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- Brante, Eva Wennås, 1961
(författare)
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My mission.
- 2015
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Ingår i: Teaching as a human experience. An anthology of contemporary poems.. - Newcastle upon Tyne : Cambridge Scholars publishing. - 9781443876551 ; , s. 27-28
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Bokkapitel (refereegranskat)
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- Bråten, Ivar, et al.
(författare)
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Teaching Sourcing in Upper-Secondary School : A Comprehensive Sourcing Intervention with Follow-Up Data
- 2019
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Ingår i: Reading Research Quarterly. - : John Wiley & Sons. - 0034-0553 .- 1936-2722. ; 54:4, s. 481-505
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Tidskriftsartikel (refereegranskat)abstract
- In this quasi‐experimental study, the authors examined the effects of an intervention designed to teach upper secondary school students to take source information, such as author expertise, into consideration when selecting, processing, and using textual resources to complete particular multiple‐document literacy tasks. The intervention centered on a contrasting cases approach framed by authentic curriculum‐based classroom activities and was implemented over six weeks by teachers who had participated in professional development seminars. The findings demonstrated that students who had participated in the sourcing intervention placed more value on source information when selecting texts, invested more time and effort in processing the texts they selected, and more frequently attributed textual ideas to their respective sources compared with students who had participated in typical classroom activities instead. These effects were observed on far transfer tasks in which students worked with multiple documents on different topics in different situational contexts for different purposes, and were sustained over a period of 5.5 weeks. The discussion highlights the uniqueness of the current intervention work and centers on the aspects of the sourcing intervention that likely promoted these broad, sustainable, and transferable sourcing skills in students. Attention is also directed to several possible lines of future research in this area.
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- Sofkova Hashemi, Sylvana, 1969-, et al.
(författare)
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Lärarutbildningen och den digitala kompetensen
- 2019. - 1:1
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Ingår i: Vetenskaplighet i högre utbildning. - Lund : Studentlitteratur AB. - 9789144130637 ; , s. 261-290
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I det här kapitlet beskriver vi ett utvecklingsprojekt kring frågor om lärares digitala kompetens. Bakgrunden till projektet är de förändrade läroplansskrivningarna gällande digital kompetens. Vår studie visar att lärarstudenterna erbjuds att utveckla sin digitala kompetens på ett avgränsat, snarare än ett systematiskt sätt. Lärarstudenterna möter ett blandat kursinnehåll kring digitalisering i samhället och utbildning genom enstaka inslag i kurser snarare än en precis idé om lärares pro fessionella digitala kompetens. Det lärarstudenterna främst efterfrågar är mer innehåll kring praktiskt och didaktiskt användande av digital teknik i skolpraktik. Studien pekar vidare på vikten av att fånga upp samt nyansera nyantagna studenters föreställningar om elevens digitala kompetens. På så vis skulle digitaliseringen kunna figurera som en naturlig del i lärarutbildningen snarare än som något nytt och främmande.
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- Stang Lund, Elisabeth, et al.
(författare)
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Direct and indirect effects of textual and individual factors on source-content integration when reading about a socio-scientific issue
- 2018
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Ingår i: Reading and writing. - : Springer Nature. - 0922-4777 .- 1573-0905. ; 32:2, s. 335-356
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to test a hypothesized model that specified direct and indirect effects of textual and individual factors on readers’ ability to integrate information about sources and content when reading multiple conflicting texts on a controversial socio-scientific issue. Using a path analytic approach with a sample of 140 Norwegian upper secondary school students, it was found that the textual factor of presentation format, specifically whether they read about the conflicting issue in multiple texts or in a single text, affected source-content integration directly as well as indirectly through memory for textual conflicts. Thus, compared to interacting with a single text, interacting with multiple texts improved students’ sourcing performance directly as well as indirectly. Further, the individual factors of prior knowledge and gender affected source-content integration directly, with prior knowledge also having an indirect effect that was mediated by memory for textual conflicts. Specifically, students with higher prior knowledge and girls were likely to display better sourcing performance than were students with lower prior knowledge and boys, and prior knowledge also had an indirect positive effect on sourcing via memory for textual conflicts. Theoretical as well as educational implications of the findings are discussed.
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