| 1. |
- Holmqvist, Mona, 1961-, et al.
(författare)
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Defining an object of learning and the forms it appears in : the intended, enacted and lived object of learning in a learning situation
- 2010
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Ingår i: 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
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Konferensbidrag (refereegranskat)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.
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| 2. |
- Holmqvist, Mona, 1961-, et al.
(författare)
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Learning Study in pre-school : teachers' awareness of children's learning and what they actually learn
- 2012
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Ingår i: International Journal for Lesson and Learning Studies. - 2046-8253. ; 1:2, s. 153-167
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Tidskriftsartikel (refereegranskat)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.
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| 3. |
- Holmqvist, Mona, 1961-, et al.
(författare)
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The object of learning - before, during and after a learning situation
- 2011
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Ingår i: Journal of Systematics, Cybernetics and Informatics. - 1690-4524. ; 9:2, s. 67-73
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Tidskriftsartikel (refereegranskat)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.
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| 4. |
- Holmqvist, Mona, 1961-, et al.
(författare)
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Using variation theory to analyze what preschool children experience exemplified by wholes and parts as the object of learning
- 2010
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Ingår i: 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
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Konferensbidrag (refereegranskat)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.
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