| 1. |
- Holmqvist, Mona, et al.
(författare)
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Learning Study in pre-school : teachers' awareness of children's learning and what they actually learn
- 2012
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Ingår i: International Journal for Lesson and Learning Studies. - : Emerald Group Publishing Ltd.. - 2046-8253 .- 2046-8261. ; 1:2, s. 153-167
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Tidskriftsartikel (refereegranskat)abstract
- Purpose - The aim of this paper is to describe pre-school children’s learning during a Learning Study, and their teachers’ awareness of each child’s learning possibilities in relation to what they actually learned. The aims of the study are twofold; firstly we focus on how to design Learning Study in pre-school settings, and secondly we study young children’s (aged 4-5) learning. Design/methodology/approach - The data consists of three videotaped interviews with each participating child (n=39), three videotaped interventions and one videotaped interview each with three pre-school teachers. Findings - The results show 1) an increased learning outcome in all three groups, 2) there is a discrepancy between what the children actually learned and the teachers’ awareness about the children’s possibilities. The teachers’ awareness of the children’s learning possibilities differ from what the children actually learned. Originality/value - Learning study is usually used in school settings, but this paper shows its potential also in pre-school settings. Beside this, the results indicates that there is a risk that if teachers’ expectations are too high or too low, they will affect children’s abilities to learn in either a positive or a negative way by not offering the children sufficiently challenging tasks. By the use of Learning Study the teachers became aware of this discrepancy and were able to reassess their expectations for each child according to their abilities.
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| 2. |
- Holmqvist Olander, Mona, 1961-, et al.
(författare)
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Theory-based instruction : a key to powerful improvements when learning to regulate body tension in an upper secondary school
- 2014
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Ingår i: International Journal for Lesson and Learning Studies. - 2046-8253 .- 2046-8261. ; 3:1, s. 24-45
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The purpose of this paper is to explore in what way gradually increasing teachers’ theory-based instruction affects the students’ learning outcomes, illustrated by the example of learning how to regulate body tension in the upper secondary school.Design/methodology/approach – In total, 72 students from four classes participated in the study. The way the students were offered to understand “regulation of tension” was designed by variation theory, and the method used was learning study, an iterative process whereby the results from the first lesson are the basis for the design of the next implementation in a new group of students.Findings – There is a significant increased learning outcome in all four lessons, but in Lesson D, where the highest increase (129 percent) was found, all students improved their results. The use of the theoretical framework had effect on the teachers to vary only the most important aspects in the instruction in the last cycle, where the features chiselled out during the study (e.g. heart rate, respiration, muscle tension) were contrasted more clearly, which had an impact on the students’ learning. Based on the theoretical framework, the teachers got more skilled at experiencing what should vary and what should be kept invariant in order to facilitate the students’ learning. In the last intervention, the teachers found one pattern of variation which was more powerful than the previous. In this one, the physical activities were kept invariant, but different responses of the sympathetic nervous system were contrasted, one at a time, to establish knowledge of different bodily responses to tension.Originality/value – Learning study has mainly been used in subjects such as Mathematics or other theoretical issues but this paper describes in what way learning study can be used in PE. So second, the result of this study contributes to knowledge about how students’ learning outcome in PEH can increase by directing focus on an object of learning rather than actual learning activity. The object of learning in this study is to learn to regulate tenseness and the learning outcomes have been analyzed in the perspective of variation theory.
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| 3. |
- Holmqvist Olander, Mona, 1961, et al.
(författare)
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Theory-based instruction – a key to powerful improvements when learning to regulate body tension in an upper secondary school
- 2014
-
Ingår i: International Journal of Lesson and Learning Studies. - : Emerald Group Publishing Ltd.. - 2046-8253 .- 2046-8261. ; 3:1, s. 24-45
-
Tidskriftsartikel (refereegranskat)abstract
- Purpose – The purpose of this paper is to explore in what way gradually increasing teachers’ theory-based instruction affects the students’ learning outcomes, illustrated by the example of learning how to regulate body tension in the upper secondary school. Design/methodology/approach – In total, 72 students from four classes participated in the study. The way the students were offered to understand “regulation of tension” was designed by variation theory, and the method used was learning study, an iterative process whereby the results from the first lesson are the basis for the design of the next implementation in a new group of students. Findings – There is a significant increased learning outcome in all four lessons, but in Lesson D, where the highest increase (129 percent) was found, all students improved their results. The use of the theoretical framework had effect on the teachers to vary only the most important aspects in the instruction in the last cycle, where the features chiselled out during the study (e.g. heart rate, respiration, muscle tension) were contrasted more clearly, which had an impact on the students’ learning. Based on the theoretical framework, the teachers got more skilled at experiencing what should vary and what should be kept invariant in order to facilitate the students’ learning. In the last intervention, the teachers found one pattern of variation which was more powerful than the previous. In this one, the physical activities were kept invariant, but different responses of the sympathetic nervous system were contrasted, one at a time, to establish knowledge of different bodily responses to tension. Originality/value – Learning study has mainly been used in subjects such as Mathematics or other theoretical issues but this paper describes in what way learning study can be used in PE. So second, the result of this study contributes to knowledge about how students’ learning outcome in PEH can increase by directing focus on an object of learning rather than actual learning activity. The object of learning in this study is to learn to regulate tenseness and the learning outcomes have been analyzed in the perspective of variation theory.
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| 4. |
- Vikström, Anna, et al.
(författare)
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Teachers´solutions : a learning study about solution chemistry in grade 8
- 2013
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Ingår i: International Journal for Lesson and Learning Studies. - : Emerald. - 2046-8253 .- 2046-8261. ; 2:1, s. 26-40
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Tidskriftsartikel (refereegranskat)abstract
- PurposeThe aim with the paper is to describe the collective exploration, process and knowledge production made in a learning study about solution chemistry Design/methodology/approachSecondary school teachers conducted a learning study with variation theory as a guiding principle, supervised by a researcher. The relationship between teaching and learning was analyzed and evaluated in a learning study cycle of three lessons.FindingsCritical aspects when teaching solution chemistry were identified, as well as enacted patterns of variation that significantly improved students´ learning. Examples of critical aspects were the particulate character of matter, especially the feature of “empty space” between particles, the connection between macroscopic phenomenon and sub-microscopic explanations and the difference between answers with everyday language and scientific language.Practical implicationsThis suggest that teachers in a learning study can produce new knowledge as well as use earlier research results when creating teaching activities that can improve their own practical work and students´ learning. Originality/valueThe study represents an example of research with the aim to improve teachers´ practice by generating knowledge in connection with teachers´ professional tasks.
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| 5. |
- Holmqvist, Mona, 1961-, et al.
(författare)
-
Learning Study in pre-school : teachers' awareness of children's learning and what they actually learn
- 2012
-
Ingår i: International Journal for Lesson and Learning Studies. - 2046-8253. ; 1:2, s. 153-167
-
Tidskriftsartikel (refereegranskat)abstract
- Purpose - The aim of this paper is to describe pre-school children’s learning during a Learning Study, and their teachers’ awareness of each child’s learning possibilities in relation to what they actually learned. The aims of the study are twofold; firstly we focus on how to design Learning Study in pre-school settings, and secondly we study young children’s (aged 4-5) learning.Design/methodology/approach - The data consists of three videotaped interviews with each participating child (n=39), three videotaped interventions and one videotaped interview each with three pre-school teachers.Findings - The results show 1) an increased learning outcome in all three groups, 2) there is a discrepancy between what the children actually learned and the teachers’ awareness about the children’s possibilities. The teachers’ awareness of the children’s learning possibilities differ from what the children actually learned.Originality/value - Learning study is usually used in school settings, but this paper shows its potential also in pre-school settings. Beside this, the results indicates that there is a risk that if teachers’ expectations are too high or too low, they will affect children’s abilities to learn in either a positive or a negative way by not offering the children sufficiently challenging tasks. By the use of Learning Study the teachers became aware of this discrepancy and were able to reassess their expectations for each child according to their abilities.
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| 6. |
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| 7. |
- Holmqvist Olander, Mona, 1961, et al.
(författare)
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Democratic literacy – a complex object of learning
- 2013
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Ingår i: International Journal of lesson and learning study. - 2046-8253. ; 2:3, s. 281-299
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The purpose of this paper is to describe a learning study with a complex object of learning – democracy. Design/methodology/approach – The study consists of four research lessons in four different classes in grade 6. In the study two teachers, 78 students and two researchers participated. In the first lesson (A) 21 students participated, in the second class (B) 17, in the third class (C) 21 and in the last lesson (D) 19 students. The research lessons were 80 minutes each, designed based on variation. The students took a pre-test before the lesson and a post-test after. Findings – The results show the relationship between the pattern of variation used by the teacher during the lesson and students’ learning outcome. In lesson A contrast was used between democracy and dictatorship. In lesson B the aspects were varied due to the discussions between the teacher and the students that resulted in less focus on the whole perspective. The design of lesson C offered students a sequential presentation of the aspects, the concepts were handled separately and simultaneity was not used. In lesson D the whole was in focus during the entire lesson and the aspects were presented simultaneously in relation to the whole. Group A's increased at the test scores was 63 per cent, B 32 per cent, C 29 per cent and D 91 per cent. Originality/value – The results points at using learning study with complex objects of learning requires offering the relationship between aspects of the phenomenon presented by a background of the meaning of the concept develop the students’ understanding.
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| 8. |
- Kullberg, Angelika, 1969
(författare)
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Can findings from learning studies be shared by others?
- 2012
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Ingår i: International Journal for Lesson and Learning studies. - : Emerald. - 2046-8253. ; 1:3, s. 232-244
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to explore whether the insights gained by teachers in a learning study can be shared by others and used to enhance other students’ learning.Design/methodology/approachAn exploratory study analysed how four Mathematics teachers implemented the knowledge gained about student learning from a learning study about decimal numbers in their teaching. The teachers enacted two lessons with different conditions in terms of the knowledge identified about student learning in a total of eight classes in the fifth and sixth grades.FindingsThe findings indicate that, when the teachers enacted the knowledge in their lessons, students’ learning improved significantly as compared to when only some parts of this knowledge were enacted.Practical implicationsThis suggests that teachers can produce knowledge that is also usable for other teachers and that enables better possibilities for student learning.Originality/valueThe study provides insights as to what extent findings from learning studies can be valuable for others.
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| 9. |
- Kullberg, Angelika, 1969
(författare)
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Students' open dimensions of variation
- 2012
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Ingår i: International Journal for Lesson and Learning studies. - 2046-8253. ; 1:2, s. 168-181
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Tidskriftsartikel (refereegranskat)
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| 10. |
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