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Sökning: WFRF:(Anderberg Elsie) > Tidskriftsartikel

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1.
  • 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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2.
  • 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.
3.
  • Anderberg, Elsie, et al. (författare)
  • Micro processes of learning
  • 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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5.
  • Anderberg, Elsie, et al. (författare)
  • The epistemological role of language use in children’s explanations of physical phenomena
  • 2011
  • Ingår i: Cambridge Journal of Education. - 0305-764X. ; 41:4, s. 489-505
  • Tidskriftsartikel (refereegranskat)abstract
    • The article investigates the interplay between the meaning given to certain key expressions and pupils’ understanding of science subject matter, in a qualitative study of learning. The intentional-expressive approach to the epistemological role of language use served as a theoretical frame, within the wider context of phenomenographic research on learning. Data were collected using a particular dialogue structure. Micro-process analysis was employed to examine the data. Two descriptive categories emerged: 1) Exploring the function of meaning, and 2) Inventory of meaning. Pupils who explored the function of meaning related their explanations, both to other expressions, and to their personal understanding of the physical problem. Pupils who made inventories of meaning mostly directed attention towards expressions as words. Emphasis was on correct reproduction of scientific terminology. Inventory of meaning was most common in the dialogues with the fourteen-year-olds, while exploring the function of meaning dominated in dialogues with the ten-year-olds.
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6.
  • Anderberg, Elsie, et al. (författare)
  • The epistemological role of language use in learning
  • 2008
  • Ingår i: Educational Research Review. - 1747-938X. ; 3:1, s. 14-29
  • Tidskriftsartikel (refereegranskat)abstract
    • Denna artikel har har blivit nominerad till EARLI publication award. Vinnare utses i Amsterdam den 25 augusti.This article has been nominated to the EARLI publication award. The winner will be announced in Amsterdam on the 25th of August.
7.
  • Anderberg, Elsie (författare)
  • Word meaning and conceptions
  • 2000
  • Ingår i: Instructional science. - 0020-4277. ; 28:2, s. 89-113
  • Tidskriftsartikel (refereegranskat)abstract
    • In considering students' thinking, thephenomenographic tradition has paid considerableattention to conceptions of various phenomena withinthe context of learning. However, this research hasnot explicitly examined the relation betweenwords used and their meaning in the processes of understanding and learning. The present study concernsthe character of the relationships between verbalexpressions and thoughts about phenomena referred to.In order to understand these relationships more fully,an empirical study was carried out. Twenty-sevenstudents from two institutes of higher education, acollege of health science and a college of education,participated. Qualitative interviews were used to bothstimulate students' thinking about the conceptionsthey expressed of a particular problem and to documenttheir thinking. Contextual analysis was used toexamine this data. The results of the analysis arepresented in three related descriptive categories. Thecategories represent three different aspects ofrelationships between words used and thoughts aboutphenomena referred to and three different developmentsof these relationships. Finally, conclusions are drawnand are discussed in relation to research onunderstanding and learning and two major traditions inthe philosophy of language.
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9.
  • Karlsson, Jan, et al. (författare)
  • Reaching beyond disciplines through collaboration : Academics' learning in a national multidisciplinary research programme
  • 2008
  • Ingår i: Journal of Workplace Learning. - Bingley : Emerald Group Publishing Limited. - 1366-5626. ; 20:2, s. 98-113
  • Tidskriftsartikel (refereegranskat)abstract
    • Purpose - The purpose of this paper is to analyse and describe the learning that takes place in the interaction between academics from different disciplines and perspectives in collaboration with practitioners.Design/methodology/approach - The research draws on theories of learning that view it in relation to context, where the most significant features of the learning process concern discerning new aspects of a phenomenon. The study focuses on the workplace learning of researchers in a multidisciplinary programme at the National Institute for Working Life in Sweden (NIWL). Data was collected from semi-structured interviews. In the analysis the learning experienced was discerned by identifying how the participants spoke of developing and changing in their work as researchers.Findings - The investigation identified five categories of learning of the academics in the multidisciplinary research programme, namely: deepened awareness of perspectives and concepts; practical development; new awareness of one's competences and professional learning process; flexible professionalism and practical usefulness; insights into research and development processes.Practical implications - The study contributes to an increased understanding of how knowledge production and academics' workplace learning is constituted in multidisciplinary contexts and research programmes involving practitioners from outside academia.Originality/value - In organising and supporting learning and knowledge exchange in inter- or multidisciplinary research programmes with (or without) practitioners, it is essential to be aware of the importance of relational and contextual implications for academics' learning processes.
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10.
  • Nordén, Birgitta, et al. (författare)
  • Knowledge capabilities for sustainable development in global classrooms – local challenges
  • 2011
  • Ingår i: Utbildning och Demokrati. - 1102-6472. ; 20:1, s. 35-58
  • Tidskriftsartikel (refereegranskat)abstract
    • The Young Masters Programme provides young people around the world with a net–based global–local learning environment for sustainable develop-ment. The present study investigates certain aspects of the implementation of this programme in the secondary schools of a Swedish municipality, in the context of the Lund Calling project. The research focuses on critical abilities to act globally, referred to as “knowledge capabilities”, and how they relate to the implementation process of initiating global learning for sustainable development (GLSD). A phenomenographic approach and semi–structured interviews were used in the investigation of the experiences of secondary school pupils, teachers and headmasters who participated in the project. Participants’ experiences of the changes carried out are described in relation to examples of knowledge capabilities needed for GLSD. Critical knowledge capabilities found to have been developed through the implementation were: to take command, and to collaborate. Critical knowledge capabilities perceived as necessary, but not developed through the programme were: to be prepared, to act in a transdisciplinary manner, and to lead for a holistic understanding
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  • Resultat 1-10 av 14
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