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- Larsson, Staffan, 1947-, et al.
(författare)
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Arbetsupplevelse och utbildningssyn hos icke facklärda
- 1986
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- En redovisning av studier av hur kortutbildade förhåller sig till utbildning. Detta ses som en dialektik mellan arbetssituation, upplevelse av arbetets mening och arbetarnas syn på utbildning.
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| 2. |
- Ottosson, Torgny, 1954-
(författare)
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Map-reading and wayfinding
- 1987
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the study is to make an analysis of map-reading as a cognitive phenomenon, with the use of a map for finding one's way as the specific focus. As a point of departure, the nature of human beings' knowledge of spatial relationships in their physical environment (here termed macro-spatial relations) is discussed. On this basis a conceptualization of cognitive functions as relational (human–world) phenomena is introduced. It is concluded that macrospatial cognition should be studied as conceptions of topographies. Some basic and general characteristics of maps are discussed. Two different aspects of maps, a referential and a structural, are distinguished and a view of map-reading as a harmonization of different versions of reality is developed. One main conclusion is that an analysis of map-reading should be based on an analysis of the map-reader's conception of the task. The research approach adopted is qualitative-descriptive and four studies of map-reading-for-wayfinding are reported. The first concerns children's map understanding. A total of 37 children, aged 5 to 12 years were individually interviewed and then observed while performing some wayfinding tasks. A result of that study is the identification of three different conceptions of the relation between map and reality: the map as a representation of presence, sequence, or structure. The remaining three studies concern map-reading by performers of the sport of orienteering. Among other things, three different wayfinding approaches are identified. On the basis of the theoretical view developed in the thesis, some implications for teaching map-reading and map understanding are discussed. It is argued that the "view-from-above" metaphor common in introductory map teaching is inadequate and that viewing the map as a miniature provides a better basis. It is recommended that introductory teaching of maps should not take symbolization and projection as its starting-point but, instead, the pupils' conceptions of topographies, as already present.
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| 5. |
- Pramling, Ingrid, 1946
(författare)
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The Child's Conception of Learning
- 1983
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The research approach adopted in this thesis is that of phenomenography. The focus is on the description of people's conceptions of various phenomena in reality. The phenomenon dealt with is learning, a classic topic of interest in psychology as well as education. The main purpose of this study has been to trace the development whereby children become conscious of the fact that they can learn, and to describe the qualitatively different forms that their ideas of learning subsequently take. The primary stress is on the identification of the different conceptions of learning, but a complementary aim is to account for the extent to which these conceptions can be found at different levels of development. Since conceptions are seen as developed in a context, and since the first official and structured learning milieu the child meets is the pre-school, this was chosen as the context within which children's conceptions are examined. Ideas and reality in pre-school are considered and empirical studies are carried out of some learning situations in which different themes have been worked with to give children some knowledge about the world they live in. The investigation consists of two observation studies and a series of six interview studies, carried out in the form of individual interviews, with a total of 300 children, from the age of 3 to 8 years. The child's idea of learning is dealt with in terms of its two related aspects: what we learn and how we learn. Concerning the first aspect there seems to be a progression from learning TO DO (how or that) to learning to KNOW, and later to learning to UNDERSTAND. To each of these answers to the questions of what there is a corresponding set of qualitatively different answers to the questions of how. Development in this respect goes from an inability to distinguish between TO DO (to know, to understand) and TO LEARN TO DO (to know, to understand), to seeing a transition between a state of BEING ABLE, simply as a function of GETTING OLDER. At the third level, the child realizes that learning (i.e. becoming (more) able) comes about by EXPERIENCE. Experience, again, may have three distinctively different forms, namely, learning by DOING, learning by PERCEIVING and learning by THINKING. There are also developmental differences in the awareness of different forms in which one can learn. This study presents an educational perspective on the metacognitive task of reflecting about one's own learning. In looking at children's conceptions of their own learning in the light of the context of pre-school, it becomes obvious that pre-school education to a large extent relies on conceptions which most children at these ages lack. As a consequence, to create a milieu which makes children aware of their own learning one must begin to look at children's conceptions and educate from the child's point of view.
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