| 51. |
- Häggström, Margaretha, 1962
(author)
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Being and the Forest: Students’ Transformation into Trees. A Phenomenological Study on Art-based Environmental Education Focused on Preventing Plant Blindness
- 2018
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In: InSEA CONGRESS 2018 Finland: Scientific and Social Interventions in Art Education.
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Conference paper (other academic/artistic)abstract
- Plant Blindness is a controversial concept which was coined by Wandersee & Schussler (1999). It is elucidated as the inability to see and understand plants and their functions which leads to an inability to appreciate the aesthetic values of plants and an anthropocentric view of plants as inferior to humans and animals. Art-based Environmental Education (AEE) can play a crucial role regarding students´ awareness of plants and their importance to life on earth. This presentation is based on a participating action-research study on a Storyline conducted in two school-classes where art is used to deepen student’s comprehension of forests and trees. During this five week long storyline the students are gradually being transformed into trees. The study is based on a life-world phenomenological approach (Husserl, 2004; Merley-Ponty, 1995) in addition to theories of AEE (Mantere, 1992) and ecological literacy (Orr, Stone, Barlow & Capra, 2005). Research Question: How do Pupils’ experience the transformation into trees? The study includes participating observations and interviews which are video-taped. The empirical material is composed of field notes, video recordings, photographs and pupils’ work such as paintings, drawings, photos, films, face masks and different texts e.g. diary, myths and information texts. Result: AEE used in order to achieve sustainable sensibility and plant awareness may support the development of pupils’ ecological literacy. This paper will give examples of how teachers and pupils experience and use the aesthetic values of plants and natural environments.
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| 52. |
- Häggström, Margaretha, 1962
(author)
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Ekologisk literacy och hållbar utveckling – vad har det med bildämnet att göra?
- 2017
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In: NOFA6 (Nordisk fagdidaktisk konference, University of Southern Denmark, Odense. Maj 29-31 2017..
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Conference paper (other academic/artistic)abstract
- I vår tid, när människan i allt högre utsträckning lever i urbana miljöer, tycks förståelsen för växters betydelse för allt liv bli allt mindre. Trots vårt beroende av växter utvecklar den moderna människan så kallad växtblindhet (Wandersee &Schussler,1999)., d.v.s. att vi inte uppmärksammar, förstår eller uppskattar växtligheten omkring oss. Lärarutbildningen har en självklar roll i att bidra till medvetenhet hos unga gällande växters betydelse för människans och andra organismers fortlevnad. Skolan kan förebygga växtblindhet och bidra till att elever utvecklar känslomässiga band och ett nära förhållande till den omgivande naturen (Hershey, 2002). Världsnaturfonden och UNESCO menar att lärarutbildning såväl som skola behöver finna meningsfulla aktiviteter och hållbara undervisningsformer gällande naturvetenskap (WWF, 2010, UNESCO, 2009). Men ligger ansvaret endast på dem som undervisar i de naturorienterande ämnena? Mannis (2015) studier klarlägger att elever har lättare att förstå hållbarhetsfrågor när emotioner kopplas till undervisningen, och Manni belyser att estetiskt erfarande bidrar till meningsskapande, vilket även Wickman (2006) och Jacobsson (2008) hävdar. Utomhuspedagogik bygger på upplevelsebaserat lärande i autentiska miljöer. Ett exempel är Art Based Environmental Education (AEE), som kombinerar estetisk praktik och miljöundervisning. Mantere (1992) menar att konst och bildämnet kan spela en avgörande roll för miljöundervisning. Presentationen, som är en del av mitt avhandlingsarbete, startar i AEE och slutar i en diskussion om ekologisk literacy. Syfte: Att finna vägar till att förhindra elevers växtblindhet, där estetik och bildämnet spelar en avgörande roll. Metod: Avhandlingsarbetet är uppdelat i två delstudier. Genom en platsbaserad enkät upphängd i ett träd, en timmes promenadväg in i skogen, en enkät i skogsnära hushåll samt walk-and-talkintervjuer har empiri samlats i delstudie 1. Empirin och dess resultat används därefter som utgångspunkt i delstudie 2 som består av en aktionsforskningsstudie i två skolklasser, år 1 och 6. Referenser Hershey, D. (2002). Plant Blindness: “We have Met the Enemy and He is Us. Plant Science Bulletin. Vol 48, No 3. Jacobson, B (2008). Learning Science Through Aesthetic Experience in Elementary School.Aesthetic Judgement, Metaphor and Art. Doktorsavhandling. Stockholm: Stockholm University. Manni, A (2015). Känsla, förståelse och värdering. Elevers meningsskapande i skolaktiviteter om miljö- och hållbarhetsfrågor. Doktorsavhandling. Umeå: Umeå universitet. Mantere, M H (1992). Ecology, Environmental Education and Art Teaching. I Piironen, L. (red.), Power of Images. Helsingfors: INSEA Research Congress, Association of Art Teachers. s 17-26. UNESCO (2009). Review of Contexts and Structures for Education for Sustainable Development. Wandersee, J. H & E. E. Schussler, E.E (1999). Preventing plant blindness. The American Biology Teacher 61. s 84– 86. Wickman, P-O (2006). Aesthetic experience in science education: Learning and meaning- making as situated talk and action. Doktorsavhandling. New Jersey: Lawrence Erlbaum Associates. WWF. Världsnaturfonden (2010) Skola på hållbar väg – skolors arbete inom hållbar utveckling.
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| 53. |
- Häggström, Margaretha, 1962, et al.
(author)
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Platserna och texterna i en hållbar läs- och skrivundervisning
- 2019
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In: NNMF 7: Morsmålsfaget som fag og forskningsfelt. 23+24 oktober 2019, Trondheim.
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Conference paper (other academic/artistic)abstract
- Föreliggande bidrag undersöker och problematiserar möjligheter för läs- och skrivundervisning med utgångspunkt i platsbaserat lärande, som integrerar hållbarhetsperspektiv i termer av ekologisk/social literacy och demokrati. Syftet är att belysa möjligheter för inkluderande literacyundervisning, där språk och villkor för hållbar utveckling möts. Avstamp tas i behovet av undervisning som kombinerar läs- och skrivförmåga i meningsskapande sammanhang med engagerande aktiviteter som stärker elevers förmåga att ta ställning och handla (Cummins, 2001; Schmidt, 2019). Plats-baserad pedagogik förespråkar sådan undervisning, och har som mål att stärka elevers förståelse för hur det egna handlandet påverkar den omgivande miljön samt hur språket kan användas i ett aktivt samhällsdeltagande (e.g. Eppley, 2009; Greenwood, 2009). Bidraget utgår från två klassrumsstudier i årskurs 1 och 2, där empiri skapats genom deltagande observationer, intervjuer och genom initierade undervisningsaktiviteter i samverkan mellan deltagande lärare och forskare (Häggström, 2019; Schmidt, 2017). Studierna genomfördes i flerspråkiga och mångkulturella kontexter, på platser som brukar benämnas ’förorten’. Resultatet visar att de initierade undervisningsaktiviteterna möjliggjorde för eleverna att aktivt, via estetik, skrift, språk och andra uttrycksformer, engagera sig i autentiska meningsfulla sammanhang där platsen kom i förgrunden, och kommunikativa förmågor utvecklades. Utifrån resultatet vill vi betona värdet av att sammanföra litteracitet och plats för att undvika bristdiskurser och istället främja deltagande. Det aktiva deltagande vi ser exempel på i studierna belyser en helt avgörande aspekt kring hållbarhet, nämligen hur människor på samma plats kan leva tillsammans och i samklang med naturmiljön, trots olika värderingar och förhoppningar.
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| 54. |
- Häggström, Margaretha, 1962
(author)
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Students being transformed into trees: inverted anthropomorphization in order to enhance connectedness to natural environments and plants
- 2019
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In: Art, Theory and Practice in the Anthropocene. Julie Reiss (Ed.). - New York : Vernon Press. - 9781622734368
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Book chapter (peer-reviewed)abstract
- The modern (western) way of living and continuously endeavoring to improve living standards has led to the geological epoch the Anthropocene, framed by Crutzen and Stoermer at the beginning of this millennium. Evidently, we cannot continue to carry on along these lines. Transformative learning enables changes in attitude and challenges fixed patterns of thinking. Such changes are dependent on critical thinking and self-reflecting on one’s experiences, understandings and beliefs. Ecological aesthetic education may play a key role in activating change. Ecological art is based on ecological ethics and systems theory, emphasizing the intertwined relationships between biological, physical, political, historical and cultural aspects of ecosystems. Ecological artists encourage a respectful and caring approach regarding the earth while stimulating dialogue and social-cultural transformations. Art can be considered as transformative learning that may change one’s identity building and bring new perspectives on how to live and how to act, thus art may offer other learning pathways based on sensitive and passionate explorative involvement. Meeting with natural environments and the more-than-human world could offer one way to manage the environmental concerns we face today. I will argue that childhood and adolescence in the Anthropocene is rooted in the significance of kinship with other organisms. In the quest for an inclusive and more optimistic environmental research I would like to highlight the role of education and in particular the process of transformative learning. Combining art with environmental issues and science could be a fruitful learning pathway for compulsory schools as well as in higher education. In this chapter, children’s connection with the non-human world, in particular the connection with plants is focused. In order to prevent plant blindness, i.e. the inability to see, identify, comprehend and appreciate plants and their functions in the biosphere , two teachers decided to change and develop their teaching through an ecological literacy approach. They planned and designed a Storyline with the aim of giving their students opportunities to discover plants’ intrinsic value by meeting with trees and slowly becoming trees. The aim here is to highlight the students’ experiences of a six-week-long Storyline with the intention of creating relations with trees through the experiences of woodlands.
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| 55. |
- Johansson, Anders, 1985
(author)
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Startup of a student organization for educational purposes
- 2015
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In: 2015 11th International CDIO Conference, Chengdu, China.
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Conference paper (peer-reviewed)abstract
- The mechanical engineering program at Chalmers University of Technology in Sweden has a long history in offering students courses where gained knowledge can be tested in an applied environment. Students’ testing their knowledge in practice often report that they gain a better understanding of the theoretical part of their knowledge. It is therefore of great interest to offer students ways to test their knowledge in order to increase their knowledge and educational level. Whereas a classic course can be comparatively unchanged from year to year in terms of for example methodology, a project course always needs a project leader who can direct the course depending on how it develops. Due to this, the nature of the course management is different and suffers from the risk of creating a substantial work load for the teacher. Since 2006, the mechanical engineering program at Chalmers has been teaching mainly 4-5 larger student projects. During later years more resources have been focused on one of these projects, resulting in less focus on the remaining project courses. However, all project courses have their different orientation and the demand for all have remained unchanged. At Chalmers the students have a long history of creating clubs and unions to gather students with similar interests. Students can join clubs with as wide range of activities as flying hot air balloons to extreme sports and clubs working in the stock market.This paper describes the process during 3 years to utilize the tradition of students forming a club that would gather around a common project in order to create a “self-learning”-environment where students take an active part in the development of the project course. The paper discuss how the project course was started, how it evolved during three years until it became a team of students that actively took part in the next part of the educational process where the supervisor ends up in a role where only small directives have to be given to the team, thus a relatively small workload. The paper also describes how the project course act as a source for satellite projects that would work well as for example thesis projects. The paper is written from both the view of a supervisor and the view of a student who has been part of the project course since the beginning in 2011.The main conclusions in this paper are that it is possible to utilize students to create their own long term project courses where the work load for supervisors is reduced. It is also shown that the students can actively take part in the deciding the next phase of the development of the project course. The students can also run the project course as a student club with a relatively high level of autonomy. Long term project courses can also be used as a source for projects that can be utilized in other contexts.
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| 56. |
- Kanebrant, Erik, et al.
(author)
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T-MASTER -- A tool for assessing students' reading abilities
- 2015
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In: <em>Proceedings of the 7th International Conference on Computer Supported Education (CSEDU 2015),</em> Lisbon, Portugal. - : SciTePress. - 9789897581083 - 9789897581076 ; , s. 220-227
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Conference paper (peer-reviewed)abstract
- We present T-MASTER, a tool for assessing students’ reading skills on a variety of dimensions. T-MASTER uses sophisticated measures for assessing a student’s reading comprehension and vocabulary understanding. Texts are selected based on their difficulty using novel readability measures and tests are created based on the texts. The results are analyzed in T-MASTER, and the numerical results are mapped to textual descriptions that describe the student’s reading abilities on the dimensions being analysed. These results are presented to the teacher in a form that is easily comprehensible, and lends itself to inspection of each individual student’s results.
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| 57. |
- Kullberg, Angelika, 1969, et al.
(author)
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What is made possible to learn when using the variation theory of learning in teaching mathematics?
- 2017
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In: ZDM - the International Journal on Mathematics Education. - : Springer. - 1863-9690 .- 1863-9704. ; 49:4, s. 559-569
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Journal article (peer-reviewed)abstract
- The variation theory of learning emphasizes variation as a necessary condition for learners to be able to discern new aspects of an object of learning. In a substantial number of studies, the theory has been used to analyze teaching and students’ learning in classrooms. In mathematics education, variation theory has also been used to explore variation in sets of instructional examples. For example, it has been reported how teachers, by using variation and invariance within and between examples, can help learners to engage with mathematical structure. In this paper, we describe the variation theory of learning, its underlying principles, and how it might be appropriated by teachers. We illustrate this by an analysis of one teacher’s teaching before and after he participated in three lesson studies based on variation theory. Both the theory and the empirical illustration focus on ‘what is made possible to learn’ in different learning situations. We show that in the two analyzed lessons, different things were made possible to learn.
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| 58. |
- Levin, Lena, 1958-, et al.
(author)
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Unpacking corrections in mobile instruction : Error-occasioned learning opportunities in driving, cycling and aviation training
- 2017
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In: Linguistics and Education. - : Elsevier BV. - 0898-5898 .- 1873-1864. ; 38, s. 11-23
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Journal article (peer-reviewed)abstract
- This article deals with the organisation of correction in mobile instructional settings. Five sets of video data (>250 h) documenting how learners were instructed to fly aeroplanes, drive cars and ride bicycles in real life traffic were examined to reveal some common features of correction exchanges. Through detailed multimodal analysis of participants’ actions, it is shown how instructors systematically elaborate their corrective instructions to include relevant information about the trouble and remedial action – a practice we refer to as unpacking corrections. It is proposed that the practice of unpacking the local particulars of corrections (i) provides for the instructional character of the interaction, and (ii) is highly sensitive to the relevant physical and mobile contingencies. These findings contribute to the existing literature on the interactional organisation of correction and mobility, as well as to ongoing work in ethnomethodology and conversation analysis on teaching and learning as members’ phenomena.
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| 59. |
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| 60. |
- Löfgren, Håkan, et al.
(author)
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Att ständigt bli bedömd
- 2017. - 1:1
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In: Att ständigt bli bedömd. - Lund : Studentlitteratur AB. - 9789144115900 ; , s. 175-188
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Book chapter (other academic/artistic)
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