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- Holmqvist, Mona, 1961-, et al.
(författare)
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Contrasting cases and their impact on learning : a replication of a learning study corfirming the impact of contrasts
- 2009
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Ingår i: Problems of Education in the 21st Century. - 1822-7864 .- 2538-7111. ; :10, s. 38-46
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Tidskriftsartikel (refereegranskat)abstract
- The present article describes how Swedish pupils in class 4 (nine to eleven years old) learn English as a second language. The study replicates a learning study carried out within the framework of a more ex-tensive project known as “The Pedagogy of Learning”. The present study is aiming to find out if the re-sults from one original learning study can be generalised to other teachers and pupils. The pupils partici-pating in the presented study learn how to use “to have”. The original Learning Study Cycle (LSC) con-sisted of three lessons per cycle, each lesson carried out in different groups of pupils. The teachers fo-cused on the critical aspects, i.e. the features which must be distinguished in order to understand a phe-nomenon. This process entailed investigating the contrasts between the specified learning outcome(s), i.e. the ability or knowledge targeted. The lessons were planned from a variation theory perspective. The LSC demonstrated that the use of contrast – applied in only one of the three lessons – between “to be” and “to have” had a positive effect on pupils’ generative learning, i.e. continued learning outside the classroom. In order to establish if the results of the present study are coincidental or repeatable the LSC was repli-cated. The first replicated study was conducted by a group of teachers with a good knowledge of variation theory. These teachers had previously applied the theory in mathematics lessons. A second replication was initiated by a group of teachers with no knowledge of variation theory. The results demonstrated that contrast is important for generative learning provided that teachers are able to focus on critical aspects and thereby elucidate contrast. In the group familiar with variation theory the results were similar to those of the original study, i.e. generative learning was promoted, while contrast had little effect on the pupils generative learning in the group of teachers who had no knowledge of variation theory. The study demonstrates that generative learning is dependent on teachers’ knowledge of how the critical aspects of the target knowledge should be presented to pupils. Such knowledge enables teachers to apply contrast as a means of developing pupils’ ability to distinguish qualitative differences. In this way, pupils continue to develop their knowledge beyond the classroom.
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| 2. |
- Holmqvist, Mona, 1961-, et al.
(författare)
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Instruction built on learners' previous knowledge by using the variation theory
- 2008
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Ingår i: Problems of Education in the 21st Century. - 1822-7864 .- 2538-7111. ; :6, s. 86-95
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Tidskriftsartikel (refereegranskat)abstract
- This chapter discusses teaching based upon pupils’ previous knowledge. As the world becomes more and more globalised, it is harder and harder for a teacher to form a picture of the pupils’ knowledge when planning instruction. However, without this information about pupils, it is impossible to know if the created learning situations are conducive to learning or if the pupils had already acquired knowledge about the learning object before the learning situation. In this study pupils’ previous knowledge is investigated in relation to how English as a Second Language is learnt when pupils have different mother tongues. In a phenomenographic study we found that pupils with three different mother tongues, when placed in the same learning situation, made errors which could be traced back to the structure of their mother tongue. This observation led to a learning study, in which variation theory was the theoretical point of departure, and in which three different research lessons with three different groups of pupils were carried out. The learning object was dependent possessives, and the pupils’ mother tongue was Swedish. As there is no differentiation between independent and dependent possessives in Swedish, the pupils could not discern the difference between these two forms. As Swedish has a differentiation between t- and n-gender, the puils wrongly assumed that the difference between my and mine was not connected to dependent and independent possessives but to gender. The results of our study show how teachers who are familiar with the pupils’ previous knowledge (mother tongue) can become aware of what mistakes they might make as ESL learners; this knowledge has a profound effect on instruction. In this way, teachers can also predict and plan what information is needed to develop learning situations which provide maximum opportunity to learn. They also understand what kinds of critical aspects are necessary to enable pupils to discern. As a result, teachers are more effective, which is reflected in better pupil results in the classroom.
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| 3. |
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| 4. |
- Mattisson Ekstam, Jane, 1953-
(författare)
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Från kaos till klarhet : första världskriget i konsten
- 2014
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Ingår i: Kristianstadsbladet. - 1103-9523. ; :11/10
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Det har förflutit exakt hundra år sedan första världskriget bröt ut och världen bevittnade en av de mest omvälvande händelserna i modern historia. Det var under denna tid som stridsvagnen uppfanns, stridsgas användes för första gången och kulsprutan blev vanlig. Många är de som på olika sätt har satt ord och bild på första världskriget för att öka medvetenheten om krigets följder och framförallt individernas erfarenheter. Peter Englunds omfattande studie av kriget, ”Stridens Skönhet och Sorg.
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| 5. |
- Mattisson Ekstam, Jane, 1953-
(författare)
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Meaning and what it can convey : the case of Iris Murdoch
- 2011
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Ingår i: SKASE Journal of Literary Studies. ; 3:2, s. 21-33
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Tidskriftsartikel (refereegranskat)abstract
- Iris Murdoch’s novels explore human truths that are timeless. She defended her ideas of literature as representing something true of human nature in an era "marked by a crisis of representation" (Rowe: 2). The postmodern rejection of truth, and Murdoch’s resistance to the theory-centred approach to textual analysis that emerged in the 1960s and reached its peak in the 1980s and 1990s, caused her to lose favour among scholars. It is time to revisit Iris Murdoch, a writer with a profound understanding of the importance of meaning in a literary text. What is this meaning? How is it represented in the novel? It is with these two questions that this article is concerned as it explores how Murdoch viewed her artistic mission and how it is embodied in the younger and older identities of the first-person narrator, Bradley Pearson, in The Black Prince (1973).
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| 6. |
- Mattisson Ekstam, Jane, 1953-
(författare)
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Teachers’ written feedback and the formation of scholarly identity : a case study
- 2013
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Ingår i: Lärarlärdom. - Kristianstad : Kristianstad University Press. ; , s. 58-71
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- My paper focuses on two forms of teachers’ written feedback: direct, i.e. correction of errors, including grammar, punctuation and spelling; and indirect, which identifies but does not correct problems – either real or potential. I argue that the two forms, when they are com- bined, have an important role to play in guiding students to an under- standing of what constitutes a "good" written text in English. Such an understanding is an important element in the overall goal of academic writing, which is not only to produce a text that satisfies the requirements of the examiner but also to create and promote a distinct and stable scholarly identity – an aspect of writing that is often neglected in studies of writing. Unlike much research on the subject, my article focuses on an individual student, a Chinese postgraduate of English at Kristianstad University.
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| 7. |
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| 8. |
- Mattisson, Jane, 1953-, et al.
(författare)
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A guide for teachers and students in a cross-cultural context
- 2014
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Rapport (populärvet., debatt m.m.)abstract
- A Guide for Teachers and Students in a Cross-cultural Context addresses important aspects of cross-cultural education primarily in relation to China and Sweden though much of what is written here also applies to other nationalities. Our observations are based in part on our experience of teaching Chinese students both in China and in Sweden and on six workshops held at Linnaeus University, Sweden, Kristianstad University, Sweden, and Beijing Normal University, China.Our handbook is divided into three sections: practical information; oral interaction in the cross-cultural classroom; and writing in the cross-cultural classroom. The three sections point to potential problems and misunderstandings between China and Sweden and provide practical advice and tips for students and teachers.We welcome Chinese and other international students to Kristianstad University. They enrich our classrooms and stimulate new thinking as well as new teaching practices. It is our hope that readers of our handbook will contact us, providing comments and suggesting additions to the three sections. All comments and suggestions can be sent by e-mail to the contributors.
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| 10. |
- Mattisson, Jane, 1953-
(författare)
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Academic writing as a process
- 2012
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Ingår i: Skrivhandboken. - Kristianstad : Kristianstad University Press. - 9789197942249 ; , s. 15-24
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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