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Att bedöma i historieämnet : Perspektiv på historisk kunskap, bedömning och prov
- 2021. - 1
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Vilka utmaningar finns kring bedömning i historia? Under de senaste åren har förutsättningarna för historieundervisning förändrats som en följd av en dramatiskt förändrad bedömningspraktik. Kapitlen i denna bok diskuterar olika aspekter av bedömning i historieämnet. Sammantaget ger de en fördjupad insikt om bedömningspraktiken i det moderna historieämnet, men därutöver får läsaren indirekt bred kunskap om de villkor som gäller för historieundervisning i svensk skola under tidigt 2020-tal.
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| 2. |
- Granklint Enochson, Pernilla, 1965-, et al.
(författare)
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Fem elevers föreställningar om organsystem : vad händer i kroppen när vi dricker vatten?
- 2011
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Ingår i: NorDiNa. - Oslo : Naturfagsenteret / Norwegian Centre for Science Education. - 1504-4556 .- 1894-1257. ; 7:2, s. 160-178
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Tidskriftsartikel (refereegranskat)abstract
- It has earlier been shown on a group level that it is difficult for 9th grade students (15-16 years old) in a Swedish school to understand how water is transported in the human body. The detailed analysis of five Swedish students in the 9th and final year of compulsory school concerning their ideas about water transportation is presented here. The empirical data consists of drawings, answers to a questionnaire with both open ended and multiple-choice questions, and student interviews. The analysis shows that all the students struggle to produce explanations involving the three organ systems: digestive, blood and excretion systems and they seem to use a variety of explanatory models as basis for their reasoning. Possible ways of understanding this are discussed together with implications for future teaching
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| 3. |
- Johansson, Maritha, 1972-, et al.
(författare)
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Läslyftet i praktiken : Analys av ett textmaterial och ett lärarlags samtal
- 2019
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Ingår i: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge. - Oslo, Norway : Acta Didactica Norge. - 1504-9922. ; 13:1
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Tidskriftsartikel (refereegranskat)abstract
- “Reading Enhancement” is a teacher professional learning investment by the Swedish Government based on the work by Timperley et al. (2007). Its aim is to develop teachers’ teaching skills through collegial learning in order to improve the pupils’ ability to read and write. This article reports on a study of how the investment is implemented at a Swedish vocational upper secondary school. The purpose is to understand and discuss the implementation by investigating the educational material studied by the teachers and how it is perceived by them. The analyzed material is 1) the article “To process text – before reading” (Hallesson & Visén, 2016) and 2) a group discussion in a group of seven teachers, a librarian and a discussion supervisor, about the same article. The study uses two methodological approaches: a text analysis (Hellspong & Ledin, 1997) of the article, and a critical discourse analysis (Winther Jørgensen & Phillips, 2000) of the teachers’ discussion. The analysis shows a discrepancy between the article and the teachers. This can partly be explained by the result of the text analysis, which shows that the article contains a large number of abstract concepts and lacks a clear voice. The analysis of the teachers’ discussion shows that the supervisor of the group can only partly manage the distance to the text. The analysis also indicates a mutual agreement in the group that it is hard to see how the ideas offered in the article can be transferred into their daily practices. We interpret this as resistance, since the teachers seem to fear that their teacher identity is threatened. In analogy with Timperley et al. (2007), our study also shows that professional learning is complex and depending on various contextual factors that need to be further investigated.
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| 5. |
- Mörk, Eva, 1971-, et al.
(författare)
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Kommunernas framtid
- 2019
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Kommunerna står inför stora utmaningar framöver. Den åldrande befolkningen innebär att efterfrågan på omsorgstjänster ökar och att allt färre människor i yrkesarbetande åldrar ska försörja allt fler som inte arbetar. Under de gångna decennierna har Sverige dessutom genomgått en stark urbanisering, vilket skapar väsentligt skilda villkor för storstadsrespektive landsbygdskommuner. Till detta kommer högt flyktingmottagande där många av flyktingarna är unga, vilket bland annat ställer höga krav på skolan. I SNS Konjunkturrådsrapport 2019 granskar vi den befintliga svenska kommunmodellen. Vi undersöker hur ändamålsenlig den är för att möta framtidens utmaningar och om den ger kommunerna rimliga förutsättningar att förse medborgarna med viktiga välfärdstjänster såsom skola och äldreomsorg. Vi fokuserar på tre frågor: Hur ska en likvärdig och högkvalitativ kommunal service upprätthållas? Hur ska framtidens välfärd finansieras? Hur ska väljarnas ansvarsutkrävande i kommunerna säkerställas? Den svenska kommunmodellen, där kommunerna ansvarar för att tillhandahålla både lokala kollektiva varor och viktiga välfärdstjänster, rymmer en inneboende motsättning. Här uppstår konflikt mellan å ena sidan kommunal självstyrelse och önskan om att anpassa tjänsteutbudet till lokala preferenser och förutsättningar, och å andra sidan kraven på nationell likvärdighet i utbudet av välfärdstjänster.
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| 6. |
- Persson, Christel, 1968-
(författare)
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Sfärernas symfoni i förändring? Lärande i miljö för hållbar utveckling med naturvetenskaplig utgångspunkt. En longitudinell studie i grundskolans tidigare årskurser.
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Symphony of the spheres in change? Learning in environment for sustainable development in primary school with a scientific and longitudinal approach.This research deals with learning in science, including learning in environment for sustainable development. Learning in environment and sustainable development are obligatory perspectives in science as well as in other school subjects. The longitudinal study started in 2003, concerning 28 pupils nine years of age in a city in southern Sweden. Data collection has been caught in the pupils’ science lessons from year 2003 to 2006. In order to analyse the pupils’ development of concepts in science and in environment for sustainable development, I have videotaped a lot of sequences from the science lessons and followed up with questionnaires and questions in interviews. Stimulated recall is used to find the teacher’s intentions and reactions on the outcome of the lessons. The results are analysed according to the Earth System Science (ESS) model. It is a model, which describes the relations and interactions between the natural spheres: the atmosphere, hydrosphere, lithosphere as well as the biosphere, including man, and the technosphere/anthroposphere.The longitudinal approach resulted in important findings regarding the changes in the pupils’ answers over time. They develop complicated 'concept webs'. The concepts found among the pupils in this study are e.g. the hydrological cycle; life; soil; water in every day life; pollution; non-polluting busses as well as waste; collecting batteries; corrosion; greenhouse and the increasing greenhouse effect. Some concepts e.g. the hydrological cycle, life and soil can from the beginning be classified as concepts used in science, but also to describe what happens in the environment. Concepts as pollution; non-polluting busses; collecting batteries; corrosion; greenhouse and increasing greenhouse effect are used by the pupils to express relations and interactions in and between the natural spheres including man. The relation between man and nature is for the pupils an area of conflicts through the entire study when the pupils from a scientific approach will be aware of the impact on living ecosystems including themselves, today and in the future. The concepts are often connected to each other in a more or less complicated network, 'concepts webs'. The obtained results indicate that the Socratic dialogue is a possible and successful method to use for the development of pupils’ concepts in environmental questions and issues.Another finding in the study is how different methods, e.g. Play and learning, support environmental learning and learning for sustainable development during the science lessons. Play is important in integrated learning and gives opportunity to understand others’ perspectives, Theory of mind. The results indicate an integrated learning process by the pupils, implying in what way they express human impact on nature.
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| 7. |
- Ullgren, Peter, 1967-
(författare)
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Herrgårdsspöken
- 2005
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Bok (populärvet., debatt m.m.)
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