| 1. |
- Bodén, Ulrika, et al.
(författare)
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Students' Insights from Interactive Visualizations Arranged Multimodally in Knowledge Visualizations
- 2022
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Ingår i: Educare - vetenskapliga skrifter. - : Malmö universitet. - 1653-1868. ; :1, s. 32-70
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Tidskriftsartikel (refereegranskat)abstract
- In this study, a visual analytics application is put into practice in Swedish secondary school social science classrooms. The application offers support to analyse vast amounts of data through interactive data visualizations. Previous studies have demonstrated that the visual interactive interface challenges the traditional practice in school, where students usually demonstrate their knowledge by means of written texts. Thus, this study examines what happens if students work with more malleable, adaptable, or fluid modes when attempting to express their conclusions from work with interactive data visualizations. It aims to detect patterns in how knowledge visualizations are produced and arranged multimodally. Inspired by design-based research, the study conducted two classroom interventions followed by video captures. It employed a socio-material semiotic approach, which enables the study of interactions between both social and material actors. Three patterns emerged when students’ insights were translated into knowledge visualizations – exploring, gathering, and inserting. It became obvious how different actors taking part of such a digital multimodal writing activity affect and change every actor/everyone/everything, which in turn transfers, relocalizes, reformulates, and re-presents the communicated message. Knowing how knowledge visualizations are produced might strengthen students’ visual abilities when transforming insights multimodally.
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| 2. |
- Danielsson, Kristina, Professor, 1961-, et al.
(författare)
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Analysing interaction in science classrooms – a comparative study of two discourse analysis frameworks
- 2023
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Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 2023:1, s. 1-32
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Tidskriftsartikel (refereegranskat)abstract
- One central issue for research in classrooms is to provide insights concerning characteristics of classroom interaction that can help teachers improve their teaching. In the present study, we analyse spoken interaction in one elementary physics classroom by the use of two different frameworks, targeting similar aspects of social communication, namely how discourse patterns shape the relations between participants. The two frameworks utilized are on the one hand analyses of the communicative approach according to Mortimer and Scott, combined with analyses of discourse patterns such as IRE-patterns, and on the other hand analyses related to the interpersonal meta-function in Halliday’s systemic-functional grammar, SFG. The aim was to highlight possibilities and limitations of the different frameworks. Our analyses reveal that the two analytical frameworks have partly the same, partly different affordances concerning what they can reveal about classroom interaction. The analyses of the communicative approaches have the potential of elucidating discursive patterns and power relations at a general level, while the analyses based on SFG can provide more details about the power relations in terms of how the participants actually structure their utterances. The results are also discussed regarding implications for education.
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| 3. |
- Godhe, Anna-Lena, et al.
(författare)
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Texts, Information and Multimodality in the Digital Age
- 2022
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Ingår i: Educare. - Malmö : Malmö universitet. - 1653-1868 .- 2004-5190. ; :1, s. 1-7
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Tidskriftsartikel (refereegranskat)abstract
- In the last three decades, the development of digital technology, and not least the Internet, has affected how we communicate, make meaning, and learn, both on an individual and on societal levels. Changes in communication patterns also coincide with increased globalization, changes in production and economic conditions. What drives what is difficult to ascertain, but all factors impact the educational system and contribute to the changing conditions for teaching and learning. Teaching nowadays involves the use and incorporation of digital technologies where learning increasingly becomes a matter of student-active participation, collaboration and sharing. Moreover, students need to be able to interpret information from a diversity of sources and media, formulate questions for this content and solve problems (Binkley et al., 2012; EU, 2017; Godhe et al., 2020). This special issue aims to showcase digital approaches to communication with the help of case studies that illuminate how text, information and multimodality in the digital age shape and influence education.Article Details
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| 4. |
- Liljegren, Lars, 1966-
(författare)
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A "Shocking" or a "Moving" Scene? : The Need for a More Critical Approach to Teaching Literature in Translation
- 2020
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Ingår i: Educare. - Malmö : Malmö högskola. - 1653-1868 .- 2004-5190. ; :3, s. 77-108
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Tidskriftsartikel (refereegranskat)abstract
- I argue that there needs to be agreater critical awarenessinparts ofthe academic world as regards the useof literary translations published at a time of state censorship.Using the first English translations ofAugust Strindberg’sGiftas(1884;1886) andI havsbandet(1890) as a case in point, this paper demonstratestheextent to which translations of books whose content clashed with theBritishObscene PublicationsAct 1857 deviated from their source texts, oftenon the very points that made the books and their authorsfamous. Although there are more recent and uncensored translations available today, the old and censoredtranslations of“provocative”authors such as Strindberg, Zola and Flaubert often outnumber more recentones on the market, sometimes under the guise of being “Scholar’s Choice” editions. I will demonstratethatseveralliterary scholars quote and refer to censored translations,eventothe censored passagesthemselves,andthatsomeuse them in academic coursesfocussing onthevery aspects that were censored.I therefore suggest thatit should be made mandatory forallcoursesdealing with translated literaturetoinclude critical discussions on the use of translations.
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| 5. |
- Thorsten, Anja, 1974-, et al.
(författare)
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Lärares överväganden kring att leda undervisning
- 2021
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Ingår i: Educare - vetenskapliga skrifter. - : Faculty of Education and Society, Malmö University. - 1653-1868. ; :4, s. 213-241
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Tidskriftsartikel (refereegranskat)abstract
- Previous research describes classroom management as both complex and demanding. Therefore, teachers as leaders need to make many choices about how to handle situations and students. The aim of this study is to describe teachers’ considerations when they are managing the classroom. The study was conducted by a teacher-research team. The data consist of 12 focus-group interviews with 46 Swedish teachers, spanning from primary to upper secondary school. Through thematic analysis, the following four themes of consideration emerged: (a) control – how much control teachers as leaders should have and how much co-decision that should be given to the students, (b) role – if teachers should be strict or personal, (c) focus – if teachers should focus on the subject or relations to students, and (d) differentiation – if teachers should focus on each individual or on the entire group. This result is an important contribution to understanding the challenges teachers face when managing the classroom and trying to provide learning and development to all students.
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