| 1. |
|
|
| 2. |
- Brante, Göran, 1951, et al.
(author)
-
Theorising teaching and learning: pre-service teachers' theoretical awareness of learning.
- 2015
-
In: European Journal of Teacher Education. - : Informa UK Limited. - 0261-9768 .- 1469-5928. ; 38:1, s. 102-118
-
Journal article (peer-reviewed)abstract
- We examine pre-service teachers’ theoretical learning during one five-week training module, and their educators’ learning about better lecture design to foster student learning. The study is iterative: interventions (one per group) were implemented sequentially in student groups A–C, the results of the previous intervention serving as the baseline for the design developed for the next. These learning study participants, 79 students from year three of a teacher training programme, studied the variation theory (VT) of learning. Three lesson cycles were completed, each comprising four steps: (1) a pre-test, (2) a 15-min intervention discussing VT, (3) a post-test and (4) a delayed post-test conducted eight weeks later. The results indicated learning differences between groups; qualitative analysis identified three categories of student answers, i.e. emergent, premature and unaware, regarding their theoretical understanding. Group C had more students with emergent knowledge (36%) than did groups A (20%) or B (17%) at post-testing.
|
|
| 3. |
- Holmqvist, Mona, 1961-, et al.
(author)
-
Defining an object of learning and the forms it appears in : the intended, enacted and lived object of learning in a learning situation
- 2010
-
In: The 4<sup>th</sup> International Multi-Conference on Society, Cybernetics and Informatics. Proceedings Volume I. - Winter Garden, FL, USA : International Institute of Informatics and Systematics. - 9781936338054 ; , s. 2-7
-
Conference paper (peer-reviewed)abstract
- The aim of this study is to describe in what ways the object of learning changes shape during its way from the intended (planned), enacted (offered) and lived (discerned) object of learning. The study is based on variation theory, and learning study is used as a model. A total of three preschool teachers, 39 children aged 4-5 years and three researchers participated in the study. Three interventions were carried out in three different groups of children (A, B and C) by three preschool teachers. The data consist of video-dcumented meetings with the preschool teachers and researchers, interviews with the children in the form of pre-, post- and delayed post-tests and video-documented interventions (3). The results show (a) how the teachers' focus on aspects concerning the object of learning and aspects not concerning the object of learning affects learning possibilities. The results also show (b) a discrepancy between the children's possibilities to learn adn what the preschool teachers intend to offer them to learn. Finally, the results show (c) how the preschool teachers' understanding of childrens learning sometimes makes them use other words than the appropriate ones to make the intervention funnier or more interesting.
|
|
| 4. |
|
|
| 5. |
- Holmqvist, Mona, 1961-, et al.
(author)
-
Learning in pre-school : the expectations teachers have on children's learning and what children actually learn
- 2009
-
Conference paper (peer-reviewed)abstract
- The point of departure in this study is to describe pre-school children´s learning during a learning study and the expectations the teachers have on each child´s learning. The learning study model (Holmqvist & Mattisson, 2008) is used based on variation theory. Three micro-cycles (lessons) form a macro-Learning study cycle (including three lessons). One Learnign study was implemented during three weeks (one lesson each week). The participants in teh study were three pre-school teachers, their 36 children and researchers. The study consits of discussions with teachers on their focus when planning lessons, classroom observations during learning studies carried out in pre-school and interviews with pre-school teachers´about the expectations they have concerning the children´s learning. The results show 1) an increased learning outcome when the object of learning is presented using variation theory and 2) a discrepancy between what the children actually learned and the teachers' expectations. The expectation the teachers´have on their children´s learning differs from what they actually learned indicates that there is a risk that teachers too high or low expectations affect children´s learning ability. By the use of learning study the teachers became aware of this risk.
|
|
| 6. |
- Holmqvist, Mona, 1961-, et al.
(author)
-
Learning Study in pre-school : teachers' awareness of children's learning and what they actually learn
- 2012
-
In: International Journal for Lesson and Learning Studies. - 2046-8253. ; 1:2, s. 153-167
-
Journal article (peer-reviewed)abstract
- Purpose - The aim of this paper is to describe pre-school children’s learning during a Learning Study, and their teachers’ awareness of each child’s learning possibilities in relation to what they actually learned. The aims of the study are twofold; firstly we focus on how to design Learning Study in pre-school settings, and secondly we study young children’s (aged 4-5) learning.Design/methodology/approach - The data consists of three videotaped interviews with each participating child (n=39), three videotaped interventions and one videotaped interview each with three pre-school teachers.Findings - The results show 1) an increased learning outcome in all three groups, 2) there is a discrepancy between what the children actually learned and the teachers’ awareness about the children’s possibilities. The teachers’ awareness of the children’s learning possibilities differ from what the children actually learned.Originality/value - Learning study is usually used in school settings, but this paper shows its potential also in pre-school settings. Beside this, the results indicates that there is a risk that if teachers’ expectations are too high or too low, they will affect children’s abilities to learn in either a positive or a negative way by not offering the children sufficiently challenging tasks. By the use of Learning Study the teachers became aware of this discrepancy and were able to reassess their expectations for each child according to their abilities.
|
|
| 7. |
|
|
| 8. |
- Holmqvist, Mona, 1961-, et al.
(author)
-
The object of learning - before, during and after a learning situation
- 2011
-
In: Journal of Systematics, Cybernetics and Informatics. - 1690-4524. ; 9:2, s. 67-73
-
Journal article (peer-reviewed)abstract
- The aim of this study is to describe in what ways the objectof learning changes shape during its way from the intended(planned), enacted (offered) and lived (discerned) object oflearning. The study is based on variation theory, andlearning study is used as a model. A total of three preschoolteachers, 39 children aged 4-5 years and three researchersparticipated in the study. Three interventions were carriedout in three different groups of children (A, B and C) bythree preschool teachers. The data consist of videodocumentedmeetings with the preschool teachers andresearchers, interviews with the children in the form of pre-,post- and delayed post-tests and video-documentedinterventions (3). The results show (a) how the teachers’focus on aspects concerning the object of learning andaspects not concerning the object of learning affectslearning possibilities. The results also show (b) adiscrepancy between the children’s possibilities to learn andwhat the preschool teachers intend to offer them to learn.Finally, the results show (c) how the preschool teachers’understanding of children’s learning sometime make themuse other words than the appropriate ones to make theintervention funnier or more interesting.
|
|
| 9. |
|
|
| 10. |
- Holmqvist, Mona, 1961-, et al.
(author)
-
Using variation theory to analyze what preschool children experience exemplified by wholes and parts as the object of learning
- 2010
-
In: The 4<sup>th</sup> International Multi-Conference on Society, Cybernetics and Informatics. Proceedings Volume I. - Winter Garden, FL, USA : International Institute of Informatics and Systematics. - 9781936338054 ; , s. 8-11
-
Conference paper (peer-reviewed)abstract
- Preschool children's learning is the subject of this study. Three children aged 4, 5 and 6 participated. The data consists of individual interviews with the children before and after the intervention and a videotaped intervention. Our results show that children seem to see a whole as something that is not cut into pieces, no matter what i looks like. They do not necessarily refer to the whole when they see a half, nor do they imagine the halves or quarters in a whole that is not cut into pieces. On the other hand, if they see halves they do not have any difficulty putting them together into a whole, but this happens when they can see the material in front of them. The results reveal some interesting findings, pointing at the natural flexibility small children have in discerning a half in relation to a whole insteac of in relation to a representation (like a full circle). On the other hand - the children show difficulties in seeing what parts a whole can be divided into. This is the other way around, as children in higher grades with a view of the circle as the correct representation of a whole, which sometimes makes it hard to manage problem solving at higher grades where flexibility in how to understand proportions is needed.
|
|
