| 1. |
- Ahlstrand, Pernilla, 1967-
(författare)
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Att kunna lyssna med kroppen : En studie av gestaltande förmåga inom gymnasieskolans estetiska program, inriktning teater
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Theatre has been a school subject in the Swedish upper secondary school's national arts program since 1992 and has its own syllabus and grading criteria. The National Curriculum in theatre emphasises the development of performative capability, which is the focus of this dissertation. This study aims to contribute to the improvement of teachers’ subject-specific language, and concerns certain aspects of student ways of knowing.Theatre encompasses tacit knowledge (Lagerström 2003) and as an art form belongs to a tradition of practical knowledge. Knowledge in theatre has traditionally been acquired within a master-apprentice tradition (Johansson 2012, Järleby 2003). When theatre as an art form becomes a school subject the conditions of the art form change through a didactic transposition (Chevallard 2005). The previous two curriculum reforms in Sweden have developed competency-based syllabuses. To meet the school's requirements for planning teaching activities with colleagues as well as assessing and giving feedback to students, theatre knowledge needs to be articulated. Research is therefore needed to develop a professional language among teachers within the subject of theatre.I have chosen to work with Learning study, which is a collaborative and iterative research approach which enables the articulation of teachers and students knowing. Data is analysed using foremost phenomenographic analyses. The results generated in this study could be useful for teachers in the process of planning lessons, giving feedback to students, for assessments and grades, for discussing the content of lessons with other teachers, and ultimately for us to begin to recognize different levels of knowing.
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| 2. |
- Berggren, Jessica
(författare)
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Learning from Giving Feedback : Insights from EFL Writing Classrooms in a Swedish Lower Secondary School
- 2013
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present thesis aims to describe teenagers as peer reviewers and explore possible benefits of giving feedback. My study was carried out in two EFL classrooms in year eight in a Swedish lower secondary school, where the pupils were engaged with the written task to write an informative reply letter in English. The teaching unit included negotiations of a joint criteria list, feedback training, peer review, and the production of first and final drafts of the reply letter. Data were collected from multiples sources: texts produced in class, audio- and video-recordings, questionnaires and interviews.My main findings suggest that pupils can learn about writing from giving feedback. By adopting a reader perspective, the pupils raised their genre and audience awareness. Moreover, the peer-reviewed reply letters served as inspiration both in terms of transfer of structure, such as rhetorical organisation, and of ideas and content. Self-reports indicated that the pupils in my study enhanced their ability to self-assess and edit their own writing, which suggests that transferable skills were developed as a result of peer review. As regards micro-level aspects of writing, reading and commenting on peers’ reply letters seemed to influence a smaller number of pupils to transfer patterns and spelling. In their role as peer reviewers, the pupils successfully identified strengths and weaknesses in their peers’ writing, but the feedback comments did not include much specific formative information.My findings contribute to research on L2 writing and peer feedback by showing that younger learners can benefit from giving feedback. This is significant since previous research has mainly been carried out at university and college level. In addition, by combining text analyses, classroom observation and pupils’ self-reports, my study offers a comprehensive understanding of peer review.
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| 3. |
- Björkholm, Eva, et al.
(författare)
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Att kunna analysera tekniska lösningars ändamålsenlighet : En learning study i skolämnet teknik
- 2011
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Ingår i: NOFA 3.
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Konferensbidrag (refereegranskat)abstract
- Tekniska lösningar, i såväl befintliga som egna konstruktioner, är ett centralt innehåll i skolämnet teknik, men vad innebär det att kunna analysera tekniska lösningars ändamålsenlighet? Tillsammans med några lärare i grundskolans skolår 1-3 och deras klasser har jag genomfört en learning study som fokuserat på förståelsen av innebörden av detta specifika lärandeobjekt.
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| 4. |
- Björkholm, Eva, et al.
(författare)
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Learning study as a way to inquire the meaning of knowing what is to be known : The meaning of knowing how to construct a linkage mechanism. Discering aspects of the object of learning by analyzing classroom interactions
- 2013
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Ingår i: Lesson and learning study as teacher research.
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Konferensbidrag (refereegranskat)abstract
- This presentation describes a Learning Study within primary technology education focusing on the capability to construct a specific linkage mechanism. What one has to know in order to be able to construct a linkage mechanism is, however, not self-evident. The study reported here explores the meaning of this specific knowing. The study was conducted in collaboration with two primary school teachers and their two classes (children aged 6-7 years). Throughout the whole study step by step, starting with the analysis of the pre-test, followed by three cycles of planning and evaluation of research lessons, and the analysis of post-test, the meaning of the object of learning was specified (Marton & Pang, 2006; Carlgren, 2012). The presentation will focus on knowledge generated from the video recorded lessons by analyzing the classroom interactions and students’ difficulties that were made visible through these interactions. Teacher-student interactions as well as student-student interactions were analyzed. By analyzing students’ difficulties regarding the specific object of learning, critical aspects of the expected knowing were discerned and in this way the meaning of knowing what is expected to be known was made explicit. The results are presented in the form of critical aspects of what it means to know how to construct a linkage mechanism for this group of students. The critical aspects identified in the pre-test were further elaborated in the research lessons and by analyzing the classroom interactions in terms of student difficulties, additional aspects that were critical for students’ learning were identified. By gradually identifying the critical aspects, the collective understanding of the meaning of the object of learning was developed and specified.
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| 5. |
- Björkholm, Eva, et al.
(författare)
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The Meaning of Knowing What is Expected to be Known : The Case of Evaluating Technical Solutions’ Fitness for Purpose
- 2012
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Konferensbidrag (refereegranskat)abstract
- The Meaning of Knowing What is Expected to be Known. The Case of Evaluating Technical Solutions’ Fitness for PurposeGeneral descriptionThe capability to evaluate technical solutions is highlighted by several authors as an important educational outcome within technology education (Barlex, 2011; Coles & Norman, 2005). A technical solution may be evaluated in terms of its fitness for purpose that includes the physical structure and function (de Vries, 2005). Although there is limited access to research on this subject-specific content in technology education, results indicate that both the link between physical structure and function as well as the fitness for purpose is difficult for pupils in primary as well as secondary education to understand (Compton & Compton, 2011; Oboho & Bolton, 1991).What one has to know in order to be able to evaluate technical solutions’ fitness for purpose is, however, not self-evident. The study that will be reported, explores the meaning of this specific knowing. Developing teaching of certain target areas in systematic ways (Nuthall, 2004) requires an explication of the meaning of knowing. In order for students to develop the specific ways of knowing (Carlgren, 2007) of a target area (in this case technical solutions’ fitness for purpose), the teaching must be planned to make it possible for students to experience and discern what is critical for learning. By designing teaching activities that make it possible to discern these critical aspects, systematic teaching-learning strategies can be developed.Knowledge concerning the meaning of knowing something to be known is generated in so called Learning Studies (Marton & Pang, 2006; Carlgren, 2012). By analyzing students’ difficulties regarding the specific object of learning, critical aspects of the expected knowing are discerned and in this way the meaning of knowing what is expected to be known is made explicit. Technical solutions’ fitness for purpose is seen as embedded in contexts and as related to human activity, therefore an understanding based on activity theory can be useful when exploring the meaning of this specific knowing.Methods/methodologyThis study is carried out in the form of a Learning Study. The Learning Study has a collaborative approach, what is critical for learning something specific is explored through a systematic and iterative process (Marton & Ling, 2007).The study was conducted in collaboration with four teachers in primary school and two classes in grade 1 and 2 (pupils aged 7-8 years). A pre-test was carried out in forms of interviews with pupils, documented by audio and video recording. The analysis of the pre-test resulted in some qualitatively different categories, describing pupils’ experiencing of the phenomenon technical solutions’ fitness for purpose. The critical aspects identified, formed the starting point when planning the lesson. Lessons were documented by audio and video recording. The results that will be presented in this paper is based on an analysis of the pre-test used in the learning study as well as analysis of three research lessons. The analysis is carried out within the theoretical framework of phenomenography (Marton, 1981) and variation theory (Marton, Runesson & Tsui, 2004).Results The results will be presented in the form of critical aspects of what it means to be able to evaluate technical solutions’ fitness for purpose. The phenomenographic analysis resulted in the categories “fitness for purpose as”: “appropriateness to users”, “technical efficiency” and “appropriateness to a wider context”. Based on these categories, critical aspects were identified such as features of the physical structure that are critical for realizing the function and how components interact to fulfill a function. Three more critical aspects developed when analyzing the lessons such as the mixing the naming of an object with the name of a material, distinguishing a main function from secondary functions and identifying a core technical solution. The critical aspects identified during lessons could be considered as further specifications of dimensions necessary to discern in order to develop the specific knowing. The results of the study aims to have implications for teachers and teaching, what Nuthall (2004) refers to as pragmatic validity. The findings may be used by teachers in their own teaching context, looking for the critical aspects identified and use them for structuring the content of teaching in order to support pupils in experiencing technical solutions in more complex ways. ReferencesBarlex, D. (2011). Dear minister, This is why design and technology is a very important subject in the school curriculum. Design and Technology Education: An International Journal, 16(3).Carlgren, I. (2007) The content of schooling. In Forsberg, Eva (Ed.), Curriculum Theory Revisited. Studies in Educational Policy and Educational Philosophy. Uppsala University Carlgren, I. (2012) The Learning Study as an approach for ‘clinical’ subject matter didactic research. International Journal of Lesson and Learning Study, Forthcoming Issue 2, May 2012. Coles, R. & Norman, E. (2005). An exploration of the role values play in design decision-making. International Journal of Technology and Design Education, 15(5).Compton, V. & Compton, A. (2011). Teaching the nature of technology: Determining and supporting student learning of the philosophy of technology. International Journal of Technology and Design education. Retrieved 2011-10-03, from http://www04.sub.su.se:2054/ content/k0v57q33r8562g75/ fulltext.pdfDe Vries, M. J. (2005). Teaching about technology: An introduction to the philosophy of technology for non-philosophers. Dordrecht: Springer.Marton, F. (1981). Phenomenography – describing conceptions of the world around us. Instructional Science, 10.Marton, F. & Ling, L. M. (2007). Learning from “The Learning Study”. Tidskrift för lärarutbildning och forskning [Journal of Research in Teacher Education], 1.Marton, F. & Pang, M. F. (2006). On some necessary conditions of learning. Journal of the Learning Sciences, 15(2).Marton, F., Runesson, U. & Tsui, A. B. (2004). The space of learning. In F. Marton & A. B. Tsui (Eds.), Classroom discourse and the space of learning. Mahwah, NJ: Erlbaum.Nuthall, G. (2004). Relating classroom teaching to student learning: A critical analysis of why research has failed to bridge the theory-practice gap. Harvard Educational Review, 74(3).Oboho, E. O. & Bolton, N. (1991). Matching students’ technological thinking with the demands of a technological curriculum. International Journal of Technology and Design Education, 4(2).
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| 6. |
- Flodin, Veronica
(författare)
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Epistemisk drift : Genbegreppets rörelser i några av forskningens och undervisningens texter i biologi
- 2011
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Det övergripande syftet med denna uppsats är att utveckla förståelsen för relationen mellan den kunskap som tas fram i forskning i biologi och den kunskap som det sedan undervisas om, i kurser på universitetet. Arbetet i denna uppsats är begränsat till den del av forskning och undervisning som är inriktad mot användningen av vetenskapliga begrepp i texter, och vilka innebörder användningarna leder till. Arbetet baseras på två studier.I den första studien visas att i en enda, mycket använd lärobok i biologi, kan man finna (åtminstone) fem olika innebörder av hur genbegreppet används. Det som är intressant är att dessa olika innebörder kan knytas till framväxten av olika biologiska discipliner. Det kan tyckas självklart när man ser det som resultat, men faktum är att genbegreppet inte framskrivs som kontextberoende. Detta borde i sin tur leda till att förståelsen av genbegreppet försvåras, eftersom betydelsen varierar med sammanhanget och dessutom kan olika innebörder blandas i ett och samma sammanhang. De lärandeproblem som tidigare studier har visat på, kan bland annat ha sin grund i ett innehållsproblem. Det vill säga, innehållet i sig är vagt och otydligt.I den andra studien baseras analysen på en fallstudie av användningen av genbegreppet i fem vetenskapliga artiklar. Olika innebörder av genbegreppet återfinns på samma sätt som den tidigare studien gjort gällande för en lärobok i biologi. Men även nya kategorier beskrivs. I läroboken kunde de olika innebörderna knytas till olika subdiscipliner. I de vetenskapliga artiklarna knyts de nya kategorierna snarare till olika kunskapsprojekt. Genen och genbegreppet fyller olika funktioner i relation till forskningsproblemen, frågorna och metoderna. Man kan säga att olika aspekter av genen används i olika kunskapsprojekt. Men kategorierna används inte renodlat. Både de tidigare kategoriserade innebörderna och nya kategorier används. Blandningen föreslås bero på att kunskaper om gener inte försvinner, utan lever vidare och används sida vid sida med nyutvecklad kunskap, vilket leder till att genbegreppet är utsatt för en epistemisk drift.Transformationen av innehåll mellan forskningstexten och lärobokstexten, diskuteras sedan utifrån resultaten i studie ett och studie 2 i termer av rekontextualisering. När innehållet ”transformeras” till läroboken, finns variationerna av genbegreppet kvar, men inte det vetenskapliga sammanhanget i form av frågor och metoder. De olika sätten att veta om gener förekommer blandat i forskningstexterna, men forskarna föreslås kunna använda sin disciplinbaserade kunskap till att utläsa sambanden. Det kan betyda att det som framstår som luddigt, blandat och oklart för en utomstående, inte är det för en fackman som befinner sig i den aktuella praktiken.
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| 7. |
- Johansson, Patrik, 1972-
(författare)
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Att tolka spåren från det förflutna : Innebörder, lärande och meningsskapande av historisk källtolkning i gymnasiet
- 2014
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This licentiate thesis explores the activity of historical reasoning in terms of primary source analysis among upper secondary school students. The thesis is a compilation of two scientific articles in history didactics. Two Learning studies, a theory-informed and interventionistic research methodology, were organised to explore historical reasoning. Three research questions are ad- dressed: (1) what does it mean to be able to analyse historical primary sources, (2) what is critical to discern when learning primary source analysis, and (3) what is characteristic for the processes of learning and meaning- making when students work with source analysis assignments? The first article uses phenomenography to explore fifteen students’ perceptions of a historical primary source and the difficulties they face when examining the source. Data was collected through a series of group interviews where stu- dents were asked to respond to a historical letter. The analysis resulted in four qualitatively different categories of perceptions of the source and three critical aspects that emerged between the categories. It is suggested that it is critical to (1) discern and separate the historical perspective, (2) to discern and separate the perspective of the historical actor and (3) to discern and separate the subtext of the source in relation to the historical context. The second article uses a form of content focused conversation analysis to ex- plore the processes of learning and attributing meaning when students work with primary sources. Data was collected through audio recordings of stu- dents’ collaborative work on two assignments. The main results are descrip- tions of the students’ learning and meaning making processes. For instance, when students discern and separate the historical perspective and historical actors’ perspectives. An interesting finding was a strategy used by students to take on the roles of hypothetical historical agents. It is suggested that cer- tain aspects of school culture might inhibit students’ learning of primary source analysis and that students’ life-world perspective is vital in creating meaning. Finally, historical reasoning is discussed in relation to the concept of historical consciousness and it is argued that historical reasoning should include the perspectives of deconstruction, subjectivity and interpretation to better comply with history teaching.
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| 8. |
- Morawski, Jan
(författare)
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Mellan frihet och kontroll : om läroplanskonstruktioner i svensk skola
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to explore how different competing discourses inthe historical context of the Swedish education development have qualifiedand disqualified different constructions of national curriculum. How andafter what kind of principles is the curriculum constructed? What qualifywho are going to be recognized as the author and addressee of the curriculum?These key questions of the study are discussed in the first part of thethesis. My point of departure is that the curriculum can be understood as arelation between freedom and control. In an educational system this relationshipreflects the problematic tension between the external demandsfrom an authoritative center and the local need to independently reflectover educational issues. How these concepts are defined by the prevailingsocial discourses affect specific relations and constructions of curricula as asteering tool and a producer of specific teacher identities. In this sense, Iclaim that curriculum is constructed in different ways depending on whichof the didactic questions are emphasized and answered and who is judgedas the legitimate author. Based on this, three models of curriculum constructionare formulated; the content based, the result based and the processbased. These models are subsequently used as an analytical tool to examinethe historical development of Swedish national curricula.The second part of the thesis investigates the Swedish education systemand the production of the national curriculum as a product of rival discourses.The historical investigation begins 1842 when the first state curriculumwas issued and the inquiry concludes in 2008. The findings indicatethat no one single construction has been totally dominant and thatthere has been an on-going discursive struggle between different alternativeand opinions about what teachers must do and be.
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| 9. |
- Nyberg, Gunn, et al.
(författare)
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The meaning of knowing what is expected to be known : The case of ‘Househop’
- 2012
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to explore what it means to know a specific movement, a so called ‘househop’, i.e. a rotation initiated on the ground and fulfilled in the air. The knowing of ’househop’ (including the capability to perform a househop) is an example of a subject content in Physical Education. Despite the fact that PE has a tradition of being a ‘practical’ subject, practical forms of knowing such as for example bodily awareness and capability to move (e.g. jumping, running or dancing) does not, neither for teachers nor pupils, seem to be a main issue of learning in PE (Tinning, 2010; Redelius et al, 2009,). In the context of learning motor skills the knowing is often explicated in terms of measurable outcomes, for example in length, height or time (Renshaw, Davies & Savelsbergh, 2010), not in terms of what there is to know.A necessary condition for learning is to discern what there is to learn (Marton & Pang, 2006,). This study gives an example of how to explicate what there is to be known as well as specific ways of knowing (Carlgren, 2007) when developing the capability of performing a ‘househop’. To make it possible for the students to develop the capability to perform a househop the teaching must be designed so that the students can experience and discern so called critical aspects of a househop.Knowledge concerning the meaning of specific learning objects (something that is expected to be known by the students as well as specific ways of knowing it) is generated in so called Learning Studies ( Marton & Pang, 2006, Marton & Lo, 2011, Carlgren, 2012). The object of learning in a Learning Study can be described as a triadic phenomenon. There is something to be known, a specific kind of knowing to be developed and someone who knows, a knower (Carlgren, 2011). There is nothing known if there is no knower knowing it. This triadic phenomenon is transactional (Dewey & Bentley, 1949). Rather than seeing capability to move as a practical form of knowledge it can be conceptualized as intelligent actions not necessarily entailing the double operation of considering and executing (Ryle, 1949,2009). The knowing is not restricted to cognitive understanding and knowing how to perform a movement is not restricted to physical processes. It includes skills as well as what is often referred to as ‘tacit knowing’ (Polanyi, 1969; Johannessen,1988).Methods/methodologyThis study is carried out in the form of a Learning Study. The Learning Study is a collaborative (teachers and researcher work together) research approach that focus on the learning of specific objects. So called critical aspects of these objects are discerned through a systematic and iterative process (Marton & Ling, 2007). The study was conducted in collaboration with three PE - teachers in upper secondary school.The results that will be presented in this paper are based on an analysis of the video recorded pre-test used in the Learning Study as well as analysis of two video recorded research lessons. The analysis is carried out within the theoretical framework of phenomenography (Marton, 1981) and Variation theory ( Marton & Pang, 2006)Expected outcomes/resultsThe results are presented in terms of the features of the learning objects that must be discerned and mastered when performing a ‘househop’.Through the phenomenographic analysis categories such as “House hop as solitary parts”, “House hop as requiring no speed or power” and “ House hop as concerning only upper body” emerged. These categories laid the foundation for a systematic process of discerning critical aspects such as for example the direction of the rotation, the meaning of the arm movement for creating speed and power and the meaning of one´s legs participation through the movement. Further critical aspects emerged when analyzing the lessons and all together they provided possibilities to explicate the meaning of knowing how to perform a ‘house hop’
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| 10. |
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