| 1. |
- Areljung, Sofie, 1983-, et al.
(författare)
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Teaching for Emergent Disciplinary Drawing in Science? Comparing Teachers' and Children's Ways of Representing Science Content in Early Childhood Classrooms
- 2022
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Ingår i: Research in science education. - : Springer. - 0157-244X .- 1573-1898. ; 52:3, s. 909-926
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Tidskriftsartikel (refereegranskat)abstract
- This classroom-based study aims to contribute knowledge about children's opportunities to make use of drawing to make meaning in science. Employing a social semiotic approach to drawing, we examine what ways of representing science content that are (1) made available by the teacher and (2) adopted in children's drawings. We analysed observation data from 11 science lessons in early childhood classrooms (children aged 3 to 8 years), including the drawings that children made during those lessons (129 drawings in total). Our findings suggest that the semiotic resources that teachers provide have a large impact on how children represent science content in their drawings. Moreover, we interpret that teachers strive to support children's 'emergent disciplinary drawing' in science, since they predominantly provided semiotic resources where the science content was generalised and decontextualised. Finally, we propose that 'emergent disciplinary drawing' is incorporated as an element of science pedagogy in ECE practice and ECE teacher education.
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| 2. |
- Areljung, Sofie, 1983-, et al.
(författare)
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The role of children’s drawings in science teaching : A comparison across preschool, preschool class and early primary school
- 2018
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Konferensbidrag (refereegranskat)abstract
- Particularly since many children in early childhood education (ECE) (education for children from birth to 8 years) do not yet write, teachers and researchers tend to use children’s drawings to assess their developing science learning. Previous studies show that children’s choices on what to include in their drawings are affected by local cultures of what constitutes a good representation. However, there is a lack of studies that focus on the teacher perspective, in terms of why and how they include drawing activities in their science teaching. Further, there are currently no studies that compare the role of drawings in science teaching across ECE sectors. The study is part of a larger study which aims to to advance our understanding of how to bridge science teaching across ECE sectors (preschool, preschool class, early primary school). Here, our specific aim is to examine how educational cultures of different ECE sectors interact with teacher’s objectives for using children’s drawings in science activities. We use Activity Theory to analyse field data (notes, photos, videos) from science activities that include children’s drawings, as well as recordings from group discussions with teachers. First, we focus on the relation between the purpose of the activity, the tools used, the local educational culture, and the outcome of each activity. Second, we compare our results across ECE sectors. Our preliminary results indicate that the purpose of drawing activities vary across sectors. In preschool, children’s drawings may serve to tell stories, while in early primary school, drawings may serve as a part of observation practice or to display children’s understandings of science concepts. The results are discussed in relation to children’s transitions between educational cultures, and whether teachers should explicitly scaffold scientific drawing in ECE.
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| 3. |
- Areljung, Sofie, 1983-, et al.
(författare)
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Why and how teachers make use of drawing activities in early childhood science education
- 2021
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Ingår i: International Journal of Science Education. - : Routledge. - 0950-0693 .- 1464-5289. ; 43:13, s. 2127-2147
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Tidskriftsartikel (refereegranskat)abstract
- Researchers have provided many arguments for why drawing may contribute to science learning. However, little is known about how teachers in early childhood education (ECE) make use of drawing for science learning purposes. This article examines how teachers’ views and framing of drawing activities influence the science learning opportunities afforded to children in the activities. We use activity theory to analyse teacher interviews and observation data from ten science classrooms (children aged 3–8 years) where drawing activities occurred. The interviews reveal that few of the teachers relate drawing to science learning specifically. Rather, they portray drawing as a component of variation in teaching and learning in general. Looking at what happens in the classrooms, we conclude that drawing has a relatively weak position as means of communicating and learning science. Instead, the teaching emphasis is on writing or on ‘making a product’. However, there are examples where teachers explicitly use drawing for science learning purposes. These teachers are the same few who, in interviews, relate drawing to science learning specifically. Based on these findings, we encourage school teachers, teacher educators, and researchers to identify, and overcome,obstacles to realising the pedagogical potentials of drawing in ECE science classrooms.
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| 4. |
- Due, Karin, 1953-, et al.
(författare)
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Teachers’ conceptualisations of science teaching–obstacles and opportunities for pedagogical continuity across early childhood school forms
- 2023
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Ingår i: International Journal of Early Years Education. - : Routledge. - 0966-9760 .- 1469-8463. ; 31:3, s. 790-805
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Forskningsöversikt (refereegranskat)abstract
- This study aims to contribute knowledge about obstacles and opportunities for pedagogical continuity in science across early childhood education. We use activity theory to analyse individual interviews and group meetings with teachers from preschool (age 1–5), preschool class (age 6) and grade 1–3 (age 7–9) in three Swedish school units. The teachers’ descriptions of their science teaching indicate both obstacles and opportunities for pedagogical continuity. For example, all teachers want to establish an interest in, and foster a caring attitude to nature, a similarity that facilitates continuity. However, some crucial differences indicate obstacles. There is a shift concerning ownership; from following children’s initiatives in preschool in bodily and play based experiences towards an emphasis on pre-planned content, verbal knowledge and written documentation in grade 1–3. Our findings also suggest that teachers lack knowledge about each other's teaching and curricula. Hence, the conditions for pedagogical continuity largely rest upon what children share in the science class. We argue that there is need for an in-depth exchange of experiences, regarding content, teaching methods and frame factors, between teachers from different school forms.
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| 5. |
- Schmidt, Catarina, 1964-, et al.
(författare)
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Classroom interaction and its potential for literacy learning
- 2017
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Ingår i: Nordic Journal of Literacy Research. - : Cappelen Damm Akademisk. - 2464-1596. ; 3:1, s. 45-60
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Tidskriftsartikel (refereegranskat)abstract
- This article elaborates on classroom interaction in relation to literacy learning across the curriculum. Drawing on a study in two grade six classrooms in Sweden, we report on identified possibilities of interaction during 12 lessons in the two subject areas of Law and Rights and World Religions. The analysis focuses on the register of repertoires for interaction through organisation and teaching talk and, to some extent, learning talk (Alexander, 2008). These repertoires, and the possibilities they create, are related to Cummins’ (2001) framework. The results elucidate the important role interaction plays for students’ learning of literacy through subject content and vice versa. Drawing on the results, we argue it is necessary to consider the students to be participants with resources, who can increase their possibilities of taking active part in both the initial, intermediate and final phases of learning in various subject areas if interaction is more present. In this way the students can get access to classroom practices, drawing on various subject content, that more strongly support them to develop sustainable abilities of literacies and specific subject knowledge. The latter is necessary for the learning of all subjects across the curriculum, but also for future commitment within society and citizenship.
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| 6. |
- Schmidt, Catarina, 1964-, et al.
(författare)
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Digital resources in diverse classrooms : combining digital technology with functional and critical literacy
- 2018
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Ingår i: NERA 2018- 46th CONGRESS. Educational Research: Boundaries, Breaches and Bridges. ; , s. 336-337, s. 336-337
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Konferensbidrag (refereegranskat)abstract
- Through the use of various digital resources, it is crucial that education support student’s subject- and literacy learning in integrated ways (Cummins, 2001; Schmidt & Skoog, 2016). Since digital literacies, compared with printed literacies, bring about other ways of producing and using texts in terms of multimodality and hybridity across time and space, this challenge the conditions for in what ways teaching and learning is carried out in classrooms (Kress & Selander, 2011; Walsh, 2008). In Sweden, new knowledge demands regarding digital competence will be implemented, among other things with regards to source criticism. To understand who has produced a text and with what purpose, and how to evaluate this information, are part of fundamental critical approaches, which includes source criticism (Janks, 2010). Drawing on a larger classroom study, this paper focuses on teachers and students use of digital resources during 24 lessons in two Grade six classrooms in the subject areas of Laws and Right and Information and Commercials. Our focus is on in what ways the digital resources and their content are introduced and drawn upon, and which approaches of source criticism that are integrated. We ask:• What digital resources are included?• In what ways are these resources introduced and used?• What approaches of source criticism emerge?• Do any differences emerge when comparing digital and printed resources?Drawing on video recordings and retrospective interviews with teachers and students, we have analysed the data in relation to the above aim and questions. The analysis reveals the multifaceted possibilities of digital resources, such as web sites, video clips, online educational portals and so on. The analysis makes it clear that interaction and dialogue in relation to the digital resources tend to be overlooked, when compared with the printed resources. Further, the result sheds light on the challenges regarding source criticism. In both subject areas, norms and values are present, but not deepened in relation to the subject content.We argue, that in order to compare and evaluate digital and online information, and to create knowledge, students need to be supported in the beginning of and throughout the learning process (Alexander, 2008; Schmidt & Skoog, 2016). In addition, we argue that critical reflections must be connected to subject specific content in relation to diversity and equality, and articulated and practiced through teachers’ and students’ own talk (Alexander, 2008; Schmidt & Skoog, 2017).ReferencesAlexander, R. (2008). Essays on Pedagogy. London & New York: Routledge.Cummins, J. (2001). Negotiating Identities: Education for Empowerment in a Diverse Society. Second Edition. Los Angeles: California Association for Bilingual Education.Janks, H. (2010). Literacy and Power. London: Routledge.Kress, G. & Selander, S. (2011). Multimodal design, learning and cultures of recognition. Internet and Higher Education 15 (2012) 265–268Schmidt, C. & Skoog, M. (2016). Classroom interaction and its potential for literacy learning. Nordic Journal of Literacy Research 3, pp. 45–60. http://dx.doi.org/10.23865/njlr.v3.474Walsh, M. (2008). Worlds have collided and modes have merged: classroom evidence of changed literacy practices. Literacy, 42 (2), pp. 101–108.
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| 7. |
- Schmidt, Catarina, et al.
(författare)
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Repertoires of classroom interaction and its potential for literacy learning in two Swedish classrooms in the middle school years
- 2016
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Konferensbidrag (refereegranskat)abstract
- This paper discusses interactional conditions and possibilities in classrooms related to literacy education during the middle school years. The paper draws on an ongoing study[1], where interactional processes of learning through languages, literacies and texts, were followed closely during one year in two multilingual Swedish classrooms. Students as all citizens need to be able to sort, comprehend and critically review texts and their content, capacities, that all are stressed in the Swedish national curriculum (National Agency of Education, 2011). Our work is informed by understandings of literacy as social practice in the tradition of the New Literacy Studies (see for example Street, 2003). Literacy practices here embody multifaceted and pluralistic uses of literacies for different purposes, which include a wide range of texts and languages. These literacy practices are socially situated in student’s everyday lives, in and out of school. We conceptualize language and literacy learning as depending on comprehensible input as well as interaction and meaningful use of literacies and languages, where also more formal aspects of the latter have to be integrated (Cummins, 2001). This is not to suggest that there is not a cognitive element to how well students learn literacy, but we believe there is also a social element to learning literacy and to how students are constructed as literacy learners (see for example Heath, 1983; Heller, 2008). Here processes of interaction play a crucial role for the establishing of classroom literacy practices, which efficiently support all students’ literacy learning. We bring this conceptual framework to an analysis of classroom interaction, drawing on the above study, and more specifically three lessons from respectively two multilingual classrooms with twelve-year-old students. Each of the two units of lessons covers the interdisciplinary theme Law and Right and World Religions. Our aim is to draw key insights for how processes of interaction are organized to support literacy learning across the curriculum. We look for ways of organizing interaction in different situations and aspects of everyday classroom practices, such as; whole class teaching, collective group work led by teacher, collaborative and pupil led group work, one-to-one (teacher and pupil) and pupils working in pairs (see Alexander, 2008, p. 187). We ask:What repertoires of classroom interaction can be identified?Do different repertoires of classroom interaction interplay with each other and, if so, in what ways?What are the consequences considering the above questions for the participating students learning of reading and writing across the curriculum?[1] The ongoing research project, which the above case studies are a part of, has got the title Understanding Curriculum Reforms – A Theory-oriented Evaluation of the Swedish Curriculum Reform Lgr 11. Scientific leaders are Ninni Wahlström, Professor in Pedagogy and Daniel Sundberg, Professor in Pedagogy, at Linnaeus University in Sweden. This research project, which is financed by the Swedish Research Council, got started in 2014 and will be finished in 2017. For more information see http://lnu.se/employee/ninni.wahlstrom?l=enMethod: This study is centered on different ways of organizing interaction for the teaching and learning of content and capabilities across the curriculum in two Swedish and multilingual classrooms. Video- and audio recording has been conducted of three lessons in two classrooms. In the course of time two interviews with the class teacher and groups of different students have been carried out. In the interviews the recordings have functioned as shared content, making reflection and analyses of communication- and interaction processes possible from both teachers’ and students’ perspectives. In this field work, inspired by ethnographical methods, we have been striving for a reflexive approach, meaning that we have sought to take part of the participating teacher’s and student’s perspectives within contextualized social practices (Hammersley & Atkinson, 1989). Altogether transcripts from video- and audio recording and interviews together with field notes and photos of artifacts and works samples create the empirical data.In analyzing the data Alexander’s (2008) categories of organizing classroom interaction has been used. Through detailed descriptions from what we have observed together with the students and the teachers explanations and utterances, a fine-grained observation scheme has been developed and used for the analysis of the created empirical material. This analysis of the visible and existent interactional processes will in the next step be related to Cummins (2001) conclusions of approaches that make successful literacy learning possible for all students.Expected outcomes: By analyzing processes of interaction in these classrooms we believe that we are able to identify some key insights regarding literacy pedagogy in relation to conditions and possibilities of language and literacy learning (Cummins, 2001). The paper aims to shed light on and develop conceptual understandings of the relationships between processes of interaction and access to quality literacy teaching and learning. The key intent of this paper is to provide insight into how carefully organized and closely followed and evaluated processes of interaction across the curriculum can mean literacy success for all students, something that is high on the educational agenda in contemporary Europe. In contemporary times, teachers meet demands of assessing student’s literacy learning, in ways, which might result in the creating of learning spaces where the same target might get lost (see for example Vesteraas Danbolt & Iversen Kulbrandstad, 2012). Such policy initiatives might result in our schools and educators losing sight of the importance of classroom interaction as well as the resources and experiences of literacy that students might bring to school. In this paper we aim to fore ground the implications of interaction and the crucial role it plays for students language and literacy learning across the curriculum. We argue that the latter is crucial for all students and in whole necessary for multilingual learners. The paper is relevant to European classrooms and by providing key insights from this smaller classroom study our ambition is to contribute to spaces for dialogue and comparison between researchers and educators in Europe as well as between nations and systems. References Alexander, Robin (2008). Essays on Pedagogy. London, New York: Routledge.Cummins, Jim (2001). Negotiating Identities: Education for Empowerment in a Diverse Society. Second Edition. Los Angeles: California Association for Bilingual Education.Hammersley & Atkinson, 1989Heath, Brice Shirley (1983). Ways with words. Language, life and work in communities and classrooms. Cambridge: Cambridge University Press.Heller, Monica (2008): Bourdieu and literacy education. In James Albright, & Alan Luke, red: Pierre Bourdieu and literacy education, s. 50-67. New York: Routledge.National Agency for Education (2011). Curriculum for the compulsory school, preschool class and the leisure-time centre 2011. Stockholm: National Agency for Education.Street, Brian V. (2003). "What's "new" in New Literacy Studies? Critical approaches to literacy in theory and practice". Current issues in comparative education 5 (2): 77–91.Vesteraas Danbolt, Anne Marit & Iversen Kulbrandstad, Lise (2012). Teacher Reflections UnderChanging Conditions for Literacy Learning in Multicultural Schools in Oslo. In Anne Pitkänen-Huhta & Lars Holm, ed: Literacy Practices in Transition. Perspectives from the Nordic Countries, p. 209-227. Bristol, NY, Ontario: Multilingual Matters.
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| 8. |
- Schmidt, Catarina, 1964-, et al.
(författare)
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Textual Resources in Diverse Classrooms : Combining Functional Use with Approaches of Criticality
- 2018
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Konferensbidrag (refereegranskat)abstract
- INTRODUCTIONEvery classroom is affected by institutional conditions as well as curriculums and guidelines that steer and set standards for education, which are connected to and affected by ideas created and negotiated at the national level and within the EU and the OECD. Pedagogy within classrooms, including that of the two Swedish classrooms discussed in this paper consolidates these levels. Drawing on a larger classroom study[1] the paper focuses on teachers and students use of textual resources offline and online during over one year in two Grade six classrooms. It is within the practices of classrooms that students’ participation, and abilities to understand, question and draw conclusions from text content can be supported and developed. ‘Mainstream’ classrooms of today are characterized of standardized curriculums and of diversity in relation to student’s multilingual and cultural backgrounds as well as of a plurality of texts offline and online. Students with different backgrounds, needs and resources, are in the middle school years facing demands of coping with more compact texts of subjects’ content, including more of specific academic language (Gibbons, 2009). Basic and functional literacy cannot be dismissed, but needs to be integrated with meaning-making and critical analysis of text content (Cummins 2001; Luke & Freebody 1997; Janks, 2010; Langer 2011; Schmidt & Skoog, 2017; Schmidt & Skoog, 2018). This study draws on Alexander's (2001) methodological framework regarding teaching talk and learning talk together with Cummins (2001) framework for successful academic learning. Cummins (2001) and Alexander (2008) shed light on the need for students to learn about subject content while at the same time having access to subject-specific ways of understanding, talking, reading and writing where critical approaches are embedded. Reading texts in active and critically reflective ways relates to critical literacy and to the research drawing on this concept (e.g. Janks, 2010; Comber, 2013, 2016). In Sweden, new knowledge demands regarding digital competence are to be implemented 2018/19. The reasons for these changes in the national Curriculum Standards for Compulsory School are, in short, to enhance the student’s abilities to use and understand digital systems and to relate to media and information in critical and responsible ways[2]. These changes create increased challenges for teachers and students to sift, interpret, evaluate, question, compare and judge the trustworthiness of media. To understand who has produced a text and with what purpose, and how to evaluate this information, are part of fundamental critical approaches (Janks, 2010). This paper focuses on teachers’ and students’ use of textual resources offline and online during 24 lessons over one year in two Grade six classrooms in the subject areas of Information and Commercials and Laws and Rights. Our focus is on in what ways these textual resources and their content are introduced and drawn upon, and which approaches of critical approaches, including source criticism, that are integrated. Since digital resources, compared with printed resources, bring about other ways of producing and using texts in terms of multimodality and hybridity across time and space, this challenge the conditions for in what ways teaching and learning is carried out in classroom practices (Kress & Selander, 2011; Walsh, 2008). We ask:What textual resources are included?In what ways are these resources introduced and used?What approaches of criticality emerge?Do any differences emerge when comparing digital and printed resources?MEDTHODOLOGYThrough ethnographic studies of children’s literacy practices, Heath (1983) revealed the different ‘ways with words’ that children from various socioeconomic and cultural-ethnic backgrounds had. The work of Heath (1983) illustrates how power works in relation to uses of languages and literacies, something which we in this paper strived to be aware of and take into consideration when conducting this study, and above all when analysing the ethnographic material. The data of this study encompasses video recordings of 24 lessons from two different classrooms in two different schools and municipalities in Sweden, which altogether means 21.5 hours of video recordings. In each class, 12 lessons have been recorded in order to capture dimensions of classroom interaction and to document the use of instructional materials and texts. Further, five individual interviews with the two teachers and five group interviews with 4-6 students from each class have been conducted and transcribed literally. The interviews lasted from 20 minutes to one hour and were focused on the teachers’ and the students’ reflections considering the purpose, forms and content of the recorded lessons and their learning repertoires. During the interviews, parts of the video recordings were shown in order to make retrospective reflections possible from both teachers’ and students’ perspectives. Both classrooms are characterized of being culturally and linguistically diverse, where at least one quarter of the students have another linguistic background and/or speak another language than Swedish in their respective homes. The study has been carried out in accordance with the general requirements for Research Ethics (Swedish Research Council, 2011). All participating schools and informants have been given fictitious names in order to protect their identities during and after the finished project. The students as well as their parents have been informed about the aim of the study, and then asked to give their written consent for participation in the study, which they all did. By analysing the video recordings and the transcriptions of the retrospective interviews, this paper presents in which ways the used texts and media were introduced and drawn upon in the two classrooms, and which approaches of criticality, including source criticism, that were integrated.EXPECTED OUTCOMES AND CONCLUSIONSThe analysis reveals that printed material such as subject specific textbooks are introduced during whole class in the initial phases of the subject areas, and also that this text content is elaborated on more thoroughly when compared with the online resources. The analysis sheds light on the multifaceted possibilities of digital resources, such as web sites, educational movies, video clips, online educational portals and so on, and makes it clear that interaction and dialogue in relation to these resources tend to be overlooked compared with the printed resources. Further, the result sheds light on the challenges regarding how to integrate approaches of criticality. In both subject areas, norms and values that target diversity in various ways are present, but those are not deepened in relation to the subject content. Source criticism are mentioned, but tend to be simplified. We argue, that in order to compare and evaluate information, and to create knowledge from textual and digital resources, students need to be supported in the beginning of and throughout the learning process (Alexander, 2008; Schmidt & Skoog, 2017, Schmidt & Skoog, 2018). In addition, we argue that critical reflections must be connected to subject specific content and in relation to diversity and equality, and articulated and practiced through teachers’ and students’ own talk (Alexander, 2008; Schmidt & Skoog, 2018). Altogether this refers to conditions and possibilities for students to master literacy within and about subject content, and in relation to democratic values of the curriculum. Through the use of various textual resources offline and online, it is crucial that education support student’s subject- and literacy learning in integrated ways across the curriculum (Cummins, 2001; Schmidt & Skoog, 2016, 2018). Reflecting the conference theme of ECER 2018, this also highlights complex issues of access, inclusion and exclusion within education.REFERENCESAlexander, R. (2008). Essays on Pedagogy. London and New York: Routledge.Comber, B. (2016). Literacy, Place and Pedagogies of Possibility. London and New York: Routledge.Comber, B. (2013). Critical Literacy in the Early Years: Emergence and Sustenance in an Age of Accountability. In J. Larson & J. Marsh (Eds.), The SAGE Handbook of Early Childhood Literacy (p. 587-601). London: SAGE/Paul Chapman.Cummins, J. (2001). Negotiating Identities: Education for Empowerment in a Diverse Society. Second Edition. Los Angeles: California Association for Bilingual Education.
Gibbons, P. (2009). English learners academic literacy and thinking. Portsmouth, NH: Heinemann.Heath B. S. 1983. Ways with words. Language, life and work in communities and classrooms. Cambridge: Cambridge University Press.Janks, H. (2010). Literacy and Power. London: Routledge.Kress, G. & Selander, S. (2011). Multimodal design, learning and cultures of recognition. Internet and Higher Education 15 (2012), 265–268.Langer, J. 2011. Envisioning Literature: Literary Understanding and Literature Instruction. New York: Teachers College Press.Luke, A. (2004). On the material consequences of literacy. Language and Education, 18(4), 331-335.Schmidt, C. & Skoog, M. (2018). The Question of Teaching Talk: Targeting Diversity and Participation. In N. Wahlström and D. Sundberg (Ed.), Transnational Curriculum Standards and Classroom Practices. The New Meaning of Teaching, (p. 83-97). London and New York: Routledge.Schmidt, C. & Skoog, M. (2017). Classroom interaction and
its potential for literacy learning. Nordic Journal of Literacy Research 3, 45–60. doi:10.23865/njlr.v3.474Swedish Research Council (2011). Good Research Practice. Stockholm: Swedish Research Council.Walsh, M. (2008). Worlds have collided and modes have merged: classroom evidence of changed literacy practices. Literacy, 42 (2), 101–108.[1] This paper is part of the larger project 'Understanding Curricul
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| 9. |
- Schmidt, Catarina, et al.
(författare)
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Textual resources in the classroom: the challenge of integrating critical approaches
- 2020
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Ingår i: Pedagogies: An International Journal. - : Routledge. - 1554-480X .- 1554-4818. ; 15:4, s. 296-314
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Tidskriftsartikel (refereegranskat)abstract
- This paper focuses on teachers’ and students’ use of textual resources offline and online in two Grade 6 classrooms. Using analysis of video recordings, the paper presents the ways in which the textual resources are used, and what critical approaches emerge within the teachers’ and students’ repertoires of teaching and learning. We then investigate what characterizes these repertoires and discuss consequences and possibilities for students’ own learning talk in relation to critical approaches and with regard to diversity and participation. The analysis reveals that it is when students ask authentic questions or respond to their teachers’ or peers’ reflections, that critical approaches appear in relation to content, the surrounding world and themselves. Drawing on the results, we argue that these critical approaches can be deepened in relation to ethical issues, source criticism and redesign, and regardless of whether textual resources are online or offline. Since Swedish national curriculum standards have contributed towards a greater focus on knowledge outcomes, we are concerned that processes of meaning making and criticality might be downplayed. We believe that one of the biggest challenges for future education is how criticality can be linked to teaching and learning in dialogic ways.
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| 10. |
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