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Sökning: LAR1:lu > Högskolan i Jönköping > Svensson Lennart

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  • Alvegård, Christer, et al. (författare)
  • The interplay between content, expressions and their meaning when expressing understanding
  • 2010
  • Ingår i: Science & Education. - 0926-7220. ; 19:3, s. 283-303
  • Tidskriftsartikel (refereegranskat)abstract
    • In the intentional-expressive approach, a development within the phenomenographic tradition, an alternative view of the role of language is adopted. The approach focuses the learner's use of expressions and intended meanings, in relation to his/her conception of a phenomenon. The article presents empirical findings from a study made at a university of technology using a special dialogue structure. The aim of the dialogue is to capture the individual's way of reflecting on the interplay between the expressions he or she uses, their intended meanings, and his or her conception of the phenomenon. Twenty-four students participated and were presented an everyday situation involving the physical motion of a body. The results show that the interplay was ambiguous and dynamic. The relationships between expression and meaning were much weaker than between meaning and conception. In learning situations, this may cause problems concerning students' knowledge formation, since a stable relationship is often taken for granted in learning and teaching.
  • Anderberg, Elsie, et al. (författare)
  • Micro processes of learning
  • 2009
  • Ingår i: Higher Education. - 0018-1560. ; 58:5, s. 653-668
  • Tidskriftsartikel (refereegranskat)abstract
    • The article describes qualitative variation in micro processes of learning, focusing the dynamic interplay between conceptions, expressions and meanings of expressions in students' learning in higher education. The intentional-expressive approach employed is an alternative approach to the function of language use in learning processes. In the empirical investigation, a dialogue model was used that both stimulates and documents students' ways of processing meaning. Results were grouped into three descriptive categories: vague, stabilising and developing ways of processing. Educational implications include, firstly, two distinct types of vague constitution of meaning in learning: one connected to fragmentary relationships between expressions and meanings, and another that triggers and creates close relationships and changes in relationships. Secondly, the categories display different unexplored ways of processing, related to deep and surface approaches in students' learning.
  • Anderberg, Elsie, et al. (författare)
  • The epistemological role of language use in learning
  • 2008
  • Ingår i: Educational Research Review. - 1747-938X. ; 3:1, s. 14-29
  • Tidskriftsartikel (refereegranskat)abstract
    • Denna artikel har har blivit nominerad till EARLI publication award. Vinnare utses i Amsterdam den 25 augusti.This article has been nominated to the EARLI publication award. The winner will be announced in Amsterdam on the 25th of August.
  • Svensson, Lennart, et al. (författare)
  • The use of language in understanding subject matter
  • 2009
  • Ingår i: Instructional science. - 0020-4277. ; 37:3, s. 205-225
  • Tidskriftsartikel (refereegranskat)abstract
    • Empirical results show that frequently the meaning of expressions used by students in expressing their understanding of subject matter does not correspond to the meaning of those expressions in the subject matter theory that the students are expected to learn. There is also often a lack of identity of meaning between the same students' use of the same expression from one use of the expression to another, in very similar contexts. The context gives a specific meaning to any expression. This variation in context and meaning is very central to the phenomena of teaching and learning. In educational research there is a need to differentiate between specific meanings expressed in conceptualizing subject matter, on the one hand, and concepts and meanings seen as parts of cognitive systems and social languages, on the other. The contextual character of the use of language is crucial to the understanding of teaching and learning and needs to be more carefully considered. The article is a discussion of the problem of varying meanings of language expressions in relation to major traditions of research, focusing on meanings and concepts within the field of learning and teaching.
  • Åkerblom, Annika, et al. (författare)
  • Awareness of language use in conceptualization : a study of children's understanding of movement and gravity
  • 2011
  • Ingår i: Scandinavian Journal of Educational Research. - 0031-3831. ; 55:3, s. 255-271
  • Tidskriftsartikel (refereegranskat)abstract
    • The aim of this article is to examine the role of children’s awareness of the function of language use in expressing understanding. Preschool and elementary school children were asked two questions presenting a problem that could be described in classical mechanics and basic astronomy. They were then encouraged to reflect on their own language use when expressing their conceptions of the physical phenomena they had discussed. The article concerns learning from a phenomenographic perspective, with emphasis on the interplay between language use and meaning-making when developing understanding. Understanding is seen as an activity, while awareness of language use in understanding is regarded as an important aspect. 40 children in preschool and elementary school (six and ten years old respectively) participated in an empirical, qualitative investigation. A particular dialogue format was used, that has been developed within the intentional-expressive approach. Dialogue excerpts where the children expressed awareness of their own language and understanding were selected from the empirical material, and contextual analysis was used to delimit qualities of awareness expressed in these excerpts. The qualities of awareness were grouped in four descriptive categories: 1) awareness of the relation between language form and language meaning; 2) awareness of the nature of understanding; 3) awareness of the expressive function of language for new meaning; and 4) awareness of the function of language use in understanding. A widened definition of language awareness is proposed and discussed, in which awareness of the close relationship between language use and meaning-making is taken into consideration.
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