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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, 1970-
(författare)
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Dialectics of Negotiagency : Micro Mechanisms in Children’s Negotiation in Play Activity
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study is about the children in a fourth and fifth grade Swedish primary school class and their play during breaktimes. The study takes the theoretical point of departure in seeing children’s breaktime play as a cultural historical activity. The overarching research problem concerns breaktime play emphasising the phenomena of children’s negotiation, participation and agency. It concerns how breaktime play takes shape and which capacities children possess, who are breaktime play literate, to participate and to uphold play. What is the significance of children’s capacity to negotiate rules and roles? How do they use culturally, historically developed objects and motives to transform and expand established versions of play and games? The research problem foregrounds how the play activity emerges, is carried out and how participation is enabled through negotiation. The aim of the study is to explore the phenomena of children’s negotiation and agency in dialectical change processes in breaktime play activity. The questions explored are: RQ: What are the mechanisms in dialectical processes of collectividual action and collective object transformation in children’s play activity? How does the play activity emerge?How does the object of the play activity transform?The data consists of field notes from participant observations and of audio memos. Audio memos, short smartphone recordings of the children’s verbal reflections on aspects of their actions and experiences, were continuously produced to get the children’s verbal reflections in the immediacy of acting. Various documents and interviews form additional data. The findings show how the children negotiate involvement, rules, role set-up and the hierarchy of demands as a continuous elaboration of the conditions to establish and maintain boundaries of playfully accomplished activity. The notion of negotiagency is introduced, uncovering that breaktime play literacy does not occur in the children’s minds apart from social interaction but develops in and through negotiation. Negotiagency emerges and is realised when the children are engaged in a playfully accomplished activity. The dialectical processes of collectividual action and collective object transformation in playfully accomplished activity are enabled through negotiation. This whole mechanism is referred to as Dialectics of Negotiagency.
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| 7. |
- Waermö, Mimmi, 1970-
(författare)
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Negotiating involvement : The emergence of a shadow break time play activity
- 2016
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier BV. - 2210-6561 .- 2210-657X. ; 11, s. 153-161
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Tidskriftsartikel (refereegranskat)abstract
- This article concerns the emergence of primary schoolchildren's non-regular shadow break time play. The reported study is part of a bigger project. The observational data upon which the study is based reports on a peer-group between the ages of 10 and 11, in the same school class, and their drifting in the schoolyard. The data was produced during five consecutive school days comprising 8 breaks at one Swedish primary school. A cultural historical activity theoretical analysis was carried out emphasizing the children's micro-adjustments of their courses of actions in a particular transition into a non-regular shadow break time play activity. The findings of this research show how the children negotiate involvement, co-produce the game and continuously elaborate the playful conditions into different versions of the game. The findings moreover emphasize how the negotiation here concerns the co-creation of a tool further used in co-producing play. It is argued that the children, based on negotiagency (Waermö, 2016b), co-produce the play and that negotiagency runs from the individuals' profound sociality and is to be understood as a collectividual (Stetsenko, 2005, 2013) form of agency.
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