| 1. |
- Anderhag, Per, 1971-, et al.
(author)
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Editorial : Disciplinary aesthetics
- 2024
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In: Frontiers in Education. - 2504-284X. ; 9
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Journal article (peer-reviewed)abstract
- Aesthetics concerns, on the one hand, people's feelings of pleasure and displeasure, and, on the other hand, the objects these feelings are directed to, that is, what people find beautiful or ugly (Wickman, 2006). Traditionally aesthetics and affect have been treated as separate from cognition and only rarely has it been studied how they are intertwined when learning a specific content (Wickman et al., 2021). However, recent situated and socio-culturally oriented research has begun to elucidate how aesthetics plays a key role for selection of content, what route learning takes in the classroom and for students' opportunities to develop an interest or taste for a specific school subject (e.g., Sinclair, 2006; Ainsworth and Bell, 2020; Wickman et al., 2021). This Research Topic compiles contributions from researchers examining these topics further.
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| 2. |
- Lima Junior, Paulo, et al.
(author)
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How does a science teacher distinguish himself as a good professional? An inquiry into the aesthetics of taste for teaching
- 2022
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In: International Journal of Science Education. - : Informa UK Limited. - 0950-0693 .- 1464-5289. ; 44:5, s. 815-832
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Journal article (peer-reviewed)abstract
- This paper introduces the notion of taste for teaching a subject, especially science, as a conceptual framework to analyse the aesthetics of teacher development as a lifelong process. We draw on the work of Pierre Bourdieu and John Dewey in order to account for how teachers distinguish admirable practices and, in doing so, distinguish themselves as inspiring professionals. In order to illustrate this framework, we report a narrative inquiry on the life story of Tomas, a white man nationally prized for his science teaching. This inquiry was inspired by sociological portraits recommended by Bernard Lahire. Results indicate how a practical disposition (as opposed to a theoretical one) played an important role in developing Tomas's individual taste for science teaching, producing a strong continuity between his early experiences as a masculine boy raised in a family of construction workers, on the one hand, and his later experiences as a biologist and a science teacher enacting inquiry-based activities. The significance of the findings for science education is discussed.
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| 3. |
- Anderhag, Per, 1971-, et al.
(author)
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Den praktiknära forskningens bidrag till läraryrkets kunskapsbas : en analys av kunskapsprodukter från kollaborativ didaktisk forskning
- 2023
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In: Pedagogisk forskning i Sverige. - 1401-6788 .- 2001-3345.
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Journal article (peer-reviewed)abstract
- Denna studie fokuserar hur praktiknära forskning kan bidra till att utveckla lärarprofessionens kunskapsbas; genom att undersöka vilka slags kunskapspro-dukter som genereras i didaktisk undervisningsutvecklande forskning där lärare och forskare arbetar tillsammans. Datamaterialet består av vetenskapligt publice-rade artiklar från forskningsmiljön Stockholm Teaching & Learning Studies (STLS). Genom en innehållsanalys har fyra (i−iv) kategorier av kunskapsprodukter identi-fierats: (i) Beskrivningar av kunnanden, (ii) Undervisningsdesign, (iii) Didaktiska exempeloch (iv) Metodologiska redskap. Beskrivningar av kunnandensynliggör vad som kännetecknar kunnanden inom olika ämnesområden. Undervisningsdesign preciserar relationer mellan undervisningens utformning och elevers lärande. Didaktiska exempel innefattar rika beskrivningar av undervisning och elevers lärande som grund för didaktisk reflektion. Metodologiska redskap fokuserar på att kombinera och pröva metoder för planering och analys av undervisning. Resultatet kan ses som en typologi över vilka olika slags kunskaper som praktiknära forskning kan bidra med.
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| 4. |
- Anderhag, Per, 1971-
(author)
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Informella lärmiljöers effekter på elevers lärande och intresse för naturvetenskap: En översikt
- 2020
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In: ATENA Didaktik. - : Linkoping University Electronic Press. - 2003-3486. ; 3:1
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Journal article (other academic/artistic)abstract
- Informella lärmiljöer såsom museer, djurparker och science centers kännetecknas av att de är öppna för allmänheten och att de inte behöver ha en formell koppling till skolväsendet. Denna artikel syftar till att ge en översiktlig beskrivning av forskning om informella lärmiljöers effekter på elevers lärande och intresse för naturvetenskap. Forskningen visar att informella lärmiljöer kan påverka elevers lärande och intresse positivt. Samtidigt är kunskapen begränsad om hur detta går till och vilken betydelse besök har för ett mer beständigt intresse. Studierna lyfter särskilt (1) det sociala sammanhang som miljöerna erbjuder, (2) möjligheten till alternativa ingångar till naturvetenskap, samt (3) kopplingen till den reguljära skolverksamheten som viktiga aspekter för informella lärmiljöers möjlighet att påverka elevernas lärande och intresse. Utifrån detta diskuterar artikeln möjliga sätt som informella lärmiljöer kan kopplas till skolans formella undervisning i naturvetenskap.
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| 5. |
- Anderhag, Per, et al.
(author)
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Knowledge Products from Close-To-Practice Research
- 2024
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Conference paper (peer-reviewed)abstract
- ‘Close-to-practice research’ has received increased attention across the Nordic countries. Following the British Education Research Association (BERA), the notion of ‘close-to-practice research’ is used to refer to educational research that is based on problems in practice, often involves researchers working in partnership with practitioners in schools and addresses issues of relevance to practitioners. This roundtable focuses on how close-to-practice research can contribute to the knowledge base of the teaching profession by bringing together perspectives from didactics, school improvement and educational policy. More specifically, the interest is directed toward what characterizes the knowledge produced through practice-based research that may have significance for teachers' professional knowledge base and practice.The roundtable conversation builds on a previous analysis of what kinds of knowledge products are generated in didactic close-to-practice research where teachers and researchers work together within the research environment Stockholm Teaching & Learning Studies. As a result of this analysis a typology of knowledge products was proposed including: (i) descriptions of knowing, (ii) teaching design, (iii) didactic examples and (iv) methodological tools. It has been proposed that additional knowledge products may be developed, such as artifacts to be used in teaching (e.g. lesson plans, visual representations). The roundtable will include the following points of discussion: 1) a brief presentation of the typology, 2) challenging and developing the typology of knowledge products proposed by previous research by investigating different cases of close-to-practice research from traditions of action research and practice-developing research within subject-didactics, and 3) discussing how the notion of knowledge products may contribute to advancing the conversation on cumulativity in the field of educational research in general, and in relation to syntheses of close-to-practice research in particular. The participants will be engaged in conversations on the desirability and feasibility of striving towards cumulativity.
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| 6. |
- Anderhag, Per, et al.
(author)
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Kod som teknisk lösning : en studie om grundskoleeleversuppfattningar av ändamålsenlighet i derasspontana programspråk
- 2021
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In: NorDiNa. - : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 17:1, s. 113-129
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Journal article (peer-reviewed)abstract
- This study examines primary school students’ perception of functionality in their spontaneous programminglanguage for controlling a simple robot. Classroom activities were designed in order to create opportunitiesfor the students (year 1 and year 4) to discuss and develop together with their teachers a sharedprogramming language for controlling a simple robot. The students spontaneously used (a) natural language,(b) images or (c) symbols when they created their programming language. The findings show thatthe students primarily perceived a code’s functionality as a question of readability, rather than how wellit fit the purpose of controlling the robot. Possible consequences of the findings for teaching in technologyeducation are discussed.
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| 7. |
- Anderhag, Per, et al.
(author)
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Konsekvenser av humor och skämtande för elevers lärande i naturvetenskap
- 2021
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Conference paper (other academic/artistic)abstract
- Naturvetenskap beskrivs vanligtvis som en rationell och faktaorienterad verksamhet med liten koppling till estetik, normer och värden. I våra respektive datainsamlingar, som inte har haft humor som fokus, har vi oberoende av varandra dock sett inslag av humor när grundskolelever respektive universitetsstudenter lär sig fysik. Även om detta också har uppmärksammats av tidigare forskning är kunskapen begränsad om vilken roll skämtande kan ha för elevernas lärande i naturvetenskap. Transkriberat ljud-och videomaterial har analyserats med Praktisk Epistemologisk Analys. De inledande analyserna, som är grundade i en pragmatisk och handlingsorienterad teoribildning, visar att elever och lärare använder humor för att klargöra hur resonemang och handlingar är i linje med vad de förväntas göra och uppnå i klassrummet. I seminariet vill vi pröva huruvida sådana och andra humoristiska situationer påverkar elevernas möjlighet att mer självständigt och målinriktat agera mot lärandesituationens naturvetenskapliga syften och innehåll.
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| 8. |
- Anderhag, Per, 1971-, et al.
(author)
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What strategies do students use when they are programming a robot to follow a curved line?
- 2024
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In: International journal of technology and design education. - 0957-7572 .- 1573-1804. ; 34:2, s. 691-710
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Journal article (peer-reviewed)abstract
- During a relatively short period of time, programming has been implemented in the national curriculum of the compulsory school in Sweden. Since 2018, programming is a new content in the technology subject and the research field has discussed some of the challenges teachers and students, who generally have little experiences of programming, face when programming is introduced in teaching. In this study, we have explored what strategies lower secondary school students (ages 13–15) use when they are programming a robot to follow a curved line in technology education class. Data consists of screen recorded films when students are pair programming a robot. Student talks were transcribed verbatim and analysed using Practical Epistemological Analysis. The analysis revealed three different strategies that the students used when programming the robot: (1) sensor—follow the line, searching for a code that automatically would make the robot to follow the route, (2) sensor—wheels, using codes to create a feedback system between sensor and wheels, and (3) rotations—degrees–wheels, using the position of the robot to stepwise fine tune the movement of the wheels. In line with previous research, the students in our study spent much time discussing, testing, and debugging their code, and our findings contribute by showing how these discussions were aligned with the strategy used. Depending on the strategy, students actively looked for and tested codes affecting different aspects of the sensor-wheel system, such as for example sensor input, power, rotations or turning. Implications for teaching is discussed.
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| 9. |
- Andrée, Maria, 1974-, et al.
(author)
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Aesthetic experience in technology education – the role of aesthetics for learning in lower secondary school robotic programming
- 2024
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In: Frontiers in Education. - 2504-284X. ; 9
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Journal article (peer-reviewed)abstract
- Introduction: Within the technology education research field, aesthetics has primarily been treated as either related to artifacts, design processes and innovation, or as related to students’ enjoyment, appreciation, and participation in technology and technology education. This study focuses on the role of aesthetics in technology learning more specifically the learning of programming. Previous research has pointed to aesthetics as important for the learning of programming, e.g., that programming activities in higher education typically involve experiences of frustration. While previous research is primarily based on student reports, there is a need for further exploration of processes of learning to program. The aim of this study is to explore the role of aesthetics for student learning to program in and what these processes may mean in relation to a disciplinary aesthetics of the technology subject.Methods: The study was part of a design-based study with the overall purpose to develop the teaching of programming in lower secondary school. Data was collected from a programming task designed and implemented in school-year 9 (the students were aged 15–16) in Technology in two lower secondary classes. In total, three teachers participated in the implementation. The students pair-programmed Lego robots that should perform specific movements, such as following a curved line. Each group recorded their coding process along with audio, resulting in videos that documented the gradual evolution of their programs. These videos, capturing the real-time programming and associated student and teacher conversations, serve as the data for this study. In order to analyze the role of aesthetics in classroom conversations a Practical Epistemology Analysis was applied.Results: The results show that aesthetic judgments were important for orienting learning toward (1) the movement of the robot and (2) the ways to be in the programming activity. During the programming activity, the students expressed feelings of frustration but also joy and humor.Discussion: The findings concur with previous research and contribute to further understanding the role of negative and positive aesthetic experiences in the teaching and learning of programming. The importance of the objects of aesthetic experience found in this study are discussed as part of a disciplinary aesthetic of programming.
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| 10. |
- Andree, Maria, et al.
(author)
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Knowledge Products from Close-To-Practice Research
- 2024
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In: Round table presentation at the NERA-conference, 6-8 March, Malmö University.
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Conference paper (other academic/artistic)abstract
- ‘Close-to-practice research’ has received increased attention across the Nordic countries. Following the British Education Research Association (BERA), the notion of ‘close-to-practice research’ is used to refer to educational research that is based on problems in practice, often involves researchers working in partnership with practitioners in schools and addresses issues of relevance to practitioners. This roundtable focuses on how close-to-practice research can contribute to the knowledge base of the teaching profession by bringing together perspectives from didactics, school improvement and educational policy. More specifically, the interest is directed toward what characterizes the knowledge produced through practice-based research that may have significance for teachers' professional knowledge base and practice. The roundtable conversation builds on a previous analysis of what kinds of knowledge products are generated in didactic close-to-practice research where teachers and researchers work together within the research environment Stockholm Teaching & Learning Studies. As a result of this analysis a typology of knowledge products was proposed including: (i) descriptions of knowing, (ii) teaching design, (iii) didactic examples and (iv) methodological tools. It has been proposed that additional knowledge products may be developed, such as artifacts to be used in teaching (e.g. lesson plans, visual representations). The roundtable will include the following points of discussion: 1) a brief presentation of the typology, 2) challenging and developing the typology of knowledge products proposed by previous research by investigating different cases of close-to-practice research from traditions of action research and practice-developing research within subject-didactics, and 3) discussing how the notion of knowledge products may contribute to advancing the conversation on cumulativity in the field of educational research in general, and in relation to syntheses of close-to-practice research in particular. The participants will be engaged in conversations on the desirability and feasibility of striving towards cumulativity.
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