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Didactic classroom studies - A potential research direction.
- 2018
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Genom konkreta studier som sätter klassrumsarbetet i fokus visar en grupp didaktikforskare vid Göteborgs universitet hur klassrummets händelser och möjligheter ramas in av givna förutsättningar och på så sätt får olika didaktiska konsekvenser för undervisning och lärande i olika ämnen. I sina texter undersöker skribenterna klassrummens karaktär på olika utbildningsnivåer och i skiftande ämnen såsom matematik, svenska, samhälls- och naturvetenskap samt hem- och konsumentkunskap. Redaktörerna diskuterar och analyserar betydelsen av klassrumsstudier i ett övergripande och framåtsyftande kapitel där de skissar denna orientering som en möjlig forskningsinriktning. Bokens innehåll sätts även i ett internationellt och historiskt sammanhang. Författarna i Didactic classroom studies har ambitionen att på ett praktiknära sätt visa på styrkan i klassrumsstudiernas bidrag till didaktisk forskning. Samtidigt vill de med utgångspunkt i sitt empiriska material bidra till en vidare utveckling av just didaktiska klassrumsstudier som forskningsinriktning.
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- Osbeck, Christina, 1969
(författare)
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Questions and speech genres in social studies classrooms - Comparisons of communication patterns
- 2018
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Ingår i: Didactic classroom studies - A potential research direction. - Lund : Kriterium/ Nordic Academic Press. - 2002-2131. - 9789188661456 ; , s. 22-45
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Bokkapitel (refereegranskat)abstract
- This essay reports findings from a project in social studies, especially religious education (RE), with three Year 6 classes in Sweden. In the project, the social studies classes were observed for one academic year and pre– and post-tests in RE were also used, which indicated differences in both results and development between the classes. In this essay, the two classes that showed the largest differences in test results between themselves are the focus. Transcriptions of two similar pairs of lesson observations—one an introduction to RE and one a lesson centred on a news quiz—are analysed, focusing on the communication patterns in the two classes that may contribute to an understanding of the differences in achievement and development. A socio-cultural perspective is used, where knowledge and subject- matter knowledge is understood as language that is developed in contextual negotiations. The findings show that questions, both from teachers and from pupils, were more frequent in the class with the better test results. The speech genre used in this class was more analytical and varied, less information dominated, and the content was clearly broader in one of the lessons. The teacher position was also more pupil-oriented and problematising, while what it meant to be a competent pupil in this class was to be talkative and curious.
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- Lilja, Annika, 1963, et al.
(författare)
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Ethical competence – a comparison between the Swedish and the Icelandic curricula and some teachers’ views
- 2018
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Ingår i: Education 3-13. - : Informa UK Limited. - 0300-4279 .- 1475-7575. ; 46:5, s. 506-516
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to highlight some conceptions of ethical competence identified in interviews with teachers in religious education in Sweden, and within analyses of policy documents in a Swedish and an Icelandic educational context. As a starting point we take seven interviewed teachers’ comments about what they view as important ethical competences for their pupils to have. A comparative analysis of Swedish and Icelandic policy documents with regard to the conceptual understandings of ethical competence is made, as well as a comparison between the policy documents and teachers’ comments. The Icelandic curriculum is chosen because it differs from the Swedish one in a sense relevant to an analysis of the teacher interviews. The analyses imply a tension between theoretical and analytical conceptions of ethical competence and an action competence. Finally, some possible threads to consider in developing a broadened and deepened understanding of ethical competence are outlined.
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- Lilja, Annika, 1963, et al.
(författare)
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Teachers’ perspectives on ethics education – expressed as opportunities and challenges
- 2023
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Ingår i: British Journal of Religious Education. - : Taylor & Francis Group. - 0141-6200 .- 1740-7931. ; 45:3, s. 240-250
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, ethics education occupies a prominent position in the curriculum, both in the general, introductory sections and as a part of the subject religious education. The aim of this article is to investigate teachers’ insights regarding ethics education and to contribute knowledge about opportunities and challenges with ethics education, by analysing interviews with ten teachers. Five of the teachers used a fiction-based ethics education within a research and evaluation project, and five teachers used their ordinary ethics teaching. The analysis shows five different themes, time, the students’ background, safe relations, lesson plans, and fiction, to be crucial for ethics education, in relation to both opportunities and challenges. The analysis shows that ethics is a subject that occupies a special position, giving students an education that points to the world and provides opportunities to encounter and explore important situations,in other words, an education that develops a multidimensional ethical competence.
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- Osbeck, Christina, 1969, et al.
(författare)
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Abilities, knowledge requirements and national tests in RE : the Swedish case as an example in the outcome-focused school and society of today
- 2018
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Ingår i: Zeitschrift für Pädagogik und Theologie. - : Walter de Gruyter. - 2366-7796 .- 1437-7160. ; 70:4, s. 397-408
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to present the system that governs Swedish RE in terms of curricular requirements, national tests and their outcomes, and discuss this in light of the current critical debate on an outcome-focused school, as well as the debate on the need for ‘powerful knowledge’. The debate on educational achievements and measurements can be seen from different angles. On the one hand, there are reasons to take the criticisms seriously, for instance concerning how such a focus tends to instrumentalise and superficialise knowledge and education. On the other hand, from a societal perspective, one has to ensure that all students, through their education, have opportunities to develop powerful knowledge that helps to explain the world so that school can contribute to social justice. Against such a background, the Swedish system is described as a rather strongly steering system that regulates schools through curricula but also monitors them through national tests. Through a brief presentation of empirical findings from the EthiCo project, it is shown how this system in practice limits the students’ chances of acquiring a multidimensional ethical competence and instead highlights a one-dimensional argumentative competence. Such a teaching runs the risk of reducing rather than widening students’ ethical competence.
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