| 1. |
- Blanck, Sara, 1980-
(författare)
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Elever möter samhällsfrågor : Didaktiska och bildningsteoretiska perspektiv på samhällsorienterande undervisning om epoktypiska samhällsfrågor
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Med utgångspunkt i didaktik och bildningsteoretiska perspektiv är syftet med denna avhandling att undersöka och analysera ämnesövergripande undervisning om epoktypiska samhällsfrågor i grundskolan för att utveckla kunskap om undervisningens didaktiska möjligheter och utmaningar.Avhandlingen är en sammanläggning och består av tre ingående texter: en licentiatuppsats om samhällskunskapsämnet i ämnesintegrerad undervisning som genomfördes 2012–2014 samt två artiklar från forskningsprojektet ”Att utveckla undervisning i samhällsfrågor: om didaktiska val i SO-ämnena i grundskolans mellanår 4-6” som genomfördes 2017–2022. I de empiriska undersökningarna användes olika metoder såsom observationer och ljudinspelning av undervisning, intervjuer med lärare, enkät, fokusgruppsintervjuer med elever samt forsknings- och utvecklingscirkel tillsammans med lärare. Vid analysen används didaktiska och bildningsteoretiska perspektiv för att analysera empirin. Resultaten presenteras i form av så kallade curriculumprinciper som kan fungera som utgångspunkter för lärares didaktiska analys, val och handlingar, när det kommer till undervisning om epoktypiska samhällsfrågor. Genom en analys av de didaktiska relationerna visas betydelsen av att lärarens didaktiska val görs utifrån ett relevant och kraftfullt innehåll som också blir meningsfullt för elevers samtid och framtid. Fyra curriculumprinciper föreslås som utgångspunkter för lärare när de planerar och genomför undervisning om epoktypiska samhällsfrågor. De två första principerna handlar om hur ett flerdimensionellt bildningsbegrepp, där kognitiva, etiska och estetiska dimensioner samverkar, kan utgöra en målsättning för undervisningen. Innehållet kan struktureras i ämnessamspel med skolämnenas olika bidrag till förståelsen av dessa komplexa samhällsfrågor. Den tredje och fjärde principen har utgångspunkt i dels elevers begreppsliga utveckling genom autentiska exempel och inferenser dels i hur lärares didaktiska val av exempel blir betydelsefulla för hur innehållet förstås av eleverna.
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| 2. |
- Doyle, Andrew, 1992-
(författare)
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Consolidating concepts of technology education : From rhetoric towards a potential reality
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The thesis focuses on the relationship between international rhetoric and classroom realities in technology education. For some time there has been widespread recognition that the intended goals for learning in the subject area have failed to manifest in enacted practices as envisioned. As the intermediary between rhetoric and reality, the technology teachers and ways of understanding their enacted practices are the focus of this work. The thesis is based on four research articles which adopt theoretical and empirical approaches to investigating the technology teacher as mediator of enacted practice. In Article I, technology education in the Irish national context is investigated through technology teachers’ reflections on enacted practice. In response to a variety of situational- and systemic- factors which impede classroom practice being identified, Article II and III theorise approaches to investigating enacted practice in technology. In acknowledging the epistemological basis of technology as depicted in the extant literature, a reconceptualisation of how to utilise pedagogical content knowledge research in explaining enacted practice is put forward. Article IV returns to the technology teacher in a transnational context, whereby teachers from the Republic of Ireland, Sweden and New Zealand are interviewed in constructing a grounded theory of teachers’ purposes for teaching technology. The contributions of the research are twofold. Firstly, following the identification of evidence to support the existence of rhetoric-reality tensions in technology education, an ecologically situated framework of enacted practice is put forward. The framework acknowledges how subject matter is treated in technology education in striving for more comprehensive ways of investigating enacted practice. Secondly, in taking a preliminary step toward understanding enacted practices, a grounded theory of teachers’ purposes for teaching technology is put forward. This grounded theory offers a unified model for articulating the purposes of teaching technology that prevail in classroom realities today.
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| 3. |
- Bodén, Linnea, 1981-
(författare)
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Present absences : Exploring the posthumanist entanglements of school absenteeism
- 2016
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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.
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| 4. |
- Elfström Pettersson, Katarina, 1959-
(författare)
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Production and Products of Preschool Documentation : Entanglements of children, things, and templates
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The objective of the present study is to produce knowledge about how children, things, documents, computers, teachers, templates and other entities take part in and produce documentation in preschool systematic quality development work. The thesis asks questions about how and what is produced as quality in preschool documentation. Through a posthumanist agential realist approach, the study engages empirically in video recordings of preschool documentation practices from one Swedish preschool, and in documentation from four other Swedish preschools.The results, presented in four articles, show that documentation practice is complex and entangled with a variety of entities, human and non-human, and spaces and time. The study shows how children’s participation in production of documentation does not depend on which documentation method is used. In the study, objects such as computers, images and coloured labels, together with teachers’ attitudes and agendas, have an impact on the way that children are involved in producing documentation. The results also show that the products of documentation, intra-acting with a local template, with past and present preschool traditions and policies, produce rather than represent certain elements of quality such as teachers’ actions, children’s interests and thematic work. The thesis produces knowledge about how the focus of preschool documentation shifts away from individual children and towards teachers’ activities, and creates possibilities for what preschool practices and quality may become.
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| 5. |
- Hajjouji Hennius, Samira, 1972-
(författare)
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"Vi kan skriva förargument och sedan motargument" : Om deliberativa samtal i undervisning i svenska som andraspråk på högskolenivå
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In the light of the twofold mission of Swedish schools, that is to say enabling pupils to develop both subject knowledge and a democratic attitude, the purpose of this thesis is to investigate to what extent adult higher education students from different language and social backgrounds, studying Swedish as a second language, are able to carry out joint writing assignments with the aid of deliberative discourse, and to what extent they thereby also develop a deliberative attitude. The twofold mission of education applies to them too. While there already exists a certain amount of research into deliberative discourse relating to education in schools, the perspective of higher education didactics in this research is still lacking. The present study is to be viewed as a first contribution to this research.The theoretical starting point of this study includes previous research into deliberative discourse by further developing an existing model regarding criteria for deliberative discourse, for example that there is a striving towards agreement, although the consensus may be temporary, that diverging opinions can be set against each other, that tolerance and respect for views other than one’s own are shown, and that traditional outlooks can be questioned. This model is supplemented by designations for a number of disruptive behaviours, such as ridiculing, ignoring, interrupting people and engaging in private conversations. The thus further developed model will thereafter act as a lens in the analysis of students’ discussions when writing joint texts. Another theoretical starting point is the view of education as communication, and of the possibility of communication creating a third place, thereby developing democracy in the here and now-situation.For this study, comprising 18 hours of observation of nine students, that is to say the discussions of three groups in connection with writing texts on different occasions, various ethnographic data collection methods have been employed, for example video recordings, participant observations, field notes and interviews in conjunction with the discussions.The analysis clarifies that the three groups developed their deliberation as the discussions about the joint assignment proceeded, and that most of the nine students furthermore expressed at least an openness towards a deliberative attitude for further discussions in the future. The disruptive behaviours mentioned in connection with the analytical model that could be identified in the discussions, for example interruptions and private conversations, proved not to constitute real disturbances; on the contrary they actually contributed towards the discussions developing, enabling them to continue. On the other hand, other and not previously identified disturbances occurred, for example a focus on grades, the lack of time and lacking language ability, which all in different ways affected the students’ attitudes towards their work. For any future didactical work on deliberative discourse in Swedish as a second language within higher education, these disturbances would need to be highlighted and made aware of for both teachers and students.Keywords: higher education didactics, communication, deliberative discourse, deliberative attitude, John Dewey, Tomas Englund, heterogeneity, ethnographic data collection methods.
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| 6. |
- Hagvall Svensson, Oskar, 1990
(författare)
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What's wrong with engineering education? Comparing and combining a teaching-problematization and a culture-problematization
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- While much has been said about what is wrong with engineering education, the assumptions we make when talking about its problems often remain hidden. One particularly common implicit assumption is that inadequate teaching is the primary antecedent of educational problems. Following such a problematization, efforts to improve engineering education have often centered on developing and spreading better teaching methods. In recent years, however, an alternative assumption has been proposed, locating problems in the culture of engineering education rather than in educational designs. In line with such a problematization, research and reform tasks are significantly broadened. In this thesis, I interrogate these alternative problematizations and the research that draws on them. I present my own work in two parts, building on case studies and fieldwork. The first part comprises two papers focused on evaluating the pedagogical possibilities of teaching methods positioned as better preparing students for professional practice. The second part comprises three papers focused on how cultural processes facilitate and constrain educational outcomes. Taken together, the findings illustrate how both teaching methods and cultural processes may serve as barriers to engineering learning, suggesting that researchers and educators alike may do well to combine a focus on teaching with a focus on culture when attending to educational problems. Furthermore, the findings also illustrate that although educational development usually involves making prioritizations between competing educational objectives, value-judgements risk being obscured in talk of educational problems. As such, educators and researchers alike need to develop an aptitude for values-clarification as they take on questions of educational development. In light of these findings, I argue that there is dual value in adopting a vocabulary of cultural analysis when talking about what is wrong with engineering education. First, such a vocabulary may help to identify leverage points for educational development that otherwise may remain unexplored. Second, such a vocabulary may contribute to talk of educational development becoming more open to critical deliberation.
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| 7. |
- Larsson, Johanna, 1986-
(författare)
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Trainee teacher identities in the discourses of physics teacher education : Going against the flow of university physics
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis investigates what is involved in being recognized as a legitimate physics teacher-to-be in a Swedish physics teacher programme. Drawing on in-depth, qualitative interviews with 17 physics teacher educators and 17 trainee physics teachers, this thesis sees learning to become a physics teacher as a process of performing professional identities. It demonstrates aligning discourses of educators and trainees, and outlines a number of challenges that trainees have to negotiate when learning to become physics teachers.The first part of the project analyzes the discourses of teacher educators. Four discourse models are identified which demonstrate how the talk of physics lecturers portrays the default goal of learning physics as becoming a researcher. Choosing to become a teacher in this system, means diverting from the expected path of a physics student, and moving backwards towards school physics. In such a system, trainee physics teachers are described as less competent and ambitious than other physics students, and can be understood to be incomprehensibly “going against the flow” of university physics by aiming towards school physics.The second part of the project shows how physics courses are experienced by the trainee physics teachers as primarily meeting the needs of other student groups. The educators’ talk about trainee teachers as less competent and ambitious is mirrored by trainees who see no incentive to try hard for good results. The analysis shows a physics study culture that emphasises brilliance and nerdiness, resulting in a passive classroom culture and high stress. Deepened analysis of the identity negotiations of three female interviewees shows how trainee teachers are resourceful in navigating this study culture. Combining positions of feminine woman, trainee teacher, and physics student, these students create practices of relaxed and constructive physics learning that challenge the elitist physics discourse.The education of physics teachers is important for many reasons. There are projected shortages of trained teachers, and physics teachers have the power to affect how physics, a field that is lacking diversity, is perceived by young people. By exploring how becoming a physics teacher is entangled with discourses of competence, femininity, and the status of the physics discipline this thesis takes a novel approach to the education of physics teachers. The findings suggest that physics faculty in their role as teacher educators examine assumptions about physics teacher education and trainee physics teachers, and can be used to empower trainee physics teachers to challenge norms of brilliance and masculinity in physics.
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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. |
- Elofsson, Jessica
(författare)
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Children’s early mathematics learning and development : Number game interventions and number line estimations
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Children’s early mathematics learning and development have become a topic of increasing interest over the past decade since early mathematical knowledge and skills have been shown to be a strong predictor of later mathematics performance. Understanding how children develop mathematical knowledge and skills and how they can be supported in their early learning could thus prove to be a vital component in promoting learning of more formal mathematics.In light of the above, with this thesis I sought to contribute to an increased understanding of children’s early mathematics learning and development by examining effects of playing different number games on children’s number knowledge and skills, and by investigating children’s representations of numbers on number line tasks.Two number game intervention studies were performed, and effects of three different number game conditions (linear number, circular number and nonlinear number) were investigated by examining 5- and 6-year-old children’s pre- and posttest performance on different numerical tasks. The findings indicate that playing number games in general support children’s development of number knowledge and skills, where the specific learning outcomes are affected differently depending on the type of number game utilized.To elucidate children’s representations of numbers, their performance on two different umber line tasks have been analyzed using a latent class modeling approach. The results reveal that there is a heterogeneity in 5- and 6-year-old children’s number line estimations and subgroups of children showing different estimation patterns were distinguished. In addition, it is shown that children’s number line estimations can be associated to their number knowledge as well as to task specific aspects.The findings presented in this thesis contribute to the discussion of the value of selecting game activities in a conscious way to support children’s early mathematics learning and development. They also add to the discussion regarding the number line task and how children’s number line estimations can be analyzed and interpreted.
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| 10. |
- Sandahl, Johan, 1974-
(författare)
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Medborgarbildning i gymnasiet : Ämneskunnande och medborgarbildning i gymnasieskolans samhälls- och historieundervisning
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The school subjects of history and social science are expected to contribute with historical and social scientific knowledge, skills and abilities: that is, subject knowledge. The subject knowledge that students achieve during their schooling is not only meant for future studies, but is also expected to inform a life as democratic citizens. However, the curriculum and syllabus have not always been explicit about this aim, and the relationship between subject knowledge and citizenship education is only vaguely explained. This thesis investigates this relationship within the context of history and social science education in Swedish upper secondary school. The educational dimensions of Biesta – socialisation, qualification and subjectification – are used as an approach to this investigation.The aim of the study is to explore, analyse and discuss the role of history and social science teaching for students’ citizenship education. This is done by investigating curricula, teaching and educational discourses and by using both empirical methods and content analysis. The thesis is a compilation of five articles, all exploring subject knowledge and its connection to students’ citizenship education. The first two articles investigate possible second-order concepts in social science education, which are described and discussed using theories and concepts from history didactics. The findings in these articles work as a basis for further study in following articles, where the subject knowledge and its connections to citizenship education are explored in more depth. Taken together, the articles present a rich picture of the complex reality of teaching and provide a basis for understanding better how teachers, students and curricula express subject knowledge and how this is related, or not, to citizen education.The contribution of the thesis is a more developed theoretical and conceptual understanding of history and social science education, especially through concepts that can be used in practical teaching in order to strengthen and develop citizenship education.
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