| 1. |
- Almqvist, Jonas, 1968-, et al.
(author)
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Pragmatiska studier av meningsskapande
- 2008
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In: Utbildning och Demokrati. - 1102-6472 .- 2001-7316. ; 17:3, s. 11-24
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Journal article (peer-reviewed)abstract
- The overall aim of the article is to present a pragmatic approach for studies of meaning-making used in the articles of this issue. The approach, which is developed within the SMEDgroup (Studies of Meaning-making in Educational Discourses), mainly builds on the writings of John Dewey, Ludwig Wittgenstein and Michel Foucault. A common ambition for the researchers in SMED is to enable studies and discussions on questions concerning how meanings are made in people’s actions. Another ambition is to carry out these studies beyond assumptions of dualism, essentialism, causality and determinism. In this perspective learning and socialization are viewed in a communicative perspective. We argue in the article that our approach makes it possible, and important, to study meaning-making in action in different kinds of educational practices.
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| 2. |
- Gunnars, Fabian, et al.
(author)
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Adult Education Teacher’s Perception Of Gamification Implemented In Distance Education
- 2021
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In: 4th annual International Conference of Education, Research and Innovation (ICERI), 8th and 9th of November 2021. - Barceló Sevilla Renacimiento, Sevilla, Spanien : IATED. - 9788409345496
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Conference paper (peer-reviewed)abstract
- This paper discusses perceptions of educational gamification and its potential opportunities for reducing student dropout and teacher workload. Interviews of nine teachers and their technology acceptance were studied in conjunction with the implementation of a gamified online system during 2019, fully designed for distance education. Results indicate perceptions of reduced workload, prevention of students from handing in late, and facilitating activity in courses. However, perceptions of clear suspicion towards Educational Gamification also related acceptance as insufficient for behavioural intent until very conclusive result demonstrations of behavioural performance are available to the teachers. Implications for lifelong learning and ethical concerns are briefly discussed.
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| 3. |
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| 4. |
- Österholm, Magnus, Docent, et al.
(author)
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Professional development at national scale : Effects on teacher knowledge and practice
- 2024
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In: Studies in Educational Evaluation. - : Elsevier. - 0191-491X .- 1879-2529. ; 83
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Journal article (peer-reviewed)abstract
- The purpose of this study is to examine the effects of a Swedish nation-wide professional development on participating teachers’ teaching practice and their knowledge, where collegial work, as a central part of the professional development, is taken into account as a factor to influence the outcome. We conducted statistical analyses (linear mixed models) on observational and interview data from a random selection of 105 teachers (grades 1–10/primary and secondary school). The results show effects on several aspects of teacher knowledge and teacher practice. However, the results show no connections between how the teachers have worked collegially and the observed changes in the teacher's knowledge and practice. © 2024 The Authors
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| 5. |
- Boström, Lena, 1960-, et al.
(author)
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In search of didactics in school-age educare centres : To conceptualize what exists but has not yet been found
- 2022
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In: Nordisk tidsskrift for pedagogikk og kritikk. - Oslo, Norway : Cappelen Damm Akademisk AS * Nordic Open Access Scholarly Publishing. - 2387-5739. ; 8:1
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Journal article (peer-reviewed)abstract
- The purpose of this paper is to focus on approaches that could build a didactic framework for School-Age Educare Centres (SAECs). As a theoretical basis and a research field, didactics exists within many disciplines (e.g., education in natural sciences and preschool). This is not the case within the SAEC. While a lot of research has been devoted to subject didactics, there is a lack of research on didactics in SAECs, and the marginal research that exists shows a fragmented picture of what it could consist of. However, researchers in the field agree that didactics in SAECs is something else than subject didactics and differs from general didactics. Our aim in this paper is to suggest and discuss how a didactic framework in SAECs could be conceptualized with an intention in the near future to find the specific didactics that distinguishes the work in SAECs. The proposed design involves theory building/testing with a bottom-up perspective and various data collection methods. Because building a didactic theory for SAECs is the intention, the research process will take informed grounded theory (GT) as its methodological starting point. The empirical material will be related to the two dominant didactic frameworks: the German and the Anglo-Saxon. This framework will also be critically reviewed in relation to the activities in SAECs. The results will contribute important knowledge to the development of a relevant and useful didactic theory for SAECs. The practical implications are directly relevant to every stakeholder affected by the SAECs’ activities: policy actors, staff, students, and researchers. In the long term, we will be able to find a legitimate platform for didactics in SAECs, which will have concrete importance for professionals and researchers in particular.
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| 6. |
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| 7. |
- Prince, Solene
(author)
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From Sustainability to the Anthropocene : Reflections on a Pedagogy of Tourism Research for Planetary Attachment
- 2020
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In: Journal of Teaching in Travel & Tourism. - : Taylor & Francis. - 1531-3220 .- 1531-3239. ; 20:3, s. 173-189
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Journal article (peer-reviewed)abstract
- Though tourism research has become more value-laden in its scholarship and pedagogy, there is still a risk that tourism higher educationcurricula (re)produce uncritical views of society and sustainability.I argue that research methodology courses and assignments basedon data collection can legitimize the use of sustainable tourism solutions based in generalizations and abstractions, rather than encouragethe dialogue and reflectivity needed for major change in times of crisis.They also risk promoting a self-serving agenda where researchers (re)produce their success in the knowledge economy. In light of thelimitations of the sustainability concept in time of planetary crisis,I look into the possibilities of a tourism research pedagogy in theAnthropocene by uncovering arguments for plurality and deliberationin knowledge production. Social scientists need to address questionsof ethics in times of crisis. Conjointly, the Anthropocene highlights ourplanetary attachment, where human responsibility and social actionare imminent.
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| 8. |
- Oskarsson, Magnus, 1962-, et al.
(author)
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PISA 2015 - Bakgrund och metoder med exempel
- 2016
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Reports (other academic/artistic)abstract
- År 2015 genomfördes för sjätte gången OECD:s internationella kunskaps-undersökning PISA (Programme for International Student Assessment). Studien har sedan 2000 genomförts vart tredje år och undersöker 15-åriga elevers kunskaper i naturvetenskap, läsförståelse och matematik. PISA syftar också till att öka förståelsen för orsakerna till och konsekvenserna av observerade skillnader i kunskaper.Vid varje mätning turas de tre kunskapsområdena om att vara huvud-område. I PISA 2015 är naturvetenskap huvudområde för andra gången. Innehållet i PISA utformas utifrån ett ramverk som uppdateras varje gång kunskapsområdet är huvudområde. Denna rapport beskriver ramverket för naturvetenskap, läsförståelse och matematik och är en svensk sammanfattning av PISA 2015 Assessment and Analytical Framework. Science, Reading, Mathematic and Financial Literacy, som tagits fram av OECD. Rapporten innehåller också exempel på provuppgifter till eleverna. Rapporten är en bilaga till Skolverkets rapport 450, PISA 2015. 15-åringars kunskaper i naturvetenskap, läsförståelse och matematik, där några av de viktigaste resultaten från PISA 2015 presenteras med fokus på Sverige.Författarna till denna rapport är de forskare som ansvarat för naturveten-skap, läsförståelse och matematik i PISA 2015.Eva Lundgren på Skolverket har det övergripande ansvaret för PISA i Sverige. På Skolverkets uppdrag har PISA 2015 genomförts av Mittuniversitetet i samarbete med Stockholms universitet. Mittuniversitetet har haft det operativa ansvaret och även ansvarat för naturvetenskap medan Stockholms universitet ansvarat för matematik och läsförståelse. Magnus Oskarsson har varit nationell projektledare och har tillsammans med Maria Lundgren och Lena Lenner ansvarat för studiens praktiska genomförande. Magnus Oskarsson har också tillsammans med Nina Eliasson och K-G Karlsson ansvarat för naturvetenskap. Ulf Fredriksson och Maria Rasmusson har ansvarat för läsförståelse, samt Astrid Pettersson och Samuel Sollerman ansvarat för matematik.Skolverket vill rikta ett stort tack till alla som arbetat med PISA 2015 och framför allt till de cirka 5 500 elever som deltagit och till deras lärare och rektorer!
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| 9. |
- Rasmusson, Maria, 1973-, et al.
(author)
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“It’s easier to read on the Internet—you just click on what you want to read...” : Abilities and skills needed for reading on the Internet
- 2013
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In: Education and Information Technologies. - New York, NY : Springer. - 1360-2357 .- 1573-7608. ; 18:3, s. 401-419
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Journal article (peer-reviewed)abstract
- Today’s youth spend a lot of time on the Internet where they meet a multimodal world. The focus in the present study has been on the skills and abilities needed for on-line reading. This study explores reading on the Internet, with pairs of Swedish students aged 10 and 15. The pairs completed tasks on the Internet and these sessions were video-taped. Five main categories of skills and abilities were found: traditional literacy, multimodal literacy, path-finding, IT abilities, and information abilities. The results support earlier research in the field at large, and also add to the literature on on-line reading, in areas such as the crucial need for the ability to spell and knowing web address conventions in English.
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| 10. |
- Grönlund, Erik, 1964-
(author)
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Why is emergy so difficult to explain to my ecology and environmental science friends?
- 2018
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Reports (other academic/artistic)abstract
- Communication problems concerning the emergy concept, in an ecology/environmental science context are described. Problematic areas to communicate are identified, as 1) the different use of the energy concept, where adding up energies of different kinds are not accepted, 2) the size of tidal and deep heat emergy compared to solar energy, 3) the solar energy being represented by rainfall or land cycle, and 4) the view on value and connection to economics. Pedagogic experiences are shared regarding 1) how to communicate the energy hierarchy concept, 2) the communication benefits of decoupling the hypothesis' of energy hierarchy, maximum empower and pulsing, and 3) communication to economists regarding the emergy concepts relation to economics. Some larger contextual reasons influencing the communication are also identified as 1) the important paradigm shift in ecology during the 1970s, from a holistic ecosystem ecology to a reductionistic population and community ecology, and 2) the dualistic view of quantity and quality regarding the four main types of flows existing in systems (energy, mass, money and information), where useful qualitative measures seem to be missing as a complement to the quantitative measure of information in bits. The main recommendation from this paper is that even more carefulness is spent on explaining that the emergy concept relies on the theory of the energy hierarchy, with the implication that the energy concept is used in a slightly, but very important, different way than by most scientists.
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