| 1. |
- Berglund, Camilla, 1970-
(författare)
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Närheter och avstånd i ett nordvärmländskt skogslandskap : Praktiker och betydelser i nya tidsrumsliga sammanhang
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis examines the contemporary forest landscape of northern Värmland in Sweden in terms of practices, meanings and time-space relations. The increasing urbanization worldwide also affects the countryside landscape to produce what is generally referred to as “new ruralities”, which are the result of changed conditions for livelihood and leisure. What does the concept new ruralities mean in relation to the sparsely populated forest landscape of northern Värmland, Sweden?The thesis adopts a relational approach to landscape, which means that landscape entails and forms relations between the material, the immaterial, and the human. Landscapes stretches out in time and space, which means that they rests on and progresses from layers of earlier and contemporary activities. Landscape practices and meanings are therefore important for understanding changes as well as continuities in the context of new ruralities. Inspired by the Heideggerian basic assumption about dwelling the thesis methodologically draws on phenomenology, but also on ethnography to clarify the relation between the individual and the society. Interviews, field studies and participant observations with special focus on the settlement, community engagement, and forest and hunting were conducted in four parishes in northern Värmland.Proximity and distance turn out to be the common denominators in the meanings of the forest landscape that emerge from the study, but attention is also clearly drawn to the problems of depopulation, changing social relations, and the tension between the private and the common good. The new ruralities of the northern Värmland forest landscape seem to rest on the tension between flow and fixity, between change and continuity, as traditional practices are performed with new meanings and extended time-space relations.
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| 2. |
- Christenson, Nina, 1975-
(författare)
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Socioscientific argumentation : Aspects of content and structure
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Socioscientific argumentation has shown to be a feasible educational framework for promoting citizenship and for cultivating scientific literacy. However, there are several aspects of this educational framework that have been shown to be problematic. Consequently, in this thesis I investigated various aspects of quality of socioscientific argumentation from both an upper secondary student and a teacher perspective. By using students’ written argumentation on socioscientific issues (SSI) I studied how they justified their claims. The results showed that different SSI led students to use different subject areas in their justifications. I also compared science majors with social science majors and found that the number of justifications provided by the students is related to their discipline background. In these two studies, a new content focused analytical framework for analyzing content aspects of socioscientific argumentation, the SEE-SEP model, was used and shown to be suitable for this purpose. However, to ensure that students are able to produce high-quality arguments I suggest that both content and structural aspects need to be considered. As a result of this, I have presented a framework based on research literature and the Swedish curriculum, for analyzing and assessing both these aspects of socioscientific argumentation. Moreover, I investigated how science and language teachers assess students’ socioscientific argumentation and found that the science teachers focused on students’ ability to reproduce content knowledge, whereas language teachers focused on students’ ability to use content knowledge from references, and the structural and linguistic aspects of argumentation. The complexity of teaching socioscientific argumentation makes it difficult to teach and assess comprehensively. In order to promote quality and include both content and structural aspects, I suggest that a co-operation among teachers of different disciplines is beneficial.
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| 3. |
- Magnusson, Patrik, 1972-
(författare)
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Geografilärares ämnesförståelse : Ämnesdidaktiska berättelser som reflektionsarena skapar kunskap om skolans geografi
- 2023
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Kunskaper om och perspektiv på skolämnet geografi är viktiga när relationen mellan lärare och ämne sätt i fokus, särskilt om lärares ämnesspecifika förståelse betraktas som bärande för hur geografiämnet blir till i skolan.Syftet med denna studie är att utforska hur geografilärares ämnesspecifika förståelse kommer till uttryck och kan förstås när lärare själva får reflektera över ämnet och undervisningen. Resultaten visar på en bred variation i hur lärare förstår och resonerar om det egna ämnet. Analysen uppvisar skillnader i hur denna förståelse kan tolkas där två av fynden rör hur vardagens geografier inkluderas samt geografiämnets roll som beredskapsämne. Till det förs en diskussion om det ömsesidiga beroendeförhållandet mellan vad lärare upplever som möjligt och tillåtet, den kapacitet de har att agera, samt geografilärarens roll som medskapare av ämnet.
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| 4. |
- Nilsson, Sofie, 1977-
(författare)
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Att tänka geografiskt i en digital undervisningsmiljö : En studie av högstadielärares kunskapsbas och användning av digitala verktyg i geografiundervisningen
- 2021
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This compilation licentiate thesis focuses on geography teaching in a digital teaching and learning environment in the Swedish secondary school. Departing from a subject-didactic perspective, the aim was to explore the relation between teachers’ knowledge base, choices and usage of digital tools and geography teaching. The preconditions to develop students geographical thinking has been of specific interest. The thesis consists of two joint studies: a regional survey (n=47) and a case study based on workshops. The results from the first study formed a basis for the design of the second study. The study draws on theories on teachers’ knowledge base, pedagogical content knowledge and TPACK. The first study focused on teachers’ view of what secondary geography education implies in a digital teaching and learning environment. The second study explored secondary social science teachers’ curriculum thinking when constructing lesson plans containing geographical analyses with subject-specific digital tools (SSDT).The results reveal that handling geographical analysis in geography education stand out as a complex content that challenges teachers’ professional management competence. The usage of digital tools and SSDTs, such as GIS, varies. Subject specific games are commonly used in geography teaching. However, SSDTs that provide great amount of geographical data, for instance GIS, are not as commonly used. Moreover, results from the second study indicate that most participating teachers engaged in geographical thinking when planning their lessons, but there is an imbedded difficulty regarding transforming such thinking into student instructions. Also, integrating the SSDTs in the lesson plans proved to be challenging for some of the teachers. This implies developing each knowledge aspect is crucial alongside developing an integration of the knowledge aspects.
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