| 1. |
- Danielsson, Kristina, Professor, 1961-, et al.
(författare)
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Analysing interaction in science classrooms – a comparative study of two discourse analysis frameworks
- 2023
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Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 2023:1, s. 1-32
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Tidskriftsartikel (refereegranskat)abstract
- One central issue for research in classrooms is to provide insights concerning characteristics of classroom interaction that can help teachers improve their teaching. In the present study, we analyse spoken interaction in one elementary physics classroom by the use of two different frameworks, targeting similar aspects of social communication, namely how discourse patterns shape the relations between participants. The two frameworks utilized are on the one hand analyses of the communicative approach according to Mortimer and Scott, combined with analyses of discourse patterns such as IRE-patterns, and on the other hand analyses related to the interpersonal meta-function in Halliday’s systemic-functional grammar, SFG. The aim was to highlight possibilities and limitations of the different frameworks. Our analyses reveal that the two analytical frameworks have partly the same, partly different affordances concerning what they can reveal about classroom interaction. The analyses of the communicative approaches have the potential of elucidating discursive patterns and power relations at a general level, while the analyses based on SFG can provide more details about the power relations in terms of how the participants actually structure their utterances. The results are also discussed regarding implications for education.
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| 2. |
- Danielsson, Kristina, Professor, 1961-, et al.
(författare)
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Kunskapsutveckling genom ämnesspråk
- 2022
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Ingår i: Didaktikens språk. - Malmö : Gleerups Utbildning AB. - 9789151105482 ; , s. 87-102
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Elever på alla skolans stadier och studenter i högre utbildning rör sig mellan olika ämnen med olika innehållsligt fokus. Denna rörelse blir också en förflyttning mellan olika språkliga världar: ämnenas olika praktiker innebär att vi ”vill” olika saker med språket i dessa olika ämnesvärldar. I kapitlet presenterar vi begreppet ämneslitteracitet närmare. Vi gör det utifrån en vidgad syn på språk, där vi utöver verbalt språk (tal och skrift) inkluderar sådant som hur bilder och andra resurser används på ämnesspecifika sätt. Teoretiskt bygger kapitlet på socialsemiotik, vilket är en funktionell syn på språk och språkande som här också innefattar ett multimodalt perspektiv på språk och interaktion (Halliday, 1978; Kress, 2010). Vi presenterar också ett par didaktiska modeller som lärare kan använda för att dels själva få syn på ämnets språk, dels arbeta på sätt som ger elever möjlighet att utveckla ämneslitteracitet parallellt med sitt ämneskunnande.
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| 3. |
- Danielsson, Kristina, Professor, 1961-, et al.
(författare)
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Representations of science content in a primary classroom : Combining long and short timescales for multimodal analysis
- 2023
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Ingår i: Science Education. - : John Wiley & Sons. - 0036-8326 .- 1098-237X. ; 107:6, s. 1561-1592
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Tidskriftsartikel (refereegranskat)abstract
- This study reports on a case study about multimodal work in a primary physics classroom focusing on forces. Previous research reports that students benefit from multimodal work in science classrooms. Yet, few systematic studieshave been performed to reveal how students represent their experiences and ideas of science phenomena over time within and across different semiotic modes (e.g., through action, speech, writing, and image, including multimodal ensembles). The design of the lessons was built around a number of experimental activities, starting with a puzzling phenomenon and where students for each experiment predicted, observed, described, and tried to come up with explanations. Based on social‐semiotics, we combined analysis at an overall level (long timescale and large grain size) and a detailed level (short timescale and small grain size) to shed light on how the science content was represented within and between modes over the teaching and learning period, and what content was expressed in these representations. Our findings reveal how students moved from focusing on attributes such as a “heavy” regarding artifacts used in the experiments, towards the central physics processes, such as one object exerting force on another object. Furthermore, we were able to detect that such “signs of learning” were shown in students’ small‐group discussions and multimodal texts following a carefully orchestrated multimodal exposition by the teacher. Hence, such a careful multimodal orchestration appeared to be critical for the students’meaning‐making about the science content.
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| 4. |
- Jeppsson, Fredrik, 1978-, et al.
(författare)
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Primary Pupils’ Multimodal Representations in Worksheets—Text Work in Science Education
- 2022
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Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 12:3
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Tidskriftsartikel (refereegranskat)abstract
- Worksheets are common in science classrooms with an aim to support pupils’ meaning-making, e.g., for guiding them in performing hands-on activities and documenting their experiences of such activities. Yet, there have been few systematic studies of pupils’ disciplinary representations in worksheets. Drawing on systemic functional linguistics, we have analyzed fifth grade pupils’ (age 10–11) multimodal texts in worksheets (n = 25) when they were working with shadow formation as part of their regular classroom activities. In the worksheets they were asked to first explain in writing why or why not a shadow was formed and then explain shadow formation through a drawing. At an overall level, we found that a majority of the pupils managed to express in writing why a shadow is formed, though it appeared to be more challenging for them to explain why a shadow is not formed. In their drawings, quite a few pupils managed to include several key aspects of shadow formation, at least when combining image with writing. For all tasks, the explanatory parts of the pupils’ responses were often implicit. Based on our results, we suggest that pupils may benefit from teaching practices that integrate a parallel focus on form and content as a way to raise their awareness of, for instance, the affordances of different resources and how explanations can be structured. Such practices may support pupils to be able to consider and choose appropriate resources in their disciplinary texts.
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| 5. |
- Bergh Nestlog, Ewa, PhD, 1959-, et al.
(författare)
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Textskapande i grundskolan : utveckla funktionella skrivpraktiker
- 2020
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Att utveckla elevers förmåga att skapa texter är ett område som av tradition kopplas till svenskämnet. Samtidigt vet vi att elever skapar olika former av text i de flesta av skolans ämnen. Forskning har också visat att elever utvecklar såväl förmågan att skapa funktionella texter som ämneskunskaper genom att få arbeta med text i skolans olika ämnen på ett meningsfullt sätt.Textskapande i grundskolan beskriver ett perspektiv på textskapande som har fokus på texters funktion. I boken visar författarna hur textundervisningen kan organiseras i klassrummet och hur läraren kan stötta eleverna i arbetsprocessen. Med hjälp av tankar och modeller som utgår från forskning och beprövad erfarenhet presenterar de förhållningssätt som låter lärare skapa en funktionell skrivundervisning tillsammans med sina elever. En sådan undervisning är inriktad på elevernas möjlighet att kommunicera erfarenheter i de texter som de skapar och därmed utveckla sin identitet som kunnig.Boken riktar sig till såväl studenter inom lärarutbildningen som till lärare i grundskolans olika årskurser och ämnen.
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| 6. |
- Danielsson, Kristina, 1961-
(författare)
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Beginners Read Aloud : High versus Low Linguistic Levels in Swedish Beginners' Oral Reading
- 2003
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aims of this thesis were to examine the utilisation of various linguistic levels in the oral reading of running texts among Swedish beginning readers, and specifically to question the supposedly predominant role of lower (i.e. sub-lexical) linguistic levels by also examining possible evidence of the utilisation of information at the syntactic or semantic levels, as well as textual context. The investigation is based on a corpus constructed from the oral reading of running texts and includes a number of studies using both quantitative and qualitative error analyses.The analyses confirm that other linguistic levels than the sub-lexical have an impact on reading. This was shown both in the linguistic acceptability of errors and the extent to which errors were corrected depending on linguistic acceptability. Although the natural point of departure seemed to be the graphemic level, analyses revealed that graphemic complexity or word transparency alone could not explain error frequencies. In quite a few cases, qualitative analyses revealed, for instance, that higher linguistic levels or knowledge of the world could explain both why words did and did not result in reading errors. However, phonological quantity appeared to be a major difficulty throughout the study, which is clearly related to the graphemic or phonological level.Some differences regarding the developmental perspective were observed. One study indicated that the readers might develop stepwise regarding their utilisation of various linguistic levels, in the sense that they appeared to rely mainly on lower linguistic levels early in reading development. Later they seemed to be dependent on higher linguistic levels, and ultimately they seemed to be sensitive to, rather than dependent on, higher linguistic levels.An interesting result was that the readers seemed to use different strategies for different kinds of words throughout the investigation, using a direct decoding strategy for frequent words, but using a letter-by-letter decoding strategy for less frequent or graphemically complex words.
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| 7. |
- Danielsson, Kristina, Professor, 1961-, et al.
(författare)
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Designs for learning and changing texts - demands for future of education : Pupils' positioning during joint multimodal text creation
- 2023
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Ingår i: Designing Futures. - London.
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Konferensbidrag (refereegranskat)abstract
- In a project with an overall aim to explore ‘what’s happening’ and ‘what’s possible’ in terms of how pupils made meaning about different subject content and what signified their interaction with each other and with the tools provided, we let young pupils create multimodal texts in small groups in different subject areas. In one sub-study, we analysed how the pupils positioned themselves and each other (e.g., by taking leadership over one’s peers, or by refusing to take part in the activity) through their multimodal interaction when jointly creating fairy tales by use of different tools, such as papers, pencils and crayons, or a digital application for making animations. In the study, we followed the process when pupils in a grade 2 classroom during three different small-group activities i) created handwritten fairy tales, ii) drew images, and then, iii) transformed them into animated multimodal texts by using a digital application. Data was generated through video-recordings, pupils’ multimodal texts (writing and drawings), teaching materials, and lesson plans. The study is theoretically grounded in the designs for learning (DFL) perspective and the Learning Design Sequence Model was used as an analytical tool (see for example Björklund Boistrup & Selander 2022, Kress & Selander 2012, Selander 2008). One aspect of the model concerns how students are positioned and how they position themselves during the teaching and learning activities. The teacher’s design for learning - including her planned activities and the resources made available for the pupils - appeared to have a great impact on what happened and what became possible for the pupils in their design in learning and what competencies the pupils could (and chose) to draw upon in the different activities. An important result was that the pupils positioned themselves and each other in quite different ways during small-group activities, e.g., if someone took a leading position while others acted as followers, or if their positions were more equal. The ways that these positions differed between activities could partly be explained by the different affordances of the resources provided, as well as the teacher’s design.
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| 8. |
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| 9. |
- Danielsson, Kristina, Professor, 1961-
(författare)
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Multimodalitetens betydning for fagdidaktisk forskning
- 2018
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Ingår i: Didaktik i udvikling. - Aarhus : Klim. - 978 87 7204 220 6 ; , s. 168-184
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Bokkapitel (refereegranskat)abstract
- Den här artikeln diskuterar vikten av ett multimodalt perspektiv i både undervisning och forskning i klassrumskontexter. Teoretisk utgångspunkt är socialsemiotiskt perspektiv på multimodalitet. Den ger en introduktion till begreppet multimodalitet och utifrån exempel från ett tvärvetenskaplig forskningsprojekt ges exempel på hur multimodaliteten tar sig uttryck i tre naturvetenskapliga klassrum.
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| 10. |
- Danielsson, Kristina, Professor, 1961-, et al.
(författare)
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Multimodalt textskapande som verktyg för att utveckla elevers skrivande
- 2022
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Ingår i: Läs- och skrivundervisning utifrån elevers varierade behov. - Malmö : Gleerups Utbildning AB. - 9789151107264 ; , s. 155-172
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Kapitlet bygger på ett samarbete mellan en lärare och en forskare som gemensamt planerat och analyserat skrivundervisning som läraren genomfört i en språkligt heterogen klass i årskurs ett. Genom kapitlet vill vi ge ett exempel på hur en inkluderande undervisning kan se ut, där unga elever arbetar med att skapa multimodala texter bestående av ord och bild. Kapitlet utgår ifrån en funktionell syn på textskapande. Textarbetet genomfördes under temat "vatten". Analyserna av undervisningen bygger på modellen lärdesignsekvenser som utvecklats inom det teoretiska perspektivet design för lärande.
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