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- Oskarsson, Magnus, 1962-, et al.
(author)
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PISA 2015 - Bakgrund och metoder med exempel
- 2016
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Reports (other academic/artistic)abstract
- År 2015 genomfördes för sjätte gången OECD:s internationella kunskaps-undersökning PISA (Programme for International Student Assessment). Studien har sedan 2000 genomförts vart tredje år och undersöker 15-åriga elevers kunskaper i naturvetenskap, läsförståelse och matematik. PISA syftar också till att öka förståelsen för orsakerna till och konsekvenserna av observerade skillnader i kunskaper.Vid varje mätning turas de tre kunskapsområdena om att vara huvud-område. I PISA 2015 är naturvetenskap huvudområde för andra gången. Innehållet i PISA utformas utifrån ett ramverk som uppdateras varje gång kunskapsområdet är huvudområde. Denna rapport beskriver ramverket för naturvetenskap, läsförståelse och matematik och är en svensk sammanfattning av PISA 2015 Assessment and Analytical Framework. Science, Reading, Mathematic and Financial Literacy, som tagits fram av OECD. Rapporten innehåller också exempel på provuppgifter till eleverna. Rapporten är en bilaga till Skolverkets rapport 450, PISA 2015. 15-åringars kunskaper i naturvetenskap, läsförståelse och matematik, där några av de viktigaste resultaten från PISA 2015 presenteras med fokus på Sverige.Författarna till denna rapport är de forskare som ansvarat för naturveten-skap, läsförståelse och matematik i PISA 2015.Eva Lundgren på Skolverket har det övergripande ansvaret för PISA i Sverige. På Skolverkets uppdrag har PISA 2015 genomförts av Mittuniversitetet i samarbete med Stockholms universitet. Mittuniversitetet har haft det operativa ansvaret och även ansvarat för naturvetenskap medan Stockholms universitet ansvarat för matematik och läsförståelse. Magnus Oskarsson har varit nationell projektledare och har tillsammans med Maria Lundgren och Lena Lenner ansvarat för studiens praktiska genomförande. Magnus Oskarsson har också tillsammans med Nina Eliasson och K-G Karlsson ansvarat för naturvetenskap. Ulf Fredriksson och Maria Rasmusson har ansvarat för läsförståelse, samt Astrid Pettersson och Samuel Sollerman ansvarat för matematik.Skolverket vill rikta ett stort tack till alla som arbetat med PISA 2015 och framför allt till de cirka 5 500 elever som deltagit och till deras lärare och rektorer!
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| 4. |
- Fredriksson, Ulf, 1954-, et al.
(author)
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Flickor och pojkar i PISA-undersökningarna
- 2018
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In: PISA under 15 år - resultat och trender. - Stockholm : Natur och kultur. - 9789127819818 ; , s. 131-146
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Book chapter (other academic/artistic)
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| 6. |
- Rasmusson, Maria, 1973-, et al.
(author)
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Podcasting and blogging - the way to learn? : Presented at the European Conference on Educational Research 2008 in Gothenburg Sept 10
- 2008
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Conference paper (peer-reviewed)abstract
- Much research has been done in the area of distance and online education and the possibilities and obstacles connected to that kind of education (see for instance Jonassen, D., Peck, K. L. & Wilson, B. G., 1999; Jung, 2005; Salmon, 2004). New technologies have changed the conditions for distribution of distance courses the last decade. Learning management systems (LMS) of various kinds have been developed; podcast, wikis and blogs are enablers for enhancing flexible education. Little research is done on how students perceive the availability of podcasts and blogs for their learning and even less on the effects on students’ learning, if any (Bell et al, 2007; Boulos et al, 2006; Maag, 2006)? Podcasting refers to a technique to distribute a collection of digital media files over the Internet, often using syndication feeds, for playback on portable media players or computers. The term can refer to either the content itself or to the method by which it is syndicated. The media thus distributed can be either plain audio, video or a combination of audio and presentation slides, often called enhanced podcasts ). Blog is a portmanteau of “web log”, a website where the author publishes entries combining text, images and links to other sources related to its topic. The ability for readers to leave comments in an interactive format is an important part of many blogs. Mid Sweden University gives a course for students in teacher training and as inservice-training for teachers: “ICT and media as support for learning”. It is a distance course with one physical meeting in the beginning, and one at the end of the course. LMS, blogs and podcasts are used between these gatherings. In this course the students were offered to borrow a video-capable Ipod to give them options of Mobile Learning (mLearning). The study includes two groups of students, one group took the course the summer 2007 and a second group the summer 2008 which as of this writing hasn’t been held yet. Some of the on-campus lectures were provided as enhanced podcasts, and some additional lectures were only made available as podcasts. Another assignment required the students to comment on the course literature and lectures in the form of a blog entry. The students in the study group then commented on each others entries. An overall question is if educational providers should invest in Ipods and podcast productions? Does the benefits outweigh the costs and the efforts? The present study wants to investigate the student’s use of these features of the course. How did the students perceive the use of Ipods and podcasts in the course, and for their learning? How and how much did they use the blog, what characterized their blogging? As a theoretical framework the sociocultural theory was used. Learning is a social act that can be mediated between social beings through language, signs, genres or tools. Ipods and blogs can be seen as artifacts for learning from a sociocultural perspective. These tools can facilitate learning in a context relevant for the student (Säljö, 1999; Vygostky, 1978; Wenger, 1998).Methodology, Methods, Research Instruments or Sources UsedThis study was conducted with questionnaires and text analysis. We distributed an initial questionnaire to investigate the students expectations and their background. At the end of the course we conducted a second survey about their perceptions of podcasts in relation to their learning. Text-analysis were used for the student blogs (Coffin et al, 2006). Conclusions, Expected Outcomes or FindingsAn understanding about the students’ perceptions of podcasts and an outlook on how students can use blogs in a learning situation.
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| 7. |
- Augustsson, Gunnar, 1953-, et al.
(author)
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Regular and Temporary Employees in Project Organized Business Pay Different Attention to Preconditions for Learning
- 2018
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In: Organizacija. - : Walter de Gruyter GmbH. - 1318-5454 .- 1581-1832. ; 51:2, s. 97-111
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Journal article (peer-reviewed)abstract
- Background and purpose: The purpose is to investigate whether regular and temporary staff differ in their per- ceptions of preconditions for learning and if there are some qualitative aspects that can be considered particularly significant in these differences. Design/Methodology/Approach: The approach consists of a case study based on both quantitative and qualitative data collected via an online questionnaire and individual interviews.Results: The paper question the understanding of the organization as a singular and more or less cohesive unit. On an organizational level, the project owner who hires staff does not care for competence transfer between regulars and temps, or between different groups of staff. At the individual level, temps are more focused on their specific task compared to regulars. Regulars’ seems to safeguarding a community or an organizational perspective, while temps are looking for their own good.Conclusions: There is a risk that one social unit differs, in attention payed to preconditions for learning, from an- other, when an organization use temporary staff. Therefore, the scientific value of this paper is that using temps may result in or be a consequence of a fragmented organization. The findings show no competence transfer in projects with both temps and regulars, and the project owner takes no active responsibility for human resource planning in terms of competence transfer between different groups of staff. The implications underline that long-term efficiency and rationality in an organization does not always have priority over organizational affiliation even with the hiring of expertise. When this happens, it may lead to a fragmented personnel group that is divided in thinkers/organizers and, performers/doers. When this happens, important practical skills fall outside of the organization, which in a metaphor- ical sense means that the hand is separated from the brain. Therefore, organizations with temporary staff need to plan for how to enable competence transfer between temporary and regular staff.
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| 9. |
- Bremholm, Jesper, et al.
(author)
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Hva skjer når læreboka strømmes? Krav til elevers kritiske lesekompetanse i online læringsplattformer
- 2021
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Conference paper (peer-reviewed)abstract
- I skandinaviske skoler har de fysiske, papirbaserte læremidlene lenge blitt utfordret av skjermbaserte løsninger. Lærebokens funksjon har vært å samle den kunnskapen som betraktes som sentral og allmenn, gi elevene en felles referanseramme og være inngangen til et større kunnskapsunivers for de ulike fagene (Selander, 2008). Når læremidlene i de skandinaviske landene digitaliseres, påvirker dette både det faglige innholdet og måten lærestoffet framstilles på, hvordan læringsforløp organiseres og hvilke kognitive krav som stilles til elevene (Gilje, 2017; Carlsen, 2017; Utterberg et al., 2019). På samme måte fører enhver digitalisering av tekst til endrede vilkår for elevenes lesing, og nettekster med dynamisk tekststruktur og navigasjon stiller nye krav til elevenes lesestrategier og -forståelse (Delgado et al., 2018; Frønes, 2017; Singer & Alexander 2016; 2017). Å lese kritisk er en naturlig del av de nye kravene som stilles til elevene, og kritisk omgang med tekst krever blant annet at elevene aktivt må ta stilling til tekster og utfordre tekstenes innhold og representasjon av virkeligheten (Veum & Skovholt, 2020; Janks, 2010, 2019). I dette innlegget presenterer vi forslag til et rammeverk for analyser av online læringsplattformers lesbarhet, basert på en forskningsgjennomgang av språklige, tekstlige og kognitive krav til elevers lesing og leseopplæring online. Rammeverket er en videreføring av diskurssemantisk rammeverk for analyse av tekster (Bremholm, 2014) som gir mulighet for å analysere tekster og læringsforløp både på ordnivå, setningsnivå og diskursnivå. Modellen ble opprinnelig utviklet for å analysere fikserte testressursers lesbarhet, altså tradisjonelle fysiske lærebøker. For å fange de dynamiske sidene ved online læringsforløp utvider vi her dette rammeverket med tekstkompleksitet (Graesser et al., 2011; Mesmer et al., 2012; McNamara et al., 2014; Tortorelli, 2019) og krav til navigasjon og særskilte tekstbaserte lesbarhetsfaktorer i nettekster (Rasmusson, 2014; Frønes, 2017). Rammeverket anvendes på et eksemplarisk analysemateriale i form av tre naturfaglige læringsforløp på mellomtrinnet, hentet fra noen av de mest brukte digitale læringsplattformene i hvert av de tre skandinaviske landene.
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| 10. |
- Dahlström, Helene, et al.
(author)
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Prerequisites for emergent literacy in Swedish preschools
- 2023
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In: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 193:13-14, s. 1417-1433
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Journal article (peer-reviewed)abstract
- This study aims to examine preschool literacy practices during observations in Swedish preschools with a focus on environment, read-alouds and emergent writing. The study reported on in this article is based on empirical data from 433 observations in preschools in 80 Swedish municipalities that has been analysed qualitatively and quantitatively. Descriptive analyses have been performed on the quantitative data, and observation notes have been coded and thematically analysed. Five themes were created in the thematic analysis of the qualitative data: differences in accessibility to books, few books in different languages, differences regarding existing reading events, read aloud to calm children, and few existing writing events. The study constitutes an essential basis for knowledge, as well as a prerequisite for future intervention studies and the development of relevant in-service education for preschool teachers. Our conclusion is that there is a considerable lack of equity regarding literacy environments in Swedish preschools.
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