| 1. |
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| 2. |
- Alexandersson, Mikael, 1952, et al.
(författare)
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Vär(l)den via Webben
- 2003
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Ingår i: Pedagogiska magasinet. - 1401-3320. ; :1, s. 38-42
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 3. |
- Lindberg, Viveca, 1954-, et al.
(författare)
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Kunskapsprodukter för lärarprofessionen : skolforskningsinstitutets projekt 2016 och 2017
- 2023
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Ingår i: Forskning om undervisning och lärande. - 2000-9674 .- 2001-6131. ; 11:3, s. 58-84
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Tidskriftsartikel (refereegranskat)abstract
- Syftet med denna artikel är att beskriva och diskutera vilka, för lärare, användbara ochrelevanta kunskapsprodukter som har genererats i 11 forskningsprojekt, finansieradeav Skolforskningsinstitutet och beviljade år 2016 och 2017. Forskningsfrågorna är: Vad iresultaten kan ses som kunskapsprodukter och vilken karaktär har dessa? På vilka sätt harlärare medverkat i processen att ta fram dessa kunskapsprodukter? Sammantaget har 55öppet tillgängliga granskade publikationer analyserats. Sex kvalitativt skilda kategorierav kunskapsprodukter har identifierats: 1) Kunnanden och förmågor, 2) Undervisnings- ochlektionsdesign, 3) Didaktiska exempel, 4) Redskap, 5) Processer och metaperspektiv och 6)Generella eller kontextuella förutsättningar. Graden av medverkan från lärares sida har varieratavsevärt; från en aktiv medverkan, där lärare och forskare samarbetar på likvärdigavillkor, till en låg grad, där lärare primärt fungerar som bollplank eller forskningsobjekt.
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| 4. |
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| 5. |
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| 6. |
- Björklund, Camilla, 1977, et al.
(författare)
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Implementing a structural approach in preschool number activities. Principles of an intervention program reflected in learning
- 2021
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Ingår i: Mathematical Thinking and Learning. - : Informa UK Limited. - 1098-6065 .- 1532-7833. ; 23:1, s. 72-94
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Tidskriftsartikel (refereegranskat)abstract
- We report here on an intervention implementing a structural approach to arithmetic problem-solving in relation to learning outcomes among preschoolers. Using the fundamental principles of the variation theory of learning for developing the intervention and as an analytical framework, we discuss teaching and learning in commensurable terms. The research question is how teaching grounded on a structural approach and designed based on principles of variation theory is reflected in children’s learning of numbers. To answer this, three analyses were conducted, addressing: i) how the children’s ways of experiencing numbers changed after participating in the intervention, ii) how the theoretical ideas were afforded in the intervention program, and iii) synthesizing how the affordance was associated with the children’s arithmetic learning. One group of eight children participating in the intervention program was chosen for thorough analysis. Progression was observed in how the children changed their ways of experiencing numbers during the intervention that allowed them to enact more advanced arithmetic strategies, which was associated with the structural approach in teaching. The results also show how analysis focusing on aspects discerned in learning and aspects afforded in teaching provides a way of describing arithmetic learning with significant implications for teaching practices.
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| 7. |
- Björklund, Camilla, 1977, et al.
(författare)
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Strategies informed by various ways of experiencing number relations in subtraction tasks
- 2022
-
Ingår i: Journal of Mathematical Behavior. - : Elsevier BV. - 0732-3123 .- 1873-8028. ; 67
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this paper is to develop greater understanding of how the way students experience a task is related to which, and how, number relations are discerned. We study how 42 Grade 1 students solved a word problem in a number range that was new to them: 32–25 = __. The variation theory of learning has informed our analysis, opening for thorough analyses of what constitutes differences in the students’ acts in solving the arithmetic word problem and how they experience the task. Observations of their strategies and ways of reasoning revealed that how the students discern the semantic structure and number relations relates to their ways of encountering the task and consequently their success in solving it. The study offers a complementary approach to understanding arithmetic skills that contribute knowledge as to why some students develop powerful ways of solving arithmetic tasks while others get stuck in cumbersome strategies.
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| 8. |
- Björklund, Camilla, 1977, et al.
(författare)
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Structuring versus counting: critical ways of using fingers in subtraction
- 2019
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Ingår i: ZDM - Mathematics Education. - : Springer Science and Business Media LLC. - 1863-9690 .- 1863-9704. ; 51:1, s. 13-24
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Tidskriftsartikel (refereegranskat)abstract
- The idea of using fingers as a key component in arithmetic development has received a great deal of support, much of which is based on neuroscientific evidence. However, this body of work pays limited attention to how fingers are used and possible different outcomes in arithmetic problem solving. The aim of our paper, based on an analysis of 126 observations of 4–5-year-olds solving a simple subtraction task, is to discuss different ways of using fingers, with some of the ways appearing more, and others less, powerful. The analysis suggests there is much more complexity to children’s finger-related strategies than prior research has indicated. Empirical findings in our study point to the decisive effects of different ways of using fingers, and in particular for either keeping track of counted units or for presenting a structured awareness of number. Three ways of using fingers emerge in the analysis, which are discussed in relation to their rate of success in solving the subtraction task and with attention to why the differences matter for the success rate. Through this discussion we suggest that the complexity of how fingers are used must be considered.
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| 9. |
- Björklund, Camilla, et al.
(författare)
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Teaching finger patterns for arithmetic development to preschoolers
- 2018
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Konferensbidrag (refereegranskat)abstract
- In this paper we describe the empirical and theoretical meaning behind how finger patterns are taught to facilitate the development of preschool children’s perception of the first ten natural numbers. An intervention programme, informed by Variation theory of learning, included 65 five-year-olds and teachers at seven preschool departments in Sweden. The programme aimed at developing teaching activities and artefacts to promote children discerning necessary aspects of the first ten numbers. The design of the programme is significant to describe and evaluate as basis for forthcoming analyses of the learning outcomes, as a pedagogical approach that stands in contrast to common preschool teaching practice in Sweden is adopted.
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| 10. |
- Björklund, Camilla, 1977, et al.
(författare)
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Teaching finger patterns for arithmetic development to preschoolers
- 2018
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Ingår i: Proceedings of MADIF 11The eleventh research seminar of the Swedish Society for Research in Mathematics Education, Karlstad, January 23–24, 2018. - Borås, Sweden : Stema Specialtryck AB. - 1651-3274. - 9789198402421
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Konferensbidrag (refereegranskat)
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| 11. |
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| 12. |
- Björneloo, Inger, 1946, et al.
(författare)
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Godkänd praktik
- 1993
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Ingår i: Didaktisk Tidskrift. ; 3:1-2, s. 48-52
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 13. |
- Carlgren, Ingrid, 1948-, et al.
(författare)
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Learning study
- 2017
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Ingår i: Undervisningsutvecklande forskning<em> </em>. - Malmö : Gleerups Utbildning AB. - 9789140695888 ; , s. 17-30
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Undervisningens kvalitet och hur den ska förbättras har kommit i fokus i debatten om skolan. Ofta diskuteras generella lösningar, till exempel att lärarnas förväntningar på eleverna måste höjas. Undervisning har emellertid alltid ett konkret innehåll och genomförs med specifika grupper av elever. Därför måste förbättring av undervisning alltid utgå från såväl det specifika innehållet som de specifika eleverna.Undervisning är lärares professionella verksamhet. Den kan inte standardiseras eller mekaniseras utan måste planeras och genomföras i relation till och i interaktion med den specifika kontexten. I detta arbete behöver lärare kunskaper och teoretiska redskap för att problematisera, analysera och utveckla verksamheten.En långsiktig och hållbar utveckling av lärarnas professionella kunskapsbas förutsätter en stegvis och systematisk kunskapsutveckling. I den här boken visas hur en lärardriven och praktiknära forskning kan bidra till att utveckla kunskaper och redskap som kan utveckla undervisningen. Författarna ger exempel på hur forskning kan bidra till att belysa undervisning och lärande på ett sätt som har direkt relevans för lärarnas undervisning.
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| 14. |
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| 15. |
- Ekdahl, Anna-Lena
(författare)
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Teaching for the learning of additive part-whole relations : The power of variation and connections
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this thesis, results from four empirical studies and a re-analysis are synthesized with what can constitute a structural approach to teaching and learning additive part-whole relations among learners aged four to eight years. In line with a structural approach to additive relations, the relations of parts and whole are in focus from the outset and are seen as the basis for addition and subtraction (Davydov 1982; Neuman, 1987). This approach was introduced by the researches in two intervention studies across different contexts. The researches collaborated with teachers in planning part-whole activities, teachers teaching them in their own settings, and then reflecting on them together with the research team. The empirical material consists of video-recorded lessons (Grade 3), small-group teaching (preschool) and individual video-recorded task-based learner interviews (with preschoolers). The teaching episodes and interviews were analyzed on a micro-level, using analytical tools and concepts from variation theory (Marton, 2015). To deepen the knowledge, a re-analysis was also conducted with the purpose of identifying qualitative differences in teachers’ enactments of mathematical ideas and principles associated with a structural approach to additive relations.Looking at the articles and the re-analysis, the results suggest that, for learning, it matters which representations are offered to the children. Some representations seem to facilitate the discernment of the parts and whole, and their relations. The results suggest that it matters which examples are offered. A systematic sequence of examples has the potential to bring to the fore relations between different part-whole examples, which offer the children opportunity to learn mathematical principles such as commutativity. Furthermore, the results indicate that what is made possible to learn about additive part-whole relations is associated with what aspects are opened up as dimensions of variation (Marton, 2015). Foremost, though, the results reveal the importance of making connections to highlight number relations and key features associated with the structural approach to additive relations. The results suggest that how variation is offered, and whether and how the teacher explicitly (verbally and gesturally) draws attention to relations, ideas and aspects, is crucial for the learning of additive part-whole relations. Moreover, through the separate articles and the re-analysis, the outcomes indicate that the structural approach to additive part-whole relations and conjectures from variation theory are possible to implement in different contexts and for different ages of children.
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| 16. |
- Ekdahl, Anna-Lena, et al.
(författare)
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Teaching to change ways of experiencing numbers – An intervention program for arithmetic learning in preschool
- 2019
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Ingår i: Proceedings of the 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education. - Pretoria, South Africa : PME. - 9780639821528 - 9780639821535 ; , s. 209-216
-
Konferensbidrag (refereegranskat)abstract
- This paper reports on an eight months long intervention program with eight five-year-olds in Swedish preschool. Four main activities were designed to enable the children to discern part-part-whole relations of the first ten numbers. The aim of this paper is to present how progress in children’s arithmetical skills are associated with the activities they have encountered in the intervention program. Learning outcomes based on pre-, post- and delayed interviews show that the participating children made distinct progress in the way they experience numbers, with long-term effects on their arithmetic skills. In this paper we discuss the analysis of what was taught and what was learnt incommensurable terms.
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| 17. |
- Ekdahl, Anna-Lena, et al.
(författare)
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Weaving in connections : Studying changes in early grades additive relations teaching
- 2018
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Ingår i: South African Journal of Childhood Education. - : University of Johannesburg. - 2223-7674 .- 2223-7682. ; 8:1
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we present aspects of teaching that draw attention to connections – both within and between examples – in order to explore the potential objects of learning that are brought into being in the classroom space and thus what is made available to learn. Our focus is on exploring differences in teaching over time, in the context of learning study style development activity of additive relation problems in three Grade 3 classes in South Africa. In a context where highly-localised and fragmented instruction has been noted, this study reports on the nature and extent of changes in connections in instruction over time. The application of a coding framework focused on simultaneity and connections in teaching points to a richer range of structural relationships within examples, and more connecting work between examples in the second year in comparison to the first year.
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| 18. |
- Emanuelsson, Jonas, 1962, et al.
(författare)
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Interaction and variation of content in a Swedish and US mathematics classroom: Talking the talk or getting it right?
- 2003
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Ingår i: Paper presentation as a part of the symposium: “Social Interaction and Learning in Mathematics Classrooms in Australia, Germany, Hong Kong, Japan, Sweden and the United States at EARLI conference, Padova, Italy, August 26-30 2003..
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Konferensbidrag (refereegranskat)
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| 19. |
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| 20. |
- Gunnarsson, Robert, 1972-, et al.
(författare)
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Identifying what is critical for learning ‘rate if change’ : Experiences from a learning study in Sweden
- 2019
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Ingår i: Theory and practice of lesson study in mathematics. - Cham : Springer. - 9783030040307 - 9783030040314 ; , s. 441-456
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Bokkapitel (refereegranskat)abstract
- Learning study is an adapted version of lesson study developed in Hong Kong and Sweden. It has commonalities with lesson study but is framed within a specific pedagogical learning theory – variation theory. Central in variation theory is the object of learning and what is critical for students’ learning. Hence, as with lesson study, it is a collective and iterative work where teachers explore how they can make the object of learning available to students, but what characterises learning study is the use of a specific learning theory. In this process, special attention is paid to the critical aspects of the object of learning. We argue that to identify the aspects that are critical, the aspects need to be verified and refined in classrooms. In this chapter, we demonstrate how teachers gain knowledge about such critical aspects. Particularly, we show how these critical aspects cannot be extracted only from the mathematical content or the students pre-understanding alone, but evolve during the learning study cycles. For this we use a learning study about the mathematical topic of rate of change in grade 9 in Sweden as an illustration. We describe how an analysis of how students solved tasks in pre- and post-test and during the lessons, as well as how the mathematical content was presented in lessons, helped the teachers identify what was critical for learning to understand and express the rate of change for a dynamic situation.
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| 21. |
- Hansson, Henrik
(författare)
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Variationsteorin i praktiken : Vad en lärandeteori kan bidra med till lärares undervisning
- 2021
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis consists of two studies, described in two papers, and a re-analysis of data from these studies. The aim is to broaden the knowledge about what contributions a learning theory, variation theory (Marton, 2015), can give to teachers’ teaching practice. The studies have an action research approach (Elliot, 1991). Data was generated in the two studies with two different “teacher groups” having different learning goals for their students. Each group consisted of a researcher and five mathematic teachers. Variation theory was used as a theoretical tool to plan, teach and assess teaching in the context of a Professional Learning Community (PLC) called Subject Didactic Groups. The empirical data consists of audio recordings and documentations from meetings with one of the teacher groups as well as video recordings from student interviews and one of the teachers teaching, in the other group. The thematic analysis (Braun & Clarke, 2006) resulted in the following themes: With variation theory as a theoretical tool the teachers could a) specify what the students needed to learn, b) design and teach tasks that afforded possibilities for the students to learn what was identified as necessary to learn and c) focus on and assess qualities in the students answers. This study suggests that variation theory is a learning theory that has bearing on teachers’ teaching practice.
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| 22. |
- Hansson Scherman, Marianne, 1944, et al.
(författare)
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Som patienten ser det
- 2009
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Ingår i: Den lärande patienten. Hansson Scherman, M, Runesson U, redaktörer.. - Stockholm : Studentlitteratur. - 9789144047904 ; , s. 87-114
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 23. |
- Håkansson, Per
(författare)
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Rate as the relation of changes in two quantities : A variation theory perspective of learning rate of change
- 2020
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis comprises three original papers about learning rate of change in school mathematics. The overall aim of the thesis is to contribute with knowledge in this particular area of research. Within this aim, each of the original papers contribute with its own perspective. The theoretical framework used in the thesis is variation theory of learning (Marton & Booth, 1997; Marton, 2015), by which learning is seen as experiencing a phenomenon in a new way. This theoretical point of departure is reflected in the research question of the thesis: What is critical to discern to use and express rate as a measure of the relation of changes in two quantities? The empirical study was conducted as a learning study (Pang & Marton, 2003). A learning study is an iterative, interventional research arrangement in which teachers and researchers collaboratively explore a specific ability, the object of learning, worthwhile for the students to learn. The object of learning related to this thesis, ‘to express the quantitative rate of change of a linear relation’, was explored in a series of three research lessons at a secondary school. Data consists of students’ responses to written pre- and post-tests, and lesson videos. Some data have been analysed during the on-going empirical study and some data have been analysed after it was concluded. Principles from variation theory have been used as tools for analysis throughout the study. Main results of Paper I demonstrate how two critical aspects are identified and revised through the process of learning study. In Paper II the results indicate that qualitatively different questions in a task may affect students’ ways to relate changes in two quantities. The results of Paper III suggest how different perspectives of slope may promote homogeneity as an aspect of rate. Results also comprise six critical aspects of the object of learning, four of which was identified by revisiting the results of Paper II. In summary, the critical aspects also specify the meaning of a covariational perspective of rate. Results are discussed in relation to previous educational research about rate of change, covariation of quantities and students’ conceptions of rate and slope. Further research directions are suggested.
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| 24. |
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| 25. |
- Kullberg, Angelika, 1969, et al.
(författare)
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Afforded and experienced variation
- 2021
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Ingår i: Paper presented at the European association for Research on Learning and Instruction (EARLI) SIG9 conference, February 10-11, online.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 26. |
- Kullberg, Angelika, et al.
(författare)
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Afforded and experienced variation
- 2021
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Ingår i: The Earli Sig 9 Conference, 10-11 February 2021. ; , s. 20-20
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Konferensbidrag (refereegranskat)abstract
- The use of variation theory as a tool for designing lessons has been widely applied and received a lot of attention e.g. in mathematics education. More limited attention has been given to the use of variation theory as a means to analyze teaching and learning. This theoretical paper addresses the connection between the afforded and experienced variation when analyzing teaching and learning with a variation theory framework. Variation theory is in this case used as a tool for analyzing the relationship between teaching and learning, exploring the enacted, and lived object of learning. The connection between what is afforded in teaching and what students learn, can in this way be described in commensurable terms. With examples from a study about students’ learning of number relations in mathematics in first grade, we highlight this connection by illustrating differences identified in the teachers enactment of the same task, and what the students’ learned.
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| 27. |
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| 28. |
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| 29. |
- Kullberg, Angelika, 1969, et al.
(författare)
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Effects of learning addition and subtraction in preschool by making the first ten numbers and their relations visible with finger patterns
- 2020
-
Ingår i: Educational Studies in Mathematics. - : Springer. - 0013-1954 .- 1573-0816. ; 103:2, s. 157-172
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we report how 5-year-olds’ arithmetic skills developed through participation in an 8-month-long intervention. The intervention program aimed to enhance the children’s ways of experiencing numbers’ part-part-whole relations as a basis for arithmetic skills and was built on principles from the variation theory of learning. The report is based on an analysis of assessments with 103 children (intervention group n = 65 and control group n = 38) before and after the intervention and a follow-up assessment 1 year after the intervention. Our findings show that the learning outcomes of the intervention group were significantly higher compared to those of the control group after the intervention and that differences between the groups remained even 1 year after the intervention. In particular, the results show that children participating in the intervention group learned to recognize and use part-part-whole relations in novel arithmetic tasks.
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| 30. |
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| 31. |
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| 32. |
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| 33. |
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| 34. |
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| 35. |
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| 36. |
- Kullberg, Angelika, 1969, et al.
(författare)
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Mechanisms enabling knowledge production in learning study
- 2020
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Ingår i: International Journal for Lesson and Learning Studies. - : Emerald Group Publishing Limited. - 2046-8253 .- 2046-8261. ; 9:1, s. 78-91
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Tidskriftsartikel (refereegranskat)abstract
- PurposeThe purpose of this paper is to add to the discussion about practitioner research in schools – by addressing mechanisms and systematic strategies based on theory in a research model, which enables the creation of knowledge products that enhance student learning and are sharable between teachers.Design/methodology/approachThe research question is the following: Can a specific form of teachers’ research produce practice-based knowledge relevant beyond the borders of the local school context? This question is addressed through empirical examples from previously published papers on learning studies in natural sciences, mathematics and language.FindingsThis paper promotes the view that teachers in learning studies can create practical public knowledge relevant beyond their local context. The authors suggest that learning studies and variation theory can offer teachers mechanisms to create such public knowledge.Originality/valueThe paper proposes that teachers’ collaboration in professional learning communities, as in a learning study, not only has the capacity to increase students’ and teachers’ learning, but it can also be used to create practical public knowledge.
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| 37. |
- Kullberg, Angelika, 1969, et al.
(författare)
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Möte med bokstäver
- 2014
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Ingår i: Matematikundervisning i praktiken. Nämnaren Tema 10. - Göteborg : NCM. ; , s. 449-455
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 38. |
- Kullberg, Angelika, 1969, et al.
(författare)
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Seeing number relations when solving a three-digit subtraction task
- 2024
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Ingår i: Educational Studies in Mathematics. - : Springer. - 0013-1954 .- 1573-0816.
-
Tidskriftsartikel (refereegranskat)abstract
- The decomposition of numbers when solving subtraction tasks is regarded as more powerful than counting-based strategies. Still, many students fail to solve subtraction tasks despite using decomposition. To shed light upon this issue, we take a variation theoretical perspective (Marton, 2015) seeing learning as a function of discerning critical aspects and their relations of the object of learning. In this paper, we focus on what number relations students see in a three-digit subtraction task, and how they see them. We analyzed interview data from 55 second-grade students who used decomposition strategies to solve 204 − 193 =. The variation theory of learning was used to analyze what number relations the students experienced and how they experienced them, aiming to explain why they made errors even though they used presumably powerful strategies in their problem-solving. The findings show that students who simultaneously experienced within-number relations and between-number relations when solving the task succeeded in solving it, whereas those who did not do this failed. These findings have importance for understanding what students need to discern in order to be able to solve subtraction tasks in a proficient way.
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| 39. |
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| 40. |
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| 41. |
- Kullberg, Angelika, 1969, et al.
(författare)
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The same task? - different learning possibilities
- 2013
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Ingår i: Task Design in Mathematics Education. Proceedings of ICMI Study 22. [Ed. Claire Margolinas]. - 9782746665545 ; , s. 609-616
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Konferensbidrag (refereegranskat)abstract
- In this chapter we focus on variation of the design and the implementation of a specific task during three mathematics lesson in the 8th grade in a learning study (Marton & Tsui, 2004; Runesson, 2008). The theme of the lesson was division, with a denominator between 0 and 1. The teachers wanted their students to understand that when dividing with a denominator <1, the quotient is larger than the numerator. Four teachers collaboratively planned, analyzed and revised three lessons in a cyclic process. The study shows that the implementation of the task changed between the lessons. Although the same task was used in the lessons the way it was enacted provided different possibilities to learn.
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| 42. |
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| 43. |
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| 44. |
- Larsson Lindberg, Britta
(författare)
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Discerning the Receiver : A learning study with inexperienced writers aged 14-16
- 2020
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of the present study is to develop knowledge of Swedish students’ writing in English, and how teaching of a specific kind of writing can be designed and enacted. The study focuses on what the students need to discern in order to develop a more differentiated knowledge of how to adapt a message to an unknown receiver—in this case a message for a person at a hotel. The research question addressed is how aspects of text and receiver can be varied and explored by teachers and students jointly in order to expand the students’ capability to adapt a text to an unknown receiver. The study is based on transcribed lesson data from a learning study, which is a research approach where teachers and researchers work together in an iterative process to understand and improve teaching and learning of a specific object of learning. The research question was explored in five cycles with five different groups. Thirty-four Swedish students, 14–16 years of age, from a special school for students with dyslexia and neuropsychiatric disorders, participated in the study. The theoretical framework of the study was variation theory. A basic assumption of variation theory is that, in order to develop a certain piece of knowledge, it is critical to discern some particular aspects of that knowledge. To enable the discernment of such aspects, they must be made discernible by means of variation. The results show that a short message, used as an example, needs to be deconstructed into its aspects. Once the students had discerned the concept of the receiver, they started to contrast ways to express the same content for known and unknown receivers. With the help of the concept of the receiver, the students explored the aspects amount of information, politeness, and formality together with the teachers. Each aspect needed to be focused on separately but within the framing whole of the specific context, that is, writing a message to a hotel. The findings also show that certain aspects on the macro-level were possible to discern when two texts were compared, whereas other aspects on the micro-level, such as modal verbs, had to be varied against the background of an invariant clause in order for the students to discern them.
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| 45. |
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| 46. |
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| 47. |
- Magnusson, Andreas
(författare)
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Från ett perspektiv på ekologiska processer till ett verktyg för att diskutera hållbarhetsfrågor : Hur ekosystemtjänster – ett nytt ämnesinnehåll, kan ta form i undervisningspraktiken
- 2017
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study was to generate knowledge about how teachers embark on new subject content and how their understandings of ecosystem services evolve and change in teaching practice, and also what it means to be able to discuss the relationship between the ecological and social in terms of ecosystem services in a teaching practice in middle school.The teachers used the learning study model and variation theory to explore the object of learning, by trying to design an instruction that offers fifth grade students the possibility to develop their knowledge of ecosystem services. The learning study model is an interventionist approach, where the focus is on an object of learning. A group of teachers worked together and tested students, planned lessons and implemented, evaluated and refined the lessons in an iterative process.The theoretical framework, variation theory, is a theory of learning that focuses on how discernment of aspects affects the way we perceive our world and how variation can be used to promote learning. However, since the study aims at contributing to enhancing our knowledge of how teachers can develop their skills and their meanings of a new content in practice, the empirical data from learning study was then analyzed with the help of activity theory, and the cycle of expansive learning.The result of the study shows that it can be complicated to introduce a new educational content. However, the learning study model proved to be aneffective tool for developing teachers' knowledge of ecosystem services and how to teach this. Ecosystem services were developed as teachers worked systematically with the content in their practice. For example, when the students did not respond to the exercises and to the reasoning of the ecosystem services that the teachers had planned, contradictions were created and changed the learning object's meaning for the teachers. The recordings from the lessons made the contradictions that arose during the lesson visible. Ecosystem services were developed from being primarily a tool to describe the human needs of the non-human nature to a tool to be able to discuss sustainability issues and the relationship between ecological, economic and social dimensions.
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| 48. |
- Marton, Ference, 1939, et al.
(författare)
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The idea and practice of learning study
- 2015
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Ingår i: Chapter 6 in Realising learning. Teachers professional development through lesson and learning study, K Wood and S Sithamparam (editors). - London : Routledge. - 9780415844321 - 9781315814216 ; , s. 103-121
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 49. |
- Nersäter, Anders
(författare)
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Learning history in an enquiry and source-based practice : What do students need to learn in relation to second-order concepts to be able to handle historical sources?
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this thesis, results from three studies and a reanalysis have been combined to provide knowledge of what students need to learn in relation to the second-order concepts of evidence, historical empathy and causation, for them to be able to handle historical sources and construct accounts. Data has been collected in two intervention studies conducted in collaboration with a group of upper secondary teachers. In these interventions, the research group used Learning Study (Marton & Pang, 2003) as the approach to explore two objects of learning framed around causal reasoning and historical sources in the context of Imperialism and Decolonization in Africa. Data include documentation from the research group’s meetings, interviews, a pre-survey, assignments, lesson material and video recordings (15 lessons in total).To answer the research questions in the individual articles, a composed analysis has been undertaken in different stages, and this was built on theoretical assumptions from variation theory (Marton, 2015) and the historical thinking tradition. Variation theory was used to identify and categorize qualitatively different conceptions for the objects of learning in terms of discernment. What developed knowledge may entail in relation to the objects of learning was informed by the theoretical framework of the historical thinking tradition. Combined, this made it possible to identify specific aspects assessed as critical for students to be able to undertake qualitative causal reasoning and handle historical sources with quality. In the reanalysis, these aspects were compared with different conceptualizations and research findings regarding students’ understanding of evidence, historical empathy, and causation to analyze what dimensions students need to discern to be able to pursue source-based enquiry and construct accounts.In relation to historical sources, the results show that this ability to a large extent but not completely equates that students have an understanding and the capacity to undertake actions associated with evidence and historical empathy. It is suggested that this ability encompasses five interrelated dimensions: Epistemological understanding, Alteration of perspective, Contextual knowledge, Relational approach to source criticism and finally Combining contextual knowledge and sources to construct evidence.In relation to historical accounts focused on causation, the results again suggest that this ability holds five partly interrelated dimensions that students need to encompass: Epistemological understanding, Contextual knowledge, Temporal frameworks, Interrelationships and relative significance and lastly Actors and societal structures.
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| 50. |
- Pang, M. F., et al.
(författare)
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The Learning study : recent trends and developments
- 2019
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Ingår i: International Journal for Lesson and Learning Studies. - : Emerald Group Publishing Limited. - 2046-8253 .- 2046-8261. ; 8:3, s. 162-169
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Tidskriftsartikel (refereegranskat)
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