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Sökning: WFRF:(Anderberg Elsie)

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  • Alvegård, Christer, et al. (författare)
  • The interplay between content, expressions and their meaning when expressing understanding
  • 2010
  • Ingår i: Science & Education. - 0926-7220. ; 19:3, s. 283-303
  • Tidskriftsartikel (refereegranskat)abstract
    • In the intentional-expressive approach, a development within the phenomenographic tradition, an alternative view of the role of language is adopted. The approach focuses the learner's use of expressions and intended meanings, in relation to his/her conception of a phenomenon. The article presents empirical findings from a study made at a university of technology using a special dialogue structure. The aim of the dialogue is to capture the individual's way of reflecting on the interplay between the expressions he or she uses, their intended meanings, and his or her conception of the phenomenon. Twenty-four students participated and were presented an everyday situation involving the physical motion of a body. The results show that the interplay was ambiguous and dynamic. The relationships between expression and meaning were much weaker than between meaning and conception. In learning situations, this may cause problems concerning students' knowledge formation, since a stable relationship is often taken for granted in learning and teaching.
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  • Alvegård, Christer, et al. (författare)
  • The interplay between content, language meaning and expressions
  • 2006
  • Ingår i: Paper presented in the symposium the interplay between language and thought in understanding problems from a student perspective at AERA (American Educational Research Association) Annual Meeting, San Fransisco, April 8–12, 2006..
  • Konferensbidrag (övrigt vetenskapligt)
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  • Anderberg, Elsie, et al. (författare)
  • Global learning for sustainable development in higher education
  • 2009
  • Ingår i: International Journal of Sustainability in Higher Education. - 1467-6370. ; 10:4, s. 368-378
  • Tidskriftsartikel (refereegranskat)abstract
    • Purpose – The purpose of this paper is to provide a synopsis of some major trends that have marked discussions on global learning for sustainable development (GLSD) in higher education. The aim is formulated against the background of the complexity represented in GLSD, as well as the fact that sustainable development (SD) is an issue of global interest for universities. Design/methodology/approach – The authors conducted an overview in recent trends in research on GLSD in higher education over the last 20 years, based on the combination of the keyword higher education for Sustainable Development with global learning (GL) and global education. Findings – The overview suggests that only relatively limited steps have been implemented to achieve GLSD, and rhetoric still dominates the discussions. It appears that little empirical research has been undertaken on learning in global settings. Several authors have identified the need for a competence-based curriculum for GLSD. Originality/value – Universities, professionals and students need to take greater responsibility. How knowledge, values and abilities are formed and developed from the global learner's perspective therefore, remains an open and fundamental question. The paper underlines the crucial role that higher education plays in GL for sustainability. Acknowledgements: This paper has been written with financial support from The Swedish Research Council and the International Institute for Industrial Environmental Economics at Lund University, Sweden.
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  • Anderberg, Elsie, et al. (författare)
  • Micro processes of learning : Exploring the interplay between conceptions, meanings and expressions
  • 2009
  • Ingår i: Higher Education. - 0018-1560. ; 58:5, s. 653-668
  • Tidskriftsartikel (refereegranskat)abstract
    • The article describes qualitative variation in micro processes of learning, focusing the dynamic interplay between conceptions, expressions and meanings of expressions in students' learning in higher education. The intentional-expressive approach employed is an alternative approach to the function of language use in learning processes. In the empirical investigation, a dialogue model was used that both stimulates and documents students' ways of processing meaning. Results were grouped into three descriptive categories: vague, stabilising and developing ways of processing. Educational implications include, firstly, two distinct types of vague constitution of meaning in learning: one connected to fragmentary relationships between expressions and meanings, and another that triggers and creates close relationships and changes in relationships. Secondly, the categories display different unexplored ways of processing, related to deep and surface approaches in students' learning.
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  • Resultat 1-10 av 35
  • [1]234Nästa
 
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