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Träfflista för sökning "WFRF:(Brante Göran 1951 ) srt2:(2015-2017)"

Sökning: WFRF:(Brante Göran 1951 ) > (2015-2017)

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1.
  • Brante, Göran, 1951 (författare)
  • Allmän didaktik och ämnesdidaktik - en inledande diskussion kring gränser och anspråk
  • 2016
  • Ingår i: Nordisk tidskrift för Allmän Didaktik. - 2002-1534. ; 2:1, s. 52-68
  • Tidskriftsartikel (refereegranskat)abstract
    • Swedish teacher education policies, in line with the evidence discourse, emphasize subject knowledge, and subject didactics have a vast influence in school and teacher education. But what is the difference between general and subject didactics? In subject didactic text books it is suggested that didactic subject knowledge is more or less sufficient for thinking and planning teaching, and/or that everything concerning school is subject didactics. The aim of the article is to problematize the concept of subject didactics and its claims in relation to planning and teaching. Instead it is suggested that subject matter planning and teaching within school education can be understood as general didactics. This will be presented in two ways. First, one theory strongly involving thinking about subject matter for the planning of teaching, is used to illustrate that this actually is general didactic theories of how content can be thought about, treated and handled in the planning of teaching. It is Klafkis theory of didactic analysis. Secondly, scientific articles in mathematics, history and biology, claimed to be representative for subject didactics will be used to demonstrate that what is stressed in them as subject didactics, in fact seem to be traditional general didactic positions. If this reasoning has credibility it should be reason to investigate more profoundly the intersection between general and subject didactics.
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2.
  • Brante, Göran, 1951 (författare)
  • Changes in the time: Swedish upper secondary school and youth culture
  • 2015
  • Ingår i: The 43rd Annual Congress of the Nordic Educational Research Association 4-6 March 2015.
  • Konferensbidrag (övrigt vetenskapligt)abstract
    • This presentation discuss how manifested edicts on Swedish school policies since the 1990s changes the organization of upper secondary schools, and how these alterations in turn exerted an influence on both teachers and students. The presentation is a tentative (and maybe normative) way of moving consciously and reflectively forward, to discuss tactics and strategies of a new kind in a changing world. A number of aspects are illustrated, for instance: how curriculum structures affect knowledge offered to students; contradictions between teachers' discretionary professionalism and curriculum and rating requirements; how spatial inequalities may impact students’ choices; and how marketization of schools affects factors such as school information, student health, grades, and teachers' work situation. A small case study illustrates upper secondary students’ views of the relationship between student and teachers. Finally, some theories and possible mechanisms are mentioned which may have a chance to provide explanations to the discussion; these are built on Ziehe, Mannheim and others. The overall discussion expresses something about some of the structural and institutional aspects that can be said to have an influencing role in the relatively immediate future of school and teaching activities.
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4.
  • Brante, Göran, 1951 (författare)
  • Subjects didactics - a universal general didactic position?
  • 2015
  • Ingår i: The 43rd Annual Congress of the Nordic Educational Research Association 4-6 March 2015.
  • Konferensbidrag (övrigt vetenskapligt)abstract
    • Subject didactics have got a vast influence in teacher education; you could say that it seems to be the focused and most important part in curricula for becoming teachers. But what is the difference between general and subject didactics? In subject didactic text books it is suggested that didactic subject knowledge is sufficient for thinking and planning of teaching, and/or that everything concerning school is subject didactics. The aim of the presentation is to problematize the concept of subject didactics and its claims in relation to planning and teaching subject knowledge. It is here proposed that subject matter planning and teaching within school education can be understood as general didactics, and that it is a universal statement. The universal position encompasses that aspects used for planning the teaching of a subject or a subject matter, can be applied to any subject or subject matter, any group of learners, and in any culture. This will be shown in two ways. First, three theories strongly involving thinking about subject matter for the planning of teaching, is used to illustrate that these actually are general didactic theories of how content can be thought about, treated and handled in the planning of teaching. It is Klafkis didactic analysis, the variation theory including learning study developed by Marton, and Whites theory of content dimensions. They are also all universal. Secondly, scientific articles in mathematics, history and biology, claimed to be representative for subject didactics will be used to demonstrate that what is stressed in them as subject didactics, in fact can be shown to be traditional general didactic positions. The claims in the articles are also universal in the above mentioned way. If this reasoning has credibility it should be reason to investigate more profoundly the intersection between general and subject didactics. Swedish teacher education policies, in line with the evidence discourse, emphasize subject knowledge. There may be a risk that the focus on subject knowledge will diminish the invaluable knowledge concerning personal, institutional and structural relations in classrooms.
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5.
  • Brante, Göran, 1951, et al. (författare)
  • Theorising teaching and learning: pre-service teachers' theoretical awareness of learning.
  • 2015
  • Ingår i: European Journal of Teacher Education. - 0261-9768 .- 1469-5928. ; 38:1, s. 102-118
  • Tidskriftsartikel (refereegranskat)abstract
    • We examine pre-service teachers’ theoretical learning during one five-week training module, and their educators’ learning about better lecture design to foster student learning. The study is iterative: interventions (one per group) were implemented sequentially in student groups A–C, the results of the previous intervention serving as the baseline for the design developed for the next. These learning study participants, 79 students from year three of a teacher training programme, studied the variation theory (VT) of learning. Three lesson cycles were completed, each comprising four steps: (1) a pre-test, (2) a 15-min intervention discussing VT, (3) a post-test and (4) a delayed post-test conducted eight weeks later. The results indicated learning differences between groups; qualitative analysis identified three categories of student answers, i.e. emergent, premature and unaware, regarding their theoretical understanding. Group C had more students with emergent knowledge (36%) than did groups A (20%) or B (17%) at post-testing.
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7.
  • Brante, Göran, 1951 (författare)
  • Vad är att vara lärare?
  • 2015
  • Ingår i: En lektion för livet. En bok om ett yrke i förvandling.. - Stockholm : En bok för alla. - 9789172217324 ; , s. 147-167
  • Bokkapitel (övrigt vetenskapligt)
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8.
  • Granberg, A., et al. (författare)
  • Knowing how to use and understand recipes: What arithmetical understanding is needed when students with mild intellectual disabilities use recipes in practical cooking lessons in Home Economics?
  • 2017
  • Ingår i: International Journal of Consumer Studies. - : John Wiley & Sons. - 1470-6423 .- 1470-6431. ; 41:5, s. 494-500
  • Tidskriftsartikel (refereegranskat)abstract
    • The aim of this study was to explore what arithmetical understanding is needed when students with mild intellectual disabilities use recipes during practical cooking lessons in Home Economics. The settings were compulsory schools in Sweden attended by students with intellectual disabilities. Sixteen lessons in Home Economics during which cooking took place were observed. In total, 37 students and three teachers participated. All students had a mild intellectual disability. Their ages varied, but most were between 13 and 14 years old. The sociocultural perspective on learning, combined with a literacy framework, was used as a theoretical foundation for the study. Main findings are that students need an arithmetical understanding of (i) how to interpret numbers, (ii) how to interpret and use units, and (iii) how to compute when using recipes. The knowledge and skills needed to be able to use a recipe are featured in the concept recipe literacy, capturing both theoretical, declarative knowledge and the more practical, procedural knowledge. Recipe literacy can be used to theorize the use of recipes when learning to cook, as in Home Economics.
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