| 1. |
- Vennberg, Helena, 1969-
(författare)
-
Att räkna med alla elever : följa och främja matematiklärande i förskoleklass
- 2020
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Förskoleklassen har en speciell position mellan två skilda kulturer där utveckling och lärande har olika betydelse. Avhandlingens syfte är att bidra med kunskap om förskoleklasslärares möjligheter att följa och främja alla elevers utveckling och lärande i matematik. Avhandlingen består av fyra studier. Studie I utgjordes av en intervention med en intervention- och en kontrollgrupp som både följdes genom observationer och utvärderades genom för- och eftertest. Interventionen bestod av undervisningsmaterialet Tänka, resonera och räkna i förskoleklass (TRR), samt tillhörande fortbildning. Två uppföljningsstudier genomfördes. I Studie II undersöktes vilka effekter TRR hade på matematikutvecklingen på kort och lång sikt. Studie III undersökte eventuella skillnader på nationella provet gällande prestation på olika matematikområden. Slutligen i studie IV undersöktes genom en textanalys, hur policydokument har potential att styra införandet av bedömningsstödet Hitta matematiken (HM) i förskoleklass utifrån framskrivandet av eleven, matematiken och bedömning. Genom studie I, II och IV besvaras hur stöd- och undervisningsmaterial formar förskoleklasslärares föreställningar och förmågor relativt matematik, bedömning och elever som riskerar att hamna i matematiksvårigheter. Studie I, II och III besvarar hur TRR påverkar kunskapsutveckling i matematik hos elever som riskerar att hamna i matematiksvårigheter (i-risk-elever) på såväl kort som lång sikt.Resultaten i avhandlingen visar att förskoleklasslärares förmåga att följa i-risk-elevers kunskapsutveckling i TRR ökade med förskoleklasslärarnas medvetenhet om sina egna ämneskunskaper. Denna ökning ägde rum trots att bedömning var en perifer aspekt i TRR. Resultaten visar vidare att med TRR blev tillfällen för bedömning en naturligt integrerad process i undervisningen. I vilken förskoleklasslärarna i sina bedömningar identifierade innehåll i undervisningen och svårigheter i lärandet av ett matematiskt innehåll snarare än elever. Detta skiljer sig från bedömningsstödet, för vilket resultatet visar att bedömnings-tillfällen framställs som en avgränsad planerad aktivitet där målet är just att kontrollera elevernas kunskaper. Bedömning är i bedömningsstödet, i motsats till i TRR, framställd som ett behov att fånga elevens inre föreställningar, tänkande och brister. Resultaten visar också att elevernas kunskapsutveckling var större i TRR-gruppen än i kontrollgruppen, särskilt för i-risk-elever. Detta indikerar att inkluderande matematikundervisning med fokus på resonemang om representationer av tal ger möjligheter att utveckla god räkneförmåga för alla elever och är särskilt stödjande för i-risk-elevers lärande. Avhandlingens resultat visar alltså en positiv effekt för i-risk-elever, och kanske lika viktigt, inga indikationer på att TRR skulle vara sämre för elever som inte är en i-risk-elev.
|
|
| 2. |
- Junkala, Hannele, 1963-
(författare)
-
Balansakter - kroppar, sexualiteter och det oväntade : kritiska och didaktiska perspektiv på sexualundervisning inom biologiämnet
- 2023
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Sexuality education (SE) involves topics that can be perceived as sensitive and private, which creates challenges for teachers. Teachers in Sweden feel uncomfortable with the subject of SE, as they lack knowledge about LGBTQ issues and experience uncertainty in handling charged discussions. Therefore, teachers need tools for teaching this subject, regarding both the content itself and the teaching methods. Aiming to facilitate inclusive SE, this thesis thus contributes to the knowledge of contemporary SE in Sweden. Two studies were conducted: the first addressing Swedish Biology textbooks in grades 7-9, and the second involving classroom observations in three different teachers’ SE teaching in grade 8. These studies were developed into four papers.Paper 1 presents a content analysis of five Swedish Biology textbooks using feminist, crip and queer perspectives. The results show that trans persons, homosexuality, bisexuality, and heterosexuality are standard content. Representations of disabilities are sparse, while intersex and asexuality are not included. In paper 2, Swedish whiteness is analysed in the textbooks and teacher interviews through the lens of critical race theory. The findings reveal that references to legislation, science, progression, ethnicity, tradition, and culture construct Swedish whiteness as a ‘happy’ place ‘here’, in contrast to less happy places elsewhere, far away ‘there’. Paper 3 concerns different tensions that arise during classroom teaching and how teachers balance these situations. Both the anti-oppressive strategies and the teaching methods focused on processes, facts, and relations are analysed. The results show that teachers can use tensions in SE to challenge prejudice and heteronormative assumptions. Also, teachers’ inclusion of students’ thoughts and worlds, even around controversial topics, creates recognition, subjectification, and meaning making for the students. Paper 4 explores how teachers handle unexpected situations in SE classrooms. The short interruptions are analysed through the theoretical concepts becomings, intensity, and glow.According to the results, when teachers capture unexpected comments, student engagement is aroused, allowing new concepts to enrich the SE content. In sum, this thesis concludes that SE needs to embrace more diverse content. This could be achieved through fluid conceptions of bodies and sexualities, thus facilitating students' recognition and subjectification, especially through the inclusion of nuances of asexuality, alternative family constellations, intersex, and crip. Finally, teachers need to welcome tensions and the unexpected as rich possibilities to capture new SE content and to create student engagement.
|
|
| 3. |
- Lönngren, Johanna, Docent, 1985-, et al.
(författare)
-
Emotions in engineering education : a configurative meta-synthesis systematic review
- 2024
-
Ingår i: Journal of Engineering Education. - : John Wiley & Sons. - 1069-4730 .- 1524-4873.
-
Forskningsöversikt (refereegranskat)abstract
- Background: The study of emotions in engineering education (EEE) has increased in recent years, but this emerging, multidisciplinary body of research is dispersed and not well consolidated. This paper reports on the first systematic review of EEE research and scholarship. Purpose: The review aimed to critically assess how researchers and scholars in engineering education have conceptualized emotions and how those conceptualizations have been used to frame and conduct EEE research and scholarship.Scope/Method: The systematic review followed the procedures of a configurative meta-synthesis, mapping emotion theories and concepts, research purposes and methods, and citation patterns in the EEE literature. The review proceeded through five stages: (i) scoping and database searching; (ii) abstract screening, full text sifting, and full text review; (iii) pearling; (iv) scoping review, and (v) in-depth analysis for the meta-synthesis review. Two hundred and thirteen publications were included in the final analysis.Results: The results show that the EEE literature has not extensively engaged with the wide range of conceptualizations of emotion available in the educational, psychological, and sociological literature. Further, the focus on emotion often seems to have been unintentional and of secondary importance in studies whose primary goals were to study other phenomena.Conclusions: More research adopting intentional, theorized approaches to emotions will be crucial in further developing the field. To do justice to complex emotional phenomena in teaching and learning, future EEE research will also need to engage a broader range of conceptualizations of emotion and research methods, drawing on diverse disciplinary traditions.
|
|
| 4. |
- Lönngren, Johanna, Docent, 1985-, et al.
(författare)
-
Learning for an unknown future : emotional positioning in and for expansive learning
- 2023
-
Konferensbidrag (refereegranskat)abstract
- STUDY OVERVIEW AND PURPOSE: We live in troubled times. Faced with increasingly serious and urgent, wicked sustainability challenges (Lönngren & van Poeck, 2021; United Nations, 2015), such as climate change, pandemics, and violent conflict , more and more people experience anxiety, hopelessness, and worries about the future (Barrineau et al., 2022; Ojala et al., 2021; Pihkala, 2020). The United Nations’ Agenda 2030 with its 17 Sustainable Development Goals (SDGs; United Nations, 2015) may offer a comforting illusion of a yellow brick road to a known and livable future. Yet, complex systems studies have shown that the future is not only unknown but ultimately unknowable (Dewulf & Biesbroek, 2018; Funtowicz & Ravetz, 1993). In light of such radical uncertainty, Barrineau et al. (2022) argued that environmental and sustainability education (ESE) is not only about “promoting [pre-defined] skills and competencies in sustainability education with which to equip students to tackle sustainability challenges” (p.3) since we do not know yet what competencies they will need. The only thing we know for certain is that future generations will need to develop knowledge, skills, and practices that are different from those we know today, that is, those that have given rise to our current predicaments. In other words, students need to “learn something that is not yet there” (Engeström & Sannino, 2010, p. 2).In recent years, a range of educational theories and concepts that touch upon this type of learning have increased in popularity. For example, Engeström et al. (Engeström et al., 2022; Engeström & Sannino, 2010) have drawn on cultural historical activity theory to examine expansive learningprocesses that allow learners to develop “expanded pattern[s] of activity, corresponding theoretical concept[s], and new types of agency” (Engeström & Sannino, 2010, p. 7). Similarly, Barrineau et al. (2022) have described emergentist education as a form of teaching and learning that engages with “the possibilities of the not-yet-imagined” (p.2). Others have described related theories, such as transformative and transgressive social learning as crucially important in ESE (Lotz-Sisitka et al., 2015).These and other traditions of transformative and expansive learning theories have in common that they attend to the role of social interaction for learning, stressing that learning always takes place in social contexts (Lenglet, 2022; Lotz-Sisitka et al., 2015; Van Poeck et al., 2020). Another common thread through many approaches is an attention to spirituality, affect, and/or emotions (Hoggan, 2016; Lenglet, 2022; Lotz-Sisitka et al., 2015). For example, Hoggan (2016) argued that learners must be “emotionally capable of change” (p. 61), pay attention to emotional experiences, and learn to utilize emotional ways of knowing. Similarly, Östman et al. (2019) have used pragmatist theories to argue that strong embodied experiences can trigger transformative learning. This intersection between expansive learning, social interaction, and emotions is the focus of our contribution.The aim of our study is to explore how expansive learning can manifest in and through emotional interaction when student groups engage with wicked sustainability challenges. To do so, we draw on positioning theory as a theoretical tool that allows us to study emotions as a form of social interaction (Harré & van Langenhove, 1999) rather than something individuals have and experience. More specifically, we explore processes of emotional positioning (Lönngren et al., 2021; Lönngren & Berge, forthcoming), analyzing how students use emotions discursively to position themselves – and each other – in relation to their (expansive) learning and (future) agency to work for sustainable and desired futures.METHODS: Emotions can be expressed through a wide range of modalities (e.g., speech, gestures, facial expressions, intonation, bodily positions). Therefore, multimodal approaches are particularly suitable for studying how emotions are expressed and used in social interaction (Goodwin et al., 2012; Hufnagel & Kelly, 2018; Lönngren & Berge, forthcoming). For this study, we video-recorded group work conducted by four groups of engineering students. The group work sessions took place during two sustainability courses for engineering students at two Swedish universities and they were part of the students’ regular course work. No researchers were present during the sessions, but teachers entered each room occasionally to check on the groups’ progress. In total, we recorded approximately 70 hours of video data. To analyze the data, we first watched all recordings (~70h) to familiarize ourselves with the data. Thereafter, we formulated sensitizing concepts (consensus/dissensus, convergence/divergence, comfort/vulnerability, intensity, and social positions) to narrow our focus on situations in which we could study emotional positioning and/or expansive learning processes. The sensitizing concepts allowed us to select a smaller number of excerpts for in-depth analysis. For each excerpt, we then developed narrative descriptions of any processes of expansivity and expansive learning we could observe. Finally, we applied the analytic tools of positioning theory to make sense of the ways in which students used emotions discursively while engaging (or not) in expansive learning.PRELIMINARY FINDINGS AND CONCLUSIONS: Our preliminary findings point to multiple ways in which emotional positioning could facilitate expansive learning during group engagement with wicked challenges. For example, when students suggested norm-breaking methods or solution approaches, other students could validate those ideas by listening attentively and expressing excitement. By validating unconventional ideas, the students also positioned themselves and each other as expansive learners with rights and duties to reach beyond known approaches and solutions. In other excerpts, we observed high levels of emotional congruence between the group members. When one student laughed, others would often join in. In other instances, students would fall silent simultaneously, much like a general pause in an orchestra concert. By enacting these and other forms of emotional congruence, the students could co-construct their group as a team – working together, building on each other’s ideas, and taking collective responsibility for any outcomes they produced. Thus, they also constructed a shared safety-net, reducing perceived risks associated with expansive learning: If the outcomes of their work had turned out to be flawed or ridiculed by others, they could have shared the burden of the perceived (!) failure and helped each other focus on the exceptional learning they had achieved. These findings demonstrate how students could use emotions discursively to position themselves and each other as (a) students who can and should engage in expansive learning, and (b) sustainability agents who can and should contribute to developing innovative solutions to wicked issues. The findings also show how emotions expressed in interaction can have profound impacts on learning, which further stresses the importance of more ESE research on emotions in and as social interaction. A better understanding of emotional interaction in ESE would also support educators in developing teaching and learning environments conducive to expansive learning.
|
|
| 5. |
- Vinnervik, Peter, 1971-
(författare)
-
När lärare formar ett nytt ämnesinnehåll : intentioner, förutsättningar och utmaningar med att införa programmering i skolan
- 2021
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In March 2017, programming was introduced in the Swedish school curriculum. The reform was formally enacted in July 2018. Research shows that teachers enacting curriculum reform practices encounter various challenges. For this particular reform, few teachers had prior experience of programming, and research further suggests that programming is difficult to teach and learn. It is therefore important to study teachers’ perceptions and experiences of what they should teach, why, and how, as this can provide valuable insight into how new policies influence teachers’ work, and how new policies are implemented.This thesis explores circumstances that may influence teachers’ integration of programming in school mathematics and technology education and consists of three studies. Study 1 and 3 draw on teachers’ perceptions and experiences collected before and after formal enactment of the reform. Study 2 draws on textual data from formal curriculum documents. The studies address three questions: (1) What challenges do teachers perceive prior to the introduction of programming? (2) What message about programming is communicated in the intended curriculum? (3) How do teachers transform programming into teaching content in technology education and what challenges do they face?The results show that teachers face several intrinsic and extrinsic challenges during the process of integrating programming in their teaching. A perceived lack of professional knowledge and understanding of programming among the teachers emerged as a prominent challenge both prior to and more than two years into the reform. Additional challenges are related to teaching materials, time for preparation and professional development. In technology education, teachers mainly see programming as a medium to explore and understand technological systems and construction work. They are uncertain of what programming means in terms of practices and concepts, and about learning progression and assessment. The results further reveal that the curriculum texts are sparse on details about what programming knowledge entails. Important strategic decisions are left entirely to the teachers without any clear guidance. In addition, the results indicate that many technology teachers work in isolation and that interdisciplinary work around programming, as intended in the curriculum, is generally lacking. It is concluded that there is a risk of inequality among schools and that the children’s experience of programming becomes fragmented, despite good intentions. The current implementation model needs to be improved, and this thesis presents two possible actions.
|
|
