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| 2. |
- Anderhag, Per, 1971-, et al.
(författare)
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Editorial : Disciplinary aesthetics
- 2024
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Ingår i: Frontiers in Education. - 2504-284X. ; 9
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Tidskriftsartikel (refereegranskat)abstract
- Aesthetics concerns, on the one hand, people's feelings of pleasure and displeasure, and, on the other hand, the objects these feelings are directed to, that is, what people find beautiful or ugly (Wickman, 2006). Traditionally aesthetics and affect have been treated as separate from cognition and only rarely has it been studied how they are intertwined when learning a specific content (Wickman et al., 2021). However, recent situated and socio-culturally oriented research has begun to elucidate how aesthetics plays a key role for selection of content, what route learning takes in the classroom and for students' opportunities to develop an interest or taste for a specific school subject (e.g., Sinclair, 2006; Ainsworth and Bell, 2020; Wickman et al., 2021). This Research Topic compiles contributions from researchers examining these topics further.
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| 3. |
- Anderhag, Per, et al.
(författare)
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Taste for science : bridging the Cartesian divide between interest and cognitive learning in science?
- 2015
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Konferensbidrag (refereegranskat)abstract
- Emotions, aesthetics and affect are natural elements in everyday science classroom practice, but our understanding of their role for learning in science is limited. It has been suggested that the epistemological tradition of approaching human conduct as essentially separated intovarious dualisms, such as social-mental, emotion-cognition, fact-value, body-mind and so forth, can explain why affect and learning have received so relatively little attention from the science education research field. This theoretical paper addresses some of these issues by discussing how the concept of taste, which is grounded in the works of Pierre Bourdieu and pragmatism research on aesthetics and learning, can be used for approaching cognition, norms, and values as simultaneously transacted in classroom action.
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| 4. |
- Gyllenpalm, Jakob, 1979-, et al.
(författare)
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Secondary science teachers’ selective traditions and examples of inquiry-oriented approaches
- 2010
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Ingår i: NorDiNa. - 1504-4556 .- 1894-1257. ; 6:1, s. 44-60
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Tidskriftsartikel (refereegranskat)abstract
- This paper describes aspects of the existing tradition of practical work in secondary science education in Sweden, with a focus on inquiry-oriented teaching approaches. Twelve secondary science teachers were interviewed and asked to describe examples of their own teaching practices that they believed constituted inquiry-oriented teaching. The descriptions are analysed in relation to key components of inquiry as conceptualised in the science education literature. In addition, the teachers’ way of talking about their own teaching in relation to inquiry is described and analysed. The results show a wide variety of teaching approaches that are associated with inquiry in different ways. Although inquiry is valued by many teachers, it is also problematic. We discuss the nature of the problems associated with inquiry by the teachers and the possible consequences of these for teacher education, in-service training and curriculum development.
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| 5. |
- Gyllenpalm, Jakob, 1979-, et al.
(författare)
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Teachers' language on scientific inquiry: Methods of teaching or methods of inquiry?
- 2010
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Ingår i: International Journal of Science Education. - : Informa UK Limited. - 0950-0693 .- 1464-5289. ; 32:9, s. 1151-1172
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Tidskriftsartikel (refereegranskat)abstract
- With a focus on the use of language related to scientific inquiry, this paper explores how 12 secondary school science teachers describe instances of students’ practical work in their science classes. The purpose of the study was to shed light on the culture and traditions of secondary school science teaching related to inquiry as expressed in the use of language. Data consisted of semi-structured interviews about actual inquiry units used by the teachers. These were used to situate the discussion of their teaching in a real context. The theoretical background is sociocultural and pragmatist views on the role of language in science learning. The analysis focuses on two concepts of scientific inquiry: hypothesis and experiment. It is shown that the teachers tend to use these terms with a pedagogical function thus conflating methods of teaching with methods of inquiry as part of an emphasis on teaching the children the correct explanation. The teachers did not prioritise an understanding of scientific inquiry as a knowledge goal. It discusses how learners’ possibilities to learn about the characteristics of scientific inquiry and the nature of science are affected by an unreflective use of everyday discourse.
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| 6. |
- Persson, Lena, 1947-, et al.
(författare)
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Worry becomes hope in education for sustainable development : An action research study at a secondary School
- 2011
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Ingår i: Utbildning och Demokrati. - Uppsala : Uppsala universitet. - 1102-6472 .- 2001-7316. ; 20:1, s. 123-144
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Tidskriftsartikel (refereegranskat)abstract
- Researchers in environmental education and education for sustainable de- velopment (ESD) have discussed in what ways young people’s experience in school may contribute to their action competence. This paper illustrates how an action research study centered on students’ reflections can contribute to a change in teaching that supports their action competence in education for sustainable development (ESD). The emphasis is on a pluralistic approach to ESD in which problems concerning sustainable development are considered as open-ended where students’ voices, action competence and decision-making play an important role. The researcher together with a teacher and her Year 9 class in a suburb of Stockholm carried out the action research study. The research corpus for the study was the students’ reflections in log books and interviews. Interviews were conducted with a smaller group of five students, and an interview was also made with the teacher at the end of the project to document her experiences. The case illustrates how students’ worries were made salient through their reflections, which in turn made a change in teach- ing possible that transformed students’ worries into hope and supported their action competence. This way of working in the school practice may help teach- ers to think about ESD in new ways as well as in other areas of education.
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| 7. |
- Sund, Per, 1958-, et al.
(författare)
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Socialization Content in Schools and Education for Sustainable Development – I. : A study of teachers' selective traditions
- 2011
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Ingår i: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 17:5, s. 599-624
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Tidskriftsartikel (refereegranskat)abstract
- This article studies content issues by examining teachers’ communicated socialization content. The value-laden socialization content constitutes the educational context for the teaching of integrated subject matter and has not yet been thoroughly studied empirically in environmental education research. The implications of the results can be fruitful in discussions about how educational traditions evolve, as well as discussions about the relationships between environmental education and education for sustainable development. In this study, ten upper secondary teachers are interviewed and their expressed socialization content is examined. Various qualitative positions regarding five important educational aspects can be described in terms of three selective traditions. To strengthen the validity of the socialization content found in this study, the students of the same teachers were interviewed regarding their experiences of the socialization content of these teachers’ teaching. This is reported in a supplementary article (Sund & Wickman, this issue). Together these three studies (this article, Sund & Wickman, this issue and Sund, 2008) work to establish and test a method of discerning qualitative aspects in socialization content. Although the amount of data is limited, the ambition has been to triangulate socialization content qualitatively from three different sources: a literature study, teacher interviews and student interviews.
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| 8. |
- Sund, Per, 1958-, et al.
(författare)
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Socialization Content in Schools and Education for Sustainable Development – II. : A study of students' apprehension of teachers' companion meanings in ESD
- 2011
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Ingår i: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 17:5, s. 625-649
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Tidskriftsartikel (refereegranskat)abstract
- Subject content is always studied within an educational context. This context is constituted by the socialization content, which can be regarded as an educational content beyond the subject content. This is the third article of three studies (this article, Sund & Wickman, this issue and Sund, 2008) that together form a triangulation of possible socialization content of environmental education. A common purpose for these three combined studies is to embrace and visualize the important value-laden content, which is often forgotten in discussions about the development of education for sustainable development. It is not sufficient to merely integrate more subject content matter – it may also be necessary to adapt to a changed teaching approach, which also develops content in the teaching process. Teachers’ changed approaches convey qualitatively different clusters of ‘meta-messages’ to students. The first study from authors in 2008 developed an analytical tool consisting of five important educational aspects and the second, also published in this issue, used the aspects to study teachers socialization content expressed in the interviews. The present study examines whether the qualitative differences in upper secondary teachers’ communicated socialization content in three selective traditions are apprehended by their students.
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| 9. |
- Sund, Per, 1958-, et al.
(författare)
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Teachers' objects of responsibility : something to care about in education for sustainable development?
- 2008
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 14:2, s. 145-163
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Tidskriftsartikel (refereegranskat)abstract
- Answers to questions about good teaching in environmental education can be expressed in different selective traditions. Questions as to what should be included in good teaching tend to be addressed by both teachers and researchers on an ideological basis. This qualitative study was made using a pragmatist approach, and aims to make an empirical contribution to the debate. Rather than telling teachers what they should teach, this study listen to ten upper secondary school teachers arguments in interviews concerning their long-term teaching purposes. Why should students learn particular things? The teachers’ answers revealed habits and frequently used the same arguments. These arguments recurrently dealt with what teachers cared particularly about, and five objects of responsibility were identified in the interviews. These objects of responsibility constitute starting points of teachers’ actions can be seen as personal anchor points within a selective tradition. These points of departure remind the teachers of their teaching aims and objectives, and at the same time keep them within a tradition. While they help the teachers in their everyday practice, they could just as easily be seen as tacit obstacles to efforts to change environmental education into education for sustainable development. These results are also relevant for science education in general. The study points out important issues as: how the same scientific knowledge could be used for different purposes in education, starting points for content selection in science traditions or in the needs of students and society, and finally different personal anchor points for long-term purposes of teaching based on teachers own ideas of good teaching. These results can be important in developing a reflection tool for teachers, which in turn can help them to reflect more deeply about how they might change their teaching practices.
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| 10. |
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Utomhusdidaktik
- 2004. - 1
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)
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