| 1. |
- Holmberg, Ulrik, et al.
(författare)
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Frågedriven undervisning för att organisera normativa kunskapspraktiker i SO-ämnena
- 2022
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Ingår i: Nordidactica. - : Karlstads universitet. - 2000-9879. ; :4, s. 124-153
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Tidskriftsartikel (refereegranskat)abstract
- This is a mainly conceptual and argumentative article which presents a model for enquiry-based teaching (Swedish acronym FDU - frågedrivenundervisning). The purpose is to suggest and discuss how enquiry-based teaching can contribute to organising qualified subject teaching in history, religious education and social studies. This is dealt with through two sections. The first section presents a structure for enquiry-based teaching through tested teaching designs in the three subjects, and the second section discusses certain qualities of enquiry-based teaching that we argue should be maintained. Based on actual teaching and teachers' experiences of designing enquiry-based teaching, the article positions FDU as a subject didactic teaching model. Hordern's (2022) framework for normative knowledge practices forms the theoretical starting point for discussing FDU as a subject didactic model that can help teachers in designing, planning, implementing and evaluating qualified subject teaching.The article argues that FDU can be regarded as a normative knowledge practice that is characterised by the qualities of being enquiry-based, prospective, consistent, assessment-oriented, and continuous.
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| 2. |
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| 3. |
- Johansson, Roger, et al.
(författare)
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Eye movements play an active role when visuospatial information is recalled from memory
- 2012
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Ingår i: Journal of Vision. ; 12:9
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Konferensbidrag (refereegranskat)abstract
- Abstract in Undetermined Whilst it has been established that spontaneous eye movements occur with visual imagery and that they are comparable with those from an original scene inspection (e.g., Brandt & Stark, 1997; Johansson, Holsanova, & Holmqvist, 2006), the exact purpose of these eye movements has been a hot topic of debate (cf., Ferreira et al., 2008; Richardson et al., 2009). Do they have an active and functional role in memory retrieval or are they merely an epiphenomenon? In a recent study we reported that when eye movements were prohibited for participants who orally described pictures from memory, their recollections became altered and impaired (Johansson, Holsanova, Dewhurst, & Holmqvist, (in press). Journal of Experimental Psychology: Human Perception and Performance). The current study was designed as a follow-up, aiming to uncover exactly how imposing different eye movements on participants affects memory retrieval processes. Eye movements were recorded from participants who recalled properties and spatial arrangements of sets of objects under four different manipulations: (1) free viewing on a blank screen; (2) gazing at a fixation cross; (3) looking at an area which was matched with the original locations of the objects to be recalled; (4) looking at an area which did not match the original locations of the objects to be recalled. By restricting eye movements in different ways during recall, we demonstrate the sensitivity of retrieval performance to specific eye movement manipulations. Results provide evidence that eye movements do have an active and supportive role when visuospatial information is recalled by highlighting the circumstances under which a visual memory is hampered. Additionally, findings suggest that the influence of "eye movements to nothing" is primarily related to the processing and retrieval of spatial information.
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| 4. |
- Johansson, Roger, et al.
(författare)
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Looking at the keyboard or the monitor : relationship with text production processes
- 2010
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Ingår i: Reading and writing. - : Springer Netherlands. - 0922-4777 .- 1573-0905. ; 23:7, s. 835-851
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we explored text production differences in an expository text production task between writers who looked mainly at the keyboard and writers who looked mainly at the monitor. Eye-tracking technology and keystroke-logging were combined to systematically describe and define these two groups in respect of the complex interplay between text production and the reading of one's own emerging text. Findings showed that monitor gazers typed significantly faster and were more productive writers. They also read their own text more, and they frequently read in parallel with writing. Analysis of fixation durations suggests that more cognitive processing is in use during reading in parallel with writing than during reading in pauses. Keyboard gazers used the left and right cursor keys significantly more. We suggest that this is because they revised their texts in a much more serial mode than monitor gazers. Finally, analysis of the characteristics of the final texts showed no differences between the groups.
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| 5. |
- Johansson, Roger, et al.
(författare)
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Reading during text production
- 2012
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Ingår i: Current trends in European Writing Research. - Bingley, UK : Emerald. ; , s. 359-361, s. 359-361
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Bokkapitel (refereegranskat)
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| 6. |
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| 7. |
- Johansson, Roger, et al.
(författare)
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Gaze patterns reveal how situation models and text representations contribute to episodic text memory
- 2018
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Ingår i: Cognition. - : Elsevier BV. - 0010-0277. ; 175, s. 53-68
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Tidskriftsartikel (refereegranskat)abstract
- When recalling something you have previously read, to what degree will such episodic remembering activate a situation model of described events versus a memory representation of the text itself? The present study was designed to address this question by recording eye movements of participants who recalled previously read texts while looking at a blank screen. An accumulating body of research has demonstrated that spontaneous eye movements occur during episodic memory retrieval and that fixation locations from such gaze patterns to a large degree overlap with the visuospatial layout of the recalled information. Here we used this phenomenon to investigate to what degree participants’ gaze patterns corresponded with the visuospatial configuration of the text itself versus a visuospatial configuration described in it. The texts to be recalled were scene descriptions, where the spatial configuration of the scene content was manipulated to be either congruent or incongruent with the spatial configuration of the text itself. Results show that participants’ gaze patterns were more likely to correspond with a visuospatial representation of the described scene than with a visuospatial representation of the text itself, but also that the contribution of those representations of space is sensitive to the text content. This is the first demonstration that eye movements can be used to discriminate on which representational level texts are remembered and the findings provide novel insight into the underlying dynamics in play.
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| 8. |
- Nordgren, Kenneth, 1962-, et al.
(författare)
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Intercultural historical learning : A conceptual framework
- 2015
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Ingår i: Journal of Curriculum Studies. - : Routledge. - 0022-0272 .- 1366-5839. ; 47:1, s. 1-25
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Tidskriftsartikel (refereegranskat)abstract
- This paper outlines a conceptual framework in order to systematically discuss themeaning of intercultural learning in history education and how it could be advanced. Wedo so by bringing together theories of historical consciousness, intercultural competenceand postcolonial thinking. By combining these theories into one framework, we identifysome specific and critical aspects of historical learning that are relevant for today. Wehave constructed a matrix with three rows of narrative abilities intersecting with threecolumns of intercultural dimensions. This generates a matrix that consists of nine cells.By formulating a set of questions and answers for each cell, we outline learning applica-tions and demonstrate how the historical and intercultural concepts are mutually enrich-ing. The framework addresses two issues: firstly, the intercultural historical competencethat may result; and secondly, how it can be developed. This can be used by researchersto analyse the intercultural elements of historical learning, in schools and in society, andby educators to construct relevant learning activities.
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| 9. |
- Swami, Viren, et al.
(författare)
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The Attractive Female Body Weight and Female Body Dissatisfaction in 26 Countries Across 10 World Regions : Results of the International Body Project I
- 2010
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Ingår i: Personality and Social Psychology Bulletin. - : Sage Publications. - 0146-1672 .- 1552-7433. ; 36:3, s. 309-325
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Tidskriftsartikel (refereegranskat)abstract
- This study reports results from the first International Body Project (IBP-I), which surveyed 7,434 individuals in 10 major world regions about body weight ideals and body dissatisfaction. Participants completed the female Contour Drawing Figure Rating Scale (CDFRS) and self-reported their exposure to Western and local media. Results indicated there were significant cross-regional differences in the ideal female figure and body dissatisfaction, but effect sizes were small across high-socioeconomic-status (SES) sites. Within cultures, heavier bodies were preferred in low-SES sites compared to high-SES sites in Malaysia and South Africa (ds = 1.94-2.49) but not in Austria. Participant age, body mass index (BMI), and Western media exposure predicted body weight ideals. BMI and Western media exposure predicted body dissatisfaction among women. Our results show that body dissatisfaction and desire for thinness is commonplace in high-SES settings across world regions, highlighting the need for international attention to this problem.
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| 10. |
- Traub, Franziska, et al.
(författare)
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Eye movements during the recollection of text information reflect content rather than the text itself
- 2015
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Ingår i: ; , s. 67-67
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Konferensbidrag (refereegranskat)abstract
- Several studies have reported that spontaneous eye movements occur when visuospatial information is recalled from memory. Such gazes closely reflect the content and spatial relations from the original scene layout (e.g., Johansson et al., 2012). However, when someone has originally read a scene description, the memory of the physical layout of the text itself might compete with the memory of the spatial arrangement of the described scene. The present study was designed to address this fundamental issue by having participants readscene descriptions that where manipulated to be either congruent or incongruent with the spatial layout of the text itself. 28 participants read and recalled three texts: (1) a scene description congruent with the spatial layout of the text; (2) a scene description incongruent with the spatial layout of the text; and (3) a control text without any spatial scene content. Recollection was performed orally while gazing at a blank screen. Results demonstrate that participant’s gaze patterns during recall more closely reflect the spatial layout of the scene than the physical locations of the text. Memory data provide evidence that mental models representing either the situation or the text do not necessarily compete but rather supplement each other
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