| 1. |
- Danielsson, Kristina, Professor, 1961-, et al.
(författare)
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Signs of Learning : Multiple Modes as Support for Interaction in a Linguistically Diverse Physics Classroom
- 2022
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Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 12:10, s. 1-23
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Tidskriftsartikel (refereegranskat)abstract
- Students’ and teachers’ meaning making in science classrooms is dependent on language in a broad, multimodal, sense, comprising specialized lexicogrammar and ways of using semiotic resources such as models, diagrams, and subject specific symbols. Altogether, the multimodal demands of science can be challenging, in particular for students learning the language of instruction in parallel with the subject content. Yet, multimodal perspectives are scarce in research concerning science learning in linguistically diverse classrooms, where several students are educated in their second language. Drawing on designs for learning theory, the interaction in a linguistically diverse physics classroom was analyzed through the Learning Design Sequence model to investigate the teacher’s design for learning for students’ meaning-making about ‘sound’. Thereto, students’ ‘signs of learning’ regarding subject content and how to communicate content in line with the discourse of science was analyzed. The teacher’s design for learning gave the students opportunities to interact about content by use of different semiotic modes, with gradually higher demands regarding both content and how to express the content which appeared to support students’ development of content knowledge and competency to express this knowledge in line with the discourse of science. However, some of the teacher’s choices appeared to be a hindrance for the students.
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| 2. |
- Hultén, Magnus, 1970-, et al.
(författare)
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Animerad kemi : Elever i grundskolans tidiga år förklarar kemiska samband
- 2020
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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.
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| 3. |
- Lundqvist, Eva, 1972-, et al.
(författare)
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Mangling Didactic Models for Use in Didactic Analysis of Classroom Interaction
- 2023. - 1
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Ingår i: Didactics in a Changing World. - Switzerland : Springer Nature. - 9783031208096 - 9783031208102 ; , s. 103-121
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Bokkapitel (refereegranskat)abstract
- The purpose of this chapter is to illustrate the idea behind the notion of mangling as part of the empirical development of didactic models. Didactic models range from macro theories concerned with the selection of goals, content, and methods to micro level modelling of individual lessons and students’ performance, and may take various shapes such as schemata, classification patterns, and rationales for didactic action, i.e., for teaching and learning. Didactic modelling consists of three core activities: extraction, mangling, and exemplification. Mangling designates a process of successive and deliberate adaptation of didactic models by applying them in didactic analysis and design in new contexts. We provide an example of mangling of two existing didactic models, the curriculum emphases (Roberts, Science Education, 66(2), 243–260: 1982) and subject foci (Fensham, Development and dilemmas in science education. The Falmer Press: 1988; Östman, Journal of Curriculum Studies, 28(1), 37–55: 1996). These models were initially developed for didactic analysis of science textbooks and national curricula. In this study we show how these models needed to be modified when mangled through a different practice, viz., analyses of actual teaching in science classrooms. Through the mangling process, the models were modified in the following three senses: (1) Their application range was extended, as a result of demonstrating that they could be meaningfully applied to a new context. (2) The conditions for their application needed to be changed, particular by the need for dividing classroom data into workable pieces that could thereafter be analyzed. (3) The application purpose of the two models changed, from analyses of regularities to analyses of variation in meanings offered to students. These modifications testify to the need for mangling of didactic models in different practices, rather than assuming that they may be unproblematically applied across contexts.
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| 4. |
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| 5. |
- Jeppsson, Fredrik, 1978-, et al.
(författare)
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Primary Pupils’ Multimodal Representations in Worksheets—Text Work in Science Education
- 2022
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Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 12:3
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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.
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| 6. |
- Uddling, Jenny, 1972-, et al.
(författare)
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Elever i ett språkligt heterogent klassrum rör sig mot naturvetenskapliga beskrivningar av ljud
- 2022
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Ingår i: HumaNetten. - : Linnaeus University. - 1403-2279. ; 48, s. 113-137
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Tidskriftsartikel (refereegranskat)abstract
- Den här studien belyser hur ett ämnesinnehåll bearbetas i ett naturvetenskapligt klassrum där flera elever undervisas på sitt andraspråk. Närmare bestämt undersöks om och i så fall hur eleverna i ett språkligt heterogent fysikklassrum i årskurs åtta, i samtal mellan lärare och elever samt mellan elever, ges stöd i att utveckla en allt mer naturvetenskaplig beskrivning av ljud.De data som ligger till grund för studien består av video- och ljudinspelningar, digitala foton och insamlade texter från fyra fysiklektioner. Analysen grundas i socialsemiotisk teori (Halliday 1978), med verktyg från systemisk-funktionell grammatik (SFG) i syfte att identifiera tecken på lärande i elevernas uttryck.Resultatet visar att läraren iscensatte aktiviteter som bidrog till elevernas möjligheter att utveckla kunskaper om ämnesinnehållet och att uttrycka sig om ljud på ett alltmer ämnesadekvat vis. Emellertid gav några av de språkliga resurser som läraren erbjöd inte det stöd som kanske var avsett. Studien har implikationer för hur lärande i språkligt heterogena natur-vetenskapliga klassrum kan främjas, där en central aspekt är att lärare på ett medvetetet sätt själva använder språket och att de resonerar med eleverna om hur detta bidrar till att uttrycka ämnesinnehållet.
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| 7. |
- Brodin, Jane, 1942-, et al.
(författare)
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IRIS Teacher Training : CD
- 2009
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- CD in English from the IRIS Teacher Training package. International cooperation between Austria, Belgium, Catalonia (Spain), England, Portugal and Sweden. Focus is on inclusive education and classroom climate.
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| 8. |
- Insulander, Eva, 1972-
(författare)
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Tinget, rummet, besökaren : Om meningsskapande på museum
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The main purpose of this thesis is to describe and analyse how museum visitors engage with and make meaning from what is being offered to them in terms of the various resources made available in two exhibitions. Yet another purpose is to describe and analyse the design of these exhibitions. The empirical data stems from observational studies at the Museum of National Antiquities in Stockholm, and includes the investigation of two exhibitions: Prehistories I and II. Eight ‘visiting pairs’ were videotaped and the tapes were multimodally transcribed and analysed. Data also includes digital photos and maps produced by the visitors. In a comparative analysis, descriptions of the exhibitions and their analysis and the visitor study are discussed in relation to earlier research and to the issue of learning.A design-oriented and multimodal perspective on learning is used as a theoretical and methodological framework. The different visits are compared and the visitors’ responses are discussed as different forms of engagement. The results are interpreted within an institutional perspective connected to contemporary discourses within museum studies. The exhibitions are considered as an expression of the museums’ ambition to adjust to a pressure for change. Both exhibitions are, in a greater or less degree, considered as examples of ‘new’ exhibitions in that they rhetorically put forward visitors’ participation, cultural rights, post colonial perspectives and immaterial aspects of cultural heritage.The study presents learning as a social and sign-making activity. It stress how meaning-making and learning happens as a transformation in several steps. As visitors engage in different semiotic resources in the exhibitions’ design, they form new signs through their representations – as a ‘re-design’ of the exhibition – which in turn give them new possibilities for making meaning.
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| 9. |
- Finnveden, Göran, et al.
(författare)
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Evaluation of integration of sustainable development in higher education in Sweden
- 2020
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Ingår i: International Journal of Sustainability in Higher Education. - : Emerald Group Publishing Limited. - 1467-6370 .- 1758-6739. ; 21:4, s. 685-698
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Tidskriftsartikel (refereegranskat)abstract
- Purpose Since 2006, higher education institutions (HEIs) in Sweden, should according to the Higher Education Act, promote sustainable development (SD). In 2016, the Swedish Government asked the Swedish higher education authority to evaluate how this study is proceeding. The authority chose to focus on education. This paper aims to produce a report on this evaluation. Design/methodology/approach All 47 HEIs in Sweden were asked to write a self-evaluation report based on certain evaluation criteria. A panel was appointed consisting of academics and representatives for students and working life. The panel wrote an evaluation of each HEI, a report on general findings and recommendations, and gave an overall judgement of each HEI in two classes as follows: the HEI has well-developed processes for integration of SD in education or the HEI needs to develop their processes. Findings Overall, a mixed picture developed. Most HEIs could give examples of programmes or courses where SD was integrated. However, less than half of the HEIs had overarching goals for integration of SD in education or had a systematic follow-up of these goals. Even fewer worked specifically with pedagogy and didactics, teaching and learning methods and environments, sustainability competences or other characters of education for SD. Overall, only 12 out of 47 got a higher judgement. Originality/value This is a unique study in which all HEIs in a country are evaluated. This provides unique possibilities for identifying success factors and barriers. The importance of the leadership of the HEIs became clear.
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| 10. |
- Johansson, Inge, et al.
(författare)
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Learning and participation : two interrelated key-concepts in the preschool
- 2010
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Ingår i: European Early Childhood Education Research Journal. - : Informa UK Limited. - 1350-293X .- 1752-1807. ; 18:2, s. 229-242
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Tidskriftsartikel (refereegranskat)abstract
- At the European Early Childhood Education Research Association (EECERA) conference in Prague in autumn 2007, an international network of teacher trainers and researchers was formed to discuss and investigate what learning and participation meant for preschool teacher students and staff who work with young children. In Sweden, the first of these exploratory studies was conducted at Malardalen University and Stockholm University, and 56 preschool teachers and 56 preschool teacher students participated. The study was carried out with the critical-incident method. The participants were asked in a critical-incident questionnaire about how they understood the concepts of and relationship between learning and participation. Questions also were constructed so that the participants had the opportunity to link the concepts of learning and participation in a real situation in preschool. The results show that preschool teachers and preschool teacher students define the meaning of learning and participation in a similar way. It also showed that learning and participation are clearly related to each other.
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