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| 2. |
- Lyngfelt, Anna, 1965, et al.
(författare)
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Skönlitteraturbaserad etikundervisning och fiktionalitet
- 2018
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Ingår i: Utbildning och Demokrati. - Örebro : Örebro universitet. - 1102-6472 .- 2001-7316. ; 27:3, s. 119-137
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Tidskriftsartikel (refereegranskat)abstract
- Ethical education based on fiction and fictionality. The purpose of this text is to investigate how pupils in school year nine use fiction to discuss pre-given issues related to ethics. Do they limit themselves to associating freely based on the textual content they encounter, or do they use the literature as a ”special form of knowledge” in the sense that they see opportunities to deepen and develop their ethical reasoning based on the potentials of the text as fiction? If it is the case that the students use literature as something more than a ”communicative instrument”, in what ways could they be supported to develop their reasoning on ethics based on the fact that it is a fictional text that they use in their conversations? In order to illustrate possible answers to these two issues, theories based on literary literacy (Frederking et al. 2012) are used, i.e. theories in which the fictionality of the fictional text is highlighted (Eco 1990, Genette 1997). In light of the results, the use of semantic, idiolectic and contextual literacy is discussed.
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| 4. |
- Borgfeldt, Eva, 1961, et al.
(författare)
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"Jag ritade först sen skrev jag” - elevperspektiv på multimodal textproduktion i årskurs 3
- 2017
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Ingår i: Forskning om undervisning och lärande. - 2001-6131. ; 5:1, s. 64-89
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Tidskriftsartikel (refereegranskat)abstract
- Artikelns syfte är att undersöka vad femton elever i årskurs 3, hälften av dem flerspråkiga, framhåller som betydelsefullt i samband med att de producerar multimodala texter som ska bedömas av deras lärare. Sociosemiotisk multimodal teoribildning, och multiliteracies-forskning, präglar forskningsansatsen. Det empiriska underlaget utgörs av individuella intervjuer med eleverna och deras multimodala textproduktioner. Resultaten visar att eleverna, oavsett språklig bakgrund, framhåller de semiotiska resurserna bild och färg, medan skrift tillsammans med övriga resurser utgör ett komplement. Resultaten visar också att eleverna, med ett undantag, har svårt att verbalisera sina tankar om bedömning. Sammanfattningsvis pekar resultaten på diskrepansen mellan det som eleverna i en specifik uppgift lyckas åstadkomma och det som de kan uttrycka att de har åstadkommit. Artikeln belyser också betydelsen av lärares uppgiftsformulering för resultatet av multimodal textproduktion, liksom behovet av kompetens för att kunna bedöma multimodal textproduktion.
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| 5. |
- Dahlbäck, Katharina, 1957, et al.
(författare)
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Estetiska dimensioner i svenskämnets kursplaner från Lgr 69 till Lgr 11
- 2017
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Ingår i: Educare. - 1653-1868. ; :2017:1, s. 152-182
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Tidskriftsartikel (refereegranskat)abstract
- The possibilities young pupils have to express themselves by using ver-bal, written and aesthetic languages depend on the multilingual discourse at school. In this presentation, multilingualism is defined as languages with roots in different nations and cultures, linked to aesthetic languages (music, fine arts, literature, theatre, film and dance). The term multimo-dality is used to highlight the variety of communicative forms used by people to utilize and develop knowledge (Selander & Kress, 2010). Alt-hough people increasingly communicate by the use of different modali-ties in today’s society (Kress, 2003), the written language holds a unique position in Swedish as a school subject, and the aesthetic means of ex-pression could be said to be marginalized. The study presented is a quali-tative, comparative study based on close reading of curricula for the sub-ject Swedish from 1969 (Lgr 69) to 2011 (Lgr 11). The purpose is to make clear how aesthetic perspectives of Swedish appear in the different curricula, starting with the didactic questions on what students are ex-pected to learn, how this is told to be executed and why. Among the ana-lysed curricula, the curriculum from 1980 (Lgr 80) represents an empiri-cal, multimodal, communicative, democratic and creative approach to the subject Swedish, where aesthetic forms of expressions are emphasized. The analysis shows that the importance of these communicative forms is reduced in later curricula, leaving the aesthetical aspects in the back-ground. The possibilities represented by a variety of modalities and sign systems decrease. Instead a skill oriented school subject increase that weakens the bridges between different expressions of multilingual lan-guage. The discussion, has a focus on the problems that the curriculum implicates, when young, multilingual students are not given the possibili-ties to use their different sign systems and communicative capacity, and therefore not the possibility to learn with their full potential.
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| 6. |
- Dahlbäck, Katharina, 1957, et al.
(författare)
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Views of poetry as a competence, expressed by students in teacher education
- 2018
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Ingår i: Theoria et Historia Scientiarum Journal. - : Uniwersytet Mikolaja Kopernika/Nicolaus Copernicus University. - 0867-4159 .- 2392-1196. ; 15, s. 101-121
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Tidskriftsartikel (refereegranskat)abstract
- Since 2011 the Swedish curriculum has been oriented towards creating knowledge at school that is measurable and evidence-based. At the same time, there is still an overarching aim for education at school to stress equality by, among other things, letting all students use languages of their own to express themselves. This conflict, between knowledge that is measurable and goals aiming at maintaining democracy, also characterizes teacher education in Sweden. Hence, there are reasons to discuss the role of aesthetics at school by focusing on students’ views of the role of poetry in education. We present qualitative data consisting of interviews with eight student teachers being educated to work in primary school. In this way, a variety of conceptions of poetry, and the role of poetry at school, are captured and analyzed, which in turn, makes it possible to discuss what counts as a competence at school. The results show that lack of knowledge about aesthetic expressions limits the student teachers’ agency in several ways. They express a lack of self-confidence and they are afraid of being trapped by the school system in spite of their aspirations to work independently with poetry and other aesthetic expressions
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| 7. |
- Koning, Gabriella, et al.
(författare)
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Magnesium sulphate induces preconditioning in preterm rodent models of cerebral hypoxia-ischemia.
- 2018
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Ingår i: International journal of developmental neuroscience : the official journal of the International Society for Developmental Neuroscience. - : Wiley. - 1873-474X. ; 70, s. 56-66
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Tidskriftsartikel (refereegranskat)abstract
- Brain injury in preterm infants represents a substantial clinical problem associated with development of motor impairment, cognitive deficits and psychiatric problems. According to clinical studies, magnesium sulphate (MgSO4) given to women in preterm labor reduces the risk of cerebral palsy in the offspring but the mechanisms behind its neuroprotective effects are still unclear. Our aim was to explore whether MgSO4 induces tolerance (preconditioning) in the preterm rodent brain. For this purpose we established a model of perinatal hypoxia-ischemia (HI) in postnatal day 4 rats and also applied a recently developed postnatal day 5 mouse model of perinatal brain injury.Postnatal day 4 Wistar rats were exposed to unilateral carotid artery ligation followed by 60, 70 or 80 min of hypoxia (8% O2). On postnatal day 11, brains were collected and macroscopically visible damage as well as white and grey matter injury was examined using immunohistochemical staining. Once the model had been established, a possible preconditioning protection induced by a bolus MgSO4 injection prior to 80 min HI was examined 7 days after the insult. Next, a MgSO4 bolus was injected in C57Bl6 mice on PND 4 followed by exposure to unilateral carotid artery ligation and hypoxia, (10% O2) for 70 min on PND 5. Brains were collected 7 days after the insult and examined with immunohistochemistry for grey and white matter injury.In rats, a 60 min period of hypoxia resulted in very few animals with brain injury and although 70 min of hypoxia resulted in a higher percentage of injured animals, the brains were marginally damaged. An 80 min exposure of hypoxia caused cortical tissue damage combined with hippocampal atrophy and neuronal loss in the C3 hippocampal layer. In the rat model, MgSO4 (1.1 mg/g administered i.p. 24 h prior to the induction of HI, resulting in a transient serum Mg2+ concentration elevation to 4.1 ± 0.2 mmol/l at 3 h post i.p. injection) reduced brain injury by 74% in grey matter and 64% in white matter. In the mouse model, MgSO4 (0.92 mg/g) i.p. injection given 24 h prior to the HI insult resulted in a Mg2+ serum concentration increase reaching 2.7 ± 0.3 mmol/l at 3 h post injection, which conferred a 40% reduction in grey matter injury.We have established a postnatal day 4 rat model of HI for the study of preterm brain injury. MgSO4 provides a marked preconditioning protection both in postnatal day 4 rats and in postnatal day 5 mice.
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| 8. |
- Kuksa, Katerina, et al.
(författare)
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Svenskundervisning i språkligt heterogena klasser – lärares uppfattningar om språk och social hållbarhet
- 2021
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Ingår i: Forskning om undervisning och lärande. - 2001-6131. ; 9:3, s. 69-88
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Tidskriftsartikel (refereegranskat)abstract
- Tidigare forskning visar att lärares uppfattningar om vad, hur och varför något ska läras har betydelse för utformningen av undervisningen och för elevernas lärande. Syftet med artikeln är därför att bidra med kunskap om hur mellanstadielärare ser på sin undervisning i svenska i språkligt heterogena klasser, och hur de motiverar sina val utifrån uppfattningar om inkludering och social hållbarhet. Genom associationsintervjuer har sju lärare erbjudits möjlighet att resonera om sin undervisning utifrån ett antal ord, som kan sättas i förbindelse med varandra. Orden är: andraspråkselev, samarbete, språkundervisning, språkutveckling, ansvar, inkludering och social hållbarhet. Resultaten visar att svensklärarna upplever stora svårigheter att stötta sina elevers språkutveckling på ett professionellt sätt. Att anpassa undervisningen och samtidigt inkludera alla i klassrumsarbetet, innebär en utmaning för lärarna och ställer frågan på sin spets om hur arbete med social hållbarhet kan främjas.
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| 9. |
- Lilja, Annika, 1963, et al.
(författare)
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Conditions for development of a multidimensional ethical competence through group discussions in fiction-based ethics education
- 2023
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Ingår i: Education 3-13. - : Routledge. - 0300-4279 .- 1475-7575.
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Tidskriftsartikel (refereegranskat)abstract
- Based on an analysis of Swedish students’ group discussions while taking part in a fiction-based ethics education, this article presents conditions for the development of a multidimensional ethical competence. Four crucial conditions in students’ group discussions are identified: focus on the task, interest in each other’s contributions, knowledge about the object of the ethical analysis and its context, and explorations of the complexity of the human being. The results show that the fiction stories, and the students who act as more capable others, support the development by modelling in different ways; both procedural and substantial knowledge in ethics are required.
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| 10. |
- Lilja, Annika, 1963, et al.
(författare)
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Teachers’ perspectives on ethics education – expressed as opportunities and challenges
- 2023
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Ingår i: British Journal of Religious Education. - : Taylor & Francis Group. - 0141-6200 .- 1740-7931. ; 45:3, s. 240-250
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, ethics education occupies a prominent position in the curriculum, both in the general, introductory sections and as a part of the subject religious education. The aim of this article is to investigate teachers’ insights regarding ethics education and to contribute knowledge about opportunities and challenges with ethics education, by analysing interviews with ten teachers. Five of the teachers used a fiction-based ethics education within a research and evaluation project, and five teachers used their ordinary ethics teaching. The analysis shows five different themes, time, the students’ background, safe relations, lesson plans, and fiction, to be crucial for ethics education, in relation to both opportunities and challenges. The analysis shows that ethics is a subject that occupies a special position, giving students an education that points to the world and provides opportunities to encounter and explore important situations,in other words, an education that develops a multidimensional ethical competence.
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