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- Sund, Per, 1958-, et al.
(author)
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Teachers' objects of responsibility : something to care about in education for sustainable development?
- 2008
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In: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 14:2, s. 145-163
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Journal article (peer-reviewed)abstract
- Answers to questions about good teaching in environmental education can be expressed in different selective traditions. Questions as to what should be included in good teaching tend to be addressed by both teachers and researchers on an ideological basis. This qualitative study was made using a pragmatist approach, and aims to make an empirical contribution to the debate. Rather than telling teachers what they should teach, this study listen to ten upper secondary school teachers arguments in interviews concerning their long-term teaching purposes. Why should students learn particular things? The teachers’ answers revealed habits and frequently used the same arguments. These arguments recurrently dealt with what teachers cared particularly about, and five objects of responsibility were identified in the interviews. These objects of responsibility constitute starting points of teachers’ actions can be seen as personal anchor points within a selective tradition. These points of departure remind the teachers of their teaching aims and objectives, and at the same time keep them within a tradition. While they help the teachers in their everyday practice, they could just as easily be seen as tacit obstacles to efforts to change environmental education into education for sustainable development. These results are also relevant for science education in general. The study points out important issues as: how the same scientific knowledge could be used for different purposes in education, starting points for content selection in science traditions or in the needs of students and society, and finally different personal anchor points for long-term purposes of teaching based on teachers own ideas of good teaching. These results can be important in developing a reflection tool for teachers, which in turn can help them to reflect more deeply about how they might change their teaching practices.
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- Wickman, Per-Olof, 1955-
(author)
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Using pragmatism to develop didactics in Sweden
- 2012
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In: Zeitschrift für Erziehungswissenschaft. - : Springer Science and Business Media LLC. - 1434-663X .- 1862-5215. ; 15:3, s. 483-501
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Journal article (peer-reviewed)abstract
- This paper reviews how pragmatism has been adopted as a systematic grounding for didactics in Sweden. The approach is action-oriented and emphasises the communicative activities that occur in educational settings. Four methodological components are described: (1) the empirical method of inquiry, the notions of (2) selective traditions and (3) organising purposes, and (4) practical epistemology analysis. Together, these tools can be employed for planning, assessing and analysing the choices teachers make regarding methods and the content of teaching. They have been purposely developed to support teaching and learning in terms of the interactions encountered by teachers in exercising their profession. The units of analysis concern activities and how they are conducive to the purposes of lessons.
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- Maivorsdotter, Ninitha, 1966-, et al.
(author)
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Skating in a life context : Examining the significance of aesthetic experience in sport using practical epistemology analysis
- 2011
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In: Sport, Education and Society. - : Taylor & Francis. - 1357-3322 .- 1470-1243. ; :5, s. 613-628
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Journal article (peer-reviewed)abstract
- The purpose of this article is to suggest and illustrate a methodological approach for studies of learning in physical education (PE) and sport pedagogy in order to investigate and clarify the relation between how people learn and the settings or context in which they learn. Drawing on the work of John Dewey, the later works of Ludwig Wittgenstein and socio-cultural approaches, a practical epistemology analysis (PEA) with a focus on aesthetic judgements is suggested as a way of developing a valuable approach for investigating situated learning. The approach is illustrated by an analysis of a biographical story written by the English author Jenny Diski. As can be seen from the illustration, the significance of aesthetic experience for learning is visible when an author tells us about skating as a child. By using PEA to examine aesthetic experience—operationalised through the aesthetic judgements the author includes in the story—we can shed light on the relation between the skater and the situation in which skating takes place. The fact that aesthetic judgements are used by the author normatively to decide what is to be included and excluded in skating, and also that aesthetic judgements are used to make relations between the skater and her life as a whole, facilitates an exploration of the relation between the sports learner and the life situation in which learning is situated.
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- Ehdwall, Dana Seifeddine, et al.
(author)
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How can a teacher support students with a second language to talk chemistry?
- 2017
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Conference paper (peer-reviewed)abstract
- In this study we investigate how four didactic models can be used by chemistry teachers to improve teaching to support students with a second language to “talk chemistry”. The study contributes to show how these models can be used by chemistry teachers to organise, perform and evaluate chemistry lessons in a way that better support second language students to become more active in talking and so learn chemistry. The material consists of video and audio recordings from chemistry lessons in an introductory class in upper secondary school in Sweden. The study was carried out in two cycles of planning, teaching and reflection in two successive classes. The first cycle was to analyse how a “normal” chemistry lesson gave students opportunities to talk and learn chemistry. In cycle two changes were made by using four models for the purpose of increasing the students opportunities to “talk chemistry”. Our findings show how teachers can also support students with a second language to learn to “talk chemistry” by using the didactic models developed in mono-lingual classrooms when planning and performing chemistry lessons.
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- Johansson, Annie-Maj, et al.
(author)
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Selektiva traditioner i grundskolans tidigare år : Lärares betoningar av kvalitéer i naturvetenskapsundervisningen
- 2013
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In: NorDiNa. - : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 9:1, s. 50-65
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Journal article (peer-reviewed)abstract
- The aim of this study was to elucidate the selective traditions of Swedish primary school teachers in using inquiry-based learning. Material from thirteen interviews where teachers described their own inquiry practice was used to study the selective traditions along with the qualities these traditions emphasized. Four different selective traditions were identified: the fact oriented, the activity oriented, the collaboration oriented and the community oriented traditions. Different qualities were emphasized in the different traditions, for instance regarding whether teaching and inquiry should be difficult, correct, free or fun.
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- Persson, Lena, 1947-, et al.
(author)
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Worry becomes hope in education for sustainable development : An action research study at a secondary School
- 2011
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In: Utbildning och Demokrati. - Uppsala : Uppsala universitet. - 1102-6472 .- 2001-7316. ; 20:1, s. 123-144
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Journal article (peer-reviewed)abstract
- Researchers in environmental education and education for sustainable de- velopment (ESD) have discussed in what ways young people’s experience in school may contribute to their action competence. This paper illustrates how an action research study centered on students’ reflections can contribute to a change in teaching that supports their action competence in education for sustainable development (ESD). The emphasis is on a pluralistic approach to ESD in which problems concerning sustainable development are considered as open-ended where students’ voices, action competence and decision-making play an important role. The researcher together with a teacher and her Year 9 class in a suburb of Stockholm carried out the action research study. The research corpus for the study was the students’ reflections in log books and interviews. Interviews were conducted with a smaller group of five students, and an interview was also made with the teacher at the end of the project to document her experiences. The case illustrates how students’ worries were made salient through their reflections, which in turn made a change in teach- ing possible that transformed students’ worries into hope and supported their action competence. This way of working in the school practice may help teach- ers to think about ESD in new ways as well as in other areas of education.
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