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- Gustafsson, Karin, 1950, et al.
(författare)
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Leka och lära. : SOU1997:108. s. 202-211
- 1997
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Ingår i: SOU 1997:108. Att lämna skolan med rak rygg – om rätten till skriftspråket och om förskolans och skolans möjligheter att förebygga och möte läs- och skrivsvårigheter. .. - Stockholm : Fritzes.
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Annan publikation (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Lundqvist, Robert
(författare)
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Critical thinking and the art of making good mistakes
- 1999
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Ingår i: Teaching in Higher Education. - : Informa UK Limited. - 1356-2517 .- 1470-1294. ; 4:4, s. 523-531
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Tidskriftsartikel (refereegranskat)abstract
- Critical thinking, desirable as it may seem, can imply an emphasis on the ability to deconstruct. This ability is clearly important, but reasonably only part of what is required for learning which must comprise integration and the finding of patterns. Reflection is also fundamental and a critical attitude might provide a detriment to such reflection since critique often seems to rely on a focus on results, rather than on reflection upon mistakes. The arguments will be supported by a description of the experiences from a statistics course comprising peer review and attempts to stimulate the making of good mistakes.
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| 4. |
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| 5. |
- Vallberg Roth, Ann-Christine
(författare)
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Könsdidaktiska mönster i förskolepedagogiska texter
- 1998
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The main issue of the thesis is to study the gender didactic patterns that can be found in Swedish, historical and present pre-school curricular texts. The selected period starts from around the 1850s until the middle of the 1990s. The study is based on a social and historical context, curriculum theory and gender theory. The analysed texts are the following, (1) Handbooks for educators, during the years 1841-1947 and the Swedish magazine The Kindergarten (Barnträdgården) published by the Froebel union, during the years 1918-1968, (2) Advice and instructions for pre-school from the National Swedish Social Welfare Board, during the years 1945-1990, and (3) Pre-school educational guidelines at the community and local level, collected in 1993. The answer to the main issue can be summarised in three concepts and code periods: a Sex-segregated common code from about 1850 to 1940, a Sex-neutral equality code from the 1950s to the middle of the 1980s, and a Pluralistic sex code from the end of the 1980s up until 1993. No support could be found in the majority of the present pre-school educational guidelines at the community and local levels for gender related issues. For the most part no gender research could be found in the documents. This can be related to the concept of Sweden as a model country for sexual equality.
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| 6. |
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| 7. |
- Fagerberg, Ingegerd, et al.
(författare)
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Nursing students' reasoning about two fictitious elderly patient cases.
- 1999
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Ingår i: Scandinavian Journal of Caring Sciences. - 0283-9318 .- 1471-6712. ; 13:4, s. 247-53
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to examine and describe how nursing students developed their reasoning and knowledge about the state of health of, and their possible actions regarding, two fictitious elderly patient case histories during their three-year education. The descriptions were audiotaped, transcribed verbatim and analysed by content analysis. The findings show a development in the students' reasoning concerning the more acute case, but no development in reasoning regarding the case of a confused person. This could be due either to a lack of education in gerontology and geriatrics, or to the students receiving limited guidance during their education on how to reason about and reflect upon different ways of approaching emerging problems. The findings could also be understood in the light of traditions and history in nursing education.
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| 8. |
- Fritzén, Lena
(författare)
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Den pedagogiska praktikens janusansikte: om det kommunikativa handlandets didaktiska villkor och konsekvenser
- 1998
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Pedagogical practice is, in several important considerations, contradictory in character. In this dissertation attenention is drawn towards the field of tension that prevails between pedagogical action, which can be descibed in terms of strategic processes and communicative pedagogical action. While the former places the preconditions for effective knowledge development of the individual at the center, the latter, takes its basis in a pedagogical process which focuses on the individual´s understanding of themselves and the social context they find themselves in. An empirical study consisting of four case studies, in three distinct pedagogical contexts, has been carried out in order to reach a deeper understanding of the inner conditions in pedagogical action, primarily with regard to communicative action. By means of participatory observations and interviews teachers, students and pupils have reflected over theire own and other´s actions in pedagogical practice. The communicative action theory of the German social philosopher Jürgen Habermas, which has the conditions which prevail between system and lifeworld as its main theme, has been of essential meaning for the interpretation of the research results. The main result of the empirical study is formulated in a number of dichotomies which gain their specific meaning in a double system and lifeworld perspective. These dichotomies are: passive-active, subjectivity-intersubjectivity, given-created, separation-integration, asymmety-symmety and control-openness. The dichotomies are analysed as an expression of the inner conditions in communicative action. Based on the dissertation results, a reasoning is conveyed for a change of focus in didactics from a narrow individual perspective which by tradition is based on the relations between pupils, teachers and content to a social/societal perspective which is formed around the pedagogical relationship between the individual, community and culture.
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| 9. |
- Långström, Sture, 1937-
(författare)
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Författarröst och lärobokstradition : en historiedidaktisk studie
- 1997
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present dissertation deals with the writers of high-school history textbooks and their way of writing history. Questions concerning who has written these books, why and how they have done so, and what they have written, are posed from a didactic perspective.In order to answer these questions, the author has employed the method of oral history. Initially, thirteen of the original sixteen authors were interviewed. After that, life-story interviews were conducted with one author each selected from the three categories of textbook authors determined by the first round of interviews. Seven of these authors' textbooks (comprising fourteen book sections) were studied in a more summary fashion, whereafter a more in-depth analysis of how these authors' books present the period 1914-1945 was undertaken.The study showed that the writers were middle-aged or elderly, middle-class men living in the southern regions of Sweden, whose political sympathies tended toward liberalism. They provided a number of different reasons for choosing to write history textbooks, though monetary considerations seemed to have been more or less overriding.Writing seems to have been a solitary job for them, even if they belonged to a team of writers. There are many uncertainties concerning the main didactic ideas motivating their writing. There also proved to be a distinct difference between those writers who identified themselves as researchers, and those who called themselves teachers. Resarchers have included new results in their textbooks to a greater degree, provided a more multifacetted view of history, and written more on the problems of historiography. The teachers have written a simpler, more story-telling type of prose, while their books have also provided more suggestions for practical solutions to teaching problems. Their books have also sold far better than the researchers'.All of the authors' writing has been influenced by government curricula and inspection committees, commercial conditions, the tradition of history-textbook writing and experiences from their own life-worlds, the latter of which I term "the voice of the author".
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| 10. |
- Bergqvist, Tomas, 1962-
(författare)
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Gymnasieelever undersöker ett matematiskt begrepp med grafräknare
- 1999
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Ingår i: Nordisk matematikkdidaktikk. - Notodden, Norway : The association of NOMAD. - 1104-2176. ; 7:3-4, s. 35-60
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Tidskriftsartikel (refereegranskat)abstract
- Artikeln beskriver ett försök där gymnasieelever får undersöka faktorisering av andragradspolynom med hjälp av grafiska representationer av funktioner. Eleverna leds in i ett för dem nytt arbetssätt, där de tillsammans med en lärare får arbeta med ett antal uppgifter med hjälp av en grafräknare. Resultaten visar att eleverna kommer med egna hypoteser och använder grafräknaren på eget initiativ i vissa situationer. Resultaten visar också att eleverna i försöket i viss mån kunde använda grafräknaren i ett undersökande arbetssätt.
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