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| 2. |
- Samuelsson, Robin, 1985-
(författare)
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Guidad lek i förskolan : Språkutveckling mellan undervisning och lek
- 2021
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Kan vi undervisa barn på ett lekfullt sätt så att de får möjlighet att utveckla språket och samtidigt stimuleras till socialt och kulturellt lärande? Detta är en av de viktigaste förskolepedagogiska frågorna i dag, när barn förutsätts lära sig ett ständigt växande innehåll i en snabbt föränderlig värld.Här presenteras nu för första gången guidad lek i en svensk förskolepedagogisk kontext. Det är en forskningsbaserad arbetsmetod som används för att skapa lärande genom interaktion och delaktighet. Författaren beskriver hur metoden bygger vidare på den lekbaserade pedagogiska miljön som redan finns på svenska förskolor, och ger intresseväckande inblickar i internationell forskning på området. En lång rad praktiska exempel från svensk förskola lyfts fram, där författaren resonerar kring hur barnens utforskande stöttas genom guidad lek. Målet är att visa hur pedagogen kan göra aktiva och avgörande insatser för ett lekbaserat lärande hos barnen.Guidad lek i förskolan är i första hand riktad till förskollärarstudenter och verksamma pedagoger i förskolan.
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| 4. |
- Bergmark, Ulrika, et al.
(författare)
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Aktionsforskning i undervisningen : från idé till handling
- 2021. - 1
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Aktionsforskningens styrka ligger i att den för samman forskning med undervisning och lärares erfarenheter. I den här boken beskrivs aktionsforskningsprocesen från idé till konkret handling. Teman som berörs är:uppstart och planering av processenmetoder för dokumentation och analysolika samtalsmodellerhur barn och elever kan vara delaktiga i aktionsforskningsprocessenhandledning, dess olika faser samt handledarrollenteoretiska perspektiv på kunskap, lärande och undervisningbetyedelsen av förväntningar som bidrar till reflektion, dialog och lärande. Aktionsforskning i undervisningen: från idé till handling vänder sig till lärare och rektorer inom alla skolans stadier, från förskola till vuxenutbilddning. Boken fungerar som vägledning för verksamma i förskolor och skolor som på egen hand vill initiera och genomföra en aktionsforskningsprocess i undervisningen, men den kan även användas i samverkansprojekt mellan universitet och skolverksamhet.
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| 5. |
- Berkhuizen, Carina
(författare)
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Barns samspel bortom förskolans väggar : Om yngre barns samspel och platsskapande på förskolegården och i en mobil förskola
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The general aim of this thesis is to explore the relations between children’s interaction and places within preschool activities. How children’s interaction opportunities are conditioned by the physical and social environment in the preschool yard (study I), as well as place-making processes in various contexts in mobile preschool activities (studies II and III), are examined within the framework of this purpose. As these three sub-studies have different research focuses, they use different theoretical perspectives. In study I, special attention is given to how the physical environment and teachers emerge in the contexts of children’s (aged 1–3 years) interaction in the preschool yard. Study II focuses on how children (aged 3–4 years) use the spatiality of a mobile preschool to create places in a recurring fantasy play. In study III, the focus is directed on both children’s place-making within fantasy play and how children and teachers create “place” together in a mobile preschool. Destination choices can be part of place-making processes of a mobile preschool; therefore, which aspects considered as important, in choosing a destination, are investigated. The first study starts from sociocultural perspectives on children’s interaction (e.g. Vygotsky, 1930/ 1995). Taking an abductive approach, the concept of artifacts (Wartofsky, 1979) and concepts from an environmental psychological perspective (see Gump, 1969; Westlander, 1999; Wicker, 1985, 1987) are added to explore how the social and physical environments relate to opportunities for different interactions. The results show how children reveal "interaction junctions" and "interaction swathes" in their activities within the preschool yard. In order to investigate place-making within a mobile preschool, the second and third studies combine a relational perspective on spatiality (Massey, 2005) with a sociology of childhood perspective that emphasizes children’s agency and collective activities, such as fantasy play (e.g. Corsaro, 2015). The results show how children create their own “play-places” in their place-making and how teachers choose destinations. Through its chosen perspectives and focus on younger preschoolers, this thesis provides further knowledge on how opportunities for interaction can arise in the preschool yard. Furthermore, this thesis reveals a new kind of spatiality within the preschool – that is, a mobile preschool – by using a relational perspective on place-making. Thus, this thesis contributes additional knowledge in the interdisciplinary field of Childhood Studies regarding children’s (possible) interaction in diverse places.
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| 6. |
- Axell, Cecilia, 1965-, et al.
(författare)
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Technology in children's picture books as an agent for reinforcing or challenging traditional gender stereotypes
- 2021
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Ingår i: International journal of technology and design education. - Switzerland : Springer. - 0957-7572 .- 1573-1804. ; 31, s. 27-39
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Tidskriftsartikel (refereegranskat)abstract
- Technology is a field with strong connections to the female/male dichotomy. Children start to stereotype everyday life regarding this dichotomy as early as the age of two. The preschool, through its activities—among them reading aloud from picture books—is an arena where societal norms can be either preserved or challenged. Books about different artefacts, e.g. cars, airplanes and boats, often serve as an introduction for children about the human application of technology and may influence how they identify and categorise the technology they encounter in everyday life. The aim of this study was to investigate the technological content in a selection of picture books from a gender perspective. Since preschools in Sweden often use books from libraries in their daily activities, the empirical material was derived from the library sections Facts for youngsters and Technology for youngsters, aimed at children aged 1–3 and 3–6. A thematic analysis was used to discover the dominant themes within the books. The results show that there is a focus on how separate artefacts function but no detailed explanation of how these artefacts are connected or what kind of implications they have in a societal context. There also seems to be an emphasis on traditionally masculine coded technology.
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| 7. |
- Widhe, Olle, 1971, et al.
(författare)
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Högläsning som estetisk praktik. Att läsa tillsammans med äldre elever
- 2020
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Ingår i: Bildning, utbildning, fortbildning. Trettonde nationella konferensen i svenska med didaktisk inriktning ; Linköping 22-23 november 2018 / redaktörer: Maritha Johansson, Bengt-Göran Martinsson, Suzanne Parmenius Swärd.. - Linköping : SMDI - Nationella nätverket för svenska med didaktisk inriktning. - 1651-9132. - 9789179298449
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Bokkapitel (refereegranskat)abstract
- Artikeln syftar till att undersöka situationer då lärare ägnar sig åt högläsning tillsammans med äldre elever. Materialet utgörs av ett fokusgruppssamtal med tre erfarna svensklärare i Västra Götaland, en från högstadiet och två från gymnasiet. Genom lärarnas samtal får vi kunskap om vad högläsning tillsammans med äldre elever kan innebära och vilken plats den kan tilldelas i undervisningen. Vårt resultat pekar mot att högläsning inte enbart hör hemma i undervisningen av yngre elever, ovana läsare, nyanlända elever eller elever med särskilda behov. Tvärt om visar det sig att lärarna ser många generella fördelar med högläsning och att den även tycks uppskattas av eleverna själva. Parallellt med detta visar undersökningen att högläsning inte bör reduceras till enbart en metod för att uppnå andra lärandemål. Med utgångspunkt i analysen av lärarnas samtal genereras här tre begrepp, högläsningskonvention, estetiskt delande och auditiv föreställning, vilka understryker att högläsning tillsammans med äldre elever kan tillskrivas en estetisk dimension med ett eget värde.
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| 8. |
- Forslund Frykedal, Karin, 1961-
(författare)
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Bedömning vid grupparbete
- 2020
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Ingår i: Handbok för grupparbete: att skapa fungerande grupparbeten i undervisning. - Lund : Studentlitteratur. - 9789144132556 ; , s. 277-288
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- 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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| 10. |
- Lundmark, Sofia, PhD, et al.
(författare)
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Didactical dilemmas with mobile phones in vocational educational classrooms
- 2021
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Ingår i: INTED2021 Proceedings. - : The International Academy of Technology, Education and Development. - 9788409276660 ; , s. 8476-
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Konferensbidrag (refereegranskat)abstract
- This paper presents ongoing research on vocational didactical dilemmas in Sweden, and examples from a study that focuses on didactical dilemmas with mobile phones in the vocational educational classroom. The paper is based on a tentative study of the risks identified in two different projects where young people in Swedish upper secondary schools' vocational programs have been video- and audio recorded, and interviewed. As the role of the mobile phone in the professional classroom has become more and more important, the fact that most young people in Sweden bring their mobile phones with them to school is nothing new in itself, everyone who has set foot in an upper secondary school knows that. What we know less about, however, is what the young people actually do with the mobile phones and what consequences this can have for the young people's everyday life in the actual classroom. The various examples that we present in this paper contains aspects of risks related to mobile phone use in the vocational classroom divided into two categories; first we present examples where we have identified risks related to safety and health; and then we focus on examples where it is primarily about social risks. The examples show that there is a difference in how the students orient themselves towards the mobile phone and risks as either: the mobile phone as a danger to the safety of the classroom or to the health of the individual student or her classmates, or that the mobile phone constitutes a risk for the students to be hung out in public. The fact that the use of the mobile phone can pose a health risk by stealing students' attention is an aspect of mobile phone that distinguishes the vocational programs from other educational classrooms; it can actually be dangerous to use the mobile phone even if it only in rare cases has consequences for the health of the studied participants. It also explains why the teachers in the studied vocational classrooms to a greater extent and more actively work to hinder the use of mobile phones among the students as it is included as part of the constant security thinking in the vocational classroom. The vocational teachers' normative view of the mobile phone as a risk factor also partly agrees with how the students orient themselves towards the use of the mobile phone. This paper shows that the students also orient themselves towards other risks than those the teacher’s pay attention to.In this paper, so forth, we show that there is a great need to study risk aspects of the presence of mobile phones in the classroom and the initial survey shows that mobile phones can pose risks in the form of security risks, as well as social vulnerability, and that we need new ways of attacking risk as a concept when we discuss students and their mobile phones in the vocational educational classroom. Based on the examples presented in the paper, there are also aspects of the difference between being at risk and risk-taking, for example when are the students in danger and when do they take risks by using the mobile phones in the classroom? Regardless, the mobile phone in the vocational classroom includes questions about risks that needs to be handled by as a didactic dilemma.
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