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- Åkerfeldt, Anna, 1974-
(författare)
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Didaktisk design med digitala resurser : En studie av kunskapsrepresentationer i en digitaliserad skola
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In digital-classroom practices, pupils design their learning processes in collaboration with their peers, employing different semiotic resources when representing signs of learning in a constant flow. There still remain differences, however, between learning practices and the way pupils are formally tested. During tests, knowledge is regularly represented individually and often by delimited resources in contrast to digital learning practices where technologies enable redesign with a broader mix of written text, images, colours, graphs etc.In this thesis I investigate the increased access to and the frequent use of digital resources in schools and how these challenges contribute to tensions between and among school practices. In addition I discuss how digitalised learning environments can be studied in educational research. The aim of my thesis is to add to the existing knowledge about how the use of digital resources shapes knowledge representations and also the pupils’ possibilities to represent their knowledge. Knowledge representations are seen partly as an expression of the pupils’ knowledge in school and partly as an expression of products that are designed to be used in education such as digital educational games, two of which I will study in this thesis.My theoretical understanding draws on a design-oriented multimodal perspective on learning. Findings are discussed in relation to didactic design and Learning Design Sequence model (LDS). A developed LDS model is presented that summarises and highlights my findings. In the thesis I also discuss some of the challenges for a researcher when studying learning in a digitalised school with a focus on interaction and communication and how multimodal data can be transcribed, analysed and presented in a publication.
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| 3. |
- Benyamine, Isak, 1963-
(författare)
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Konstnärliga undervisningspraktiker : Genealogier, diskurser och makt
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation is about art teaching practices at upper secondary schools with a focus on theatre and at university arts programmes with a focus on film. More specifically, it addresses the factors that have contributed to current teaching practices in art education today and how students and teachers in interaction with each other shape, become part of and identify with the norms and values that emerge through these practices.The overarching question concerns how norms and values emerge as power/knowledge processes in the teaching process. The genealogical study presented examines how art education is constructed at a policy level. The study discusses how, in past eras, investigators, researchers and educators described what students needed to do during their education to develop into professional artists, how teaching practices were designed and justified, and how art was distinct from other activities and forms of knowledge in education. The interaction study presented examines the act of teaching. It discusses how, the participants shape each other and establish norms and values in relation to notions of what art “is” and can be.The conditions of possibilities in art teaching practices has been identified in three discourses. The discourse of conversation governs the format and organisation of the teaching practice. It is assumed that through conversation the students can develop their artistic ability. The discourse of freedom identifies how students submit to the vague, flexible and ever-changing notions of what art signifies. The discourse of production describes how the artistic work in the teaching practice takes precedence over an acquisition of established knowledge.The importance of the participants’ own experiences and feelings, therapeutic conversations, the liberation from conventional education discourses, confession practices and the establishment of a production discourse all emerge as important techniques in art teaching practices. Core values and norms are expressed through these techniques.The study shows that participants in art teaching practices develop the skills of self-evaluation, self-analysis and self-governance. The notion of an individualised, exploratory educational experience clashes with a process that directs the students to align themselves with the shared norms and values of the art world, of its content and expression. Students perceive their artistic output as unique while the art produced can be understood as expression of a normalisation process that strives to maintain the values and norms in art teaching practices. In summery the dissertation shows that the participants’ learning process is of an exploratory nature. Rather than acquiring and assimilating established knowledge, the participants learn by finding their own paths in a knowledge-formation process in which they discover the artistic potential of their own experiences and insights.
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| 5. |
- Björklund, Camilla, 1977, et al.
(författare)
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Implementing a structural approach in preschool number activities. Principles of an intervention program reflected in learning
- 2021
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Ingår i: Mathematical Thinking and Learning. - : Informa UK Limited. - 1098-6065 .- 1532-7833. ; 23:1, s. 72-94
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Tidskriftsartikel (refereegranskat)abstract
- We report here on an intervention implementing a structural approach to arithmetic problem-solving in relation to learning outcomes among preschoolers. Using the fundamental principles of the variation theory of learning for developing the intervention and as an analytical framework, we discuss teaching and learning in commensurable terms. The research question is how teaching grounded on a structural approach and designed based on principles of variation theory is reflected in children’s learning of numbers. To answer this, three analyses were conducted, addressing: i) how the children’s ways of experiencing numbers changed after participating in the intervention, ii) how the theoretical ideas were afforded in the intervention program, and iii) synthesizing how the affordance was associated with the children’s arithmetic learning. One group of eight children participating in the intervention program was chosen for thorough analysis. Progression was observed in how the children changed their ways of experiencing numbers during the intervention that allowed them to enact more advanced arithmetic strategies, which was associated with the structural approach in teaching. The results also show how analysis focusing on aspects discerned in learning and aspects afforded in teaching provides a way of describing arithmetic learning with significant implications for teaching practices.
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| 7. |
- Björklund, Camilla, 1977, et al.
(författare)
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Preschool class students’ discernment of number structure in a spatial pattern.
- 2024
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Ingår i: In Häggström, J., Kilhamn, C., Mattsson, L., Palmér, H., Perez, M., Pettersson. K., Röj-Lindberg, A.-S. & Teledahl, A. (Eds.), Mediating mathematics. Proceedings of MADIF14 (pp. 85–96).. - : SMDF.
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Konferensbidrag (refereegranskat)
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| 8. |
- Björklund, Camilla, et al.
(författare)
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Teaching finger patterns for arithmetic development to preschoolers
- 2018
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Konferensbidrag (refereegranskat)abstract
- In this paper we describe the empirical and theoretical meaning behind how finger patterns are taught to facilitate the development of preschool children’s perception of the first ten natural numbers. An intervention programme, informed by Variation theory of learning, included 65 five-year-olds and teachers at seven preschool departments in Sweden. The programme aimed at developing teaching activities and artefacts to promote children discerning necessary aspects of the first ten numbers. The design of the programme is significant to describe and evaluate as basis for forthcoming analyses of the learning outcomes, as a pedagogical approach that stands in contrast to common preschool teaching practice in Sweden is adopted.
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| 9. |
- Blåvarg, Ebba Christina, 1967-
(författare)
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Psykologi på schemat : Formeringen av ett skolämne, 1960–2015
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The school subject psychology in Sweden has undergone several extensive transformations during the period 1960–2015. Since the launch of Läroplan för gymnasiet 1965, psychology is a part of the national curriculum for upper secondary level as a standalone school subject in Sweden. However, it has been formulated differently within different discursive practices. This thesis focuses on the formation of the school subject psychology by analyzing texts on the subject from mainly three different practices where the subject is constructed. The first is a bureaucratic space that includes public policy texts developed through cooperation and regulation by way of bureaucratic processes. The second is a practice-oriented space and it includes teaching materials such as textbooks produced by publishers and individual authors. The third practice is a professional space and includes the discourse on the school subject psychology among teachers in the subject teacher’s association, teacher magazines and debate articles. Through a discursive perspective, the source material from these practices have been analyzed both by focusing on each space separately, and in parallel. Overall, the discourse on the school subject psychology has changed dynamically during the focused period, in the different spaces, which is depicted in detail with examples and excerpts. In addition, four overarching discourse orders are presented. First, the overarching empirical and scientific stance that permeated the subject at the beginning of the national curriculum in the 1960s. Later, in the 1990s and 2000s, an inward shift in subject focus, from being useful for understanding the world with a critical view, to critically examining and evaluating various psychological theories. However, perhaps the most unexpected finding are two major orders of discourse that can be seen in between these in time. Firstly, an overall vivid activity in all the practices and the major change that the subject underwent in the 1970s, in conjunction with the subject revision in 1979. And secondly, the extensive and almost absolute silence that followed in relation to the subject psychology. This thesis contributes to the research field by mapping the formation of psychology as a school subject in Sweden through different discursive practices, as well as highlighting various orders of discourse in relation to psychology as a school subject.
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