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Att utveckla forskningsbaserad undervisning : analyser, utmaningar och exempel
- 2019
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Boken handlar om forskning med och av lärare för hållbar utveckling av undervisning. Kapitlen bidrar med att lyfta fram didaktiska utmaningar och lösningar för att utveckla vetenskapliga förhållningssätt för undervisningsutvecklande forskning baserade på exempel och analyser som representerar olika skolämnen, skolformer och lärarutbildningen. Boken skiljer sig från övriga inom området genom bredden i hur detta kan göras och i relation till att flera nivåer i utbildningssystemet och ämnen är representerade.Tretton av bokens sjutton kapitel är skrivna av forskare (nuvarande eller pensionerade) från SU och de representerar fem institutioner: IPD, HSD, MND, Matematiska och SpecPed. Övriga kapitel representerar ett urval av de nätverk som byggts kring den här typen av forskningsintressen över tid.
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- Broman, Anna, et al.
(författare)
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Exploring Conditions for Students’ Theoretical Abstraction in a Biology Classroom
- 2024
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Ingår i: International ISCAR Congress “Inclusiveness as a future challenge”, 27–30.08.2024.
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Konferensbidrag (refereegranskat)abstract
- The aim of the presentation is to share some findings from our recent study on how theoretical abstraction is facilitated for students through modelling. The modelling process was explored through microanalysis of teacher-students interaction within a designated modelling sequence of biology instruction, based on the Elkonin-Davydov program. Teachers' field notes, film recordings, and researchers' documentation of the lesson were employed to reconstruct and illustrate the "best practice" modelling sequence. The interaction between the teacher and students was described and analyzed through the lens of Learning Activity Theory. The findings suggest some key characteristics in teacher-students interaction aimed at facilitating students' theoretical abstraction. By keeping the general model in mind, the teacher organizes and leads the modelling process in a way that facilitates theoretical abstraction for the students, enabling them to discern the essence of the specific case they are working on. The study shows that students' diagrams, adjusted step by step, enable the movement from "specificity" toward the general model as students' joint final version.
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- Broman, Anna, et al.
(författare)
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THE MODELLING IN DEVELOPMENTAL EDUCATION : A CONDITION FOR THEORETICAL ABSTRACTION AND GENERALIZATION
- 2022
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Ingår i: Educativa: Revista do Departmento de Educacao, Universidade Catolica de Goias. - 1983-7771. ; 25:1, s. 1-25
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the study is to explore how the modelling, as a condition for theoretical abstraction and generalization, takes shape in a certain sequence of a biology instruction based on the El’konin-Davydov Program. Research questions are: How are the students’ diagrams handled in the modelling process? What is the character and the function of the teacher’s questions and actions during the modelling process? The data consists of teachers’ lesson plans and fieldnotes related to a certain modelling carried out in several classes. Based on the results of the analysis we conclude that the students’ diagrams are used as means of the collective process of abstraction towards the generalized model. The teacher organizes and leads the modelling process so that theoretical abstraction becomes possible; thus, the students discern the general in the specific case and begin developing a theoretical concept.
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- Lindberg, Viveca, 1954-, et al.
(författare)
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Forskningsbaserad undervisning - en inramning
- 2019
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Ingår i: Att utveckla forskningsbaserad undervisning. - Stockholm : Natur och kultur. - 9789127824898 ; , s. 16-28
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Sedan 2011 ska undervisningen i skolan enligt skollagen vila på vetenskaplig grund och beprövad erfarenhet. Under lång tid handlade lärarnas uppdrag om att undervisa ett givet, det vill säga i läroplanen, utpekat stoff. För dagens lärare gäller att de både ”måste veta mer om kunskapande praktiker såväl som om ämnesspecifika förmågor och olika ämnesspecifika sätt att kunna” (Carlgren, 2015, s. 31). Ett sådant arbete ställer nya krav på lärarna, men även på övriga involverade.Diskussionen om praktiknära forskningsbaserad utveckling av undervisningen adresseras ofta i relation till specifika ansatser, exempelvis aktionsforskning, design- eller utvecklingsforskning, lesson respektive learning studies. Även om en ofta använd gemensam benämning för ansatserna är praxisnära forskning finns det ändå skillnader. Främst handlar de om vems frågor som adresseras och vem som ansvarar för designen, genomförandet, analysen och rapportering av studierna, det vill säga om arbetsfördelningen mellan forskare och lärare i relation till projektets olika delar. Mångfalden av svar visar att den klassrumsverksamhet – undervisning – som lärarna ska hantera är komplex, men också att det finns olika alternativ. Kapitlet inleds med förutsättningar på olika nivåer för praxisnära forskning och ställningstaganden som styr olika modeller för denna typ av forskning och avslutas med en introduktion till bokens övriga kapitel.
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- Waermö, Mimmi
(författare)
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Broadening rules and aligning actions : Children’s negotiation while playing hide-and-seek during break time
- 2016
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier BV. - 2210-6561 .- 2210-657X. ; 11, s. 19-28
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Tidskriftsartikel (refereegranskat)abstract
- This article explores the emergence of the children's rule negotiation, while they play hide-and-seek during school break times, and how it transforms the playing. Break times refer to the free-time interspaces between organized scheduled lessons during the school day and are settings among others in children's everyday life where they are able to play and explore. Usually, in Swedish primary schools, there is a morning break, lunch break, and shorter pauses between lessons. Usually children are allowed to spend the break times in a schoolyard. The article provides a micro-level insights of a group of 10 and 11 years old children's negotiation process regarding rules to be followed while playing hide-and-seek, in Sweden the game is called "the jar". Observational data was produced during 11 break periods and was analysed through the lens of cultural historical activity theory (Leontiev, 1978; Vygotsky, 1978). The analysis indicates that the children's negotiation process is a collective embedding of agency. Negotiation concerns children broadening the collective interpretation of rules and making micro-adjustments in their courses of action in order to align them. The negotiation of rules is a collectividual (Stetsenko, 2013) enterprise of producing and using negotiagency in changing the circumstances in play.
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- Waermö, Mimmi, et al.
(författare)
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Designing teaching without planning-tools? Exploring a collaborative, iterative process of the development of a planning tool for teaching students with intellectual disabilities
- 2019
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Konferensbidrag (refereegranskat)abstract
- Studies have shown that the object for teaching in Swedish special schools for students with intellectual disabilities (ID) historically has been caring and not the development of knowledge in different subjects (e.g. Berthén, 2007; Lundberg & Reichenberg, 2011). Thus, there are some indications that teachers perceive that teaching subject knowledge for this group of students is of less importance or problematic. An argument brought forward by teachers is that teaching for this group of students should not be too abstract to be able to meet their level of knowledge, and, to ensure that they do not fail. Another argument is that students easily get tired. Teachers emphasize the importance of caring about the students’ self-esteem, their self-beliefs and their safety. Teachers are further concerned with the students’ adaption to society. Similar tendencies are given by The Swedish Schools Inspectorate (2010) as well.The latest reform of the National curriculum for students with ID has put forward an increasing demand stating that the goal is also the development of students’ subject specific knowledge. However, if this highlighted goal (which can be perceived as a new object) is to be realized, questions may be raised about available planning or design tools. What type of tools can support teachers in their decision on what to teach and how to organize the teaching etc. And, if new tools are needed, how can such tools be developed and tested in practice?A group of teachers and researchers have collaboratively worked with this challenge in a two-year-long project, designed and based on principles of Change Laboratory (Engeström, 1987; Virkkunen & Newnham, 2013). The aim of this presentation (poster) is to describe how a subject specific planning-tool gradually and iteratively have been developed to meet the teachers’ needs. Which aspects of “knowing to be developed” (learning aims) were perceived as challenging and what different aspects of the content, the teaching, the communicative-tools must be planned for?
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