| 1. |
- Booth, Shirley, et al.
(författare)
-
Paths of learning—the joint constitution of insights
- 2012
-
Ingår i: Learning Mathematics: From Hierarchies to Networks. - : Routledge. - 0203016467 ; , s. 62-82
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In a junior school in a Stockholm suburb four groups of 11-year-olds are pondering a task given to them in writing (Wistedt and Martinsson, 1996, p. 176): Charlie ponders, and so do the other children. In three consecutive questions given in a small, illustrated booklet they are asked to give answers to the question: Exactly how big a part is needed for each of (A) the advent candle-sticks, (B) the small candlesticks, and (C) the bookends? The pupils are asked to give their answers in decimal form.
|
|
| 2. |
|
|
| 3. |
- Larsson, Åsa, et al.
(författare)
-
A Structural View on the Emergence of a Conception : Conceptual Change as Radical Reconstruction of Contexts
- 2010
-
Ingår i: Science Education. - : Wiley. - 0036-8326 .- 1098-237X. ; 94:4, s. 640-664
-
Tidskriftsartikel (refereegranskat)abstract
- Conceptual change is often described as a causal process in which changes in an embraced system of beliefs result in a new system of beliefs. Here, it is argued that conceptual change is better understood as an intentional activity with regard to the learner, that is, what the learner is doing when trying to understand something. Children were interviewed every year during a period of 3 years from their ages of 4-6 years of age. In the study, there were 37 children participating, of which 29 were followed during all 3 years. They were asked to tell about their beliefs about the earth, and their developing understanding is described. The results show that in the conceptual changes the children's main concern was to restructure the often vast amount of knowledge they possessed. This reconstruction is described as a simultaneous reconstruction of conceptual contexts as well as contexts for their application. This also directs the focus of conceptual change from specific conceptions to structural changes.
|
|
| 4. |
- Larsson, Åsa, 1966-, et al.
(författare)
-
Cognitive conflict : Actions taken in the process of conceptual change
- 2010
-
Ingår i: Nordic Educational Research Working paper series. - Stockholm : Stockholm University.
-
Tidskriftsartikel (refereegranskat)abstract
- Conceptual change is described as a multifaceted process involving restructuring and reorganization of already embraced beliefs. Twenty-nine preschool children were interviewed about their conceptions of the earth every year from the year they were four to the year they were six years of age. For the children the incentive for changing ideas about the earth was their processing of incoherencies. The children processed a lot of conflicting information. However, there does not appear to be any major conflict that causes the process of conceptual change to occur. This process is affected by incoherencies revealed in a relation between three entities, that is, two or more different facts or conceptions that conflict when related to one specific context. Conceptual change involves a simultaneous processing of information and complex conceptions, on the one hand, and revisions and changes at a model level on the other.
|
|
| 5. |
|
|
| 6. |
- Molander, Bengt-Olov, 1954-, et al.
(författare)
-
Ambiguity – A tool or obstacle for joint productive dialogue activity in deaf and hearing students’ reasoning about ecology
- 2010
-
Ingår i: International Journal of Educational Research. - : Elsevier BV. - 0883-0355 .- 1873-538X. ; 49:1, s. 33-47
-
Tidskriftsartikel (refereegranskat)abstract
- The ambiguity of words and signs as a resource or obstacle in group discussions is studied.How deaf and hearing students aged 13–15 years elaborate on ecological concepts throughdialogue is described. Group interviews were conducted with 14 hearing and 18 deafstudents. Probes were used to initiate discussion about the different meanings ofecological concepts: producer, consumer, nutrients/nutriment, food-chain and cycles. Theresults show that the dialogues are less elaborated for deaf learners than for hearinglearners. It is argued that dialogues between hearing students have a greater chance ofbecoming ‘joint productive activity’, since words in Swedish pave the way for sharedmeaning-making. To deaf learners, differences in connotation between the Swedish wordsand the signs used lead to uncertainty and unproductive lines of reasoning. Oneimplication for instruction is that this bilingual communication needs to be taken intoconsideration to a much greater extent.
|
|
| 7. |
- Murstedt, Linda, 1977-
(författare)
-
Lärande, värderingar och statsvetenskap : Studenters tolkningar av genus- och nationsbegreppet
- 2014
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Sociologists and feminist researchers have emphasized the prevalence of taken for granted notions about political concepts. Nation and gender are examples of concepts that are often perceived as non-political and “natural”. Researchers have understood these concepts as related to self-perception, and studies have demonstrated that students tend to perceive gender perspectives as pseudoscientific.From an educational perspective, this raises questions as to how values are involved in students’ learning processes. Over the last 20 years, an increasing number of researchers have characterized conceptual change as affective in nature. However, few empirical studies have put effort into investigating affective aspects of the conceptual change process. This thesis adds to this research discussion by offering an empirically rooted conceptualisation of the value-oriented dimension of the learning process. The thesis is based on three empirical studies that investigate how students interpret tasks challenging them to adopt a critical and structural perspective of ‘nation’ and ‘gender’. Drawing on qualitative analyses of tape-recorded group discussions and written home exams, the thesis argues that students bring in other ideas than those advocated in the specific teaching settings with regard to three topics. Firstly, students express values relating to power, meaning when and how it is legitimate to speak about power. Secondly, students express values that concern how science should be practised. Thirdly, students express values related to identity that revolve around how “I” relate (or not) to the concepts taught in the particular course setting. These results suggest that students enter the classroom with personal ideas and principles of what is “good” or “right” when practising political science, and that values can be seen as a key aspect in understanding the complexities of students’ learning processes in this particular subject area.
|
|
| 8. |
- Sternäng, Li, 1969-
(författare)
-
Ethical and normative reasoning on climate change : Conceptions and solutions among students in a Chinese context
- 2011
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Previous research in environmental education and learning has mainly concerned students’ understanding of natural scientific knowledge, whereas research on the influence of other knowledge in learning environmental issues is marginal. Also, the interest in most studies investigating students’ natural scientific knowledge has been to capture constraints in students’ understanding, hence investigations of students’ meaning making are rare. The main objective of this thesis was to explore individual students’ reasoning regarding climate change, and the influence of knowledge on their reasoning. In Study I, students’ conceptions of the enhanced greenhouse effect (EGHE) were investigated. The results showed that students incorporated different pieces of information from different problem areas into the conceptualization of the EGHE. Setting up causal links between diversely different pieces of information seems to be a way to make meaning, and thus a necessary step in the learning process. Study II is an investigation of students’ solutions to climate change. The results indicated that students contextualized problems and solutions by addressing the individual(s), where the individual(s) was either “myself” or “someone else”. The different notions of the individual(s) became crucial as the students’ views of the environment, as well as society, changed according to the different contexts. To further study students’ conceptions of “me” and “others”, Study III examined students’ conceptualized solutions to the dilemma between economic development and mitigating climate change. The findings suggested that students’ conceptualized nature as a “box” of resources, and that economic development would sustain and improve nature. Therefore, the dilemma between economic development and mitigating climate change or dealing with environmental problems did not exist. Results from all three studies were discussed with respect to theoretical implications.
|
|
| 9. |
- Wibaeus, Ylva, 1955-
(författare)
-
Att undervisa om det ofattbara : En ämnesdidaktisk studie om kunskapsområdet Förintelsen i skolans historieundervisning
- 2010
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The main purpose is to study the meaning that teachers give the Holocaust as a field of knowledge; the subsequent nature of their teaching; and how it is understood by the students. In connection to this, the purpose is also to discuss the potential of developing a historical consciousness among the students as well as the possibility of bringing insights into the importance of fundamental democratic values. The intentions described by the teachers when teaching the Holocaust as a field of knowledge vary relatively much. Five main themes are found that show these variations. These are: “Never again!”; “Not only the Holocaust!”;“Think critically!”; “Understand the psychology of man!” and “Realize the value of democracy!” Common to the first two themes is the teachers' intention to inform students about crimes against humanity during the Nazi rule and/or under communist regimes. These teachers are mainly using tools that illustrate the horrific aspects of the crimes, focusing on the victims and the perpetrators. The three following themes differ from the first two as they focus the teaching on the steps to Auschwitz, instead of on the Holocaust itself. The intention here is to create an understanding of factors that can contribute to an explanation of what made the Holocaust possible. The concept of a historical consciousness is not expressively used or explained in the teaching, although it is obvious that some of the teachers expect their students to think in the dimensions of the past, the present and the future, as well as understand the relation between these dimensions.
|
|
