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- Klaar, Susanne, 1964-
(författare)
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Naturorienterad utbildning i förskolan : pragmatiska undersökningar av meningsskapandets individuella, sociala och kulturella dimensioner
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall purpose of this thesis is to investigate, illuminate and clarify meaning making processes and content when children between the ages of 1-3 encounter nature in a preschool practice. Further, the aim is to develop and illustrate action-centred methodological approaches that facilitate investigations of individual, social and cultural dimensions of preschool children’s meaning making of nature. The results are presented in four substudies that all take their starting points in John Dewey’s pragmatic philosophy, with a specific focus on Dewey’s concept of transactions, his theory of action and educative experience as meaning making. In the first substudy, a Practical Epistemology Analysis (PEA) is developed and used to investigate physical meaning making by studying actions and the consequences of these actions. In the second sub-study, a Custom Analysis is developed to facilitate investigations of how the preschool culture contributes to children’s meaning making of nature. An Epistemological Move Analysis (EMA) is used in the third sub-study for investigations relating to teachers’ guiding processes. Here, a Substantive Learning Quality Analysis (SLQA) is also developed and used for investigations of multi-dimensional learning qualities in children’s learning about nature. In the fourth substudy, the analysis methods above are refined to form a tool that can be used by teachers in their reflective work with pedagogical documentation in preschool practice. The results illuminate a multifaceted perspective of meaning making about nature. In this context, meaning making includes cognitive, physical, moral and aesthetical qualities, and nature content includes caring for nature, health and well being in nature and knowledge about natural phenomena and processes. The results contribute to a critical discussion about preschool science education that concerns how preschool practices can highlight nature learning and the multifaceted aspects that are of importance for making meaning of the environment and of life.
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| 2. |
- Jenvén, Hélène, 1963-
(författare)
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Utsatta elevers maktlöshet : en studie om elevers sociala samvaro som förbättringsarbete i åk 8-9
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the thesis is to examine how everyday social interactions and relations in a school class in years 8-9 are experienced by pupils and teachers and how they can be understood and improved. The research design is an action research approach and is carried out as a case study involving four teachers and 24 pupils. Four issues are formulated and the teachers and the researcher together suggest how certain problems might be solved, which in turn directs the action process over the period of three school terms. Analytical concepts are used to map and understand pupils’ everyday social relations in terms of peer groups, positions and norms. Eriksson’s (2001) sociological theory on bullying is used to analyze and explain the complexity of a case of bullying.Defined dominating norms that appear to guide the pupils’ social interactions are: (1) You should make room for yourself, be visible and heard, (2) you should have many friends and (3) you should look down on those who study. The everyday social relations are affected by the pupils’ positioning and by the groupings that are formed in the class. Crystalized groups that emerge in the study are: (1) those who make a lot of noise and take up a lot of room, (2) those who study, (3) pupils who are frequently absent, (4) those who feel uncomfortable and (5) those who are outside (a marginalized group). In addition to these findings, three dominating norms among the teachers emerge. These norms guide and affect how the teachers act and think when victimized pupils and their situations are discussed. Teachers’ dominating norms seem to prevail in situations where some pupils are victimized by other pupils in the class. This in turn could contribute to various kinds of moral disengagement on the part of the teachers when dealing with victimizing acts among pupils. From the perspective of the victimized pupils, such a way of acting could be understood as teachers, in their role as “security guarantors”, are unable to prevent the powerlessness of victimized pupils.
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| 3. |
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| 4. |
- Thörner, Agneta, 1962-
(författare)
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”Vi kan inte bara utgå från barnens intresse” : Pedagogers guidning av barns intresse i förhållande till förskolans målstyrning
- 2017
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Svensk förskola utgår både från idén om frivillighet och om barns autonomi samtidigt som verksamheten ingår i utbildningssystemet. Denna studie vänder sig till yrkesverksamma och blivande pedagoger i förskolan och har för avsikt att bidra med kunskap om hur pedagoger i sin verksamhet resonerar och främjar barns lärande i relation till barns intresse. Frågeställningar som legat till grund är: Hur samspelar och guidar pedagoger barn i deras lärande? Hur bejakar och tar pedagoger tillvara barns intresse för att gagna deras kunskapsutveckling? Hur hanterar pedagoger utmaningar som rör respekten för barns intresse och delaktighet i relation till målstyrningen av kunskapsinnehåll i verksamheten? Studien tar sin utgångspunkt i förskolan som sociokulturell praktik och tar avstamp i Rogoffs analysverktyg på tre nivåer. Detta innebär att guidat deltagande och lärandeprocesser måste ses utifrån hur skilda perspektiv är sammanvävda, dvs. kulturella, verksamhetens och individens perspektiv. Under fältstudierna besöktes två förskolor. Med hjälp av observationer och intervjuer följdes vardagliga aktiviteter där barn och pedagoger deltog. Analysen visar att pedagoger främjar och resonerar om barns lärande på två skilda sätt men att guidningen kan vara överlappande i den praktiska yrkesvardagen. Resultatet visar att pedagogerna är följsamma och fångar upp barns intresse i en efterföljande guidning och går vidare med det barnen av egen kraft riktar uppmärksamheten mot. Pedagogerna lockar dessutom barnen mot kunskap de anses behöva utifrån en föreställning av ett intresse som barnen har och modifierar intresset och anpassar det till verksamhetsmålen genom lockande modifiering. Barns intresse kan sammanfalla eller samverka med verksamhetsmålen men kan också utebli. Pedagoger hanterar olika utmaningar för att skapa ett möte mellan barn och verksamhetsmål på olika sätt; genom att överbrygga kulturellt förankrade strukturella hinder, forma seriösa men lustfyllda lärmiljöer, guida med hjälp av fiktion och att förena och hålla isär kunskap av olika karaktär.
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| 5. |
- Stefansson, Ingalill, 1951-
(författare)
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Världens opålitlighet : Begreppsanalys av livsförståelsearbete i särskolan
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis presents a study of the work of understanding one’s life. The work of understanding one’s life is what I call the work that pupils in special school and special school for adults (education for pupils, children as well as adults with intellectual challenges) themselves initiate. It is a “real” job, based on the pupils’ conditions where the purpose is to understand his or her self and learn to live in a world that is or can be experienced as unreliable. In special school the teacher has very obviously the pupil’s life in his or her hand and the way of approach that the teacher chooses is of great importance for the possibility for the pupil to work with his or her understanding of life. Analyses of concepts from existential philosophers with interdependence in focus have the purpose of understanding the work of understanding one’s life. For example K.E. Løgstrup’s philosophy on the ethical demand is discussed, as also spontaneous and revolving life expressions, Karl Jaspers’ border situations, Paul Tillich’s the courage to be and Henry Cöster’s work on ethics and social care. The discussion is put in relation to two different ways of approach that the pedagogue can choose. I call them following and leading approach. The analyses are illustrated with drawings from pupils’ and stories based on my experience of many years’ work in special school. The method, to see the alternative with distinctions, has been inspired by K.E. Løgstrup’s phenomenological interpretation of everyday reality. The result – a theory on what the work of understanding one’s life is about – is based on the discussion of the different concepts of the analysis in combination. The theory makes it possible to both speak about and relate to the work of understanding one’s life. Finally examples are given of areas, activities and situations where knowledge about the importance of the work of understanding one’s life is important for people’s possibility of taking part in community of society.
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