| 1. |
- Brunosson, Albina, 1986-, et al.
(författare)
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To use a recipe - not a piece of cake. Students with mild intellectual disabilities' use of recipes in home economics.
- 2014
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Ingår i: International Journal of Consumer Studies. - : Wiley. - 1470-6423 .- 1470-6431. ; 38, s. 412-418
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Tidskriftsartikel (refereegranskat)abstract
- Recipes are not only part of today's cooking culture, they are also part of the Swedish syllabus of home economics. The aim of this study was to investigate what kinds of difficulties students with mild intellectual disabilities have using recipes during cooking lessons in home economics. We conducted an ethnographically inspired approach, with a total of 44h of accompanying observations. Three compulsory schools for students with intellectual disabilities were enrolled in the study, and 37 students and three teachers were included. The socio-cultural theory of learning has been used as a theoretical framework. The findings reveal both that recipes are central artefacts during the cooking lessons and that the students have various difficulties using the recipes. The difficulties vary, and they concern both how the recipes are designed and the purport of the recipes. Difficulties in relation to the design included, for example, the separation of ingredients and instructions in the text and the large amount of information given in both the whole and the parts of the recipes. The difficulties in relation to the purport – that is, the meaning or sense of the recipe – were the ingredients, the kitchen utensils and the knowledge of how to perform a specific task. These difficulties can be considered special in relation to the use of the recipes. We suggest the concept of ‘recipe literacy’ to capture the complex knowledge of using recipes.
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| 2. |
- Brante, Göran, 1951
(författare)
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Ett credo om att avskaffa betyg
- 2014
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Ingår i: Motbok. Kritiska perspektiv på styrdokument, lärarutbildning och skola. - Lund : Studentlitteratur. - 9789144101934 ; , s. 75-88
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3. |
- Brante, Göran, 1951
(författare)
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Generationsförrädaren -på barnets sida!
- 2014
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Ingår i: Motbok. Kritiska perspektiv på styrdokument, lärarutbildning och skola. Redaktör Olof Franck. - Lund : Studentlitteratur. - 9789144101934 ; , s. 23-41
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Brante, Göran, 1951, et al.
(författare)
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To double a recipe : interdisciplinary teaching and learning of mathematical content knowledge in a home economics setting
- 2014
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Ingår i: Education Inquiry. - : Routledge. - 2000-4508. ; 5:2, s. 301-318
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Tidskriftsartikel (refereegranskat)abstract
- This study examines if interdisciplinary teaching can be said to facilitate the learning and use of fractions by Swedish 12-year-old pupils. Home and Consumer Studies is well suited to interdisciplinary teaching, and young people can therefore find it interesting to study maths since the setting is relevant to them. Building on variation theory and a learning study, we examined pupils' (n18) ability to double fractions greater than ½ when using a recipe. The general results show that what is to be learned benefits if it is presented in different ways, that teachers should not take pupils' knowledge for granted, and mathematically that it is not necessary to divide something to be able to double it. We argue that the study shows that genuine problems based on pupils' interest and life world can enhance motivation and, in turn, learning.
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| 5. |
- Brante, Göran, 1951
(författare)
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Vad är att vara lärare?
- 2015
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Ingår i: En lektion för livet. En bok om ett yrke i förvandling.. - Stockholm : En bok för alla. - 9789172217324 ; , s. 147-167
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 6. |
- Brante, Göran, 1951, et al.
(författare)
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Theorising teaching and learning: pre-service teachers' theoretical awareness of learning.
- 2015
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Ingår i: European Journal of Teacher Education. - : Informa UK Limited. - 0261-9768 .- 1469-5928. ; 38:1, s. 102-118
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Tidskriftsartikel (refereegranskat)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.
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| 7. |
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| 8. |
- Brante, Göran, 1951
(författare)
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Allmän didaktik och ämnesdidaktik - en inledande diskussion kring gränser och anspråk
- 2016
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Ingår i: Nordisk tidskrift för Allmän Didaktik. - 2002-1534. ; 2:1, s. 52-68
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Tidskriftsartikel (refereegranskat)abstract
- Swedish teacher education policies, in line with the evidence discourse, emphasize subject knowledge, and subject didactics have a vast influence in school and teacher education. But what is the difference between general and subject didactics? In subject didactic text books it is suggested that didactic subject knowledge is more or less sufficient for thinking and planning teaching, and/or that everything concerning school is subject didactics. The aim of the article is to problematize the concept of subject didactics and its claims in relation to planning and teaching. Instead it is suggested that subject matter planning and teaching within school education can be understood as general didactics. This will be presented in two ways. First, one theory strongly involving thinking about subject matter for the planning of teaching, is used to illustrate that this actually is general didactic theories of how content can be thought about, treated and handled in the planning of teaching. It is Klafkis theory of didactic analysis. Secondly, scientific articles in mathematics, history and biology, claimed to be representative for subject didactics will be used to demonstrate that what is stressed in them as subject didactics, in fact seem to be traditional general didactic positions. If this reasoning has credibility it should be reason to investigate more profoundly the intersection between general and subject didactics.
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| 9. |
- Brante, Göran, 1951
(författare)
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Changes in the time: Swedish upper secondary school and youth culture
- 2015
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Ingår i: The 43rd Annual Congress of the Nordic Educational Research Association 4-6 March 2015.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This presentation discuss how manifested edicts on Swedish school policies since the 1990s changes the organization of upper secondary schools, and how these alterations in turn exerted an influence on both teachers and students. The presentation is a tentative (and maybe normative) way of moving consciously and reflectively forward, to discuss tactics and strategies of a new kind in a changing world. A number of aspects are illustrated, for instance: how curriculum structures affect knowledge offered to students; contradictions between teachers' discretionary professionalism and curriculum and rating requirements; how spatial inequalities may impact students’ choices; and how marketization of schools affects factors such as school information, student health, grades, and teachers' work situation. A small case study illustrates upper secondary students’ views of the relationship between student and teachers. Finally, some theories and possible mechanisms are mentioned which may have a chance to provide explanations to the discussion; these are built on Ziehe, Mannheim and others. The overall discussion expresses something about some of the structural and institutional aspects that can be said to have an influencing role in the relatively immediate future of school and teaching activities.
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| 10. |
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