| 1. |
- Andersson, Helena, 1961-
(author)
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Möten där vi blir sedda : en studie om elevers engagemang i skolan
- 2017
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Doctoral thesis (other academic/artistic)abstract
- AbstractThis thesis concerns students’ engagement with school. In Sweden there are as many as 17,5 % of the students, who after year nine do not get the grades in order to be admitted to the national program at the upper secondary school. In this thesis, Students’ experiences are focused in order to understand engagement with school. The study is grounded in a socio cultural perspective on learning where learning is considered to originate from social actions, as well as theoretical perspectives on engagement. In the thesis learning is seen as development not as a process within the child but rather as development that takes place when the child participates in practices within their cultural community and in relations with others. Learning is looked upon as a perspective where the context of our lived experience of participation in the world is important. Learning should be seen as social participation. This kind of participation does not only shape what we do but also who we are and who we can become. In this thesis the concept of engagement is considered as both the wanting to do something, and what the student actual do, the agency of the student. An exploratory sequential mixed method has been used in the data collection, mainly with a student perspective. This means that both quantitative and qualitative methods of collecting and analyzing data has been used to be able to answer the research questions. The overall aim of the thesis is to contribute with knowledge about students’ engagement in school by identifying aspects that influence the engagement.The thesis consists of three different studies. One quantitative study, where 1298 student participated in a survey concerning student engagement with school, which was followed by two qualitative studies, where the descriptive analysis was broadened with interviews, one with students and teachers in two different classes and one with students from eight different schools. Apart from that, students have written reflections on how they experience their learning environments in school. The discussion concerns whether students in year seven are engaged with their school, both according to the psychological and according to the cognitive engagement. The discussion also concerns what aspects of engagement students and their teachers in two highly engaged classes have experienced. In the study students with different socioeconomically and cultural backgrounds take part. The concepts of students’ participation and influence in their schoolwork is also discussed.
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| 2. |
- Djärf, Agneta Ljung, 1961, et al.
(author)
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Patterns of variation: a way to support and challenge early childhood learning?
- 2013
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In: Creative Education. - 2151-4755 .- 2151-4771. ; 4:7A1, s. 33-42
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Journal article (peer-reviewed)abstract
- The purpose in this article is to elaborate on how the use of patterns of variation designed by variation theory can challenge and develop the early childhood education (ECE) practice. The analysis is based on six learning study (LS) projects conducted in Swedish ECE. A LS is a systematical, theoretical based de- velopment of teacher professionalism, often in close cooperation with researchers. The projects included 17 teachers, 140 children and 7 researchers. The video documented empirical material consists of 16 analysis meetings, 14 interventions and 407 pre-, post-, and delayed posttests. Each project is a concrete example of the use of patterns of variation to increase early childhood learning. In all cases a tendency of qualitative changes in children’s ways of discerning the object of learning could be noticed. The purpose is to search for how this can be understood from a variation theoretical perspective. The main focus is on changed ways of performing the interventions to search for how patterns of variation were used to create and capture the learning situations throughout the projects. One of our findings is that we have seen that it takes more than one intervention for the teachers to capture which aspects of the object of learning are critical in the targeted group, but as the iterative process allows them to try out the design more than once, they manage to find them. The second finding is that the teachers changed focus from taken for granted assumptions of each child to focusing on their own design to facilitate the child’s learning. Finally, the aspect supposed to be discerned has to vary against an invariant background to be discerned by the chil- dren, and to separate the principle from the representation is needed to be able to generalize their new knowledge
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| 3. |
- Holmqvist Olander, Mona, 1961-, et al.
(author)
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Theoretical appropriation in pre-school teachers’ expressions after in-service training
- 2013
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In: Creative Education. - 2151-4755 .- 2151-4771. ; 4:7A2, s. 11-16
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Journal article (peer-reviewed)abstract
- Purpose: The aim of this article is to describe pre-school teachers’ learning of a theoretical framework, introduced in an in-service training by describing the ways they implicitly and explicitly appropriate the theoretical framework. Methods: This paper is the second analysis from a course evaluation that aimed to develop a group of 24 pre-school teachers’ knowledge and use of learning study. The empirical material was collected after a course funded by the Swedish National Agency of Education. The participants (n = 24) were all highly experienced pre-school teachers selected by their municipal employers. The course consisted of literature studies, theoretical discussions and practical work in the form of a learning study project focusing on the teachers’ own practices. They were divided into seven groups. Each group conducted one learning study. After the course, the pre-school teachers answered an evaluation and one of the questions analyzed here was: “Has your understanding of children’s learning developed during the course and, if so, in what way?” The answers were analyzed to show whether and how the theoretical framework was appropriated and expressed in their practice. Results: The result shows that all teachers understood the meaning of the concept of“variation” in the theoretical framework to mean variation of aspects of the content instead of variation of methods. Half of the teachers (n = 12) also used the concepts of variation theory properly, even if the question did not require them to do so. In total, 12 out of 24 participants used the concepts from the theoretical framework, namely: object of learning, critical aspects, variation, simultaneity and discernment.
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| 4. |
- Brante, Eva Wennås, 1961, et al.
(author)
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Exploring the Impact of Contrasting Cases in Text and Picture Processing
- 2013
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In: Journal of Visual Literacy. - : Informa UK Limited. - 1051-144X .- 2379-6529. ; 32:2, s. 15-38
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Journal article (peer-reviewed)abstract
- Abstract Multimodal learning materials are frequently met in education assuming enhanced learning outcomes. This study examined whether contrasts in such materials are likely to support reading comprehension for all readers. Young adults (n=46) met either text-only or text+picture material. Participants (19 with low phonological awareness [PA] and 27 controls with high PA) thereafter answered open interview questions to check for reading comprehension. Learning materials were designed to focus readers on aspects critical to understanding the content by the use of contrasts; eye-tracking was used as method. Well-known pictures aided information recall, but contrasts described in the text were most effective for learning.
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| 9. |
- Holmqvist, Mona, 1961-, et al.
(author)
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What is discerned in teachers' expressions about planning? : similarities and differences between teachers from Sweden and Hong Kong
- 2011
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In: Education Inquiry. - 2000-4508. ; 2:3, s. 497-514
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Journal article (peer-reviewed)abstract
- The aim of this study is to find out what teachers say their primary focus is when planning to teach an object of learning. The study is carried out in two different cultural contexts, Sweden and Hong Kong, and based on the framework of variation theory, which has a two-fold focus, namely both what teachers do and what students learn at school.Fifteen semi-structured open-ended interviews were conducted with nine Swedish and six Hong Kong teachers in grades 1 to 6. The analysis generated categories inspired from a phenomenographic research approach, where attention is directed towards respondents’ apprehensions of a phenomenon.The results showed some clear differences in the way teachers from the two countries talked about how they organise and think about planning, which in turn reveals whether their focus is on students’ understanding or on teacher action. The Swedish teachers’ experienced focus is on activities/methods, and they separate activities and methods from the content, while the Hong Kong teachers have the content in the foreground and do not separate content and act.There can be several different explanations of the differences identified; such as that a too general theoretical and surface awareness of concepts of learning makes it difficult to reach a detailed level of the object of learning, i.e. what it actually takes for students to learn exactly this phenomenon or ability. The Swedish teachers seem to underestimate what it takes to learn due to a theoretical framework. Another explanation of this difference in focus might be that teachers need support from each other to deepen the reflections about the subject, thus achieving knowledge of what it takes to understand the intended object of learning. The Hong Kong teachers report frequent opportunities to discuss and reflect over subject-related matters.
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| 16. |
- Holmqvist Olander, Mona, 1961-, et al.
(author)
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Using learning study as in-service training for preschool teachers
- 2012
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In: Early education in a global context. - Bingley : Emerald. - 9781781900741 - 9781781900758 ; , s. 91-107
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Book chapter (peer-reviewed)abstract
- The main focus of this study is preschool teachers’ own learning from a specific course aimed to develop their knowledge of how to use learning study (LS) in preschool. The study included 24 qualified and experienced preschool teachers who took part in the course. The course was funded by the Swedish National Agency for Education and the teachers were chosen by their municipal employers. An analysis is made of their experiences of the in-service course on LS and variation theory. The 24 preschool teachers were divided into seven groups, each of which implemented one LS. A total of 162 preschool children participated. After the course, the participants were asked, “How do you think LS can contribute in preschool?” Their answers were analyzed, and six qualitatively different categories were found, capturing their different perspectives. In the studies reported in this chapter, the results of the children's learning outcomes are also briefly reported to offer readers a background understanding of the teachers’ experiences. The children's learning outcomes did all show an improvement. In describing their experiences of the in-service training using LS, all of the 24 participating preschool teachers reported that their understanding of children's learning had changed and improved. They specifically mentioned having a stronger focus on content than before, seeing the difference between learning and method by separating them, and focus on the learning of a defined content in the first place.
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| 17. |
- Ljung-Djärf, A, et al.
(author)
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‘A Gigantic Pedagogical Leap’: The Process of Shifts during Three Learning Study Projects in Swedish Early Childhood Education
- 2014
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In: Journal of Education and Training Studies. - : Redfame Publishing. - 2324-8068 .- 2324-805X. ; 2:1, s. 19-30
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Journal article (peer-reviewed)abstract
- The Swedish school system offers a curriculum based early childhood education (ECE) for children aged one to five, and a pre-school class for children aged six. Activities have by tradition been based on play and having fun, thus avoiding structured activities with formal learning objectives. Due to indications that the Swedish ECE failed to use its resources to stimulate children’s learning, the revised ECE curriculum now contains discernible learning objectives. The aim is to analyze preschool teachers’ changed focus while participating in a LS project, grounded on three projects conducted in Swedish ECE practice. In total, 13 pre-school teachers, 95 children (2-6-year-olds) and 4 researchers participated. The object of learning was; 1. 3D geometrical shapes (2 ̶ 3-year-olds), 2. Organic decomposition (4 ̶ 5-year-olds) and, 3. Twice as (6 ̶ year-olds). The empirical material consists of 278 pre-, post-, and delayed post-test, ten planning meetings and nine teaching activities. The result shows that the initial focus on mere play developed towards also including a focus on the object of learning during the projects. Three main ways of change were discerned as ways of; (1) framing the activity, (2) perceiving learning, and (3) conducting the learning activity.
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| 18. |
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| 19. |
- Ljung-Djärf, Agneta, 1961-, et al.
(author)
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Using learning study to understand preschoolers’ learning : challenges and possibilities
- 2013
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In: International Journal of Early Childhood. - 0020-7187 .- 1878-4658. ; 45:1, s. 77-100
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Journal article (peer-reviewed)abstract
- This article reports a meta-analysis based on a multiple case study of the use of learning study (LS) to understand children’s learning in Swedish preschool. The aim is to investigate whether and how the LS model can be developed, adjusted and used to meet contemporary demands placed upon preschool teachers for increased content focus and improved cognitive outcomes. The research questions are (1) How can the LS model be adapted to understand preschool children’s learning? and (2) What challenges and possibilities arise in such process? The material consists of video documentation of eight meetings, 10 interventions and 237 individual, hands-on interviews with preschoolers collected within five LS projects in Sweden including seven researchers, 10 teachers/student teachers and 86 children. Four features (approach to learning, way of guiding the children, content focus and assessment of children’s learning) found to be possibly challenging in the tension between the school based LS model and the preschool context are used to demonstrate changes made to the LS that allowed it to be adapted to preschool settings. We conclude that the LS model may be applied and adjusted to preschool settings to deepen the teachers’ understanding of children’s learning, but the tradition of seeing learning in preschool as doing, having fun or playing should be challenged and revised in a new way unique to this setting. An educational practice combining play with learning in a more purposeful way has to be developed along with better methods to assess children’s learning.
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| 20. |
- Thorshag, Kristina, 1961, et al.
(author)
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Barn och teknik
- 2020
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In: Förskollärares egen forskning : praktiska exempel / Ingrid Pramling Samuelsson, Niklas Pramling (red.). - Lund : Studentlitteratur.
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Book chapter (other academic/artistic)
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| 21. |
- Thorshag, Kristina, 1961, et al.
(author)
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Pre‑school children’s expressed technological volition during construction play
- 2019
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In: International Journal of Technology and Design Education. - : Springer Science and Business Media LLC. - 0957-7572 .- 1573-1804. ; 29:5, s. 987-998
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Journal article (peer-reviewed)abstract
- Technology volition is the will to develop knowledge of, and use, the physical world to design products, processes and systems. The aim of this study was to contribute new knowledge of children’s technology volition when they identify, build and improve technical constructions, and how teachers support this learning. Analysis focused on moments when children’s volition was expressed in a construction activity. In total, eleven preschool teachers and 49 children, aged 4–5 years, from three preschools, participated. Data consists of video-recordings from four activities, two each in preschool A and B, showing children’s expressed technological volition, as well as field notes about the teachers’ preparations. Results show how differences among children’s expressed volition is connected to their imagination of how materials can be combined to construct ‘houses’ and ‘vehicles’ from everyday objects. Building a house resulted in a focus on how to make the building solid and water resistant, and inspired children to learn about materials for different purposes in houses such as the floor, walls and an angled roof. Building a vehicle encouraged children to talk about speed, movements and fuel. Results show how children indicate and express their discernment of how materials are combined to create constructions, and how they discover ways in which materials change during the building process. For some of the children it was difficult to see the potential of a material other than its original use, while others used their imagination to find opportunities to use materials to make new objects.
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| 22. |
- Thorshag, Kristina, 1961-, et al.
(author)
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Teknik i förskolan
- 2020. - 1
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In: Förskollärares egen forskning. - Lund : Studentlitteratur AB. - 9789144140599 ; , s. 167-182
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Book chapter (other academic/artistic)
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| 23. |
- Wennås Brante, Eva, 1961-, et al.
(author)
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Exploring the impact of contrasting cases in text and picture processing
- 2013
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In: Journal of Visual Literacy. - 1051-144X. ; 32:2, s. 15-38
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Journal article (peer-reviewed)abstract
- Multimodal learning materials are frequently met in education assuming enhanced learning outcomes. This study examined whether contrasts in such materials are likely to support reading comprehension for all readers. Young adults (n=46) met either text-only or text+picture material. Participants (19 with low phonological awareness [PA] and 27 controls with high PA) thereafter answered open interview questions to check for reading comprehension. Learning materials were designed to focus readers on aspects critical to understanding the content by the use of contrasts; eye-tracking was used as method. Well-known pictures aided information recall, but contrasts described in the text were most effective for learning.
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| 24. |
- Alkhede, Maria, 1961-, et al.
(author)
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Preschool children’s discernment of different forms of numbers
- 2018
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Conference paper (other academic/artistic)abstract
- The aim of this study is to describe in what way preschool activities contribute to the development of children's knowledge of different forms of numbers; symbols, ordinal and cardinal. Video -recordings from three different groups of preschool children age d 3 to 5 years old have been analyzed based on variation theory (Marton, 2015) to describe the children’s discernment of numbers. The activities were planned and enacted by preschool teachers. The teachers’ intentions were to teach the children numerosity (Hannula - Sormunen et.al., 2016). The activities offered learning possibilities during the activities, e.g. to sort digits by magnitude, value or just to match symbols. The video -recordings were analyzed to capture what as- pects of the numbers the children were offered to discern, and what aspects were not offered to discern during the different activities. Simultaneous discernment of numbers in different forms are important for children’s future mathematical performance (Hannul- Sormunen et.al., 2015). The fi ndings unveil the teachers’ challenges to design preschool activities offering children simultaneously discernment of num- bers’ different forms. The activities mainly make the children discern numbers as symbols to match or as magnitude, while the cardinal form occurred only to a limited extent.
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| 25. |
- Alkhede, Maria, 1961, et al.
(author)
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Preschool Children’s Learning Opportunities Using Natural Numbers in Number Row Activities
- 2021
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In: Early Childhood Education Journal. - : Springer Science and Business Media LLC. - 1082-3301 .- 1573-1707. ; 49, s. 1199-1213
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Journal article (peer-reviewed)abstract
- This study analysed how preschool teachers differently enacted the same mathematical activity for preschool children to discern numbers, and how thisaffected the children’s learning opportunities during the activity. The analysis was based on variation theory and Chi’s taxonomy of learning activities. Two Swedish preschool teachers’ enactment of the same mathematical activity for 27 children aged 4–6years was studied. Video recordings of what the children were offered to discern were used in the analysis. The results indicate that variations in how the teachers chose to enact the activity produced two different learning opportunities for the children. Differences in what aspects were made discernible were closely linked to the characteristics of the activity implemented. The enactments differed even if the same game was chosen and the sameamount of time was used in the play-based activity. In one preschool group, there were few opportunities to discern more than the nominal form of numbers; the other preschool group had an activity focused on all number forms simultaneously. In addition, in the latter group, the children had the opportunity to develop equinumerosity. The results suggest that the activity with limited variation was more appropriate for learning with undeveloped knowledge; the children with more developed understanding required a more varied design. This study contributes to the knowledge of how the design of an activity affects children’s learning differently, which is important when planning learning-based preschool activities. © 2020, The Author(s).
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| 26. |
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| 27. |
- Beckman, Viveca, et al.
(author)
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Att socialiseras in i vuxenlivet
- 2004
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In: Holmqvist, Mona (red.). En främmande värld. - Lund : Studentlitteratur. - 9144034458 ; , s. 170-188
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Book chapter (other academic/artistic)
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| 28. |
- Berg, Jessica, et al.
(author)
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Mat : när, var och hur?
- 2004
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In: Holmqvist, Mona (red.). En främmande värld. - Lund : Studentlitteratur. - 9144034458 ; , s. 129-142
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Book chapter (other academic/artistic)
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| 33. |
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| 34. |
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| 35. |
- Brante, Eva Wennås, 1961
(author)
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Jag plockar de bästa bitarna
- 2011
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In: Skolan och läraruppdraget: att bli och vara lärare. - Lund : Studentlitterature. ; , s. 53-65
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Book chapter (other academic/artistic)
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| 36. |
- Brante, Eva Wennås, 1961
(author)
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Verksamhetsförlagd utbildning i annat land
- 2011
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In: Skolan och läraruppdraget - att bli och vara lärare.. - Lund : Studentlitteratur. ; , s. 251-263
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Book chapter (other academic/artistic)
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| 37. |
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| 38. |
- Brante, Göran, 1951, et al.
(author)
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Theorising teaching and learning: pre-service teachers' theoretical awareness of learning.
- 2015
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In: European Journal of Teacher Education. - : Informa UK Limited. - 0261-9768 .- 1469-5928. ; 38:1, s. 102-118
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Journal article (peer-reviewed)abstract
- We examine pre-service teachers’ theoretical learning during one five-week training module, and their educators’ learning about better lecture design to foster student learning. The study is iterative: interventions (one per group) were implemented sequentially in student groups A–C, the results of the previous intervention serving as the baseline for the design developed for the next. These learning study participants, 79 students from year three of a teacher training programme, studied the variation theory (VT) of learning. Three lesson cycles were completed, each comprising four steps: (1) a pre-test, (2) a 15-min intervention discussing VT, (3) a post-test and (4) a delayed post-test conducted eight weeks later. The results indicated learning differences between groups; qualitative analysis identified three categories of student answers, i.e. emergent, premature and unaware, regarding their theoretical understanding. Group C had more students with emergent knowledge (36%) than did groups A (20%) or B (17%) at post-testing.
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| 39. |
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En främmande värld : om lärande och autism
- 2004
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Editorial collection (other academic/artistic)abstract
- Denna bok handlar om lärande för personer med autism ur ett pedagogiskt perspektiv. Detta innebär att lärandet ställs i fokus och inte funktionshindret i sig, inte heller de hinder en funktionsnedsättning kan utgöra eller det beteende hindret kan orsaka. Att lära definieras i denna bok som att se någonting på ett nytt sätt eller ur ett nytt perspektiv. Inledningsvis beskrivs därför hur personer med autism kan erfara sin omvärld och hur deras perspektiv på världen kan skilja sig från lärarens perspektiv. Författarna beskriver på vilket sätt en teori om lärande – variationsteorin – kan användas för att förbättra den lärandes möjligheter att utvecklas. Flera exempel visas på hur lärandesituationer kan planeras genom analyser av vad det innebär att kunna det som utgör lärandets objekt och vad som kan vara problematiskt för den lärande i en lärandesituation. I ett antal fallstudier, där lärare genomför undervisning baserad på den kunskap hon eller han erhållit genom en variationsteoretisk analys, får vi följa barn och ungdomar med autism och se deras framsteg i att utveckla färdigheter av praktisk vardaglig karaktär (handla, äta) eller i att nå en djupare förståelse av socialt samspel (lära sig förstå omgivningens signaler, förstå kroppsspråk). Genom att ta del av dessa konkreta exempel kan läsaren få inspiration till och kunskap om hur ett variationsteoretiskt perspektiv på lärande kan användas i den egna verksamheten. Boken riktar sig därmed främst till alla som har till uppgift att utveckla lärande för barn med socioemotionella funktionsnedsättningar, t.ex. lärare, assistenter, vårdare och föräldrar. Men den erbjuder också intressant läsning för alla dem som önskar mer förståelse för det variationsteoretiska perspektivet på lärande i andra sammanhang.
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| 43. |
- Holmqvist, Mona, 1961-
(author)
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Att iscensätta lärande
- 2007
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In: Pedagogiska magasinet. - 1401-3320. ; :4, s. 6-11
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Journal article (other academic/artistic)
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| 44. |
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| 45. |
- Holmqvist, Mona, 1961-
(author)
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Att teoretisera lärande
- 2006
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In: Holmqvist, Mona (red). Lärande i skolan. - Lund : Studentlitteratur. - 9144045069 ; , s. 9-27
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Book chapter (other academic/artistic)
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| 46. |
- Holmqvist, Mona, 1961-, et al.
(author)
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Bestydelsen av slutbokstaven s i engelska ord : en studie av elevers sätt att förstå vad tillägget av -s innebär
- 2006
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Conference paper (peer-reviewed)abstract
- Denna studie beskriver hur elever från skolår fem till gymnasiets första år erfar slutbokstaven s i engelska ord. Den metod som använts i studien är learning study med parallella lektioner (Holmqvist, M., Gustavsson, I. & Wernberg, A., in press). Studien genomförs med en variationsteoretisk utgångspunkt (Holmqvist, 2004), vilket innebär att ett särskilt fokus riktas på lärandeobjektets kritiska aspekter, det vill säga vad som måste urskiljas för att förståelse uppnås av ett fenomen. Dessutom studeras om och hur eleverna erbjuds att urskilja dessa, om de kan eller erbjuds urskilja flera aspekter simultant (samtidigt) samt vilken form av variation som elevernas uttryckta erfarande visar. Studien tar sin utgångspunkt i vad eleverna erfar, något som analyseras utifrån en fenomenografisk ansats. Därefter planeras en lektion grundad i analyser av dels videoobservationer efter de inspelade lektionerna och dels elevernas resultat vid de test som genomförts, vilka fokuserar på förekomst av slutbokstaven s i följande former: sammandragen form, plural, tredje person singular presens, genitiv samt självständiga possessiva pronomen. Resultaten pekar på att sammandragen form samt självständiga possessiva pronomen är kritiskt att förstå för elever i främst skolår fem, men därefter tycks det som om eleverna har god förståelse av sammandragen form (’s) medan de avseende självständiga possessiva pronomen visserligen har en känsla för vad som är korrekt men inte kan berätta varför sådana ord kan sluta på s. Avseende plural-s tycks detta vålla stora problem, bland annat på grund av ord som i svenska är singular men i engelska motsvaras av plural form. Det är enklare för eleverna att urskilja när det ska vara ett s på verbet efter tredje person singular.I varje område analyseras vilka de kritiska aspekterna är för lärandeobjektet. Vi har till exempel sett att majoriteten av eleverna tror att verbändelsen –s enbart/främst talar om vilken form verbet har (presens eller imperfekt). Resultaten visar vad som krävs för att förstå –s i olika former och vad detta innebär för undervisningen.
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| 47. |
- Holmqvist, Mona, 1961-, et al.
(author)
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Contrasting cases and their impact on learning : a replication of a learning study corfirming the impact of contrasts
- 2009
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In: Problems of Education in the 21st Century. - 1822-7864 .- 2538-7111. ; :10, s. 38-46
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Journal article (peer-reviewed)abstract
- The present article describes how Swedish pupils in class 4 (nine to eleven years old) learn English as a second language. The study replicates a learning study carried out within the framework of a more ex-tensive project known as “The Pedagogy of Learning”. The present study is aiming to find out if the re-sults from one original learning study can be generalised to other teachers and pupils. The pupils partici-pating in the presented study learn how to use “to have”. The original Learning Study Cycle (LSC) con-sisted of three lessons per cycle, each lesson carried out in different groups of pupils. The teachers fo-cused on the critical aspects, i.e. the features which must be distinguished in order to understand a phe-nomenon. This process entailed investigating the contrasts between the specified learning outcome(s), i.e. the ability or knowledge targeted. The lessons were planned from a variation theory perspective. The LSC demonstrated that the use of contrast – applied in only one of the three lessons – between “to be” and “to have” had a positive effect on pupils’ generative learning, i.e. continued learning outside the classroom. In order to establish if the results of the present study are coincidental or repeatable the LSC was repli-cated. The first replicated study was conducted by a group of teachers with a good knowledge of variation theory. These teachers had previously applied the theory in mathematics lessons. A second replication was initiated by a group of teachers with no knowledge of variation theory. The results demonstrated that contrast is important for generative learning provided that teachers are able to focus on critical aspects and thereby elucidate contrast. In the group familiar with variation theory the results were similar to those of the original study, i.e. generative learning was promoted, while contrast had little effect on the pupils generative learning in the group of teachers who had no knowledge of variation theory. The study demonstrates that generative learning is dependent on teachers’ knowledge of how the critical aspects of the target knowledge should be presented to pupils. Such knowledge enables teachers to apply contrast as a means of developing pupils’ ability to distinguish qualitative differences. In this way, pupils continue to develop their knowledge beyond the classroom.
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| 48. |
- Holmqvist, Mona, 1961-, et al.
(author)
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Defining an object of learning and the forms it appears in : the intended, enacted and lived object of learning in a learning situation
- 2010
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In: The 4<sup>th</sup> International Multi-Conference on Society, Cybernetics and Informatics. Proceedings Volume I. - Winter Garden, FL, USA : International Institute of Informatics and Systematics. - 9781936338054 ; , s. 2-7
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Conference paper (peer-reviewed)abstract
- The aim of this study is to describe in what ways the object of learning changes shape during its way from the intended (planned), enacted (offered) and lived (discerned) object of learning. The study is based on variation theory, and learning study is used as a model. A total of three preschool teachers, 39 children aged 4-5 years and three researchers participated in the study. Three interventions were carried out in three different groups of children (A, B and C) by three preschool teachers. The data consist of video-dcumented meetings with the preschool teachers and researchers, interviews with the children in the form of pre-, post- and delayed post-tests and video-documented interventions (3). The results show (a) how the teachers' focus on aspects concerning the object of learning and aspects not concerning the object of learning affects learning possibilities. The results also show (b) a discrepancy between the children's possibilities to learn adn what the preschool teachers intend to offer them to learn. Finally, the results show (c) how the preschool teachers' understanding of childrens learning sometimes makes them use other words than the appropriate ones to make the intervention funnier or more interesting.
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