| 1. |
- Brunosson, Albina, 1986-, et al.
(författare)
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To use a recipe - not a piece of cake. Students with mild intellectual disabilities' use of recipes in home economics.
- 2014
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Ingår i: International Journal of Consumer Studies. - : Wiley. - 1470-6423 .- 1470-6431. ; 38, s. 412-418
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Tidskriftsartikel (refereegranskat)abstract
- Recipes are not only part of today's cooking culture, they are also part of the Swedish syllabus of home economics. The aim of this study was to investigate what kinds of difficulties students with mild intellectual disabilities have using recipes during cooking lessons in home economics. We conducted an ethnographically inspired approach, with a total of 44h of accompanying observations. Three compulsory schools for students with intellectual disabilities were enrolled in the study, and 37 students and three teachers were included. The socio-cultural theory of learning has been used as a theoretical framework. The findings reveal both that recipes are central artefacts during the cooking lessons and that the students have various difficulties using the recipes. The difficulties vary, and they concern both how the recipes are designed and the purport of the recipes. Difficulties in relation to the design included, for example, the separation of ingredients and instructions in the text and the large amount of information given in both the whole and the parts of the recipes. The difficulties in relation to the purport – that is, the meaning or sense of the recipe – were the ingredients, the kitchen utensils and the knowledge of how to perform a specific task. These difficulties can be considered special in relation to the use of the recipes. We suggest the concept of ‘recipe literacy’ to capture the complex knowledge of using recipes.
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| 2. |
- Finnveden, Göran, et al.
(författare)
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Evaluation of integration of sustainable development in higher education in Sweden
- 2020
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Ingår i: International Journal of Sustainability in Higher Education. - : Emerald Group Publishing Limited. - 1467-6370 .- 1758-6739. ; 21:4, s. 685-698
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Tidskriftsartikel (refereegranskat)abstract
- Purpose Since 2006, higher education institutions (HEIs) in Sweden, should according to the Higher Education Act, promote sustainable development (SD). In 2016, the Swedish Government asked the Swedish higher education authority to evaluate how this study is proceeding. The authority chose to focus on education. This paper aims to produce a report on this evaluation. Design/methodology/approach All 47 HEIs in Sweden were asked to write a self-evaluation report based on certain evaluation criteria. A panel was appointed consisting of academics and representatives for students and working life. The panel wrote an evaluation of each HEI, a report on general findings and recommendations, and gave an overall judgement of each HEI in two classes as follows: the HEI has well-developed processes for integration of SD in education or the HEI needs to develop their processes. Findings Overall, a mixed picture developed. Most HEIs could give examples of programmes or courses where SD was integrated. However, less than half of the HEIs had overarching goals for integration of SD in education or had a systematic follow-up of these goals. Even fewer worked specifically with pedagogy and didactics, teaching and learning methods and environments, sustainability competences or other characters of education for SD. Overall, only 12 out of 47 got a higher judgement. Originality/value This is a unique study in which all HEIs in a country are evaluated. This provides unique possibilities for identifying success factors and barriers. The importance of the leadership of the HEIs became clear.
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| 3. |
- Säljö, Roger, 1948, et al.
(författare)
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Epilog: Framtidens skola och utbildning
- 2014
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Ingår i: Lundgren, U. P., Säljö, R., & Liberg, C. (Red.), Lärande, skola, bildning. Grundbok för lärare.. - Stockholm : Natur & Kultur. - 9789127136021 ; , s. 689-702
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Ödalen, Jörgen, 1975-, et al.
(författare)
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Teaching university teachers to become better teachers: the effects of pedagogical training courses at six Swedish universities
- 2019
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Ingår i: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 38:2, s. 339-353
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Tidskriftsartikel (refereegranskat)abstract
- Do pedagogical training courses for university teachers have desirable effects on the participants? We set out to answer this question by following a panel of 183 university teachers from Sweden’s six largest universities, who participated in pedagogical training courses. Our study reveals that the participants’ self-reported confidence in their role as teachers increased slightly, and their self-assessed pedagogical skills increased notably after they had finished their courses. Even though the courses were rather short, we could also observe some changes in fundamental approaches to teaching in some of the subgroups of respondents, both toward more student-centeredness and, perplexingly, toward more teacher-centeredness. Additionally, most respondents (7 out of 10) found the courses useful or very useful. Course satisfaction was most notable among participants with less than three years of teaching experience. Considering the fact that we find the positive effects of pedagogical training courses to be present mainly in the group of participants with less than three years of teaching experience, we discuss whether a policy of making these courses mandatory for all university teachers implies an overestimation of their impact.
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| 5. |
- Falk, Erik, 1973-
(författare)
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Utmaningen med utmaningsdriven utbildning
- 2019
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Ingår i: Högre Utbildning. - Lund : Cappelen Damm Akademisk. - 2000-7558.
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Tidskriftsartikel (refereegranskat)abstract
- Utbildningsprogram, kurser eller kursmoment där studenter arbetar med utmaningar, ofta formulerade av samarbetsparter utanför akademin – vilka ibland benämns ”challenge-based learning” – kan bidra till relevans och verklighetsanknytning i undervisning samt främja generella förmågor som samarbete, kommunikationsförmåga och kritiskt och analytiskt tänkande. Men utbildningsformen skapar också en rad problem kring undervisningsadministration, examinationsformer och organisation eftersom den bryter mot etablerade arbetssätt och traditioner inom universitetsväsendet. Den här texten beskriver och reflekterar över praktiska och pedagogiska erfarenheter från Södertörns högskola i arbetet med att etablera en lärosätesgemensam utmaningsbaserad kurs tillsammans med Karolinska Institutet och med samverkansparterna Huddinge och Botkyrka kommuner.
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| 6. |
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| 7. |
- Levin, Lena, 1958-, et al.
(författare)
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Unpacking corrections in mobile instruction : Error-occasioned learning opportunities in driving, cycling and aviation training
- 2017
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Ingår i: Linguistics and Education. - : Elsevier BV. - 0898-5898 .- 1873-1864. ; 38, s. 11-23
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Tidskriftsartikel (refereegranskat)abstract
- This article deals with the organisation of correction in mobile instructional settings. Five sets of video data (>250 h) documenting how learners were instructed to fly aeroplanes, drive cars and ride bicycles in real life traffic were examined to reveal some common features of correction exchanges. Through detailed multimodal analysis of participants’ actions, it is shown how instructors systematically elaborate their corrective instructions to include relevant information about the trouble and remedial action – a practice we refer to as unpacking corrections. It is proposed that the practice of unpacking the local particulars of corrections (i) provides for the instructional character of the interaction, and (ii) is highly sensitive to the relevant physical and mobile contingencies. These findings contribute to the existing literature on the interactional organisation of correction and mobility, as well as to ongoing work in ethnomethodology and conversation analysis on teaching and learning as members’ phenomena.
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| 8. |
- Gonsalves, Allison J., et al.
(författare)
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Other spaces for young women's identity work in physics: Resources accessed through university-adjacent informal physics learning contexts in Sweden
- 2022
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Ingår i: Physical Review Physics Education Research. - : American Physical Society. - 2469-9896. ; 18:2
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Tidskriftsartikel (refereegranskat)abstract
- For young women, inbound identity trajectories into physics are generally regarded as exceptional. In this study, we investigated the experiences that young women have which may support their sustained interest and achievement in physics, and their ongoing inbound trajectories into post-secondary physics education. To understand these experiences, we look to the role of informal physics learning (IPL) environments as spaces which can offer resources that support women's trajectories into physics. In this paper, we highlight the important role of what we call "university-adjacent" IPL experiences-internships, summer schools, and associations that connect secondary students with the research lives of physicists. Focusing on case studies of six women enrolled in post-secondary physics programs across Sweden, we identify the various forms of resources made available through IPL environments, and how these create possibilities for young women to engage in forms of identity work that contribute to the construction of new possible selves in physics. Findings suggest that young women can access important relational and ideational resources through university-adjacent IPL programs. Relational resources included (a) supportive social networks, (b) enduring relationships, and (c) relatability. Importantly, our research finds that IPL opportunities that emphasize relationship building can create immersive experiences which go beyond representation and rather emphasize opportunities to develop practice-linked identities. Ideational resources emerged as (a) sources of information which possibilized physics for participants, and (b) types of information that provided possibilities to learn about the life of a physicist. Finally, while we claim that IPL experiences provide important possibilities for young women to immerse themselves in the practices of physics, we also discuss that these kinds of experiences remain inaccessible to most students, and thus reproduce a certain elitism in the field.
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| 9. |
- Andersson, Joacim, 1978-, et al.
(författare)
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The 'body pedagogics' of an elite footballer's career path - analysing Zlatan Ibrahimovic's biography
- 2017
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Ingår i: Physical Education and Sport Pedagogy. - : Taylor & Francis. - 1740-8989 .- 1742-5786. ; 22:5, s. 502-517
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Tidskriftsartikel (refereegranskat)abstract
- Background: Pedagogical research on career is encouraged to not limit sport learning to athletic skills, coaching effectiveness and coach–athlete relationships, but to also focus on learning in a multidimensional sense in the context of an athlete’s individual and social biography. This article examines an elite athlete’s career path as a body pedagogic phenomenon involving processes of self-transformation in relation to practical, social and embodied environments.Purpose: The purpose is to analyse the career path of the elite footballer Zlatan Ibrahimovic by focusing on how different learning environments relate to different embodiments of techniques and skills and how values and norms shape professionalism.Theoretical frameworks: A combined framework of body pedagogics and John Dewey’s theory of aesthetic experience is used to understand an elite career path as a learning trajectory involving different self-transformation means. Hence, the elite athlete is viewed as a career climber who creates his own educational pathway and engages in processes of participating, acquiring and becoming.Data analysis: A practical epistemology analysis (PEA) with a focus on aesthetic judgements is used to analyse the narrative of Zlatan’s career path as it is portrayed in the biography I Am Zlatan: My Story on and Off the Field. One major theme is identified, namely that Zlatan develops from being a dribbler to a striker. Against this background, Zlatan Ibrahomovic’s self-transformation is scrutinised in relation to three different sub-themes (suburb, arena and team) in three different ways (auto-didactic, education and educator) to create distinct and heterogeneous forms of knowledge in support of professional artistry.Results: The analysis offers an elaborated empirical description of how the means and ends of self-transformation develop reciprocally throughout Zlatan’s elite career and how this relates to practical, social and embodied environments. Examples of body pedagogic outcomes are: (1) different commitments to training, team culture and the coach–athlete relationship (social), (2) that Zlatan uses his dribbling skills more purposefully for scoring goals and satisfying the coach (embodied) and (3) that he is able to win different leagues and titles with different teams (practical).
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| 10. |
- Axelsson, Robert, et al.
(författare)
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The Challenge of Transdisciplinary Research : A Case Study of Learning by Evaluation for Sustainable Transport Infrastructures
- 2020
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Ingår i: Sustainability. - : MDPI. - 2071-1050. ; 12:17, s. 1-24
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Tidskriftsartikel (refereegranskat)abstract
- While transdisciplinary (TD) research is desired in order to solve real world sustainability issues, this may be challenging for both academic and non-academic participants. Supporting learning through evaluation, we analyzed a project aiming at sustainable transport infrastructures. After developing a TD research framework as a benchmark, two external independent evaluators interviewed all project researchers, representatives for end-users, and donors. The evaluators compared results with the framework, and evaluators and participants critically reflected on the results together. There were three inconsistencies relative to the framework: (1) limited understanding of TD research among project management, end-users, and most of the researchers; (2) no structured learning process among end-users; instead, they expressed very diverse opinions about what they expected from the project; (3) project leaders had limited understanding of the special challenges of TD research, did not fully understand the status of the project's social system, and thus did not act as facilitators of the required collaborative learning process. Non-academic participants saw themselves as customers and not as partners in the knowledge production process. We conclude that TD problem-solving research requires much time and needs facilitation and training. A preparatory phase with a lower level of funding would be helpful in preparing for TD processes.
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