| 51. |
- Dahlbäck, Katharina, 1957
(författare)
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Svenskämnets estetiska dimensioner - i klassrum, kursplaner och lärares uppfattningar
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores aesthetic dimensions in the school subject Swedish in classroom, curricula and teachers’ perceptions. In focus is the question about young pupils’ (7 – 9 years old) possibilities to use different modalities in order to express themselves, communicate and learn. The overarching aim is to highlight obstacles and opportunities to include aesthetic expressions in the subject Swedish. Aesthetic forms of expression refer to both physical and virtual forms of literature, music, fine arts, film and dance. Using data obtained from action research, curricula and interviews, examined within a framework of sociocultural and social semiotic multimodal theory, the thesis provides an analysis of pupils´ possibilities to create meaning through different sign systems within the subject Swedish. To be able to fulfil the aim of the study, the design includes three different part studies. Study one, “Music and Language in Interaction – An Action Research Study of First-Grade Pupils” describes the ways children participate, communicate and interact in a structured program with language and music activities. The result shows how language and music activities in interaction contain a rich variety of communication and semiotic resources. Study two, “Aesthetic interests and communicative forms, a curriculum study of Swedish as a school subject” examines how aesthetic perspectives of the subject Swedish appear in curricula from 1969 to 2011. Critical discourse analysis shows that these communicative forms are included in the curriculum from 1980, but reduced in earlier and later curricula. Study three, “Aesthetic interests and subject content, a study of teachers' perceptions of Swedish as a school subject” consider, through critical discourse analysis, how six teachers position themselves in different discourses regarding their view of language. The over all results of the three studies highlights a tension between different discourses, more specifically between a skill discourse and a multimodal discourse. Thus, different modalities are regarded in a vertical view, with written language as the “highest” form, or a horizontal view where expressions are valued equal, but useful for different purposes. The thesis shows that a skill-oriented subject Swedish dominates in classroom, curricula and teachers´ perceptions, but also that there are teachers, and school communities, who include the aesthetic means of expression in their teaching of Swedish. The result implies a discussion about pupils’ abilities to participate in, and master, literacy in different contexts as a democratic right. Hence, the thesis raises the question of conditions for a multimodal subject of Swedish.
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| 52. |
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| 53. |
- Eckerholm, Lena, 1950
(författare)
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Lärarperspektiv på läsförståelse. En intervjustudie om undervisning i årskurs 4-6.
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Avhandlingens syfte var att undersöka en grupp lärares undervisningspraktik i läsförståelse. Studien har genomförts med intervjuer av lärare som undervisar i årskurs 4–6. Vilka aspekter av läsförståelse uppfattar lärarna som viktiga och framgångsrika i undervisningen? Vad innehåller och utmärks denna undervisning av samt vilka resurser och möjligheter ställer skolans organisation till förfogande. Av resultaten framgår läsförståelsens mycket viktiga roll i lärandet och är mycket tydligt uttalat av alla lärarna. I lärarnas utsagor visar sig även den komplexitet som finns i lärarpraktiken, dels avseende den egna undervisningens utformning, dels möjligheterna till att kunna ge alla elever det stöd de behöver. Lärarna har ambitionen att undervisningen ska ge eleverna kunskaper och färdigheter i hur texter kan tolkas, förstås, upplevas samt stimulera dem till fortsatt läsande både i och utanför skolan. Studien visar att lärarna till viss del känner sig begränsade av skolans organisation som oftast uppfattas ha strama ekonomiska ramar. Det innebär att lärarna anser att de resurser som finns inte räcker till för att kunna åstadkomma en så optimal undervisning som möjligt. Framför allt fanns det brister i personalresurser men delvis även att lämpligt material kunde saknas. Lärarnas inställning till kompetensutveckling är att den inte tillgodoser lärarnas behov av ämnesfördjupning och att nya rön inom forskningen inte alltid är lättåtkomlig. Lärarna anser att de borde erbjudas mer och bättre kompetensutveckling om läsning och arbetssätt som gynnar en god läsutveckling för alla elever.
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| 54. |
- Edstrand, Emma, 1981
(författare)
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Learning to reason in environmental education: Digital tools, access points to knowledge and science literacy
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Digital technologies and environmental education represent two rather new areas in school curricula. The background of the present research is an interest at the inter-section between how students learn about environmental issues (e.g., climate change) and the role digital technologies may play in such contexts. Thus, the aim is to investigate tool-mediated activities in environmental science education. The digital tools that are used in the instruction in this research are a virtual laboratory and a carbon footprint calculator. The study is guided by the questions of how digital tools co-determine activities and students’ reasoning about scientific knowledge and environmental topics, as well as what implications the use of such tools have for the development of science literacy. Analytically, this is studied within a sociocultural perspective on learning and by relating it to Dewey’s view of learning through inquiry. The empirical material consists of questionnaires and video data. The thesis consists of four studies. Study 1 builds on the analysis of questionnaire data from a corpus of almost 500 students’ written pre- and post-test answers to a problem-solving question in which they are required to design an experiment before and after working with a virtual lab. The second set of data comprises video recordings of upper secondary school students’ work with the two virtual tools. The results are presented in Studies 2 and 3. In addition, and in relation to the interest in science literacy more generally, Study 4 focuses on students’ work with an assignment requiring them to evaluate research reported in two scientific article abstracts on climate change. On a general level, the findings show that digital tools incorporate conceptual distinctions and operations that provide “shortcuts” for the students’ reasoning by providing access points to complex knowledge about the environment. This means that the students are able to engage in sophisticated discussions about environmental issues linked to human-driven climate change without requiring too much specific prior knowledge. However, the results also point to dilemmas connected to the use of such sophisticated tools. That is, for students to make meaning in ways that are relevant to understanding scientific argumentation, some of the processes and conceptual premises need to be unpacked by a competent partner (e.g., a teacher). Through engaging in such tool-mediated activities, students develop new cognitive habits, that is, new ways of reasoning which are made possible through the support of the tools. Thus, in sum, the present empirical studies demonstrate that digital tools have the potential to reconfigure learning activities that support students’ development of science literacy in environmental science education. At the same time, the analyses show that the tools are abstract and far from self-instructive. They index complex forms of knowledge that are not always transparent to the users. Thus, to reach curricular goals, the use of such tools in environmental science instruction presupposes guidance and support by teachers.
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| 55. |
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| 56. |
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| 57. |
- Eriksson, Ann-Marie, 1964
(författare)
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Formulating knowledge: Engaging with issues of sustainable development through academic writing in engineering education
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Given that knowledge in society is increasingly shaped by textuality and dependent on texts, higher education holds a special responsibility for introducing and guiding students into text practices contingent on disciplinary fields and their knowledge traditions. On a general level, this doctoral thesis investigates how participation in such text practices at university functions as a means for engaging students with knowledge that is new to them. Two aims have been pursued across three empirical studies in the setting of supervision of an academic writing assignment in engineering education. First, the thesis aims at illuminating challenges involved as students and teachers are engaging with knowledge through text practices. Second, the thesis aims at making visible what communicative work such challenges entail. The empirical material comprises video recorded supervision sessions where sequential drafts of an academic writing assignment on issues of sustainable development are being discussed. Given the sociocultural and dialogical perspective this thesis is grounded in, text production is understood as a mediating activity and a process of gradual appropriation of disciplinary practices. Methodologically, such premises imply a detailed investigation of text production as practical work, empirically analysed as interactional, communicative processes and from the participants’ perspective. The studies have provided insights into three salient challenges in this type of text production. Study 1 addresses the problem of how supervisionprovides a site for taking initial steps into a disciplinary field and its knowledge traditions. Study 2 focuses on referencing as a contextualizing and recontextualizing practice where knowledge of a field needs to be transformed for new purposes. Study 3 addresses challenges involved in grounding conclusions in alignment with a particular knowledge field. The analyses show that formulating knowledge is a demanding process for both students and teachers. Writing a report on issues of sustainable development exemplify advanced practices that do not lend themselves to easy explanations and straightforward instruction. Dealing with specific matters about specific issues, negotiating alternative ways of formulating text and testing alternative solutions to specific textual problems seem to have the potential of guiding students into dialogue with a field. Based on the conclusion that this type of orientation seems to require time and recurrent encounters where gradually more concrete aspects of epistemic practices can be unfolded and experienced, it is argued that an orientation of this kind may be difficult to take on one’s own - especially for someone in the role of a student.
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| 58. |
- Fauville, Geraldine
(författare)
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Digital technologies as support for learning about the marine environment: Steps toward ocean literacy : Digital technologies and ocean literacy
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Over the last century the ocean has been negatively impacted by human activities. In order to continue benefitting from marine services and goods, and the qualities afforded to human life through the ocean, citizens need to be informed about their relationship to the ocean and their own impact on it, that is they need to be ocean literate. Marine education is challenging, as most of the ocean is invisible to the human eye and marine processes are spread over large temporal and spatial scales. Digital technologies have the potential to support learning about the ocean as, virtually, they can take learners into the depths of the ocean and help them visualise complex interactions between different factors over time and space. This thesis consists of four studies scrutinising the role of different digital technologies for learning about marine environmental issues with an emphasis on communicative aspects, with two of the studies having a specific focus on ocean literacy. Study I is a literature review of the use of digital technologies in environmental education. Study II investigates the use of a marine research institute’s Facebook page aimed at supporting communication and learning about marine topics. Study III addresses the use of a carbon footprint calculator as an opportunity for students to reason about their greenhouse gas emissions. Finally, Study IV analyses the questions asked by students on an online platform where they engage in an asynchronous discussion with a scientist around the issues of ocean acidification. The four studies show how the use of digital technologies in environmental education can make the invisible visible, allowing engagement with and manipulation of the abstract features of the ocean. As demonstrated in my studies and as is evident from previous research in the multidisciplinary field of environmental science, digital technologies offer new means to make sense of and engage with global environmental issues. These technologies provide a field of action where users can experiment, make mistakes, get feedback and try again in ways that are different from paper-based learning activities. The findings from Studies II, III and IV also illustrate the challenges associated with these technologies, and it becomes obvious that the technical features of a tool do not determine the kind of interactions that will evolve from its use. The contexts in which a tool is used, and what the features mean to the users in situ, are key, and demonstrate the importance of studying not only the outcome of a learning practice but also the ongoing interaction between the users and the tool in a specific context. In conclusion, this thesis offers an overview of the range of impacts that digital technologies can have on the development of ocean literacy, as well as illustrating how technologies open up new ways of learning about marine environmental issues both inside and outside of school. It also provides an account of why ocean literacy is such an important skill for 21st-century citizens living in a rapidly changing world with significant challenges to the environment and our own habitats.
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| 59. |
- Fransson, Dan, 1980
(författare)
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Game demands and fatigue profiles in elite football – an individual approach -Implications for training and recovery strategies
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The physical activities performed during a football game are of intermittent prolonged character, including explosive actions and running at different speeds. The prolonged intermittent activities are conjoined with periods where physical intensity is markedly increased. The intense periods and prolonged activities affect the physiological and metabolic systems which provoke fatigue both temporarily throughout the game as well as towards the end of a game. Therefore, physical training in football should aim to reach physiological and metabolic adaptations to be able to resist fatigue in order to perform optimally throughout the game. Furthermore, post-game recovery and restoration of performance seems to be a slow process. Physical game demands, training responses and recovery can vary largely between players and needs to be studied with individual emphasis. The aim of the thesis is to improve the understanding of physical game demands, fatigue profiles in male elite football players with an emphasis on individual differences and implications for fitness training strategies. Running distance and in-game fatigue profiles were investigated through an analysis of game activity data from top-class football players (n = 473). Post-game fatigue and recovery profiles were examined using maximum voluntary contraction in various muscle groups after a simulated football model in competitive players (n = 12). Inter-individual relations between physical game demands and physical response in different small-sided game formats were investigated with global positioning system techniques on professional players (n = 45). Finally, muscular adaptations and physical performance responses of two different training protocols (four weeks of small-sided games or speed endurance training) were examined by means of pre- and post-intervention muscle biopsies and performance tests on 39 competitive football players. The results demonstrated that all playing positions indicate temporary fatigue after intense periods during a football game. However, after shorter intense periods central defenders were the only position that did not show a decline in running performance. A large inter-player variation in running performance between and within playing positions was found. Post-game fatigue showed large inter-player differences between various muscle groups and between players. Muscle performance in all investigated groups had recovered within 24 hours post-game except trunk-muscles, which was back to baseline values within 48 hours post-game. The physical response in small-sided game formats differed from game demands on an individual level. High intensity training was more potent in up-regulating muscle oxidative capacity and physical performance compared to small-sided games. In conclusion, individual differences in game demands and fatigue profiles are large and need to be considered when planning training. Small-sided games seem not to be the most appropriate training method to meet the individual game demands of all individual players. Thus, in order to increase exercise performance and associated physiological adaptations, additional high-intensity training should be considered for some individual football players.
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| 60. |
- Fridlund, Lena
(författare)
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Interkulturell undervisning – ett pedagogiskt dilemma. Talet om undervisning i svenska som andraspråk och i förberedelseklasser
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Abstract Title: Intercultural education – A Pedagogical dilemma. Professional talk about the teaching of Swedish as a second language and in preparatory classes. Language: Swedish with an English summary Keywords: second language learning, bilingual education, special education, inclusion, exclusion, social constructionism, difference dilemma. ISBN: 978-91-7346-707-0 A central point of departure in this thesis is to investigate how schools deal with the difficult and complex task of ‘a school for all’ while some students are being taught in Swedish as a second language (SSL) and in preparatory classes. How teachers and principals justify and describe a separate teaching of SSL for some students is examined through a theoretical perspective of Berger and Luckmann’s social constructionism and is complemented with theories that concern profession, interaction, inclusion and exclusion. The study was conducted at a primary school and used ethnographic research and document analysis. The fieldwork focused on the ‘professional talk about’ a separate teaching of SSL and in preparatory classes and how such discourses are formulated by teachers and school principals. The empirical material was collected during a two-year-period, and includes analysis of interviews, observations and documents. For analytical purposes, terms such as Fulcher’s ‘inclusive and divisive discourse’ and Minow’s ‘difference dilemma’ were used. The document analysis shows that on a general level multicultural and multilingual skills are emphasized as assets while the documents otherwise reflect that diversity is considered as a problem implying multicultural and multilingual skills to be dealt with within a divisive discourse. The teaching of SSL as well as in preparatory classes is conducted ‘by the side of’ or separate from other school activities. If discourses could also be adopted to include the spatial, apart from what is said and written, then the premises could be seen as an expression of a divisive discourse. All professionals, regardless of mission in the educational activities, are doing their best in order to legitimize the separation of second language education. The reasons why some students are taught in separate groups and classes are formulated in terms of their different behavior, special needs of peace and quiet, the need for basic education, and upbringing. The results indicate that students are ‘formed’ in order to fit within a separate educational activity. With the exception of the SSL teachers, the other participants in the study express a sense of the ‘difference dilemma’ and harbor an ambivalent attitude towards this kind of separation. What therefore appears as a paradox is that SSL teachers, whose mission is to contribute to and facilitate integration with the help of second language education do not justify the SSL activities primarily in terms of language development. Instead it seems to be the case that it is the professionals in SSL who emphasize that the students are different from others and therefore need something else. Ideas and perceptions of students depend on the context and the institutional based activities, where ‘talk about’ a separate education is expressed. It is in the regulatory texts, curricula and syllabi that the conditions for institutional workings are created, which leads to specific discourses and ‘talk about’ pupils’ different abilities and needs.
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