| 1. |
- Ahlstrand, Pernilla, 1967-
(författare)
-
Att kunna lyssna med kroppen : En studie av gestaltande förmåga inom gymnasieskolans estetiska program, inriktning teater
- 2014
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Theatre has been a school subject in the Swedish upper secondary school's national arts program since 1992 and has its own syllabus and grading criteria. The National Curriculum in theatre emphasises the development of performative capability, which is the focus of this dissertation. This study aims to contribute to the improvement of teachers’ subject-specific language, and concerns certain aspects of student ways of knowing.Theatre encompasses tacit knowledge (Lagerström 2003) and as an art form belongs to a tradition of practical knowledge. Knowledge in theatre has traditionally been acquired within a master-apprentice tradition (Johansson 2012, Järleby 2003). When theatre as an art form becomes a school subject the conditions of the art form change through a didactic transposition (Chevallard 2005). The previous two curriculum reforms in Sweden have developed competency-based syllabuses. To meet the school's requirements for planning teaching activities with colleagues as well as assessing and giving feedback to students, theatre knowledge needs to be articulated. Research is therefore needed to develop a professional language among teachers within the subject of theatre.I have chosen to work with Learning study, which is a collaborative and iterative research approach which enables the articulation of teachers and students knowing. Data is analysed using foremost phenomenographic analyses. The results generated in this study could be useful for teachers in the process of planning lessons, giving feedback to students, for assessments and grades, for discussing the content of lessons with other teachers, and ultimately for us to begin to recognize different levels of knowing.
|
|
| 2. |
- Andrée, Maria, 1974-
(författare)
-
Den levda läroplanen : en studie av naturorienterande undervisningspraktiker i grundskolan
- 2007
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to develop knowledge about what students actually learn in lower secondary school science, regardless of intentions and policies. This is conceptualized as a study of the lived curriculum. During the last decades, new ways of organizing classroom work have evolved in Sweden. Students are to an increasing extent expected to take responsibility for what, when, and how they study. The aim of this thesis is therefore delimited to the study of which lived curriculum is constituted in such an individually organized science classroom practice.The theoretical foundation is a cultural-historical activity-theoretical perspective on human learning and development. The point of departure is that what we learn must be understood as an aspect of the activities we engage in. The research approach is ethnographic; field studies were conducted in two science classes, grades six and seven (ages 12 to 14 years old), in a Swedish midsized compulsory school during one school-year.The first result is that two different practices are discerned in the studied science classroom. One classroom practice is a criteria-based practice, where students work individually with local school criteria determining what students must be able to do in order to get a pass or a pass with distinction in the natural science subjects. The other classroom practice is a laboratory practice, where students do laboratory experiments and write laboratory reports. The second result is that students, in both practices, participate in different actions; either production and reproduction of correct answers or development of conceptual relations. These actions correspond in varying degrees to different motives; as a consequence, different scientific formation is made possible in the two different actions. A third result is that classroom practice supports student participation in the action of reproducing correct answers; while participation in the development of conceptual relations is a more risky and uncertain endeavour. However, there is evidence that students’ ways of participating can change, to a more qualified, as conditions for work change.A conclusion is that work in science classroom practice cannot, as suggested in previous research, be comprehended in terms of cultural border-crossings, between a culture of science and student cultures. Rather, work in science classroom practice must be conceptualized in terms of schooling.
|
|
| 3. |
|
|
| 4. |
- Berg, Marie, 1955, et al.
(författare)
-
Postpartum consultation: Occurrence, needs and expectations
- 2008
-
Ingår i: BMC pregnancy and childbirth. - : Springer Science and Business Media LLC. - 1471-2393. ; 8:29, s. 1-8
-
Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: As a matter of routine, midwives in Sweden have spoken with women about their experiences of labour in a so-called 'postpartum consultation'. However, the possibility of offering women this kind of consultation today is reduced due to shortage of both time and resources. The aim of this study was to explore the occurrence, women's requirements of, and experiences of a postpartum consultation, and to identify expectations from women who wanted but did not have a consultation with the midwife assisting during labour. METHODS: All Swedish speaking women who gave birth to a live born child at a University Hospital in western Sweden were consecutively included for a phone interview over a three-week period. An additional phone interview was conducted with the women who did not have a postpartum consultation, but who wanted to talk with the midwife assisting during labour. Data from the interviews were analysed using qualitative content analysis. RESULTS: Of the 150 interviewed women, 56% (n = 84) had a postpartum consultation of which 61.9% (n = 52) had this with the midwife assisting during labour. Twenty of the 28 women who did not have a consultation with anyone still desired to talk with the midwife assisting during labour. Of these, 19 were interviewed. The content the women wanted to talk about was summarized in four categories: to understand the course of events during labour; to put into words, feelings about undignified management; to describe own behaviour and feelings, and to describe own fear. CONCLUSION: The survey shows that the frequency of postpartum consultation is decreasing, that the majority of women who give birth today still require it, but only about half of them receive it. It is crucial to develop a plan for these consultations that meets both the women's needs and the organization within current maternity care.
|
|
| 5. |
- Berggren, Jessica
(författare)
-
Learning from Giving Feedback : Insights from EFL Writing Classrooms in a Swedish Lower Secondary School
- 2013
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present thesis aims to describe teenagers as peer reviewers and explore possible benefits of giving feedback. My study was carried out in two EFL classrooms in year eight in a Swedish lower secondary school, where the pupils were engaged with the written task to write an informative reply letter in English. The teaching unit included negotiations of a joint criteria list, feedback training, peer review, and the production of first and final drafts of the reply letter. Data were collected from multiples sources: texts produced in class, audio- and video-recordings, questionnaires and interviews.My main findings suggest that pupils can learn about writing from giving feedback. By adopting a reader perspective, the pupils raised their genre and audience awareness. Moreover, the peer-reviewed reply letters served as inspiration both in terms of transfer of structure, such as rhetorical organisation, and of ideas and content. Self-reports indicated that the pupils in my study enhanced their ability to self-assess and edit their own writing, which suggests that transferable skills were developed as a result of peer review. As regards micro-level aspects of writing, reading and commenting on peers’ reply letters seemed to influence a smaller number of pupils to transfer patterns and spelling. In their role as peer reviewers, the pupils successfully identified strengths and weaknesses in their peers’ writing, but the feedback comments did not include much specific formative information.My findings contribute to research on L2 writing and peer feedback by showing that younger learners can benefit from giving feedback. This is significant since previous research has mainly been carried out at university and college level. In addition, by combining text analyses, classroom observation and pupils’ self-reports, my study offers a comprehensive understanding of peer review.
|
|
| 6. |
- Björkholm, Eva, et al.
(författare)
-
Att kunna analysera tekniska lösningars ändamålsenlighet : En learning study i skolämnet teknik
- 2011
-
Ingår i: NOFA 3.
-
Konferensbidrag (refereegranskat)abstract
- Tekniska lösningar, i såväl befintliga som egna konstruktioner, är ett centralt innehåll i skolämnet teknik, men vad innebär det att kunna analysera tekniska lösningars ändamålsenlighet? Tillsammans med några lärare i grundskolans skolår 1-3 och deras klasser har jag genomfört en learning study som fokuserat på förståelsen av innebörden av detta specifika lärandeobjekt.
|
|
| 7. |
- Björkholm, Eva, et al.
(författare)
-
Exploring technical knowledge in the primary technology classroom
- 2016
-
Ingår i: Australasian Journal of Educational Technology. - Waikato, New Zealand : University of Waikato. - 1449-3098 .- 1449-5554 .- 2382-2007. ; 3
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to explore the use of categories and aspects of technical knowing which have been identified in specific contexts and related to specific learning objects to identify technical knowing and technical content in another teaching context. In this way, we want to contribute to the understanding of technical knowing within primary technology education, as well as to the development of analytical tools to help teachers in selecting and designing the content of technology teaching. Previous findings from two Learning Studies focusing on evaluating and constructing technical solutions were used to identify technical knowing in video material generated within a particular classroom practice (students aged 7-8 years old). The results suggest that the former categories and aspects can be used in different ways to identify and specify technical knowings related to technical content in the primary technology classroom.
|
|
| 8. |
- Björkholm, Eva, 1955-
(författare)
-
Konstruktioner som fungerar : En studie av teknikkunnande i de tidiga skolåren
- 2015
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to explore the meaning of technical knowing in primary technology education. This is done by identifying and describing ways of knowing in relation to specific content (so-called objects of learning) of the school subject of technology. The purpose is to contribute to the body of teachers’ professional knowledge concerning primary technology education. In this thesis, the subject of technology is seen as representing technical knowledge traditions, characterized by specific ways of developing knowledge. Moreover, the knowledge is to a great extent embedded in actions. This perspective on technical knowing challenges the traditional distinction between theoretical and practical knowledge. Data were generated through two Learning studies conducted in primary schools. Learning study is a classroom-based, interventionistic research approach, in which teachers collaborate with a researcher, focusing on specific objects of learning, that is, on what the students are supposed to learn. In the studies, the capability to evaluate the fitness for purpose of technical solutions, and to construct a linkage mechanism allowing for transferring and transforming movement were examined. Students’ actions were video-recorded in order to document verbal and physical expressions of knowing.The data were analysed using phenomenographic analysis, resulting in descriptions of specific ways of knowing in terms of complexity, as well as critical aspects to discern in order to develop the knowing. The findings from the first study describe knowing in terms of discerning functions related to different types of users, as well as aspects of the construction in order to realize functions. The second study identified technical knowing as a specified analysis of the construction in terms of location and separation of joints in relation to different functions. These findings were then used to identify technical knowing in video material generated within another teaching context. The results suggest that knowledge concerning knowing of specific objects of learning related to the evaluation and construction of technical solutions is partly generalizable. In addition, the specified knowledge concerning the meaning of the object of learning generated during the Learning study process was described. This knowledge is suggested to be an important knowledge product of Learning studies.
|
|
| 9. |
- Björkholm, Eva, et al.
(författare)
-
Learning study as a way to inquire the meaning of knowing what is to be known : The meaning of knowing how to construct a linkage mechanism. Discering aspects of the object of learning by analyzing classroom interactions
- 2013
-
Ingår i: Lesson and learning study as teacher research.
-
Konferensbidrag (refereegranskat)abstract
- This presentation describes a Learning Study within primary technology education focusing on the capability to construct a specific linkage mechanism. What one has to know in order to be able to construct a linkage mechanism is, however, not self-evident. The study reported here explores the meaning of this specific knowing. The study was conducted in collaboration with two primary school teachers and their two classes (children aged 6-7 years). Throughout the whole study step by step, starting with the analysis of the pre-test, followed by three cycles of planning and evaluation of research lessons, and the analysis of post-test, the meaning of the object of learning was specified (Marton & Pang, 2006; Carlgren, 2012). The presentation will focus on knowledge generated from the video recorded lessons by analyzing the classroom interactions and students’ difficulties that were made visible through these interactions. Teacher-student interactions as well as student-student interactions were analyzed. By analyzing students’ difficulties regarding the specific object of learning, critical aspects of the expected knowing were discerned and in this way the meaning of knowing what is expected to be known was made explicit. The results are presented in the form of critical aspects of what it means to know how to construct a linkage mechanism for this group of students. The critical aspects identified in the pre-test were further elaborated in the research lessons and by analyzing the classroom interactions in terms of student difficulties, additional aspects that were critical for students’ learning were identified. By gradually identifying the critical aspects, the collective understanding of the meaning of the object of learning was developed and specified.
|
|
| 10. |
- Björkholm, Eva, et al.
(författare)
-
The Meaning of Knowing What is Expected to be Known : The Case of Evaluating Technical Solutions’ Fitness for Purpose
- 2012
-
Konferensbidrag (refereegranskat)abstract
- The Meaning of Knowing What is Expected to be Known. The Case of Evaluating Technical Solutions’ Fitness for PurposeGeneral descriptionThe capability to evaluate technical solutions is highlighted by several authors as an important educational outcome within technology education (Barlex, 2011; Coles & Norman, 2005). A technical solution may be evaluated in terms of its fitness for purpose that includes the physical structure and function (de Vries, 2005). Although there is limited access to research on this subject-specific content in technology education, results indicate that both the link between physical structure and function as well as the fitness for purpose is difficult for pupils in primary as well as secondary education to understand (Compton & Compton, 2011; Oboho & Bolton, 1991).What one has to know in order to be able to evaluate technical solutions’ fitness for purpose is, however, not self-evident. The study that will be reported, explores the meaning of this specific knowing. Developing teaching of certain target areas in systematic ways (Nuthall, 2004) requires an explication of the meaning of knowing. In order for students to develop the specific ways of knowing (Carlgren, 2007) of a target area (in this case technical solutions’ fitness for purpose), the teaching must be planned to make it possible for students to experience and discern what is critical for learning. By designing teaching activities that make it possible to discern these critical aspects, systematic teaching-learning strategies can be developed.Knowledge concerning the meaning of knowing something to be known is generated in so called Learning Studies (Marton & Pang, 2006; Carlgren, 2012). By analyzing students’ difficulties regarding the specific object of learning, critical aspects of the expected knowing are discerned and in this way the meaning of knowing what is expected to be known is made explicit. Technical solutions’ fitness for purpose is seen as embedded in contexts and as related to human activity, therefore an understanding based on activity theory can be useful when exploring the meaning of this specific knowing.Methods/methodologyThis study is carried out in the form of a Learning Study. The Learning Study has a collaborative approach, what is critical for learning something specific is explored through a systematic and iterative process (Marton & Ling, 2007).The study was conducted in collaboration with four teachers in primary school and two classes in grade 1 and 2 (pupils aged 7-8 years). A pre-test was carried out in forms of interviews with pupils, documented by audio and video recording. The analysis of the pre-test resulted in some qualitatively different categories, describing pupils’ experiencing of the phenomenon technical solutions’ fitness for purpose. The critical aspects identified, formed the starting point when planning the lesson. Lessons were documented by audio and video recording. The results that will be presented in this paper is based on an analysis of the pre-test used in the learning study as well as analysis of three research lessons. The analysis is carried out within the theoretical framework of phenomenography (Marton, 1981) and variation theory (Marton, Runesson & Tsui, 2004).Results The results will be presented in the form of critical aspects of what it means to be able to evaluate technical solutions’ fitness for purpose. The phenomenographic analysis resulted in the categories “fitness for purpose as”: “appropriateness to users”, “technical efficiency” and “appropriateness to a wider context”. Based on these categories, critical aspects were identified such as features of the physical structure that are critical for realizing the function and how components interact to fulfill a function. Three more critical aspects developed when analyzing the lessons such as the mixing the naming of an object with the name of a material, distinguishing a main function from secondary functions and identifying a core technical solution. The critical aspects identified during lessons could be considered as further specifications of dimensions necessary to discern in order to develop the specific knowing. The results of the study aims to have implications for teachers and teaching, what Nuthall (2004) refers to as pragmatic validity. The findings may be used by teachers in their own teaching context, looking for the critical aspects identified and use them for structuring the content of teaching in order to support pupils in experiencing technical solutions in more complex ways. ReferencesBarlex, D. (2011). Dear minister, This is why design and technology is a very important subject in the school curriculum. Design and Technology Education: An International Journal, 16(3).Carlgren, I. (2007) The content of schooling. In Forsberg, Eva (Ed.), Curriculum Theory Revisited. Studies in Educational Policy and Educational Philosophy. Uppsala University Carlgren, I. (2012) The Learning Study as an approach for ‘clinical’ subject matter didactic research. International Journal of Lesson and Learning Study, Forthcoming Issue 2, May 2012. Coles, R. & Norman, E. (2005). An exploration of the role values play in design decision-making. International Journal of Technology and Design Education, 15(5).Compton, V. & Compton, A. (2011). Teaching the nature of technology: Determining and supporting student learning of the philosophy of technology. International Journal of Technology and Design education. Retrieved 2011-10-03, from http://www04.sub.su.se:2054/ content/k0v57q33r8562g75/ fulltext.pdfDe Vries, M. J. (2005). Teaching about technology: An introduction to the philosophy of technology for non-philosophers. Dordrecht: Springer.Marton, F. (1981). Phenomenography – describing conceptions of the world around us. Instructional Science, 10.Marton, F. & Ling, L. M. (2007). Learning from “The Learning Study”. Tidskrift för lärarutbildning och forskning [Journal of Research in Teacher Education], 1.Marton, F. & Pang, M. F. (2006). On some necessary conditions of learning. Journal of the Learning Sciences, 15(2).Marton, F., Runesson, U. & Tsui, A. B. (2004). The space of learning. In F. Marton & A. B. Tsui (Eds.), Classroom discourse and the space of learning. Mahwah, NJ: Erlbaum.Nuthall, G. (2004). Relating classroom teaching to student learning: A critical analysis of why research has failed to bridge the theory-practice gap. Harvard Educational Review, 74(3).Oboho, E. O. & Bolton, N. (1991). Matching students’ technological thinking with the demands of a technological curriculum. International Journal of Technology and Design Education, 4(2).
|
|
