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| 2. |
- Anderberg, Elsie, et al.
(författare)
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Micro processes of learning : Exploring the interplay between conceptions, meanings and expressions
- 2009
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Ingår i: Higher Education. - : Springer Science and Business Media LLC. - 0018-1560 .- 1573-174X. ; 58:5, s. 653-668
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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.
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| 3. |
- Atterström, Andrea, et al.
(författare)
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Experiences about Reading and Writing Development Narrated by Students with Severe Speech and Physical Impairment
- 2023
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Ingår i: International journal of disability, development and education. - : Taylor & Francis Group. - 1034-912X .- 1465-346X. ; 70:6, s. 1101-1119
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Tidskriftsartikel (refereegranskat)abstract
- Earlier research shows an arrest in reading and writing development among 9-12-year-old students with severe speech and physical impairment, SSPI. This article explores what five students with SSPI who have reached beyond beginner's phase without arrest in their literacy development have experienced as significant for their reading and writing development. The research design was explorative and case based. It contained researcher-participant longitudinal dialogues focusing on the students' experiences of literacy learning. Computer assisted email interviews were used. A semi-structured interview manual guided each dialogue. With the use of augmentative and alternative communication (AAC) systems and assistive technology devices, the participants could read and write (with alphabetical print in Swedish) independently. The analysis revealed four themes of great importance for the students' development of alphabetical print literacy skills: assistive technology use in writing and reading, continuity in long-term pedagogical relationships, mutual persistence in communication, and visions of nearer goals and future work life. The results are discussed in relation to the theoretical frameworks of self-efficacy and the capability approach.
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| 6. |
- Gunnarsson, Gunilla, 1961-
(författare)
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Den laborativa klassrumsverksamhetens interaktioner : En studie om vilket meningsskapande år 7-elever kan erbjudas i möten med den laborativa verksamhetens instruktioner, artefakter och språk inom elementär ellära, samt om lärares didaktiska handlingsmönster i dessa möten.
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis studies students’ encounters with school science language games within the framework of laboratory classroom activities in Elementary Electricity. The focus is on students’ interaction with the teacher and with other students as well as with artefacts. The aim is to describe ongoing activities and instructions as well as student focusing in relation to the teacher’s aims and also to elucidate the interactions appearing in students’ encounters with a new language game in the form of new artefacts and new language usage, as well as the way the teacher can assist the students in their learning process during these encounters. Three student groups from the Swedish comprehensive school year 7 and their teachers have been studied by observation in situ. The gathering of data has been done via field notes and video recordings made during approximately three weeks per group. One of the teachers was interviewed about the aims of the laboratory sessions. Classroom interactions in the form of talk and action have been analyzed as qualitative data. The result shows that the aim of the laboratory sessions as expressed by the teacher in the interview – what the students were expected to learn from the various laboratory sessions – remained implicit to the students. Explicit to them, were, however, the descriptions in the laboratory instructions – the doing that was supposed to take place. The students followed the instructions very carefully which made them focus primarily on what should be done and how this should be presented. From the instruction can be seen that the students are supposed to learn inductively. In other words, by doing and observing they are supposed to understand why the result turns out the way it does. The lab instruction can be viewed as an interaction affordance by which the students act, which gives the instruction a great impact on what students focus on and actually learn. The study looks upon the laboratory equipment, i.e., the artefacts, as participants in the activity. The artefacts are theory-dependent, offering several different interaction affordances, depending both on their design and on the students’ earlier experiences. This means that the interaction with artefacts creates learning differences for different students in different situations. It turns out that artefacts mediate in a more channelled and correct manner in the school science language game when students cooperate or obtain support from a more experienced person (student or teacher). Cooperation and talk, in other words, benefit the desired learning. The choice of artefacts together with their design has an impact on what students make meaning about. The encounter with scientific language usage and everyday language often leads to so-called language game clashes, the result of which may be that distracting gaps in the communication are noticed by one of the parties involved. These gaps may then distract students in their continued learning unless they are filled. Terms that are well know to students in the everyday language game but which obtain another meaning in the new scientific language game may, since the discrepancy is unclear to the student, be viewed as gaps unnoticed so far. In the thesis these gaps are interpreted as a lack of experience in a specific situation or even as a lack of support from a person who is more experienced in the situation; i.e., they are not looked upon as static misconceptions. Teacher support is required in various ways in student encounters with the school science language game. Teacher aid may either be described as indirect, when the teacher helps students to notice problems or gaps, i.e., desirable gaps in the situation, or as direct, when the teacher helps them to solve the problems they have noticed and thus to fill the gap with relevant relations. What is described is, in other words, the action pattern as an expression of the teacher’s didaktik finger-tip sensitivity or as part of the teacher’s Pedagogical Content Knowledge, PCK, or Pedagogical Context Knowledge, PCxK. Work with the analysis has developed the analysis method further. This had led to new analysis concepts (desirable gaps, distracting gaps, so far unnoticed gaps) for analyzing classroom talk, which may be regarded as a contribution to method development but also as a possibility to develop professional teacher language. The analysis concepts may, for example, be applied by teachers in didaktik self-analysis and in studies of didaktik action patterns among teachers as well as among peers.
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| 7. |
- Karlsson, Jan, 1959-
(författare)
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Learning in Collaboration : Academics’ experiences in collaborative partnerships
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- There is an ongoing debate both in the United States and Europe about the need to develop a broader view of scholarship and the different activities connected with it, including “service to the community”. In Sweden, service takes the form of practice-oriented engagement and collaboration with the surrounding community, as stipulated by Swedish law regulating universities’ activities. Collaboration is frequently perceived as a supplementary task, in addition to education and research, hence the name ‘the third task’. Many academics, university teachers and researchers, are today involved in different collaborative partnerships. This thesis focuses academics’ learning in two different contexts: collaboration with small and medium enterprises (SMEs) and in a multidisciplinary research programme at the National Institute for Working Life in Sweden (NIWL). The results of the first investigation reveal that the academics learn different strategies to instigate, accomplish, deepen and further develop collaboration between universities and SMEs. The results also show also that academic professionals engaged in this type of activity need to handle the rigid structures of the academic organisation, which neither encourage nor reward these individuals’ efforts to collaborate. However, this study shows that although academics and practioners from SMEs come from different working cultures with their various traditions associated with language and interaction, a continuous exchange and dialogue creates trust and competence for all parties, as well as learning in the form of new knowledge that is useful for both the academia and SMEs. Collaboration across disciplines is rapidly becoming an integral feature of research, due to the desire to explore problems and questions that are not confined to a single discipline and the need to solve societal problems. The second empirical investigation focuses on the workplace learning of researchers in a multidisciplinary research (MDR) programme at the National Institute for Working Life in Sweden (NIWL), and their collaboration with practitioners. The results show that academics in this multidisciplinary context reach a deepened awareness of the perspectives of their own and others’ fields of research, as well as a heightened curiosity to learn more. The learning also involves gaining new insights about their own learning and how this takes place; its impact on their own professional development, and discovering, sometimes surprisingly, how their competence can be used in new areas of research. The interaction of knowledge and experience with researchers of different disciplines and practitioners creates a context that demands a different type of learning for the academics, compared to working in their own disciplines. Both investigations give an understanding of how academics experience their learning in collaboration with practitioners and researchers from different disciplines. It shows how the holistic integration of knowledge deriving from the academic functions of collaboration, teaching and research contributes to development within the academia and in working environments outside it.
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| 8. |
- Svensson, Lennart, et al.
(författare)
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The use of language in understanding subject matter
- 2009
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Ingår i: Instructional science. - : Springer Science and Business Media LLC. - 0020-4277 .- 1573-1952. ; 37:3, s. 205-225
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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.
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| 9. |
- Åkerblom, Annika, et al.
(författare)
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Awareness of language use in conceptualization : a study of children's understanding of movement and gravity
- 2011
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 55:3, s. 255-271
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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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| 10. |
- Karlsson, Jan, 1959-, et al.
(författare)
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Reaching beyond disciplines through collaboration : Academics' learning in a national multidisciplinary research programme
- 2008
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Ingår i: Journal of Workplace Learning. - Bingley : Emerald Group Publishing Limited. - 1366-5626 .- 1758-7859. ; 20:2, s. 98-113
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Tidskriftsartikel (refereegranskat)abstract
- Purpose - The purpose of this paper is to analyse and describe the learning that takes place in the interaction between academics from different disciplines and perspectives in collaboration with practitioners.Design/methodology/approach - The research draws on theories of learning that view it in relation to context, where the most significant features of the learning process concern discerning new aspects of a phenomenon. The study focuses on the workplace learning of researchers in a multidisciplinary programme at the National Institute for Working Life in Sweden (NIWL). Data was collected from semi-structured interviews. In the analysis the learning experienced was discerned by identifying how the participants spoke of developing and changing in their work as researchers.Findings - The investigation identified five categories of learning of the academics in the multidisciplinary research programme, namely: deepened awareness of perspectives and concepts; practical development; new awareness of one's competences and professional learning process; flexible professionalism and practical usefulness; insights into research and development processes.Practical implications - The study contributes to an increased understanding of how knowledge production and academics' workplace learning is constituted in multidisciplinary contexts and research programmes involving practitioners from outside academia.Originality/value - In organising and supporting learning and knowledge exchange in inter- or multidisciplinary research programmes with (or without) practitioners, it is essential to be aware of the importance of relational and contextual implications for academics' learning processes.
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