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Sökning: AMNE:(SOCIAL SCIENCES Educational Sciences) > Högskolan Dalarna

  • Resultat 1-10 av 1887
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1.
  • Blennow, Katarina, et al. (författare)
  • Students’ narrative action in social science teaching in Swedish upper secondary school : Limitations and openings
  • 2023
  • Ingår i: Acta Didactica Norden. - Oslo. - 2535-8219. ; 17:2, s. 1-24
  • Tidskriftsartikel (refereegranskat)abstract
    • In this article, we undertake a narrative analysis of social science teaching in Swedish upper secondary school as a case study. In doing so, we want to stress the need to pay attention to the contextual and situated limits and openings of the conceivable repertoire of legitimate stories of social science in the Swedish context and its related research. The students’ attempts at sense making and action in encounters with the subject matter content, approached in terms of emplotments, render visible to what extent and in what ways the students insert cultural narratives into the subject matter teaching repertoire through their own subject storytelling. Furthermore, it indicates the limits and openings of social science teaching as predetermined “truth telling”, that is, as already-established socio-political knowledge repertoires.In focusing on students’ unique, situated and collective interweaving of their “own” experiences with established cultural and political knowledge repertoires, we wish to make a case for the potential to renew society and students’ ways of acting and being in this storytelling. If meagre attention is provided to this interweaving, we argue that there is a danger that the renewal of society and of social science education will get lost, or at least disturbed, in an undesirable way.
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2.
  • Johansson, Madelaine, et al. (författare)
  • Individual Reflection Paper : Supporting Student's Learning in the Critical Phase of Self-directed Learning in PBL
  • 2019
  • Ingår i: Journal of Problem Based Learning in Higher Education. - : Aalborg Universitetsforlag. - 2246-0918. ; 7:1, s. 97-106
  • Tidskriftsartikel (refereegranskat)abstract
    • Supporting and assessment of students’ preparation and learning process in problem-based learning (PBL) tutorials has long been a challenge. We present a modified PBL model focussing on the specific critical phase in the PBL process, the self-directed learning phase in between tutorial meetings. The modified seven step PBL model including an Individual reflection paper (IRP) is presented as well as students’ perspectives on the implementation of IRP and information literacy, knowledge gathering, and PBL tutorial work. The assessment of PBL work is complex, and the ways in which IRPs support the tutor’s role as an examiner is beyond the scope of the current study. However, it seems that the students experienced assessment of the IRPs as part of their as a positive driving force in their learning process.
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3.
  • Vårdpedagogik. Vårdens kärnkompetenser från ett pedagogiskt perspektiv
  • 2017
  • Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
    • Att ge vård och omvårdnad medför pedagogiska utmaningar i det dagliga arbetet. Dessa utmaningar kräver kunskap om bland annat lärandeprocesser, patientundervisning, rådgivning och handledning. I boken belyser författarna pedagogiska aspekter på professionella möten med studenter, kolleger, patienter och anhöriga. Boken ger både en teoretisk orientering och en praktisk tillämpning med exempel på evidensbaserade modeller och fallbeskrivningar.
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4.
  • Häggström, Margaretha, 1962 (författare)
  • Delaktighet och kommunikation genom visuell representation
  • 2013
  • Ingår i: Mångfald och differentiering. Inkludering i praktisk tillämpning.. - Lund : Studentlitteratur. - 9789144071985 ; , s. 237-252
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
    • För att finna elevers drivkrafter krävs en uppriktig nyfikenhet på elevernas vardagsliv, intresse för barns och ungas kulturer, respekt för deras världar och förståelse för den enskilde elevens behov. Som lärare gäller det att vara lyhörd för sina elevers önskningar och att vara öppen för olika typer av kommunikationsformer, för att aktivt kunna arbeta med kommunikation och delaktighet. En utgångspunkt kan vara att arbeta med foto, iscensättning och sociala medier.
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5.
  • Häggström, Margaretha, 1962, et al. (författare)
  • Introduction: Teaching through Stories: The Storyline Approach in Teacher Education
  • 2020
  • Ingår i: Teaching through Stories. Renewing the Scottish Storyline Approach in Teacher Education. - Berlin : Waxman. - 9783830939863 ; , s. 11-30
  • Bokkapitel (refereegranskat)abstract
    • Globally, crucial efforts are being made to develop, change and transform education to meet the demands of the internationalised cultures and policies of the twenty-first century. As educators prepare their school children to respond to the challenges and possibilities of globalisation, mobility, environmental and social issues, and an insecure future, they also have to simultaneously interact with these entangled processes themselves. Educational policies and structures are influenced by globalised values, principles and ideals and have led to changed curricula in many countries. New curricula require new pedagogy which in turn creates new demands on teachers and learners. Educational systems, teachers and learners, need to be accustomed to the key concept of life-long learning. New skills have been for quite a while – and still are – required for new ways of managing pupils, teaching and learning situations, material and resources and school systems. Teacher education plays an essential role in transforming pedagogical approaches and methods and equipping prospective teachers with 21st century skills, but have been criticised for a lack of connection between theory and practice, evident in different parts of the world (Hennissen, Beckers, & Moerkerke, 2017; Marcondes, Leite, & Ramos, 2017; Peercy & Troyan, 2017), including the countries in Scandinavia (Hennissen et al., 2017; Häggström & Udén, 2018; Korthagen, 2010; Rönnerman & Salo, 2012). Through a theoretic discussion, this chapter aims to contribute comprehensive knowledge related to core aspects of TSA with teacher education as the context. TSA relies on the premise that stories support meaning-making processes, something that according to Mitchell and McNaughton (2016) “has been recognised by Storyline practitioners since the 1960s” (p. ix).
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6.
  • Häggström, Margaretha, 1962 (författare)
  • Learning About And Through Sustainability: Relational Pedagogy And Storyline As A Teaching Foundation
  • 2022
  • Ingår i: International Journal of Arts Humanities and Social Sciences Studies, ISSN: 2582-1601. - 2582-1601. ; 7:4, s. 45-58:4, s. 45-58
  • Tidskriftsartikel (refereegranskat)abstract
    • : This article studies how environmental sustainability is integrated in a Storyline, which include learning about and through sustainability, conducted in two primary school classes, Grade 2 (children’s age 8- 9) in Sweden. It examines the significant aspects of the Storyline approach in relation to democratic values and young pupils’ sense of agency. In addition, it examines how pupils comprehend the concept of sustainability, and the Storyline approach itself. The empirical material consists of classroom observation and individual semistructured interviews with 20 pupils and 2 teachers. Theories of relational pedagogy are used to analyze the material. The results show that Storyline work depends on a skilled, compassionate and caring teacher, who creates an open climate in the classroom. It is argued that both a pedagogical theoretical foundation, such as relational pedagogy, and a deliberate teaching and learning approach, such as Storyline, are crucial when implementing issues of sustainability in primary school education.
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7.
  • Häggström, Margaretha, 1962, et al. (författare)
  • Take Action! Encountering Disorienting Dilemmas in Order to Include the More-Than-Human World – an Act of Sustainable Thinking
  • 2020
  • Ingår i: Teaching through Stories. Renewing the Scottisch Storyline Approach in Teacher education. - Berlin : Waxmann. - 9783830939863 ; , s. 209-229
  • Bokkapitel (refereegranskat)abstract
    • This chapter is based on a one year-long participatory action research study, including 22 students in a compulsory Grade two class (year 8–9). The general aim with this study is to shed light on the pupils’ actions regarding disorienting dilemmas they encountered in the nearby forest, through a six-week long Storyline. An underlying purpose is to study the role of the teacher, and the interaction between the teacher and the pupils. The teacher’s aim with the Storyline was to create a Storyline in which the students were enabled to enhance ecological literacy. The result shows that the students developed action competence for sustainability. One essential prerequisite for this to happen was the teacher’s flexibility and open-minded approach that allowed for unplanned events to occur.
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8.
  • Reynolds, Ruth, et al. (författare)
  • Globalization and classroom practice : insights on learning about the world in Swedish and Australian schools
  • 2013
  • Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :1, s. 104-130
  • Tidskriftsartikel (refereegranskat)abstract
    • Globalization and global education implies changes to practices at the classroom level to adapt to new imperatives associated with technology use and awareness, and environmental sustainability. It also implies much more. It implies that teachers apply their classroom pedagogy to take account of students’ new found global understandings of which they, and the school community, is largely unaware. This article addresses and discuses three key consequences of globalization for classrooms worldwide; an increased diversity of experience of the students within the classroom, an increased competitiveness of educational outcomes between national states and subsequently some standardisation of curriculum across nations to enable this, and an increased emphasis on teaching skills and values associated with intercultural understanding. Young children’s map knowledge and their resultant, and associated, interpretations of the world from a comparative study a from Swedish and Australian primary classrooms is used as examples of some of these implications of the impact of ‘global culture’ and ‘global issues’ on current and future classroom practice.
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9.
  • Teaching through Stories Renewing the Scottish Storyline Approach in Teacher Education
  • 2020
  • Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
    • This book aims to meet the demands on teaching and learning in the twenty-first century, and in specific, how teacher education may transform pedagogical approaches and didactic methods to support future teachers in enhancing needful skills. In particular, it focuses on the pedagogical approach of Storyline, and how a Storyline can be applied in teacher education. It argues that teacher education benefits from the potency of various disciplines while applying an interdisciplinary methodology. Storyline is a problem-based, cross-curricular approach, based on learning through an evolving narrative, created in collaboration between teacher and students. It includes a variety of didactic tools, and inclusiveness towards different learners. Using Storyline in teacher education arrange for teacher educators to integrate alternative structures, that enables interdisciplinary cooperation and topic-based teaching. The authors have incorporated Storyline in many different ways, which contextualizes throughout the book. The book provides an overview of Storyline and introduces improved and new theoretical perspectives on this approach, including many practical examples.
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10.
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