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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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| 5. |
- 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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| 6. |
- 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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| 7. |
- 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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| 8. |
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| 9. |
- Anderberg, Elsie
(författare)
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Word meaning and conceptions : An empirical study of relationships between students' thinking and use of language when reasoning about a problem
- 2000
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Ingår i: Instructional science. - 0020-4277 .- 1573-1952. ; 28:2, s. 89-113
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Tidskriftsartikel (refereegranskat)abstract
- In considering students' thinking, thephenomenographic tradition has paid considerableattention to conceptions of various phenomena withinthe context of learning. However, this research hasnot explicitly examined the relation betweenwords used and their meaning in the processes of understanding and learning. The present study concernsthe character of the relationships between verbalexpressions and thoughts about phenomena referred to.In order to understand these relationships more fully,an empirical study was carried out. Twenty-sevenstudents from two institutes of higher education, acollege of health science and a college of education,participated. Qualitative interviews were used to bothstimulate students' thinking about the conceptionsthey expressed of a particular problem and to documenttheir thinking. Contextual analysis was used toexamine this data. The results of the analysis arepresented in three related descriptive categories. Thecategories represent three different aspects ofrelationships between words used and thoughts aboutphenomena referred to and three different developmentsof these relationships. Finally, conclusions are drawnand are discussed in relation to research onunderstanding and learning and two major traditions inthe philosophy of language.
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| 10. |
- Nordén, Birgitta, et al.
(författare)
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Knowledge capabilities for sustainable development in global classrooms – local challenges
- 2011
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Ingår i: Utbildning och Demokrati. - 1102-6472 .- 2001-7316. ; 20:1, s. 35-58
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Tidskriftsartikel (refereegranskat)abstract
- The Young Masters Programme provides young people around the world with a net–based global–local learning environment for sustainable develop-ment. The present study investigates certain aspects of the implementation of this programme in the secondary schools of a Swedish municipality, in the context of the Lund Calling project. The research focuses on critical abilities to act globally, referred to as “knowledge capabilities”, and how they relate to the implementation process of initiating global learning for sustainable development (GLSD). A phenomenographic approach and semi–structured interviews were used in the investigation of the experiences of secondary school pupils, teachers and headmasters who participated in the project. Participants’ experiences of the changes carried out are described in relation to examples of knowledge capabilities needed for GLSD. Critical knowledge capabilities found to have been developed through the implementation were: to take command, and to collaborate. Critical knowledge capabilities perceived as necessary, but not developed through the programme were: to be prepared, to act in a transdisciplinary manner, and to lead for a holistic understanding
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