| 1. |
- 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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| 2. |
- Lyrén, Per-Erik, 1976-
(författare)
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Prediction of academic performance by means of the Swedish scholastic assessment test
- 2008
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis/Routledge. - 0031-3831 .- 1470-1170. ; 52:6, s. 565-581
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Tidskriftsartikel (refereegranskat)abstract
- This article reviews ten predictive validity studies of the Swedish Scholastic Assessment Test (SweSAT). A primary result is that the predictive validity of the SweSAT seems to be highly dependent upon the study programme being examined; that is, the predictive validity is better at some programmes than others. When compared with the upper-secondary school grade point average, the predictive validity of the SweSAT seems to be fairly good, but there are major differences between study programmes in this case as well. However, it is suggested that the validity of the results is to some extent threatened by methodological issues. A general conclusion is, therefore, that there is room for improving the test itself, as well as the way that predictive validity studies are carried out.
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| 3. |
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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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| 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. |
- Sundberg, Bodil, 1966-, et al.
(författare)
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The Development of Pre-school Student Teachers´ Attitudes Towards Science and Science Teaching During Their University Studies
- 2010
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Ingår i: Contemporary science education research. - Istanbul : Ankara Pegem Akademi. - 9786053640325 ; , s. 157-166, s. 157-166
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Konferensbidrag (refereegranskat)abstract
- Considerable concern has been raised in Sweden about decreasing interest in science among young people. One key to improving attitudes towards science is an early positive contact with science. Numerous studies have however shown that elementary and pre-school teacher generally have negative attitudes towards science and science teaching, as well as poor science content knowledge. As a consequence, science teaching in pre-schools often is fragmented. A pre-school teacher education that prepares student teachers for teaching science with confidence has therefore been put forward as a way of increasing quality science teaching in pre-schools. In this longitudinal study, attitudes towards science and science teaching of students enrolled in a science and art oriented pre-school teacher programme were followed during their first years of university studies.The results show that the socialization process into the scientific discourse takes time, and that one full year of exposure to activities with scientific content was needed for skeptical attitudes towards science to change. The results also indicate that dominant attitudes, norms and behaviors of the pre-school professional culture may clash with developing science teaching skills. Pre-school teacher education therefore also needs to communicate about these contradicting cultures.
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| 6. |
- Kullberg, Angelika, 1969, et al.
(författare)
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Mechanisms enabling knowledge production in learning study
- 2020
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Ingår i: International Journal for Lesson and Learning Studies. - : Emerald Group Publishing Limited. - 2046-8253 .- 2046-8261. ; 9:1, s. 78-91
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Tidskriftsartikel (refereegranskat)abstract
- PurposeThe purpose of this paper is to add to the discussion about practitioner research in schools – by addressing mechanisms and systematic strategies based on theory in a research model, which enables the creation of knowledge products that enhance student learning and are sharable between teachers.Design/methodology/approachThe research question is the following: Can a specific form of teachers’ research produce practice-based knowledge relevant beyond the borders of the local school context? This question is addressed through empirical examples from previously published papers on learning studies in natural sciences, mathematics and language.FindingsThis paper promotes the view that teachers in learning studies can create practical public knowledge relevant beyond their local context. The authors suggest that learning studies and variation theory can offer teachers mechanisms to create such public knowledge.Originality/valueThe paper proposes that teachers’ collaboration in professional learning communities, as in a learning study, not only has the capacity to increase students’ and teachers’ learning, but it can also be used to create practical public knowledge.
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| 7. |
- 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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| 8. |
- 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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| 9. |
- 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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| 10. |
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Learning as social practice: Beyond education as an individual enterprise
- 2021
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This book studies learning as a social enterprise, contextually situated, organized and assessed. It gives a broad theoretic grounding for an understanding of learning which goes beyond a common reductionist approach. The book discusses four related approaches to learning which share a social perspective: social semiotics and multimodality; a design-theoretic approach to learning; a socio-cultural perspective; and a perspective of mimetic learning.
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