| 1. |
- Airey, John, 1963-, et al.
(författare)
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Making the Invisible Visible : The role of undergraduate textbooks in the teaching and learning of physics and chemistry
- 2023
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Ingår i: Designing futures. - London : UCL Press.
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Konferensbidrag (refereegranskat)abstract
- As disciplines, undergraduate physics and chemistry leverage a particularly wide range of semiotic systems (modes) in order to create and communicate their scientific meanings. Examples of the different semiotic systems employed are: spoken and written language, mathematics, chemical formulae, graphs, diagrams, sketches, computer simulations, hands-on work with experimental apparatus, computer simulations, etc. Individual semiotic resources within this range of semiotic systems are coordinated in specific constellations (Airey & Linder, 2009) in order to mediate scientific knowledge. In this Swedish Research Council project, we are interested in the representation of scientific phenomena that cannot be seen. The question we pose is: How is scientific knowledge mediated when we cannot directly interact with the phenomena in question through our senses? We adopt a social semiotic approach (Airey & Linder, 2017; van Leeuwen, 2005), to investigate the ways in which two phenomena—electromagnetic fields and chemical bonds—are presented in undergraduate textbooks. To do this we carried out a semiotic audit (Airey & Erikson, 2019) of eight textbooks (four in each discipline). We note that the individual resources used have a mixture of affordances—whilst the majority retain high disciplinary affordance, others are unpacked (Patron et al. 2021) providing higher pedagogical affordance. We discuss the ways in which the resources have been combined and orchestrated (Bezemer & Jewitt, 2010) in order to attempt to make visible that which is invisible, and identify a number of potential problems. In earlier work, Volkwyn et al. (2019) demonstrated how experimental work with physics devices can make the Earth’s magnetic field accessible to students through chains of transduction. Thus, we propose that encouraging transductions across the semiotic resource systems provided in textbooks may help students to experience the invisible.ReferencesAirey, J. (2006). Physics students' experiences of the disciplinary discourse encountered in lectures in English and Swedish (Licentiate dissertation, Department of Physics, Uppsala University).Airey, J. (2009). Science, language, and literacy: Case studies of learning in Swedish university physics (Doctoral dissertation, Acta Universitatis Upsaliensis).Airey, J. (2015). Social Semiotics in Higher Education: Examples from teaching and learning in undergraduate physics. In In: SACF Singapore-Sweden Excellence Seminars, Swedish Foundation for International Cooperation in Research in Higher Education (STINT) , 2015 (pp. 103). Airey, J., & Eriksson, U. (2019). Unpacking the Hertzsprung-Russell diagram: A social semiotic analysis of the disciplinary and pedagogical affordances of a central resource in astronomy. Designs for Learning, 11(1), 99-107.Goodwin, C. (2015). Professional vision. In Aufmerksamkeit: Geschichte-Theorie-Empirie (pp. 387-425). Wiesbaden: Springer Fachmedien Wiesbaden.O’Halloran, K. (2007). Mathematical and scientific forms of knowledge: A systemic functional multimodal grammatical approach. language, Knowledge and pedagogy: functional linguistic and sociological perspective, 205-236.Patron, E. (2022). Exploring the role that visual representations play when teaching and learning chemical bonding: An approach built on social semiotics and phenomenography(Doctoral dissertation, Linnaeus University Press).
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| 2. |
- Danielsson, Kristina, Professor, 1961-, et al.
(författare)
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Pupils creating digital animations in the early years of schooling
- 2023
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Ingår i: Designing Futures the 11th international conference on multimodality. - : UCL. ; , s. 76-77
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Konferensbidrag (refereegranskat)abstract
- The use of computers and other digital tools such as tablets, smartboards and game consoles is rapidly becoming a reality in early-childhood educational settings and the early years of schooling. Thus, an important question is what potential digital tools and digital resources has - when integrated in educational practices - to increase pupils’ meaning making. Therefore, the aim of this project is to explore ‘what’s happening’ and ‘what’s possible’ when pupils (6–8 years) are part of teaching and learning practices involving digital tools, in this case when jointly creating multimodal digital animations to communicate ideas and tell stories in the subjects Mathematics, Science, and Swedish.The theoretical base is Designs for Learning (DfL) (Björklund Boistrup & Selander 2022), where teaching and learning are seen as a form of multimodal design. According to that perspective, the teacher designs learning activities, giving the pupils access to different resources to enable meaning making, while the pupils’ meaning making process is seen as a kind of re-design, based on, e.g., available resources, interests and previous experiences. In our analysis, we utilize the Learning Design Sequence (LDS) model, developed within DfL. To enable fine-tuned detailed analysis of pupils’ multimodal interaction, classroom activities with pupils working in pairs were video-recorded. Moreover, the pupils’ multimodal texts (writing, drawings, digital animations, etc.) were collected. The analysis revealed, e.g., that the different material resources provided in the teachers’ design for learning (e.g., paper, pencils, crayons, or digital tools) to a great extent steered what happened and became possible for the pupils in terms of negotiating, contributing, making suggestions, and making conscious choices of signs to use in their multimodal texts (both paper-based and digital).
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| 3. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
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Bedömning i förskolan
- 2023
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Ingår i: Den utbildningsvetenskapliga kärnan för förskolan. - : Natur och kultur. - 9789127464872 ; , s. 316-333
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
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Förskoleklasselever utforskar kombinatorik genom digitala animeringar
- 2023
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Ingår i: Utbildning och Lärande / Education and Learning. - : Högskolan Dalarna. - 2001-4554. ; 17:4
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Tidskriftsartikel (refereegranskat)abstract
- The focus of this article is on digital tools as part of mathematics education with six-year-olds. More explicitly, we study how the creation of digital animations, as a part of working on a problem-solving task, enables young students’ learning of combinatorics. In the article, the creation of digital animations implies that the students re-design, that is, recreate their solution procedure with a digital application. The aim with letting the young students create digital animations is diverse. We presume that such work enables problem solving as well as the learning of combinatorics, but also that it has potential to enable creativity and agency in learning. Video-documentations from three classrooms where students work on the problem-solving task were analysed from a multimodal perspective where teaching is seen as a design process. In that process, the teacher designs learning activities that give students access to different resources for their meaning making process. The results show that working with digital animations, when integrated in a learning design sequence, amplify students’ learning of combinatorics.
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| 5. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
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Six-year-olds create digital animations to reinforce mathematical problem solving
- 2022
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Ingår i: Book of Abstracts ‘Cultures of play: Actors, Affordances and Arenas’ Glasgow, Scotland 23<sup>rd</sup> – 26<sup>th</sup> August 2022.
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Konferensbidrag (refereegranskat)abstract
- The aim is to investigate how digital play with animations may contribute to children’s (six-year-olds) learning of combinatorics, in this case how three toy bears can be arranged in a row on a sofa (i.e. permutations for n = 3). English (2005) showed that a well-organised and meaningful context facilitates young children’s possibilities to explore combinatorial situations. This study builds on Palmér & van Bommel (2020) who investigated the role of and connection between systematization, representation and digital artefacts in children’s work with combinatorial tasks. Their study showed that the use of digital artefacts may enhance children’s understanding of combinatorial problems. This study builds on designs for learning (Kress & Selander 2010), including multimodal theories. A central model is the Learning Design Sequence (LDS) model. The study is qualitative in nature, combining the LDS model with multimodal analysis. Activities, in three different classrooms, where the children worked in pairs with the combinatoric task with paper/pens and with creating digital animations were video documented. Video-documentations (150 minutes) from three pairs of children were analysed qualitatively according to the LDS model focusing on the children’s understanding of the mathematical content. The study conforms to the ethical regulations for research in Sweden. All participating teachers, children, and guardians approved their participation. Creating digital animations enhanced the children’s understanding of combinatorics. The digital animations were more systematic with more permutations than the paper and pencil documentation. The study contributes with implications for how digital play with animations can be integrated in early mathematics education.
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| 6. |
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| 7. |
- Patron, Emelie, et al.
(författare)
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An exploration of how multimodal teaching and the creation of digital animations contribute to six-year-olds' meaning-making in chemistry
- 2023
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Konferensbidrag (refereegranskat)abstract
- This paper aims to explore how well-designed multimodal teaching affects pupils' meaning-making and ‘what’s happening’ and ‘what’s possible’ when pupils create multimodal digital animations of water molecules and phase changes of water. Previous research has shown that pupils’ participation in educational activities increases when they are allowed to use several forms of expression (Petersen, 2020). The project is qualitative and draws on the frameworks of social semiotics (e.g., see Kress et al., 2001) and Designs for Learning, DfL (Selander, 2008), where teaching and learning are seen as a multimodal design. The Learning Design Sequence model, developed within DfL is used as an analytical tool. Data has been generated by filming when pupils, in pairs or small groups, create digital animations in Chemistry. Afterwards, the children while showing their digital animations were asked about what they had been doing and what their intentions behind certain actions had been (cf. Wernholm & Reneland-Forsman,2019). The project adheres to the ethical considerations regarding informed consent, anonymity, and the right to withdraw participation without giving a reason. The researchers were sensitive and paid particular attention to the children’s nonverbal communication to ascertain genuine consent to participation. Preliminary results indicate that well-designed multimodal activities where pupils both create and reflect upon their digital animations appear to contribute to increased meaning-making in Chemistry. Thus, this project contributes with implications for early years of schooling by showing how using digital tools can create conditions for children’s participation and meaning-making in Chemistry.
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| 8. |
- Patron, Emelie, et al.
(författare)
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An Exploration of How Multimodally Designed Teaching and the Creation of Digital Animations can Contribute to Six-Year-Olds’ Meaning Making in Chemistry
- 2024
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Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 14:1
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Tidskriftsartikel (refereegranskat)abstract
- Previous research shows that pupils’ participation in educational activities increases when they are allowed to use several forms of expression. Furthermore, digital media have become increasingly prominent as “carriers” of meaning in chemistry education. Based on that, this paper aims to explore ‘what is happening’ and ‘what is possible’ when six-year-old pupils participate in multimodally designed learning activities and create digital animations of water molecules and phase changes of water. This study is qualitative and draws on the frameworks of social semiotics and Designs for Learning, DfL, where teaching and learning are seen as a multimodal design. The Learning Design Sequence model, developed within DfL is used as a basis for the lesson design and as an analytical tool. The analyzed data were generated by filming when pupils participated in multimodal learning activities, created digital animations, and participated in meta-reflective discussions regarding their digital animations. The main findings are that multimodally designed lessons can increase pupils’ meaning making in chemistry, that the creation of digital animations may both increase pupils’ participation and support their meaning making, and that meta-reflection of pupils’ representations is an important part of the lesson design.
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| 9. |
- Patron, Emelie
(författare)
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Exploring the role that visual representations play when teaching and learning chemical bonding : An approach built on social semiotics and phenomenography
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this thesis, I explore the role that visual representations play in the teaching and learning of chemistry, using chemical bonding as a particular case. I do this in a novel way by drawing on a combination of social semiotics and phenomenography. This combination allowed me to explore both the “what” and the “how” of teaching and learning with regards to the visual representations used. And, by exploring the three interconnected dimensions that constitute the phenomenographic concept of the object of learning – the intended, enacted and lived object of learning, I am able to provide a more extensive understanding of the role visual representations play in chemistry education.The empirical context is the Swedish upper secondary school chemistry classroom. I conducted interviews with teachers and students to explore their views of the role visual representations play in the teaching and learning of chemistry. When observing and recording teachers’ lessons of intermolecular forces I also explored their unpacking of visual representations. I found that chemistry teachers do not always explicitly reflect on their use and selection of visual representations. The teachers’ limited reasoning in this regard presents a strong case for increasing the focus on visual communication in chemistry teacher education and in teacher development programmes in order to improve teachers’ visual representational practices. Furthermore, I found that visual representations can be unpacked in five qualitatively different ways when teaching intermolecular forces. These ways of unpacking can be arranged hierarchically, based on their perceived complexity from a student perspective. Two of these ways of unpacking are teacher-centered, whilst the other three are student-centered. The hierarchy suggest that teachers should reason not only about what visual representations they should use, but also how they should unpack them in order to maximise the possibilities for their students’ meaning-making. The analysis of the students’ interviews confirmed that if teachers are going to open up learning possibilities, then they need to unpack visual representations in student-centered ways. However, a key issue from a student perspective is that the teacher should also reflect on how to verbally guide the students through this process of unpacking.
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| 10. |
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| 11. |
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| 12. |
- Patron, Emelie, et al.
(författare)
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Qualitatively different ways of unpacking visual representations when teaching intermolecular forces in upper secondary school
- 2021
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Ingår i: Science Education. - : John Wiley & Sons. - 0036-8326 .- 1098-237X. ; 105:6, s. 1173-1201
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Tidskriftsartikel (refereegranskat)abstract
- Since visual representations play a particularly important role in the teaching and learning of chemistry, the exploration described in this article focuses on them. This is an explorative study of the qualitatively different ways that visual representations can be unpacked by Swedish upper secondary school chemistry teachers dealing with intermolecular forces. Unpacking is characterized as the ways that visual representations get used to open up the possibility of having the critical aspects and features of an intended object of learning being brought into focal awareness, initially on their own and then simultaneously. The analysis, which combines a phenomenographic and a social semiotic approach, leads to the characterizations of five qualitatively different ways that visual representations may be unpacked. These outcome categories are presented in terms of a conceptual hierarchy, where two of these ways of unpacking are characterized as being teacher-centered and the other three as student-centered. This leads to a case being made that if teachers use student-centered ways of unpacking visual representations, then their students will be more likely to gain greater access to critical aspects and features of the enacted object of learning. We argue that in terms of making theoretical and practical contributions to the phenomenographic perspective on learning, the results can be used as a tool for researchers wishing to explore how visual representations can be used effectively in science education and also provide a useful basis for discussion in teacher education and in teacher professional development programs.
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| 13. |
- Patron, Emelie, et al.
(författare)
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Teachers' reasoning : Classroom visual representational practices in the context of introductory chemical bonding
- 2017
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Ingår i: Science Education. - : Wiley. - 0036-8326 .- 1098-237X. ; 101:6, s. 887-906
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Tidskriftsartikel (refereegranskat)abstract
- Visual representations are essential for communication and meaning-making in chemistry, and thus the representational practices play a vital role in the teaching and learning of chemistry. One powerful contemporary model of classroom learning, the variation theory of learning, posits that the way an object of learning gets handled is another vital feature for the establishment of successful teaching practices. An important part of what lies behind the constitution of teaching practices is visual representational reasoning that is a function of disciplinary relevant aspects and educationally critical features of the aspects embedded in the intended object of learning. Little is known about teachers reasoning about such visual representational practices. This work addresses this shortfall in the area of chemical bonding. The data consist of semistructured interviews with 12 chemistry teachers in the Swedish upper secondary school system. The methodology uses a thematic analytic approach to capture and characterize the teachers' reasoning about their classroom visual representational practices. The results suggest that the teachers' reasoning tended to be limited. However, the teachers' pay attention to the meaning-making potential of the approaches for showing representations. The analysis presents these visualization approaches and the discussion makes theoretical links to the variation theory of learning.
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| 14. |
- Patron, Emelie
(författare)
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Teachers use and views of visual representations when teaching chemical bonding
- 2015
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Konferensbidrag (refereegranskat)abstract
- Chemistry is typically experienced as difficult to make meaning of. One of the primary reasons is that many aspects of chemistry fall into the micro domain, which creates a distancing from the students experienced world. Visual representations are often used in order to visualize the imperceptible micro level, which makes visual representations important communication tools when experts, teachers or students endeavour to share chemical knowledge. However, the use of these representations still leave many students without the desired understanding, often because the students are not immediately able to experience the disciplinary affordance of a representation in the way that teachers assume they will. Therefore, it is critical that teachers reflect on which representations they use and how they present them when helping students to make meaning of chemistry. Otherwise, some of these visual representations could hamper the learning possibilities, rather than enhancing them.In the context of teaching chemical bonding, we report on an investigation into how upper secondary school teachers use visual representations to share chemistry knowledge and their reasons for doing so. The data collection consisted of observations of three chemistry teachers’ lessons of intermolecular bonding in conjunction with semi-structured interviews with the participating teachers. The interviews were conducted after the observed lessons and still-photos of the representations used in the lessons were employed in order to create a stimulated recall environment. The data is analysed using a constant comparative method. The preliminary results show that the teachers feel that visual representations are important teaching resources and they use them extensively. The teachers’ reflective knowledge about the impact that visual representations could have on students’ learning varies, which both could hamper and enhance possibilities of learning about chemical bonding.
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| 15. |
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| 16. |
- Patron, Emelie
(författare)
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The role of visual representations when teaching chemical bonding : Teachers' reflections
- 2013
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Konferensbidrag (refereegranskat)abstract
- Chemistry is regarded as a difficult subject to learn, one of the reasons being that many parts of chemistry fall into the micro domain, which creates an abstract distancing from the students experienced world. Visual representations are often used in order to visualize the imperceptible micro level, which makes visual representations important tools when sharing chemical knowledge both by teachers, students and experts. But even with the use of representations, students can find chemistry difficult, one reason being that students do not always experience the disciplinary representations in the way that teachers assume. Therefore, it is of great importance that teachers reflect on which representations they use and the way they are using these representations when helping students to make meaning of chemistry. Otherwise some of the visual representations they choose to use could end up hampering the learning possibility rather than enhancing it.In this project our aim was to explore how teachers reflect on the role of visual representations when teaching chemical bonding. Semi structured interviews with 12 teachers on seven different schools in southern Sweden was conducted and the interview transcripts were analyzed. The preliminary results show that the teachers use visual representations in a large extent and they state that visual representations are important when sharing chemistry knowledge with their students, but the teachers knowledge regarding the impact visual representations can have on students’ learning seems to vary and the teachers also use representations in different ways, some in which previous research claim can hamper learning possibilities. This study is a part of a larger project which also aims to explore students’ views on the visual representations used by teachers.
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| 17. |
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| 18. |
- Pramling, Ingrid, et al.
(författare)
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27 forskare i upprop mot skärmfri förskola
- 2024
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Ingår i: Förskolan. - Stockholm : Sveriges Lärare.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- VI LÄRARE DEBATT: Regeringens uppdrag till Skolverket – att göra utbildningen i förskolan skärmfri – riskerar att ge negativa och allvarliga konsekvenser, särskilt för barn som är i störst behov av att möta en digitaliserad värld med stöd av utbildade förskollärare och barnskötare. Det skriver 27 barn- och förskoleforskare i ett gemensamt upprop.
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| 19. |
- Pramling Samuelsson, Ingrid, et al.
(författare)
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27 forskare i upprop mot skärmfri förskola
- 2024
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Ingår i: Förskolan. - Stockholm : Sveriges Lärare.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- VI LÄRARE DEBATT: Regeringens uppdrag till Skolverket – att göra utbildningen i förskolan skärmfri – riskerar att ge negativa och allvarliga konsekvenser, särskilt för barn som är i störst behov av att möta en digitaliserad värld med stöd av utbildade förskollärare och barnskötare. Det skriver 27 barn- och förskoleforskare i ett gemensamt upprop.
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| 20. |
- Wernholm, Marina, PhD, 1972-, et al.
(författare)
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Pupils creating digital animations in the early years of schooling
- 2023
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Konferensbidrag (refereegranskat)abstract
- Research show that the use of computers and other digital tools such as tablets, smartboards and game consoles is rapidly becoming a reality in early-childhood educational settings and in the early years of schooling in Sweden. Thus, an important question is what potential digital tools and digital resources has to increase pupils’ meaning making when integrated into educational practices. Therefore, the aim of this project is to explore ‘what’s happening’ and ‘what’s possible” when pupils in small groups create digital animations together. The theoretical base for the project is Designs for Learning (DfL), according to which teaching, and learning are seen as a form of multimodal design: the teacher stages, or designs, learning activities, thus giving the pupils access to different resources that enable meaning making, and the pupils in turn re-design their learning based on their previous knowledge, interests and experiences. As part of the DfL framework, a model – Learning Design Sequence (LDS) – has been developed for teachers to use to plan and evaluate their teaching, and for researchers to use as an analytical tool in research studies.This project is carried out in three currently running studies in which the creation of digital animations when learning different subjects is studied, based on LDS. The chosen subjects are Swedish, Mathematics and Science. The project adheres to the ethical considerations regarding informed consent, anonymity, and the right to withdraw participation from the study without giving a reason. Data has been generated by filming when pupils create digital animations together. In one of the studies the pupils’ talk about their digital animations were also filmed. Thereby, fine-tune details of pupils’ multimodal interaction could be captured and analyzed. Also, pupils’ multimodal texts (writing, drawings, digital animations), teaching material and teachers’ lessons plans were collected. The results also indicate that the highest level of engagement, in terms of negotiating, contributing, making suggestions, and making conscious choices of what signs to use, can be traced to learning activities where digital tools and digital resources were afforded. Thus, this project contributes with valuable knowledge to the field of Nordic educational research by showing how the use of digital tools and digital resources can create conditions for children’s participation, positioning and meaning making in the early years of schooling.
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| 21. |
- Wernholm, Marina, PhD, 1972-, et al.
(författare)
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Young Pupils’ Joint Creation of Multimodal Fairy Tales Using Analogue and Digital Resources
- 2023
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Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 13:6
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Tidskriftsartikel (refereegranskat)abstract
- The present study aimed to explore ‘what’s happening’ and ‘what’s possible’, when young pupils jointly create multimodal texts in small groups. This was achieved by studying the process when pupils in a grade 2 classroom (i) created handwritten fairy tales, (ii) drew images, and then, (iii) transformed them into animated multimodal texts using a digital application during three small-group activities. Data comprises video recordings, pupils’ multimodal texts (writing and drawings), teaching materials, and lesson plans. This qualitative case study focuses on one group of three pupils aged 8–9. The study is theoretically grounded in the designs for learning perspective, with the Learning Design Sequence Model utilized as an analytical tool. The teacher’s design for learning—including her planned activities and the resources made available to the pupils—appeared to have a major impact on what happens and what becomes possible for the pupils in their design for learning. The teacher’s design also influenced what competencies the pupils could (and chose) to draw upon in the different activities. An important result was that the pupils positioned themselves and each other in quite different ways during the small-group activities, which partly could be explained by the different affordances of the resources provided, as well as the teacher’s design. The detailed descriptions of how the pupils’ positioning changed in relation to the teacher’s design for learning and the available resources add valuable knowledge to the field of educational research.
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