte att låta effektiva anpassningar genomsyra den dagliga verksamheten, dels för att skapa en hållbar arbetssituation.Boken vänder sig till lärarstudenter och verksamma lärare i grundskolan.
|
|
| 9. |
- Samuelsson, Marcus, 1967-
(författare)
-
Att hantera vardagsnära utmaningar mot ett socialt system : Ur blivande slöjdlärares perspektiv
- 2019
-
Ingår i: Nordic Studies in Education. - : Universitetsforlaget. - 1891-5914 .- 1891-5949. ; 39:3, s. 228-243
-
Tidskriftsartikel (refereegranskat)abstract
- In a case study, 36 future sloyd teachers, who have taken a leading role in working with pedagogical development, describe their experience of pupils' unmotivated and disruptive behaviour. It was revealed that the teachers were disturbed by pupils whose risk-filled behaviour was aggressive or destructive, as well as by pupils who were reluctant to take risks in their constructive or passive behaviour. It was also revealed that these types of behaviour occurred periodically or permanently, which in different ways challenged the sloyd lesson as a social system. From an ecological perspective, the teachers employed various strategies in their attempts to maintain a balance, social sustainability in the classroom. They had various strategies for directly handling challenges, such as attempting to keep the pupils in the classroom, and other strategies for indirectly handling challenges outside the classroom. In this way, the teachers hindered, stopped, brought back or removed pupils who were unmotivated or disruptive. It was also revealed that dealing with these challenges was energy- and time-consuming and that it shifted focus from the teachers' didactic management of sloyd class.
|
|
| 10. |
- Bodén, Linnea, 1981-
(författare)
-
Present absences : Exploring the posthumanist entanglements of school absenteeism
- 2016
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the study is to explore how school absenteeism as a material-discursive phenomenon is produced in the practices of humans and nonhumans, when absences and presences are registered and managed through digital technologies. How is the phenomenon of school absenteeism produced when absences and presences are digitally registered? How does the phenomenon of school absenteeism emerge when both human and nonhuman entanglements are included in the apparatuses of knowing?Through a posthumanist approach, the study engages empirically with two types of software for the registration of absences and presences at three Swedish schools. The results show that digital registration blurs the division between absences and presences, and queers what is absent and what is present. Digital registration produces school absenteeism as a phenomenon for all students every day, and at the same time as mainly for the students who are present most of the time. A conclusion that is drawn from the study is that digital registration makes absences present, by the visualization and performative repetition of the registration. The study points to how school absenteeism is always ‘in the making’, and proposes the concept of school absenteeing as a productive way to open up new possibilities in relation to students’ absences.
|
|
