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- Djärf, Agneta Ljung, 1961, et al.
(författare)
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Patterns of variation: a way to support and challenge early childhood learning?
- 2013
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Ingår i: Creative Education. - 2151-4755 .- 2151-4771. ; 4:7A1, s. 33-42
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Tidskriftsartikel (refereegranskat)abstract
- The purpose in this article is to elaborate on how the use of patterns of variation designed by variation theory can challenge and develop the early childhood education (ECE) practice. The analysis is based on six learning study (LS) projects conducted in Swedish ECE. A LS is a systematical, theoretical based de- velopment of teacher professionalism, often in close cooperation with researchers. The projects included 17 teachers, 140 children and 7 researchers. The video documented empirical material consists of 16 analysis meetings, 14 interventions and 407 pre-, post-, and delayed posttests. Each project is a concrete example of the use of patterns of variation to increase early childhood learning. In all cases a tendency of qualitative changes in children’s ways of discerning the object of learning could be noticed. The purpose is to search for how this can be understood from a variation theoretical perspective. The main focus is on changed ways of performing the interventions to search for how patterns of variation were used to create and capture the learning situations throughout the projects. One of our findings is that we have seen that it takes more than one intervention for the teachers to capture which aspects of the object of learning are critical in the targeted group, but as the iterative process allows them to try out the design more than once, they manage to find them. The second finding is that the teachers changed focus from taken for granted assumptions of each child to focusing on their own design to facilitate the child’s learning. Finally, the aspect supposed to be discerned has to vary against an invariant background to be discerned by the chil- dren, and to separate the principle from the representation is needed to be able to generalize their new knowledge
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| 2. |
- Brante, Eva Wennås, 1961, et al.
(författare)
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Exploring the Impact of Contrasting Cases in Text and Picture Processing
- 2013
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Ingår i: Journal of Visual Literacy. - : Informa UK Limited. - 1051-144X .- 2379-6529. ; 32:2, s. 15-38
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Tidskriftsartikel (refereegranskat)abstract
- Abstract Multimodal learning materials are frequently met in education assuming enhanced learning outcomes. This study examined whether contrasts in such materials are likely to support reading comprehension for all readers. Young adults (n=46) met either text-only or text+picture material. Participants (19 with low phonological awareness [PA] and 27 controls with high PA) thereafter answered open interview questions to check for reading comprehension. Learning materials were designed to focus readers on aspects critical to understanding the content by the use of contrasts; eye-tracking was used as method. Well-known pictures aided information recall, but contrasts described in the text were most effective for learning.
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- Brante, Eva Wennås, 1961, et al.
(författare)
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To read what not is written. Report from a learning study with inferences as a learning object in an upper secondary school.
- 2013
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Ingår i: Programme book for WALS-conference, 6-9 September, Gothenburg, Sweden.
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Konferensbidrag (refereegranskat)abstract
- An important component in reading comprehension is the ability to make inferences, what sometimes also is described as reading between the lines. The ability can be said to be three-folded, as inferences can be made from an individuals' experiences and thoughts, from the text itself and from other texts. On an upper-secondary school a group of teachers (n= 16) teaching in Swedish found through screening that their students (16 years old) were comfortable with making inferences using their own experiences and thoughts, but less skilled in making inferences by using clues in the text. The teachers chose as a learning-object the ability to localize clues in the given information and make inferences in the text to be able to read between lines. The aim was to develop the students awareness of that everything in a text not is explicitly written out and to discern values in words. Students should by finding the clues and reading between and outside the lines be able to perceive the main message in the text clearer. The group of teachers conducted a learning study-cycle with three lessons using contrast as the main pattern of variation. Each lesson was jointly planned and then performed for a new group. This presentation is a report from the learning study.
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| 10. |
- Ljung-Djärf, A, et al.
(författare)
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‘A Gigantic Pedagogical Leap’: The Process of Shifts during Three Learning Study Projects in Swedish Early Childhood Education
- 2014
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Ingår i: Journal of Education and Training Studies. - : Redfame Publishing. - 2324-8068 .- 2324-805X. ; 2:1, s. 19-30
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Tidskriftsartikel (refereegranskat)abstract
- The Swedish school system offers a curriculum based early childhood education (ECE) for children aged one to five, and a pre-school class for children aged six. Activities have by tradition been based on play and having fun, thus avoiding structured activities with formal learning objectives. Due to indications that the Swedish ECE failed to use its resources to stimulate children’s learning, the revised ECE curriculum now contains discernible learning objectives. The aim is to analyze preschool teachers’ changed focus while participating in a LS project, grounded on three projects conducted in Swedish ECE practice. In total, 13 pre-school teachers, 95 children (2-6-year-olds) and 4 researchers participated. The object of learning was; 1. 3D geometrical shapes (2 ̶ 3-year-olds), 2. Organic decomposition (4 ̶ 5-year-olds) and, 3. Twice as (6 ̶ year-olds). The empirical material consists of 278 pre-, post-, and delayed post-test, ten planning meetings and nine teaching activities. The result shows that the initial focus on mere play developed towards also including a focus on the object of learning during the projects. Three main ways of change were discerned as ways of; (1) framing the activity, (2) perceiving learning, and (3) conducting the learning activity.
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