| 1. |
- Bergström, Helena, 1971-
(författare)
-
Kön och förändring : Kontinuitet och normalitet i anhörigas relationer till transsexuella
- 2007
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The categorisation of people into two kinds of subjects, men and women, as well as the notion that gender is natural and lifelong, are predominant ideas in contemporary society. When gender categories are challenged, new questions about gender arise. This is particularly evident for close relatives of transsexuals, who are subject to dominant discourses of gender, health and close relationships, at the same time as they have their relationship to maintain. The aim of this thesis is to explore how relatives handle, and make sense of their experience, when someone close is transsexual. This interview study of 15 close relatives to transsexuals, explores how the relatives understand and ascribe meaning to the transrelationprocess. The purpose of the interviews was to identify how close relatives relate to discourses of gender and identity, positioning themselves as relatives and gendered subjects in relation to the transsexual person. The study also addresses the narrative process itself. The analysis points to a “relatives-dilemma”, in which the close relatives relate to the transsexual in a way that is acceptable for the relationship, at the same time as dealing with the cultural images of gender, health and kinship, as understood by themselves and others. The analysis identifies three different conditions for the relatives’ sense-making process: the complete gender, health as an imperative, and reciprocity of consideration and care. The metamorphosis of gender of a close relative can be regarded as a catastrophe, a breakthrough development, or both. The manner in which this is dealt with seems to depend on whether the transsexual relative is a female-to-male transsexual or a male-to-female transsexual, as well as on particularities in their relations to each other, and the relative’s own gender in relation to the transsexual. The common denominator found in the study was the relatives’ need for the construction of continuity of gender, and thus the construction of normality.
|
|
| 2. |
|
|
| 3. |
- 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.
|
|
| 4. |
- Ehrlén, Karin
(författare)
-
Conceptions and artefacts : Children's understanding of the earth in the presence of visual representations
- 2007
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The studies in this thesis explore children’s understanding of the earth when presented with visual representations. The conceptual understanding is related to cognitive contexts as well as the physical and cultural state. Pictures and models, as communicative tools, are associated with both cognition and culture. The investigation was divided into three different studies, where the main differentiation was the category of visual representation of the earth that was used. In the first study eleven children, aged six to eight, were interviewed with a globe as a model of the earth. In the second study fourteen children, aged six to eight, were interviewed, this time with a poster of a satellite photo of the earth. In the third study, eighteen children, aged six to nine, were interviewed while they were drawing pictures the earth. The results showed that the influence of these representations could be detected in what the children talked about and in their choices of explanations. In the children’s conceptions of the earth, however, no clear influence from the representations was apparent. A possible explanation for this is that pictures and models can be produced according to different conventions for depicting. The alternative modes of depiction in the children’s culture appeared to make it possible for the children to choose a certain mode of depiction, in their interpretation of the representation that made this interpretation in accord with their own conception of the earth. Not only did the children express various conceptions of the earth, e.g. that people and countries were situated inside a globe, in the presence of the representations, but also some children drew pictures of the earth in line with conventional methods for depicting the earth, even though they may have expressed alternative conceptions. The results support the view that children hold conceptions, but they oppose to claims that naïve thinking is without conceptual structure, and that we have no foundation to locate conceptions in people’s minds, as distinguished from concepts that are located in cultural tools.
|
|
| 5. |
- Halldén, Ola, et al.
(författare)
-
Conceptions and contexts : On the interpretation of interview and observational data
- 2007
-
Ingår i: Educational psychologist. - : Informa UK Limited. - 0046-1520 .- 1532-6985. ; 42:1, s. 25-40
-
Tidskriftsartikel (refereegranskat)abstract
- Research within a constructivist approach often relies on interview data, which are used to reveal beliefs held by the interviewee or to expose conceptions or conceptual structures that are supposed to reside within the interviewee. From a sociocultural perspective, severe criticism has been leveled against the neglect of the problems of inferring conceptions held by a participant from what is uttered in an interview. Utterances should be looked upon as cultural tools used to realize discursive practices, rather than as propositions mirroring mental entities. It is argued that the clinical interview, often used by constructivists, disregards the impact of a situation and discursive norms with regard to what is uttered in aconversation. Here, it is argued that by taking into account an interviewee's conceptions of the situation, as well as of the subject matter being talked about, some sort of a bridge between the methodological standpoints of constructivism and sociocultural theory can be formed. It is proposed that utterances should be regarded as actions, and thus the problem of ascribing meanings to behavior is in focus, that is, how a series of behaviors can be regarded as an intentional action. It is argued that by means of such an approach, it is possible to make inferences about conceptions and conceptual structures much in the same way as is done in research on conceptual change. However, this means that utterances cannot just be "read off." The interviewee's aims, conceptions of the subject matter talked about,as well as the interviewee's conceptions of the situation to hand must be taken intoaccount. A reinterpretation of data reported by Andrea diSessa and Bruce Sherin is used as an illustration.
|
|
| 6. |
- Halldén, Ola, 1943-
(författare)
-
Elevernas tolkning av skoluppgiften : en beskrivning av elevers förhållningssätt till lärares frågor
- 1982
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The chief aim is to describe school tasks from the pupils’ point of view. Descriptions are made of pupils’ activities related to the task given by the teacher. Ten pupils are described. A discussion of the concept of activity as used in cognitive psychology forms the theoretical basis for the study. Activity is described as a mode of thinking about phenomena and it is assumed to have an assimilative and an accommodative aspect. Observations are made with tape recorder and field notes. The teachers and a number of pupils are interviewed. The pupils have two types of goals for their activities; procedure related goals, i.e. how to do things, and subject-related goals, i.e. what they are supposed to do. The pupils’ difficulties in dealing with subject-related goals are discussed in terms of their in-going frames of reference or alternate frameworks. These frames of reference influence the pupils’ interpretation of the learning task in various ways. Not only can they make it difficult to interpret a phenomenon, but they can also make the whole of a question incomprehensible, uninteresting and pointless. Finally, the pupils engaged in subject related goals are discussed in terms of what kind of strategies they use in working towards their goals. Three types of strategies are delineated and analysed: an assimilative, an accommodative, and an active strategy, it is usual to emphasize the importance of assimilative processes in learning situations. Here it is maintained that for learning to occur in a specific situation initiated by the teacher, a balance between assimilative and accommodative processes is necessary.
|
|
| 7. |
- Halldén, Ola, et al.
(författare)
-
Intentionell analys
- 2001
-
Bok (övrigt vetenskapligt/konstnärligt)
|
|
| 8. |
- Halldén, Ola, et al.
(författare)
-
Situating the concept of conceptual change
- 2002
-
Ingår i: Reconsidering conceptual change: Issues in theory and practice. - : Kluwer (Dordrecht, Netherlands). - 9781402004940 ; , s. 137-48
-
Bokkapitel (refereegranskat)
|
|
| 9. |
- Halldén, Ola, et al.
(författare)
-
Situating the question of conceptual change
- 2002
-
Ingår i: Reconsidering conceptual change. - Dordrecht : Kluwer. - 9781402004940 ; , s. 137-148
-
Bokkapitel (refereegranskat)abstract
- The contemporary debate regarding the question of conceptual change relates to the learning paradox in Plato’s dialogue Menon, where Menon asks how it is possible to engage in a search for knowledge of something entirely new. How is it possible to change from a commonsense view of a phenomenon into a scientific one that also sometimes goes quite contrary to the commonsense view? Sociocultural analysis dispatch the question by talking of situated cognition and by that ignoring individual cognitions. Constructivist approaches describes cognitive development as an evolution from simple naïve models of a phenomenon to more complex and powerful models, often by implying that the simple models are abandoned in favour of the new ones. Here, another model for conceptual development and conceptual change will be advanced. It is proposed that conceptual development and conceptual change is constituted by a process of a continuous assimilation of new information into an all-embracing model and, simultaneously, a differentiation within this compounded model resulting eventually in different new models. This description that stick to the Piagetian way of describing cognitive development, will be illustrated by means of empirical data from a study of children’s conceptions of the shape of the earth.
|
|
| 10. |
|
|
