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| 2. |
- Jägerskog, Ann-Sofie, 1977-, et al.
(författare)
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Visualising the complex and the changing : Identifying critical aspects of social science models
- 2022
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Ingår i: Earli SIG9 2022: Phenomenography and variation theory in practice. - Stockholm.
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Konferensbidrag (refereegranskat)abstract
- Extended summaryWe live in a world that is rapidly changing and what we believe to be true today may very well be overturned tomorrow. Many of the issues raised in social studies education are characterized by changeability and complexity, such as conflicts, sustainable development, issues of justice, as well as political, social and economic processes. One common way of helping students to grasp the complex relations and the changeability involved in social studies related issues is to use models. Examples of models often used in social studies teaching are models illustrating sustainable development or political processes, as well as illustrations of the socio-economic cycle and diagrams visualizing relations between different factors in society. However, teacher experience as well as earlier research indicate that students often find it difficult to understand and interpret models (see for instance Roberts & Brugar, 2017; Jägerskog, 2020; Sundler, Dudas & Anderhag, 2017). In addition, there is a risk that these seemingly fixed models do not offer an understanding of the changeability in societal issues. The aim of this presentation is to discuss how phenomenography and variation theory (with a focus on critical aspects) can increase our understanding of how models used in social studies teaching can help students understand the complexity and changeability in societal issues. The aim is also to discuss the possible transferability of critical aspects between different kinds models used in social studies teaching. The presentation is based on a project aiming at identifying students’ understanding of two kinds of models (flowcharts and plot diagrams) often used in social studies teaching, and what students need to discern in order to develop the ability reason in a qualified way about the content illustrated. The material analysed consists of 46 recorded and transcribed small group discussions where students in year 6 and 8 in compulsory school and year 1 in upper secondary school discuss a question that concerns either a flowchart illustrating the democracy system in Sweden, a flowchart of the socio-economic cycle, a plot diagram illustrating the relationship between different countries’ GDP and level of CO2 emissions, or a plot diagram illustrating the relationship between birthrate per woman in different countries and the amount of years girls in these countries attend to school. The transcribed material was analysed using phenomenographic methods and critical aspects were identified for the four different models investigated (Marton, 2015). Results show that the critical aspects identified in part can be understood as model and content specific, but in part as model generic. This means that although two flowcharts (or two plot diagrams) illustrate different content, the aspects identified as necessary for students to discern in order to reason about the content illustrated in a qualified way, are very similar. Although similarities are especially clear between models of the same kind (i.e between two different plot diagrams or two different flowcharts), similarities can also be found between the different kinds of models (i.e between flowcharts and diagrams).This raises questions concerning the transferability of critical aspects between different kinds of models and if aspects that reoccur in relation to different models, such as aspects of changeability and complexity, could be understood as especially characteristic for social studies models. ReferencesJägerskog, A., (2020). Making possible by making visible. Learning through visual representations in social science. (Doktorsavhandling). Stockholms universitet.Marton, F. (2015). Necessary conditions of learning. Routledge.Roberts, K. L., & Brugar, K. A. (2017). The view from here: Emergence of graphical literacy. Reading Psychology, 38(8), 733-777.Sundler, M., Dudas, C. & Anderhag, P. (2017). Från missförstånd till klarhet: hur kan undervisningen organiseras för att stötta elevers förståelse för växthuseffekten? Forskning om undervisning och lärande, 5(2), 6-29.
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| 3. |
- Kenndal, Robert
(författare)
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Flerspråkighet i ett globaliserat samhälle : uppfattningar om minoritetsspråket som framtidsresurs
- 2011
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Ingår i: Sociologisk forskning. - : Sveriges sociologförbund. - 0038-0342 .- 2002-066X. ; 48:3, s. 27-50
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Tidskriftsartikel (refereegranskat)abstract
- Multilingualism in a globalized society: The minority language as a future resourceIn this article the author investigates how the globalization of society is used as a reference in the discussion of future opportunities among minority language speaking youths in Sweden. A spatial typology of four different types of societies are constructed, the national, the multicultural, the diasporic and the transnational society, all giving the expression of different levels of globalization. These are used as layers of reference put upon the empirical data, functioning as a raster on a screen. The result is a pattern of expressions in three societal dimensions, the economic, the social and the cultural dimension. The findings of the investigation show that the minority language as a future resource of opportunities is anchored in all four societal types and in all three dimensions. In the empirical data (the youths interviewed) the ability of anchoring (finding stories, opportunities etc.) is less frequent when it comes to the diasporic and the transnational as a foundation for opportunity and more frequent when it comes to the national and the multicultural.
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| 4. |
- Kenndal, Robert
(författare)
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Multilingualism in a globalized society : The minority language as a future resource
- 2011
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Ingår i: Sociologisk forskning. - 0038-0342 .- 2002-066X. ; 48:3, s. 27-50
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Tidskriftsartikel (refereegranskat)abstract
- Multilingualism in a globalized society: The minority language as a future resource In this article the author investigates how the globalization of society is used as a reference in the discussion of future opportunities among minority language speaking youths in Sweden. A spatial typology of four different types of societies are constructed, the national, the multicultural, the diasporic and the transnational society, all giving the expression of different levels of globalization. These are used as layers of reference put upon the empirical data, functioning as a raster on a screen. The result is a pattern of expressions in three societal dimensions, the economic, the social and the cultural dimension. The findings of the investigation show that the minority language as a future resource of opportunities is anchored in all four societal types and in all three dimensions. In the empirical data (the youths interviewed) the ability of anchoring (finding stories, opportunities etc.) is less frequent when it comes to the diasporic and the transnational as a foundation for opportunity and more frequent when it comes to the national and the multicultural.
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| 5. |
- Kenndal, Robert
(författare)
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Rum för det "andra" modersmålet : Betydelser och konsekvenser av modersmålet som minoritetsspråk och transnationell språkgemenskap bland ungdomar med annat modersmål än svenska
- 2011
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Minority languages, bilingualism and linguistic integration among youth have gained a great dealof attention in research especially in times of migration, globalization and other activities crossingthe borders of nation-states. In this thesis the aim is to investigate different meanings associatedwith the mother tongue when this language is another than the majority language in the place ofresidence. This task is approached from a social geographical perspective. In the study, the termmother tongue is used in its widest sense, mostly defined by the choice of the informant.In the introduction the concept mother tongue is on the one hand, looked upon and discussedin terms of a minority language in regard to the nation state and on the other, seen as a bordercrossing transnational speech community. In this way, a wide range of meanings can be illuminated.The analytical framework is discourse analysis, inspired by the work of Potter and Wetherellamong others, in the field of discursive psychology. The empirical data is made up by the transcriptsof semi-structured interviews with 13 students at two schools in the area of Stockholm,Sweden.The result of the study is presented as five interpretative repertoires, showing the mother tongueas (1) belonging, (2) background, (3) heritage, (4) carrier and (5) everyday practice. The fiverepertoires are later analyzed for their spatial content in four spatial contexts: the national, themulticultural, the transnational and the diasporic context. They are defined and used as discursivelandscapes in which the different meanings of the repertoires are identified. The five repertoires areidentified in all spatial contexts except for the national context.The findings show that the different meanings of the mother tongue represented by a certainindividual are negotiated in sometimes quite contradictive pieces of discourse. One implication isthat a specific meaning of the language does not equal an individual’s personal attitude or belief.The students seem to be very flexible in the association of different meanings to their mother tongue.The result further shows the value of a multi-scalar approach to investigations of the socialgeography of language. The ignorance of one social or spatial context will lead to the loss of a vitalpart of the language. This is crucial when discussing the mother tongue as a minority language oras a transnational speech community. Finally, there are reasons to be attentive of putting bilingualyouth in any social or spatial trap: national, multicultural, transnational or diasporic.
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| 6. |
- Tväråna, Malin, 1974-, et al.
(författare)
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Att utmana bilden av systemet : elever läser visualiseringar av samhällssystem
- 2024
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Ingår i: Nordidactica. - : Karlstads universitet. - 2000-9879. ; 14:1, s. 112-138
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Tidskriftsartikel (refereegranskat)abstract
- Visuella modeller används i samhällskunskap för att beskriva centrala samhällssystem och strukturer som hör till ämnets kanon. Samtidigt saknas kunskap om elevers förmåga att läsa och använda dessa representationer. I studien undersöktes hur elever på mellanstadiet, högstadiet och gymnasiet förstod två olika flödesscheman över det samhällsekonomiska kretsloppet och det demokratiska systemet. 22 transkriberade gruppsamtal analyserades med hjälp av fenomenografi och variationsteori. Kritiska aspekter som identifierades rör urskiljandet av flödesschemat som en helhet snarare än många delar, att se relationerna mellan modellens enheter som ömsesidiga, att förstå att det representerade systemet är konstruerat och inte naturgivet samt att urskilja att det representerade systemet står i relation till externa faktorer. Resultaten utgör didaktiska utgångspunkter för undervisning som utvecklar elevers förmåga att läsa och använda modeller i diskussioner om komplexa samhällssystem.
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| 7. |
- Tväråna, Malin, 1974-, et al.
(författare)
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Att utmana bilden av systemet - elever läser visualiseringar av samhällssystem
- 2024
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Ingår i: Nordidactica. - : Karlstads universitet. - 2000-9879. ; 14:1, s. 112-138
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Tidskriftsartikel (refereegranskat)abstract
- Visuella modeller används i samhällskunskap för att beskriva centrala samhällssystem och strukturer som hör till ämnets kanon. Samtidigt saknas kunskap om elevers förmåga att läsa och använda dessa representationer. I studien undersöktes hur elever på mellanstadiet, högstadiet och gymnasiet förstod två olika flödesscheman över det samhällsekonomiska kretsloppet och det demokratiska systemet. 22 transkriberade gruppsamtal analyserades med hjälp av fenomenografi och variationsteori. Kritiska aspekter som identifierades rör urskiljandet av flödesschemat som en helhet snarare än många delar, att se relationerna mellan modellens enheter som ömsesidiga, att förstå att det representerade systemet är konstruerat och inte naturgivet samt att urskilja att det representerade systemet står i relation till externa faktorer. Resultaten utgör didaktiska utgångspunkter för undervisning som utvecklar elevers förmåga att läsa och använda modeller i diskussioner om komplexa samhällssystem.
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| 8. |
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| 9. |
- Tväråna, Malin, et al.
(författare)
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Visualising complexity and changeability - critical aspects of teaching visual models in economics
- 2023
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Ingår i: EARLI 2023. - Leuven : European Association for Research on Learning and Instruction (EARLI). ; , s. 104-104
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Konferensbidrag (refereegranskat)abstract
- The aim of this presentation is to discuss how models used in social studies teaching can help students grasp the complexity and changeability in economic issues and systems in the context of social science education (SSE). Models are often used in SSE teaching to help students grasp complexity and changeability. However, students often find models difficult to understand and there is a risk that seemingly fixed models do not offer an understanding of the changeability in societal issues. The project investigates students’ conceptions of two different models that are commonly used in SSE (one flowchart and one plot diagram) and what aspects that need to be discerned in order for students to reason in a qualified way about the content illustrated. Results from a phenomenographic analysis of 21 group discussions (with students from both compulsory and upper secondary school) show that the critical aspects identified in part can be understood as model and content specific, but in part as model generic. By comparing the critical aspects for the two different models, it is evident that in order to read both models, aspects pertaining to structure, casual expansion, and human agency are important.
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