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- Svärdemo Åberg, Eva, 1968-
(författare)
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Lärande genom möten : En studie av kommunikation mellan lärare och studerande i klassrumsmiljö och datorbaserad nätverksmiljö
- 2004
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this dissertation is to study the social interaction of teachers and students, and their reflections on this interaction. This is done in order to illuminate opportunities and constraints of communication and learning in two different environments within distance education – in the classroom and in a computer-based network environment.The empirical data were collected in a distance learning course in a Swedish upper secondary school for adults. The research process was influenced by ethnography in the sense that data were obtained by field observation, video recordings, informal and formal individual interviews and observation of written computer communication. The recorded audio and visual data were transcribed. The data were analysed by the application of concepts such as: activities, conversational topics, primary speaker/ writer, secondary speaker/writer, hearer/reader, intersubjectivity, alterity, symmetry and asymmetry. The data were interpreted through the sociocultural framework drawn from Vygotskian and Neo-Vygotskian theories.The results from the study in the classroom show the creation of a number of different activities, which reflected patterns of participation. Many of the conversational topics in the classroom environment later appeared in different activities in the computer-based network environment. However, the topics from the computerized communication seldom resurfaced in the classroom environment. The results also show a relatively homogenous pattern of communication in the computer-based network environment. The majority of the contributions were related to tasks and assessment issues. The students often contributed with subjective texts, which were individual presentations of their experiences. Many contributions failed to involve different levels of alterity, and few questions were asked for the genuine purpose of seeking the other person’s opinion. The results show that the majority of the participants were satisfied with the distance learning course. However, the students found more opportunities for learning in the activities where they were able to collaborate and interact with each other. A regular interplay of levels of engagement, intersubjectivity, alterity, symmetric and asymmetric discourse, seem to be crucial for real opportunities for learning.
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| 2. |
- Mossberg Schüllerqvist, Ingrid, 1954-
(författare)
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Läsa texten eller "verkligheten" : Tolkningsgemenskaper på en litteraturdidaktisk bro
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The dissertation Reading Texts or ”Reality” investigate teachers use of interpretive communities in teaching literature in secondary school. It discusses how different learning outcomes generates from three interpretory frames for reading. Teachers can be looked upon as critics when they show unexperienced readers why and how they read an interprete literary texts. In their teaching,they don´t relate only to their students but also to thier own conception of subject matter and to a broader discourse in society that deals with questions of why and how we read literature. Following voices of the discourse are included in the study: eight teachers, curriculum texts, a journal for the profession and a journal för scholors.Teachers combine several aims in their teaching of literature. They use literature to discuss life, gender and problems related to young people, text as faction. But, they also try to teach their students about narrathology and how to understand and interpretate fictional texts, text as fiction and a world of signs. The curriculum, however, means that literature is read only to gain knowledge about the world,oneself and other people. A contradiction is that one of the criterias for assement includes knowledge of texts and methodology from the academic subject. One of the other voices in the discourse, a journal for scholors, talk about the literary texts but very seldom about teaching the texts. Another voice, a journal for teachers in Swedish, follows the curriculum closely and discusses reading literature as a way to get knowledge of the world.Research in subject matter didactics can investigate teaching, relate different aims to different outcomes and show possibilities for teaching literature and reading comprehension. If we choose only one interpretive community, we get one kind of reading comprehension.If we combine two in a complex teaching strategy, we extend learning and reading comprehension of our students.
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| 3. |
- Öhman Gullberg, Lisa, 1959-
(författare)
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Laddade bilder : Representation och meningsskapande i unga tjejers filmberättande
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this dissertation is to investigate how students engage with visual representations as a signifying practice in an educational context. This question is scrutinized through two young girls’ three video films and interviews with the producers. The study is guided by an interest in what these young students communicate with their films, how this is done and how they relate to the cultural and social world in their representation. The title, Ambiguous Images, alludes to the signifying work with film, images and words done by the two girls. The films raise topics such as sexuality, equality and gender which set their mark on the situation of young females, both in school and in their leisure time. The result shows that moving images fulfil the function of negotiating the significations as well as making it possible for the girls to create their own alternative representations. Each film contributes an alternative discourse, in contrast to dominant texts that apply to the constitution of the cultural and social context they address. The study demonstrates that learning is a process of selection, adaptation and transformation motivated by the interests of the pupils and the context of learning. Other important issues are also raised concerning the students’ possibilities to participate in and influence the school subject in question. This involves both the opportunity of engagement with a multiplicity of modes and the possibility to adopt their own voice and view of the world. Both the methodological and the theoretical approach in the dissertation have multimodal and social-semiotic perspectives, which are combined with a design approach. These combinations are united in a presentation of representation and communication as a social process of sign-making.
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