| 1. |
- Okenwa-Emegwa, Leah, 1973-, et al.
(author)
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Lessons Learned from Teaching Nursing Students about Equality, Equity, Human Rights, and Forced Migration through Roleplay in an Inclusive Classroom
- 2020
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In: Sustainability. - Basel : MDPI. - 2071-1050. ; 12:17
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Journal article (peer-reviewed)abstract
- Inclusive education, sustainable development, and core nursing values all share common goals of promoting diversity, equity, social justice, and inclusion. However, prevailing norms of exclusion may shape health systems and healthcare workers’ attitudes and threaten inclusive patient care. Ongoing global conflicts and violence resulting in growing patient diversity in terms of ethnicity and migration status have led to questions regarding healthcare systems’ preparedness for inclusive nursing. Diversity-rich classrooms and collaborative learning methods, like role play, are inclusive strategies that may be useful in nursing education. The purpose of this paper is to present lessons learned from incorporating role play about forced migration in inclusive nursing classrooms. Various diversity-rich nursing student groups participated in a two-hour role play on forced migration facilitated by youth volunteers from the Swedish Red Cross Society between 2017 and 2019. This study is based on the amplified analysis of qualitative data materials, in the form of notes and summarized feedbacks, obtained from evaluating the role play as a teaching-learning activity. Three themes were identified, specifically, knowledge exchange, existential reflections, and empathy evoked. Findings suggest that working collaboratively in an inclusive environment may improve nursing students’ understanding of the vulnerabilities created by forced migration and to be better prepared for promoting social justice for this group in health care settings.
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| 2. |
- Rönner, Anna-Clara, 1971-, et al.
(author)
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Middle school pupils’ understanding of bacteria and virus in the aftermath of Covid-19
- 2023
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In: Tepe 2023. ; , s. 20-20
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Conference paper (peer-reviewed)abstract
- For the past couple of years, the COVID-19 pandemic had an immense impact on lives of individuals and societies around the world. The main purpose of this study was to delineate Swedish middle school (10-12-year-old) pupils’ understanding of bacteria and virus thereby illustrating the impact of the pandemic at schools and in society. Data were collected by semistructured, individual interviews and by asking participants to draw images of bacteria and virus. Thematic coding and content analysis of children’s annotated drawings were used. The morphology of the microorganisms from the drawings was analyzed by the deductively induced themes shape, surface texture and internal feature. Viruses were frequently considered larger than bacteria, but it was also common to view them being similar in size. Interrelationships between bacteria and viruses were expressed like a hierarchy with a “superior” microorganism, and as bacteria could generate viruses. Pupils drew microorganisms as cell-like and never portrayed them as animals or with anthropomorphic features, as reported in earlier research. Metaphoric aspects of drawings of viruses were summarized as being “bacteriophage-like” or “corona-like”. A virus was considered to induce the more grievous disease. Pupils seldomly tethered a specific virus to a specific infectious disease, and often named both "corona". However, when they did so, virus was tethered to flu and COVID-19 and bacteria to cold and plague. One ostensible suggestion for learning improvement would be to pay more attention to differences between microorganisms and their liaison to specific infectious diseases. This liaison is suggested as an important concept for developing contagion literacy. Furthermore, we recommend pathogenic bacteria and viruses to be explicitly taught in biology education at middle school or earlier in balance with knowledge about essential microorganisms. Finally, we propose the measures above to be integrated into the biology education of teacher´s education.
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| 3. |
- Rönner, Anna-Clara, et al.
(author)
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Cough, sneeze, pass it on–pupils’ understanding of infectious diseases in the aftermath of COVID-19
- 2023
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In: Journal of Biological Education. - : Routledge. - 0021-9266 .- 2157-6009.
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Journal article (peer-reviewed)abstract
- The COVID-19 pandemic had an immense impact on communities around the world. We know that new epidemic-prone diseases will emerge in the future. Consequently, it is important to investigate what impact the current pandemic had on school children’s understanding of infectious diseases in order to develop biology education based on that novel understanding. The aim of this study was to explore Swedish middle school (10-12-year-old) pupils’ understanding of infectious diseases and their perceived sources of knowledge. Data was collected through individual semi-structured interviews with fifteen pupils and analysed by thematic coding. Results revealed a great impact of the pandemic on the respondents’ conceptions. Firstly, their notion of infectious diseases based on their idea of COVID-19 was elusive because COVID-19 can manifest very differently. Secondly, the need to care about oneself and others was recognized. Thirdly, the importance of vaccines was recognized, but vaccines were given different roles. Finally, their understanding of infection seems to originate from informal domains such as the news and the Internet, rather than from biology education. One proposal for biology teaching could be to introduce scientific concepts earlier, to pay more attention to differences and similarities between infectious diseases, and to cooperate with other school subjects.
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| 4. |
- Öman, Anne, 1965, et al.
(author)
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Similar products different processes : Exploring the orchestration of digital resources in a primary school project
- 2014
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In: Computers and education. - Oxford : Elsevier BV. - 0360-1315 .- 1873-782X. ; 81, s. 247-258
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Journal article (peer-reviewed)abstract
- Today, teachers and pupils are interacting with digital devices during different types of activities in theclassroom context. During such activities, dialogic interaction has a particular value as a pedagogicalpractice that helps to develop pupils' understanding. This study has explored the question: In what waysdo digital resources support dialogic and synergistic interaction?In order to explore primary schoolpupils' interaction within group activity and how they make use of the features of the laptops, theempirical material was collected through video recordings and further analysed with the interactivityanalysis framework (IAF) developed by Beauchamp and Kennewell (2010). The findings show thatalthough the products produced by the different groups of pupils were similar in a technological way (i.e.the pupils used the same modes of expression), the patterns of interaction during the group processesvaried. Two out of six groups used the digital resource as an 'object of interaction', where the tool had amore passive role during the group collaboration. The other four groups used the ICT resource as a 'toolfor interaction', where the resource became more of an interaction partner during the meaning-makingprocesses, which opened up opportunities for learning. The findings also indicate that the interplay inthese four groups between the group members and the laptop features seems to have developed thepupils' understanding of ICT resources as well as their understanding of the subject content during thegroup work. Synergistic interaction with ICT was rather rare but was observed in one of the groups
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| 5. |
- Hrastinski, Stefan, 1980-, et al.
(author)
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Critical Imaginaries and Reflections on Artificial Intelligence and Robots in Postdigital K-12 Education
- 2019
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In: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-485X .- 2524-4868 .- 2662-5326. ; 1:2, s. 427-445
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Journal article (peer-reviewed)abstract
- It is commonly suggested that emerging technologies will revolutionize education. In this paper, two such emerging technologies, artificial intelligence (AI) and educational robots (ER), are in focus. The aim of the paper is to explore how teachers, researchers and pedagogical developers critically imagine and reflect upon how AI and robots could be used in education. The empirical data were collected from discussion groups that were part of a symposium. For both AI and ERs, the need for more knowledge about these technologies, how they could preferably be used, and how the emergence of these technologies might affect the role of the teacher and the relationship between teachers and students, were outlined. Many participants saw more potential to use AI for individualization as compared with ERs. However, there were also more concerns, such as ethical issues and economic interests, when discussing AI. While the researchers/developers to a greater extent imagined ideal future technology-rich educational practices, the practitioners were more focused on imaginaries grounded in current practice.
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| 6. |
- Öman, Anne, 1965, et al.
(author)
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Design and redesign of a multimodal classroom task : implications for teaching and learning
- 2015
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In: Journal of Information Technology Education. - Santa Rosa, CA : Informing Science Institute. - 1547-9714 .- 1539-3585. ; 14:1, s. 139-159
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Journal article (peer-reviewed)abstract
- Digital technologies are increasingly implemented in Swedish schools, which impact on education in the contemporary classroom. Screen-based practice opens up for new forms and multiplicity of representations, taking into account that language in a globalized society is more than reading and writing skills. This paper presents a case study of technology-mediated instruction at the primary-school level including an analysis of the designed task and how the teacher orchestrated the digital resources during three introductory classes. The aim was also to explore the pupils’ redesigning of advertising films based on teacher’s instructions and available digital resources. Sequences of a learning trajectory were video recorded and analysed from a multimodal perspective with a focus on the designed task and the processes of how pupils orchestrate meaning through their selection and configuration of available designs. The findings show a distinction between the selection of design elements in the teacher’s orchestration of the laptop resources during instruction and the pupils’ redesigning of the task. Pupils’ work developed from the linguistic design provided by the teacher towards visual design and the use of images as the central mode of expression in the process of creating advertising films. The findings also indicate a lack of orientation towards subject content due to the teacher’s primary focus on introducing the software.
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| 7. |
- Cederlund, Katarina, 1968-, et al.
(author)
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Assessing multimodal texts : practice development and support for teachers´ learning
- 2016
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In: The 8th international conference on Modality.
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Conference paper (other academic/artistic)abstract
- As digital technology is becoming increasingly more common in the classrooms, students are creating screen-based texts that incorporate various modalities. Previous studies show that even if students’ texts are multimodal, the complexity in multimodal text composition are not the subject to established assessment practices privileging verbal and written language. Assessment practices signal which knowledge is legitimate and influence how teaching is organized. How teachers acknowledge and assess multimodal aspects and how practice development in this matter can be supported thereby becomes important issues to address.This study was conducted within the project Digital Arenas in Literacy Practices in Early Primary School (DILS) where teachers from three classes in different schools worked together in workshops to develop literacy teaching. The empirical material consists primarily of the participating teachers written assessments of student texts, before and after an intervention where the teachers were introduced to multimodal perspectives and concepts for analyzing and assessing multimodal texts. The text material was further complemented by video-recordings of this workshop and the teachers’ discussions. Exploring how the teachers understanding of students’ multimodal texts is manifested in their assessments, the study highlights the challenges education and teachers face. The results shows how a lack of a meta-language to describe quality and development in multimodal text-composing results in assessments influenced by established assement practices focusing formal language aspects. Access to such meta-language provided more focus on the use, balance and interrelations of modalities for communicative effect. The implications of what knowledge and practices that are made available to teachers are discussed, and further research on how to implement multimodal assessment practices in the pedagogical practice is suggested.
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| 8. |
- Rolfe, Victoria, 1987, et al.
(author)
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Integrating educational quality and educational equality into a model of mathematics performance
- 2022
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In: Studies in Educational Evaluation. - : Elsevier BV. - 0191-491X .- 1879-2529. ; 74
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Journal article (peer-reviewed)abstract
- Using data from TIMSS 2015, this study investigated determinants of inequality between classrooms in mathematics performance in Sweden. Applying multiple-group confirmatory factor analysis and measurement invariance frameworks to identify latent constructs with which to build a two-level structural equation model, this study integrated teacher certification, teacher preparedness and school emphasis on academic success into a model of inequality of outcomes and opportunities. The study found evidence that more socioeconomically advantaged classes had better prepared mathematics teachers. School culture towards academic achievement was not associated with mathematics achievement. Finally, the analyses indicated that substantial inequalities exist for students taught by specialist and non-specialist teachers.
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| 9. |
- Rönner, Anna-Clara, 1971-, et al.
(author)
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“Bacteria are not viruses; viruses are more malicious” - young pupils’ understanding of bacteria and viruses in the aftermath of COVID-19
- 2023
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In: Journal of Biological Education. - : Taylor & Francis. - 0021-9266 .- 2157-6009.
-
Journal article (peer-reviewed)abstract
- Recently, the COVID-19 pandemic impacted immensely on individuals and societies around the world. This study aimed at delineating Swedish middle school (10?12-year-old) pupils? understanding of bacteria and viruses, thereby illustrating the influence of the pandemic at schools and in society. Data was collected by semi-structured, individual interviews and by asking pupils to draw images. Thematic coding of interview transcripts and content analysis of pupils? annotated drawings were used. The morphology of microorganisms from the drawings was often 'corona-like', with a round shape and with protruding parts. Viruses were commonly considered larger than bacteria, but sometimes also similar in size. Interrelationships between bacteria and viruses were expressed with a superior microorganism. Pupils drew microorganisms as cell-like and never portrayed them as animals or with anthropomorphic features. Viruses were considered to cause a more severe disease than bacteria. Pupils seldomly tethered a specific virus to a specific infectious disease, and often named both (virus and disease) 'corona'. However, when they did make a connection, viruses were considered to cause flu and COVID-19, bacteria to cause cold and plague. In general, these results indicate that viruses received a more pronounced position amongst microorganisms in the minds of pupils in the aftermath of COVID-19.
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| 10. |
- Presell, Sophie, Doktorand
(author)
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Lärares arbetsintegrerade lärande (AIL) i samband med implementering av dialogisk matematikundervisning
- 2021
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In: VILÄR. - 9788409345496 ; , s. 22-23
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Conference paper (other academic/artistic)abstract
- Klassrumssamtal är ett forskningsområde som det har skett en ökad kunskap inom, detta på grund av att samtal i klassrummet är betydelsefullt för elevers lärande och förståelse. Lärare upplever det som utmanande att leda dialogisk undervisning som kan stödja elevernas lärande. Forskare i flertal länder har i omfattande studier visat att med stöd kan lärare utveckla sin undervisning till en mer dialogisk sådan. I den här licentiandstudien är studieobjekten klassrumssamtal och lärares lärande, där jag har valt att utföra en kvalitativ aktionsforskning med tre upprepande cykler där två lärare får tillgång till texter om dialogiska klassrumssamtal och samtalsverktyg som de ska använda i sin matematikundervisning. I varje cykel kommer två matematiklektioner videofilmas (en per lärare), därefter ser lärare och forskarstuderande på filmerna och väljer ut 3 sekvenser var som i nästa steg följs av ett videostimulerat reflektionssamtal och sist planeras nya matematiklektioner. Därefter upprepas två liknande cykler, som sammanfattningsvis syftar till att påverka och synliggöra en förändring i lärarnas matematikundervisning – mot en mer dialogisk sådan. På så sätt kan studiens design stödja ett arbetsintegrerat lärande (AIL) för deltagande lärare där de får möjlighet till teoretisk kunskap som tillämpas i verksamheten. För att analysera de videofilmade lektionerna kommer jag använda ett redan utvecklat analysverktyg: SEDA (Scheme for Educational Dialogue Analysis) som innehåller kategoriska koder av kommunikativa handlingar som ska omfatta dialogiska interaktioner där syftet är att tolka dialogiska situationer utifrån sociokulturella och situerade sammanhang. De videostimulerade reflektionssamtalens analysverktyg är ännu inte fastställd, däremot kommer samtlig analys innebära en tematisk sådan för att belysa hur praktikgemenskaper ur ett sociokulturellt perspektiv kan synliggöra lärarnas lärande över tid. Studien syftar till att integrera teori och praktik genom samverkan mellan lärare och forskarstuderande, implementera dialogisk undervisning i matematikämnet och belysa vilken lärarkunskap som uttrycks, och möjligtvis förändras, i undervisning och i reflektionssamtal över tid. Ur detta syfte utkristalliseras följande forskningsfrågor:1. Vilka utmaningar ställs lärare inför när dialogisk undervisning implementeras i matematikämnet?2. Vilken lärarkunskap uttrycks som betydelsefull för att leda dialogisk matematikundervisning?3. Leder implementeringen till förändring i matematikundervisningen, i så fall hur?
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