| 1. |
- Nygren, Thomas, 1972-, et al.
(author)
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Critical thinking in national tests across four subjects in Swedish compulsory school
- 2019
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In: Education Inquiry. - : Routledge. - 2000-4508. ; 10:1, s. 56-75
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Journal article (peer-reviewed)abstract
- Critical thinking is brought to the fore as a central competence in today’s society and in school curricula, but what may be emphasised as a general skill may also differ across school subjects. Using a mixed methods approach we identify general formulations regarding critical thinking in the Swedish curriculum of school year nine and seven more subject-specific categories of critical thinking in the syllabi and national tests in history, physics, mathematics and Swedish. By analysing 76 individual students’ critical thinking as expressed in national tests we find that a student that thinks critically in one subjects does not necessarily do so in other subjects. We find that students’ grades in different subjects are closely linked to their abilities to answer questions designed to test critical thinking in the subjects. We also find that the same formulations of critical thinking in two subjects may mean very different things when translated into assessments. Our findings suggest that critical thinking among students comprise different, subject-specific skills. The complexity of our findings highlights a need for future research to help clarify to students and researchers what it means to think critically in school.
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| 2. |
- Uddling, Jenny, 1972-
(author)
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Textsamtalens möjligheter och begränsningar i språkligt heterogena fysikklassrum
- 2019
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Doctoral thesis (other academic/artistic)abstract
- This thesis reports and discusses results from case studies of how two physics teachers process the language and subject content of textbook texts in interaction with their students, several of whom are second language learners. The overall aim is to study and contribute to knowledge about the didactic choices teachers make in relation to text-talks in linguistically diverse physics classrooms. In order to find out what might pose linguistic challenges for the students, the textbook texts used in the classrooms are also analyzed.Data was collected through video and audio recordings in a year 5 and a year 8 physics classroom, during a period of nine and seven weeks respectively, where physics was taught by teachers who identified themselves as having a language focus in science instruction. In addition to the classroom observations, semi-structured interviews with the teachers were conducted.The study is rooted in socio-cultural theory, including literacy and second language acquisition, and in social semiotics, including systemic functional linguistics (SFL) and multimodal perspectives. In the textbook texts, structural and lexicogrammatical features were analyzed. In the text-talks, the analysis focused on how language and content were processed in interaction with the students and what opportunities and limitations this offered the students.The results reveal that the science textbook texts impose great linguistic demands upon the students. The results also reveal that both teachers carried out extensive textual processing in interaction with their students, which showed the teachers’ broad repertoire of didactic choices in connection with the text-talks. The text-talks offered an increased redundancy, opportunities to develop academic registers and to some extent to be socialized into disciplinary reading. Limitations were associated with the teachers not always being sufficiently clear about the purpose and implementation of the text-talks, the language focus sometimes taking the focus off the subject matter and the teachers' use of everyday language not always being an asset.
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| 3. |
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| 4. |
- af Geijerstam, Åsa, docent, 1972-, et al.
(author)
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Läsande och skrivande i olika ämnen
- 2019
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In: Att bli lärare i svenska. - Stockholm : Liber. - 9789147129737 ; , s. 89-101
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Book chapter (other academic/artistic)
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| 5. |
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| 6. |
- Folkeryd, Jenny Wiksten, 1970-, et al.
(author)
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Formal and informal metalanguage in primary teachers’ talk about informational student texts.
- 2019
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In: Nordic Journal of Literacy Research. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 2464-1596. ; 5:3
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Journal article (peer-reviewed)abstract
- Previous research has pointed out the importance for teachers as well as students to use metalanguage in order to develop writing in school. Few studies have however focused on how teachers talk about content aspects in young students’ informational texts, using formal (technical) as well as informal (non-technical) metalanguage. The main purpose of the present study is therefore to analyze how primary teachers discuss student texts before and after a series of six professional development workshops.Based on research within a social semiotic perspective, the workshops focused linguistic resources to express and develop ideas, create cohesive texts and interact with an audience. During audio recorded discussions, a group of teachers were asked to comment on strengths and weaknesses in two informational texts written by students in grades 2 and 3. In order to investigate the effect of the subsequent training, the same texts were discussed during the first and the last meeting. The analysis shows no difference in the total number of metalinguistic comments before and after the workshops. However, explicit formal metalanguage replaces informal metalanguage to a significant degree. It is also shown that the informal metalanguage to some extent displayed other affordances than the formal metalanguage.
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| 7. |
- Hallesson, Yvonne, et al.
(author)
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Four classrooms – four approaches to reading : Examples of disciplinary reading in social science subjects in years five and twelve
- 2018
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In: L1-Educational Studies in Language and Literature. - Hildesheim : International Association for Research in L1 Education (ARLE). - 1567-6617 .- 1573-1731. ; 18, s. 1-29
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Journal article (peer-reviewed)abstract
- In this paper, we aim to explore and exemplify what opportunities to develop disciplinary reading literacy students are given access to in particular types of classroom reading environments in social science subjects. The investigation focuses on how the teacher organizes activities around reading, on what content is approached in text-related discussions and on whose perspectives are allowed space in the classroom discourse. The empirical data consists of classroom observations from two classes in year five and two classes in the Swedish upper secondary school, using different approaches to teaching reading, one being Reading to Learn. With a theoretical base in systemic functional linguistics (SFL), dialogism and reception theory, the classroom discourse was analysed in terms of sequential reading stages, text movability and dialogicality. The findings reveal how differently organized reading environments provide different support structures for students’ disciplinary reading. For example, the findings indicate that text activities that support the reading process in several stages bring about a larger potential for the development of reading literacy. However, the picture changes depending on to what extent students are given room to express their reception of the text, and thereby contribute to an active understanding of text in a dialogical classroom.
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