| 1. |
- Stolpe, Karin
(författare)
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Att uppmärksamma det väsentliga : Lärares ämnesdidaktiska förmågor ur ett interaktionskognitivt perspektiv
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Den här avhandlingen syftar till att belysa lärares ämnesdidaktiska förmågor i naturvetenskap. Jag fokuserar på tre olika förmågor som är centrala för lärare, nämligen lärares professionella seende, deras automatiska agerande samt deras förmåga att berätta narrativ. Den teoretiska utgångspunkten för avhandlingen är det som jag kallar för det interaktionskognitiva perspektivet. Tre olika aspekter av interaktion behandlas, interaktion mellan individen och hennes omgivning, interaktion mellan individen och andra individer samt interaktion mellan två olika kunskapsformer – den deklarerbara och den intuitiva kunskapen – som bearbetas i det explicita respektive det implicita minnessystemet. Modellen om de två minnessystemen är således central i den här avhandlingen och jag behandlar hur dessa båda minnessystem samverkar så att deklarerbara och intuitiva kunskaper tar sig i uttryck i form av förmågor. Informanterna i de ingående studierna utgörs av såväl lärarstudenter som erfarna lärare som undervisar om, berättar om eller löser problem med ett naturvetenskapligt innehåll, med särskild tyngdpunkt på ekologi. Datainsamlingen har främst bestått i intervjuer, såväl semistrukturerade som stimulated recall-intervjuer. Dessutom har data samlats in genom att undervisning har videofilmats och att informanter har beskrivit sin undervisning i loggböcker. Resultaten visar att vi kan urskilja tre olika aspekter av lärares professionella seende: uppmärksamma, identifiera och känna igen. Förmågan att uppmärksamma det väsentliga i en komplex miljö, exempelvis att finna en viss typ av gräs bland andra gräs, är starkt förknippad med förmågan att känna igen. Dessa förmågor bygger på intuitiv kunskap och är därmed en långlivad förmåga. Att identifiera, dvs. att kunna sätta ett namn på gräset, är däremot en deklarerbar kunskap som är snabbt avklingande relativt lärtillfället. Vidare visar resultaten att förmågan att agera automatiskt är starkt situerad och därmed sammanlänkad med lärandemiljön, elevgruppen och det specifika innehållet. Automatiskt agerande bygger på erfarenhet (igenkänning) av en specifik situation vartill ett beteende är kopplat. En lärare behöver inte själv vara medveten om sitt agerande eftersom detta är en intuitiv kunskap. Den intuitiva kunskapen verkar dessutom vara en viktig del av berättelser. Studenterna kunde upp till ett år efter lärtillfället återberätta grunddragen i en historia. Däremot visade det sig att de exakta vetenskapliga termerna, dvs. den deklarerbara kunskapen, till stor del hade bytts ut mot mer vanligt förekommande termer. Jag vill poängtera värdet av både intuitiv och deklarerbar kunskap i lärarutbildningen.
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| 2. |
- Axelsson, Rose-Marie, 1962-
(författare)
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Formbara människor : Högre utbildning och arbete som utsnitt ur läkares och civilingenjörers levnadsbanor
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Fokus i denna avhandling utgör läkares och civilingenjörers kunskaps- och identifikationsprocesser under utbildning och arbete – vilka studeras som utsnitt ur levnadsbanor. Syftet är att beskriva och tolka relationen mellan högre utbildning och arbete, dels utifrån föreställningar i forskning och policy, dels utifrån människors subjektivitet, vardagserfarenheter och liv. Studien baseras på textanalys och intervjuer med läkare och IT-ingenjörer under de första åren i arbetslivet och yrket. Kännetecknande är att processer följs över tid genom en longitudinell design.Den teoretiska ramen struktureras runt tre länkade teman: Kunskap och dynamiker i det samtida samhället; Högre utbildning och arbete; Människors formbarhet. Reflexiv tolkning utgör metodologisk ansats. Begreppen flexibilitet, stabilitet och ambivalens används dialektiskt vid analys av empiriska data.Avhandlingen visar att människors subjektivitet och vardagserfarenheter samspelar med generella föreställningar och sammanhangens reella förhållanden. Utbildnings- och yrkesval kan förstås som uttryck för såväl reflexiva livsprojekt som subjektiva dynamiker. Att formas till civilingenjör och läkare ter sig på vitt skilda sätt. Ingenjörerna formas till generalister och ”spelar med säkra kort” medan läkarna bygger en karaktär och ”spelar med sig själva som insats”. I arbetet använder civilingenjörerna titeln som en flexibel strategi – identifikation är främst bunden till plats, funktion och arbetstid. Läkarnas identifikation med yrket utgör ett konstant tillstånd – läkare är något de alltid är, också på fritiden – yrket är starkt bundet till person. Resultaten indikerar att både ingenjörs- och läkaryrket kännetecknas av livslånga kvalificeringsprocesser. De visar sig stark exkluderande över tid.Relationen mellan högre utbildning och arbetet diskuteras vidare i avhandlingen genom människors levnadsbanor och i termer av såväl formbara som hållbara liv.
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| 3. |
- Tjellander, Bengt, 1948-
(författare)
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Hur jag blev lärares lärare : Den förändrade lärarrollen - den forskande pedagogiska processhjälparen och vetandeskapandet : En didaktikfilosofisk betraktelse
- 2004
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Detta är en ”reseskildring”. Berättelsen handlar om min utveckling till pedagogisk process-hjälpare och lärarutbildare. Textarten är Husserlskt egologisk och pragmatisk. Min didaktik och roll som lärare har sitt rotsystem bl.a. i några skolforskningsprojekt. Det började med en forskarroll som deltagande observatör, en god grund för att bli en reflekterande praktiker; en observerande deltagare. I andra projekt var min roll aktionsforskarens, en god jordmån för läraren som handledare. Jag funderar över empati och makt, om vår skola som vår största friskvårdsinrättning. Jag förvånas över att lärares examensarbeten inte oftare bottnar i just den reflekterande praktikerns perspektiv, att den subjektivt levda lärarerfarenheten ännu inte kommer till uttryck i berättande texter. Det känns viktigt att studenternas röster blir synliga. Mina lärarstudenter saknar sådana texter, säjer dom. Därför skrev jag.
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| 4. |
- Åström, Maria, 1965-
(författare)
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Defining Integrated Science Education and Putting It to Test
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The thesis is made up by four studies, on the comprehensive theme of integrated and subjectspecific science education in Swedish compulsory school. A literature study on the matter is followed by an expert survey, then a case study and ending with two analyses of students’ science results from PISA 2003 and PISA 2006. The first two studies explore similarities and differences between integrated and subject-specific science education, i. e. Science education and science taught as Biology, Chemistry and Physics respectively. The two following analyses of PISA 2003 and PISA 2006 data put forward the question whether there are differences in results of students’ science literacy scores due to different types of science education.The expert survey compares theories of integration to the Swedish science education context. Also some difference in intention, in the school case study, some slight differences in the way teachers plan the science education are shown, mainly with respect to how teachers involve students in their planning.The statistical analysis of integrated and subject-specific science education comparing students’ science results from PISA 2003 shows no difference between students or between schools. The analysis of PISA 2006, however, shows small differences between girls’ results with integrated and subject-specific science education both in total scores and in the three scientific literacy competencies. No differences in boys’ results are shown on different science educations.
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| 5. |
- Grahn, Margaretha, 1949-
(författare)
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Musernas viskningar förr och nu : En studie av det musiska och inriktningen musiskt lärande. En teoretisk analys samt ett empiriskt bidrag från lärarutbildningen
- 2005
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of the present thesis is twofold; the first part comprises a theoretical analysis of the concept muse-ical in an attempt to describe similarities and differences between the concepts muse-ical and aesthetic and furthermore, to identify the distinguishing features of a muse-ical approach and a muse-icalprogram.The second part of the thesis reports on an empirical study among student teachers who have chosen to study the program Muse-ical Learning. They have been interviewed about their experiences and impressions of this new program. More specifically they have been given questions pertaining to museical, aesthetic, artistic, scholarly learning, sensory experiences, talent and finally how they conceive of the role of muse-ical learning in school and in society at large and what notions they have of their future work as teachers in the field.The first part is an analysis based on selected previous writings and research regarding the concepts muse-ical and aesthetic/esthetical. The approach taken to this reading is mainly hermeneutical.The second part of the thesis aims at describing how a group of student teachers experience museical learning. Data have been gathered by in-depth, semi-structured interviews. The aim of the analysis has been to emphasise qualitative differences in the ways the informants experience the phenomena actualised in the interviews. The approach in the analysis is, mainly, phenomenographic. The group of informants comprise 20 student teachers, which is about half of all students in the pioneer cohort of the program. Every student was interviewed individually in sessions that had a typical duration of 40-45 minutes. The interviews were transcribed in extenso by the author.In a historical perspective the origins of muse-ical can be traced back to antique Greece and the nine muses that were given to mankind by the gods. The ancient Greeks realised that artistic and intellectual activities are mutually dependent on each other. A further function of the muses, to care for the collective, social memory, seems also to have been forgotten in our time. Muse-ical activities also have to be combined with rhythm and harmony to get their ultimate form. This fact reflects the Greek conviction that order is a significant aspect of beauty. (Cosmos). Greeks aimed for a balance between the vivacious and engaging of Dionysus and the more strict and ordered of Apollo.One confusing circumstance in Plato´s texts concerning the word muse-ical is the translation of mousiké to mean music which is the case in Swedish, Danish, Norwegian and English. It makes a great difference whether our children are to be fostered in mousiké i.e. the arts of the muses and gymnastics or only in music and gymnastics. My conclusion is that Plato was of the opinion that the young should be fostered in mousiké and gymnastics.The word muse-ical appears in educational contexts during the mid 1920ies in Germany, when the sociologist Hans Freyer introduced the term. Muse-ical education is, in consonance with the ideas from ancient Greece, an integration of poetry, music and rhythmic movements.My conclusion from the theoretical analyses is that the muse-ical domain should be understood as an approach to learning that is based on:• A holistic attitude aiming at a balance between “hand, heart and brain”.• Time for reflection.• Muse-ical activities that give opportunities for applying different forms of expression, e.g.activities that comprise movement, sound, colour, form and drama.• Play is an important component.• The learner is the main actor.• The muse-ical perspective is superordinate to disciplinary categories of knowledge.• The muse-ical perspective should not be translated into a rigorous method.Teachers in all subject matter areas may take a muse-ical approach. Mathematics, history and chemistry for instance are as close to the muse-ical as music or drama.I prefer to regard the aesthetic and muse-ical as two different concepts, although with some overlap in meaning. There are common parts, some aspects are borderline cases and there are also, of course, distinct differences.Already the ancient Greeks stated that literary learning and sensory experience were mutually dependent on each other. The Swedish National Curriculum for the compulsory school also emphasises the importance of balancing these two modes of learning against each other.The results of the empirical study corroborate the conclusions of the theoretical analysis. The students repeatedly emphasise the importance of experience and involvement for the sake of their own learning. They do also stress the importance of connecting theory to practical components. Concerning integration of different areas of muse-ical learning there are different standpoints among the authors that I have referred to. The students’ arguments in favour of finding a common framework for all aesthetic areas are basically that they contain common creative aspects and that they all involve bodily and emotional aspects of learning. The students emphasise, in particular, two positive aspects of the aesthetic areas and muse-ical learning. Firstly, they have a general, facilitating impact on learning regardless of context and content. Secondly, they may contribute significantly to the students’ self-confidence and thereby give them the courage to enter new areas and aim for higher goals than otherwise. A majority of muse-ical activities take place in social settings, which gives rich opportunities for the students to train their social skills.Even though it has been a demanding task to express the essence of muse-ical learning, theoretically as well as empirically, one may perhaps be comforted by realising that the magic of museical learning might disappear were it possible to define it in a distinct way.
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| 6. |
- Jaldemark, Jimmy, 1970-
(författare)
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Participation in a boundless activity : Computer-mediated communication in Swedish higher education
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The general purpose of this thesis is to understand how participation in the activity of education relates to communication and tools. This purpose unfolds by drawing on possible conceivable consequences. In the fulfilment of this purpose communication, education, participation, and tools are analytically linked by a common denominator: human action. The commentary text expounds on these links, while the four included papers illustrate how these links operate in educational settings. The general purpose serves to frame a narrower purpose: a discussion of participation through computer-mediated communication in online settings of Swedish higher education. The theoretical departure derives from a transactional approach that embraces human action as an inseparable aspect of a dynamic whole, here defined as the activity of education. This activity is discussed in terms of its cultural, ecological, historical, and social aspects. This theoretical departure embraces ideas largely taken from ecological, pragmatic and sociocultural perspectives of human action. The papers include analyses of, variously, empirical material taken from interviews with students, online exchanges of utterances, syllabuses, and study-guides. Two of the papers are literature reviews. The findings indicate that participation in education is a complex boundless phenomenon that is best understood as a dynamic whole. In this whole, participation in education is culturally, ecologically, historically, and socially transformed by actions, agents, communication, tools, and the setting. In this thesis, concepts such as computermediated communication, communicative genres, dialogical intersections, and educational settings are utilised to reach a dynamic understanding. The dynamics of these findings, therefore, are a challenge to all dualistic conceptualisations of education, such as those building on the idea of learners operating in learning environments. Particularly, these findings challenge operationalisations of education that rely on computer-mediated communication and which build on the idea of so-called online learning environments. A more coherent understanding of participation in education is possible if educational research and design builds on a non-dualistic conceptualisation that includes the idea of participation being performed in a boundless activity.
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| 7. |
- Riesbeck, Eva, 1947-
(författare)
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På tal om matematik : matematiken, vardagen och den matematikdidaktiska diskursen
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this dissertation is to describe and analyze how discourse as a theoretical and didactical concept can help in advancing knowledge about the teaching of mathematics in school. The dissertation has been written within a socio-cultural perspective where active participation and support from artefacts and mediation are viewed as important contributions to the development of understanding. Discourse analysis was used as a theoretical point of departure to grasp language use, knowledge construction and mathematical content in the teaching practises. The collection of empirical data was made up of video and audio tape recordings of the interaction of teachers and pupils in mathematics classrooms when they deal with problem-solving tasks, as well as discussions between student teachers as they engage in planning a teaching situation in mathematics. Discourse analysis was used as a tool to shed light upon how pupils learn and develop understanding of mathematics.The results of my studies demonstrate that discussions very often are located in either a mathematical or in an every-day discourse. Furthermore, the results demonstrate how change between every-day and mathematical language often takes place unknowingly. Also the results underline that a specific and precise dialogue can contribute towards teachers’ and pupils’ conscious participation in the learning process. Translated into common vocabulary such as speak, think, write, listen and read teachers and pupils would be able to interact over concepts, signs, words, symbols, situations and phenomena in every-day discourse and its mathematical counterpart. When teachers and pupils become aware of discursive boundary crossing in mathematics an understanding of mathematical phenomena can start to develop. Teachers and pupils can construct a meta-language leading to new knowledge and new learning in mathematics.
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| 8. |
- Silén, Charlotte, 1952-
(författare)
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Mellan kaos och kosmos : om eget ansvar och självständighet i lärande
- 2000
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this thesis, the aim was to attain a deeper understanding according to the students meaning of learning related to their own responsibility and independence within a framework of an educa¬tional programme.An empirical study with an ethnographic approach was carried out during one term of a nursing programme that uses the PBL-approach. Based on observations, conversations, inter¬views and documents, three narratives were formulated. One describes the phases students experience in the planned curricula. Periods characterised of chaos, uncertainty and a heavy workload, alternate with periods of ‘cosmos’, optimism, curiosity and satisfaction. The second narrative is about students' learning objectives while realising that they have to make choices and decisions on their own to succeed. A dialectic driving force emerging from frustration and stimulation, chaos and cosmos, results in questions about what to learn and how to act. The third narrative describes how students handle these questions.The narratives reveal two dimensions. One concerns how the students form attitudes about the relevance of learning objectives and how they go about learning a knowledge base necessary for their future profession. The other dimension takes as its starting point the fact that students try to manage their learning situation taking into consideration the framework of the educa¬tional programme. These dimensions were further analysed using theoretical references. The first dimension was analysed from the perspective of teacher/learner control and a didactic analysis of the meaning of an educational setting. The second dimension was analysed on the basis of phenomenographic learning theory.As regards responsibility and independence there seems to be a point in abandoning the concept of self-directed learning. Instead of emphasising self, the interaction between people, the individual and the educational framework and the interaction with content, are found to be fundamental. This interaction includes communication, dialogue and active participation in all the parts of a learning situation. Based on the results of this study, I claim that the driving force in student-centred learning is the dialectic relation between frustration and stimulation, chaos and cosmos. This stimulates the students to engage in the teachers' traditional didactic ques¬tions concerning an educational programme: what are we going to study, how and why, and what are the objectives? The students' conduct as regards independence, vis à vis dependence, are related to a dialectic relationship between the prerequisites provided by the educational frame¬work and the students' interpretation and ability to use them. Expressions of responsibility and independence emerge as choices and decisions concerning the didactic questions, initiative, activity, search for opportunities to reflect and co-operate and self-confidence. The opposite, dependence, is characterised by strategies for “survival”. The students plan their learning situa¬tion so that the examinations and assignments can be successfully tackled, and the learning situation takes on features of a surface approach. I believe that further insights into learning in student-centred education can be found in the two dialectic relationships described above.
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| 9. |
- Öfverström, Christel, 1949-
(författare)
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Upplevelse, inlevelse och reflektion : En teoretisk analys och en empirisk undersökning av hur lärare tänker när de använder drama som metod
- 2006
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis consists of two parts and focus on how teachers think when they use drama as a method. It is a didactic study in which the questions what, why and how will be elucidated. The first part is theoretical and contains theoretical perspectives of education in general and theoretical perspective focused in drama as a learning method. The theoretical study comes from Aristotle and his mimesis, which is related to how children learn about the world and how they acquire their first knowledge. Other for the subject important theorists that I have been inspired of is Dewey and his learning by doing and Marton & Booth with their phenomenographic point of view. Drama as a method is based on Bolton and his view of drama as a method, both from the past and till today. The second part consists of an empirical survey through interviews. The interviews were tape-recorded and the transcribed text were analysed. From a didactic point of view the teachers were asked about how they think when they use drama as a method. The aim of the interviews was to give drama as a method an essence. The result from the survey of how the teachers describe drama as a method can be shown from the following aspects:- learning about yourself- from knowledge about yourself practise cooperation- develop skills to communicate- practise the student to use all senses in acquire knowledge- using their fantasy to develop their creativity- widen the students intellectual from a holistic point of viewIn the discussion the two parts of the thesis are related to each other.
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