| 1. |
- Björkholm, Eva, et al.
(författare)
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Exploring technical knowledge in the primary technology classroom
- 2016
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Ingår i: Australasian Journal of Educational Technology. - Waikato, New Zealand : University of Waikato. - 1449-3098 .- 1449-5554 .- 2382-2007. ; 3
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to explore the use of categories and aspects of technical knowing which have been identified in specific contexts and related to specific learning objects to identify technical knowing and technical content in another teaching context. In this way, we want to contribute to the understanding of technical knowing within primary technology education, as well as to the development of analytical tools to help teachers in selecting and designing the content of technology teaching. Previous findings from two Learning Studies focusing on evaluating and constructing technical solutions were used to identify technical knowing in video material generated within a particular classroom practice (students aged 7-8 years old). The results suggest that the former categories and aspects can be used in different ways to identify and specify technical knowings related to technical content in the primary technology classroom.
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| 2. |
- Björkholm, Eva, 1955-
(författare)
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Konstruktioner som fungerar : En studie av teknikkunnande i de tidiga skolåren
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to explore the meaning of technical knowing in primary technology education. This is done by identifying and describing ways of knowing in relation to specific content (so-called objects of learning) of the school subject of technology. The purpose is to contribute to the body of teachers’ professional knowledge concerning primary technology education. In this thesis, the subject of technology is seen as representing technical knowledge traditions, characterized by specific ways of developing knowledge. Moreover, the knowledge is to a great extent embedded in actions. This perspective on technical knowing challenges the traditional distinction between theoretical and practical knowledge. Data were generated through two Learning studies conducted in primary schools. Learning study is a classroom-based, interventionistic research approach, in which teachers collaborate with a researcher, focusing on specific objects of learning, that is, on what the students are supposed to learn. In the studies, the capability to evaluate the fitness for purpose of technical solutions, and to construct a linkage mechanism allowing for transferring and transforming movement were examined. Students’ actions were video-recorded in order to document verbal and physical expressions of knowing.The data were analysed using phenomenographic analysis, resulting in descriptions of specific ways of knowing in terms of complexity, as well as critical aspects to discern in order to develop the knowing. The findings from the first study describe knowing in terms of discerning functions related to different types of users, as well as aspects of the construction in order to realize functions. The second study identified technical knowing as a specified analysis of the construction in terms of location and separation of joints in relation to different functions. These findings were then used to identify technical knowing in video material generated within another teaching context. The results suggest that knowledge concerning knowing of specific objects of learning related to the evaluation and construction of technical solutions is partly generalizable. In addition, the specified knowledge concerning the meaning of the object of learning generated during the Learning study process was described. This knowledge is suggested to be an important knowledge product of Learning studies.
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| 3. |
- Björkholm, Eva, et al.
(författare)
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The meaning of knowing what is to be known
- 2015
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Ingår i: Éducation & didactique. - Rennes : Presses Universitaires de Rennes. - 1956-3485. ; 9:1, s. 143-160
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Tidskriftsartikel (refereegranskat)
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| 4. |
- Carlgren, Ingrid, et al.
(författare)
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Från ord till rörelser och dans : en analys av rörelsekunnandet i en dansuppgift
- 2015
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Ingår i: Forskning om undervisning och lärande. - 2000-9674 .- 2001-6131. ; :14, s. 24-40
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Tidskriftsartikel (refereegranskat)abstract
- I artikeln redovisar vi ett exempel på hur kunnande, som kommer till uttryck då elever redovisar en dansuppgift, kan analyseras och bidra till vår förståelse av detta kunnande såväl som till ett artikulerat språk att använda vid utvecklingen av undervisningen. En utgångspunkt är att kunskaper om kunnande är en nödvändig grund för att förbättra undervisningen. En annan utgångspunkt är att det råder brist på sådan kunskap. Eleverna (ca 12 år gamla) var indelade i tre grupper som fick en uppgift där de med utgångspunkt i två meningar skulle skapa en dans genom att översätta varje ord till en rörelse och därefter sammanfoga ord-rörelserna. Vi presenterar resultaten av en fenomenografisk analys som grundar sig på en videoinspelning av dessa redovisningar.
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| 5. |
- Carlgren, Ingrid, et al.
(författare)
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Learning study
- 2017
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Ingår i: Undervisningsutvecklande forskning. - Malmö : Gleerups Utbildning AB. - 9789140695888 ; , s. 17-30
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 6. |
- Carlgren, Ingrid, 1948-, et al.
(författare)
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Learning study
- 2017
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Ingår i: Undervisningsutvecklande forskning<em> </em>. - Malmö : Gleerups Utbildning AB. - 9789140695888 ; , s. 17-30
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Undervisningens kvalitet och hur den ska förbättras har kommit i fokus i debatten om skolan. Ofta diskuteras generella lösningar, till exempel att lärarnas förväntningar på eleverna måste höjas. Undervisning har emellertid alltid ett konkret innehåll och genomförs med specifika grupper av elever. Därför måste förbättring av undervisning alltid utgå från såväl det specifika innehållet som de specifika eleverna.Undervisning är lärares professionella verksamhet. Den kan inte standardiseras eller mekaniseras utan måste planeras och genomföras i relation till och i interaktion med den specifika kontexten. I detta arbete behöver lärare kunskaper och teoretiska redskap för att problematisera, analysera och utveckla verksamheten.En långsiktig och hållbar utveckling av lärarnas professionella kunskapsbas förutsätter en stegvis och systematisk kunskapsutveckling. I den här boken visas hur en lärardriven och praktiknära forskning kan bidra till att utveckla kunskaper och redskap som kan utveckla undervisningen. Författarna ger exempel på hur forskning kan bidra till att belysa undervisning och lärande på ett sätt som har direkt relevans för lärarnas undervisning.
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| 7. |
- Carlgren, Ingrid Maria
(författare)
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The knowledge machinery and claims in learning study as paedeutical research
- 2019
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Ingår i: International Journal for Lesson and Learning Studies. - 2046-8253 .- 2046-8261. ; 9:1, s. 18-30
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Tidskriftsartikel (refereegranskat)abstract
- Purpose The purpose of this paper is to contribute to the theoretical reflection on learning study as a research approach. The focus is on description and reflection on the methodology of learning study as paedeutic research. This research is for, not on, teachers, i.e. research into problems and challenges faced by teachers in their professional practice. Learning study as paedeutic research is about the content and processes of formation/Bildung in relation to specific learning objects. Its focus is on subject-specific ways of knowing as well as how such knowing is enabled through teaching. Design/methodology/approach The point of departure is a perspective on research approaches as practices, i.e. as activities with certain aims as well as ways of making knowledge. Based on a description of the knowledge machinery in a learning study, i.e. those mechanisms that together generate new knowledge, the knowledge claims that can be made are discussed together with the theoretical underpinning of the arguments. The knowledge machinery is described in relation to how it is organised around the delimitation and analysis of an object of Learning as well as designing and evaluating ways to make the critical aspects of this object of learning visible. As an epistemological underpinning, some aspects of pragmatic philosophical thinking regarding the relationship between theory and practice are outlined. Based on that the research process may be described as a development of means-ends relationships - from unconscious empirical relationships to conscious staging of internal and theoretical relations. Abduction is an important tool for this meaning-making. Findings Learning study can be described as a particularistic, theory-building research approach concerning the knowing of specific learning objects as well as how they can be taught and learnt. The knowledge that is generated in learning study is theoretical and describes aspects of the teaching and learning of specific objects of learning. The research process can be described in terms of specification where practice is gradually supplied with a more differentiated meaning. A learning study is organised around a specific object of learning that functions as an open and unfolding object of knowledge. It combines a practice-based development of theory with a theory-based development of practice. Originality/value The development of the thinking about learning study as research for, rather than on, teachers is paedeutical research. A contribution to reflection on the knowledge machinery and knowledge claims of such research.
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| 8. |
- Carlgren, Ingrid, et al.
(författare)
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The meaning of knowing what is to be known
- 2015
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Ingår i: Education et Didactique. - Rennes : Presses Universitaires de Rennes. - 2111-4838 .- 1956-3485. ; 9:1, s. 193-220
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to contribute to an articulated language of knowing, which we consider as a key aspect of teachers professional work. We describe three examples of how the meaning of knowing some specific learning objects can be studied and described. The three learning objects are: to be able to evaluate technical solutions, to be able to perform a house-hop and to be able to act with presence.Phenomenographic analyses of data from the pre-tests carried out within the frame of so called Learning Studies resulted in descriptions of different ways of knowing as well as different aspects of the specific knowns that must be discerned in order to develop the knowing.
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| 9. |
- Gåfvels, Camilla, 1977-
(författare)
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Skolad blick på blommor : Formandet av yrkeskunnande i floristutbildning
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This article-based thesis focuses on the formation of vocational knowing within adult and upper secondary floristry education in Sweden. Three articles explore classroom interaction and assessment actions; a fourth considers changes in vocational subject matter during the period 1990–2015. While the first three articles draw on empirical data in the form of video and audio recordings in combination with participant observation, the fourth is based primarily on material-based interview data. All four articles share a sociocultural perspective on educational practice (Wertsch, 1998; Säljö, 2011, 2013) and a relational view of knowing (e.g., Carlgren, 2015; Molander, 1996), in combination with the use of conversation analysis (Goodwin & Heritage, 1990; Sahlström & Melander, 2010) as a tool to illuminate the formation of vocational knowing. The interaction between teacher, student, and floral arrangement is foregrounded to facilitate analysis of the formation of vocational knowing. The results contribute to our understanding of the schooling of the gaze (Goodwin, 1994; Grasseni, 2009, 2011) as appropriated by participants in the interaction. Floristry vocational knowing is shown to evolve in the temporal dimension, encompassing (a) financial and aesthetic values, (b) verbal and non–verbal communication, (c) botanical material and tools, and (d) making. The respective roles and interrelations of these four components of vocational knowing in floristry are discussed. The contribution of the thesis is twofold. First, these articles contribute to the understanding of vocational education through close appraisal of the formation of vocational knowing. Second, in exploring the previously under-researched field of Swedish floristry vocational education, the thesis bridges a gap in existing knowledge of the evolution of Swedish vocational education. As floristry education is little researched internationally, the thesis also contributes to the wider body of international research.
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| 10. |
- Nyberg, Gunn Birgitta, 1958-, et al.
(författare)
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Exploring capability to move – somatic grasping of house-hopping
- 2015
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Ingår i: Physical Education and Sport Pedagogy. - : Informa UK Limited. - 1740-8989 .- 1742-5786. ; 20:6, s. 612-628
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The aim of this study is to explore what it means to be able to move in different ways. What does it mean, from the perspective of the learners, to know how to carry out a specific movement? What is there to know and how could this insight contribute to the planning of developing learners' capability to move in different ways? As an example of a ‘new’ way of moving to be learnt, a movement called ‘house-hop’ (i.e. a 360-degree rotation initiated on the ground and completed in the air) was introduced as an object of learning in a physical education (PE) class in a secondary high school in Sweden. The paper explores learners' different ways of moving as expressing different ways of knowing how to ‘house-hop’ comprising also certain aspects of the movement being discerned simultaneously by the learners. In this way, an attempt will be made to explicate what there is to know when knowing a movement.Background: Evans initiated a discussion about what ‘ability’ means and how it is recognized and valued within the context of PE which has been further discussed in a growing body of critical research. He also raised the question of which ‘abilities’ the PE subject is supposed to develop while at the same time stating that ‘talk of physically educating the body’ in terms of ‘practical knowledge,' ‘physical literacy’ or ‘kinesthetic intelligence’ has ‘almost disappeared from the discourse of PE'. Rather, physical education in terms of the theme of this paper, capability to move, is reduced to implicit and taken-for-granted ‘standards of excellence,' only reluctantly discussed by PE teachers. There is a need for conceiving capability to move as an educational aim so that it can be explicitly discussed and dealt with in physical education.Theoretical framework and method: The study takes as its starting point an epistemological perspective on capability to move corresponding with Ryle's ‘knowing how,' challenging the distinction between mental and physical skills in regarding the knowing involved in capability to move as comprising interwoven mental and physical processes. Additionally, phenomenography and Variation Theory are used as analytical framework integrated in a Learning Study. Learning Study is a kind of design experiment inspired by the Japanese Lesson Study, where the main aim is to explore an object of learning.Findings and discussion: The findings show different ways of knowing house-hop as well as several aspects to discern in order to know the movement in a powerful way. The knowing involved in house-hopping can be seen as somatic grasping comprising mental and physical skills as an integrated whole. The paper discusses how this approach to investigating learners' different ways of knowing a new way of moving to be learnt can contribute to the planning of teaching and learning capability to move.
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