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  • 201.
    Ridell, Anna
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Hellman, Sascha
    Mälardalen University, School of Education, Culture and Communication.
    Titta, språka, problematisera: Hur svensklärare kan arbeta normproblematiserande och språkutvecklande med film som didaktiskt verktyg2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Det här examensarbetet undersöker hur fyra svensklärare verksamma inom grundskolan och gymnasiet använder film som didaktiskt verktyg i syfte att normproblematisera och utveckla elevers språk. Metoden som används är semistrukturerad intervju. Resultatet visar att svensklärarna låter sina elever diskutera och reflektera kring vad filmer förmedlar genom både muntliga och skriftliga uppgifter samt övningar av olika slag. De är av åsikten att arbete med film är språkutvecklande och att man kan diskutera många olika aspekter utifrån film. Slutsatsen vi drar är att svensklärare med hjälp av film kan skapa meningsfulla sammanhang som gynnar elevernas utveckling vad gäller språk och medvetenhet kring normer.

  • 202.
    Rodemar, Anja
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Carlén, Madelene
    Mälardalen University, School of Education, Culture and Communication.
    Musikdidaktik: En studie där åtta förskollärare berättar om musikaktiviteter i förskolan2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta är en studie där åtta förskollärare på olika förskolor beskriver hur de arbetar med musik som innehåll i förskolans verksamhet. Studiens syfte var att se hur förskollärarna arbetar med musik för att främja barns utveckling och lärande, samt vilket fokus det fanns i deras didaktiska planeringar. Metoden som använts är av kvalitativt slag och intervjuer genomfördes för att samla in material. Resultatet visar att förskollärarna inte genomför didaktiska planeringar men att de har ett syfte och mål med sina musikaktiviteter. Trots att förskollärarna har olika förkunskaper rörande musik beskriver de liknande arbetssätt där musiken används på ett traditionellt sätt vilket förskollärarna menar är genom sång, rytmik och rörelse. Flertalet av förskollärarna talade om trygghetens betydelse för arbetet med musik och efterfrågade kompetensutveckling på området.

  • 203.
    Rottenberg, Débora
    et al.
    Stockholm universitet, Sweden.
    Francia, Guadalupe
    Uppsala university, Sweden.
    EL CONTEXTO NEOLIBERAL EN EL ALCANCE DE LA EQUIDAD PROPUESTA POR LAS POLÍTICAS EUROPEAS DE PROFICIENCIA LINGÜÍSTICA: EL CASO DEL ESPAÑOL EN EL SISTEMA EDUCATIVO SUECO2016In: Profesorado, Revista de Currículum y Formación del Profesorado, ISSN 1138-414X, Vol. 20, no 02Article in journal (Refereed)
    Abstract [es]

    El propósito de este artículo es analizar y discutir las posibilidades de una implementación equitativa de las políticas europeas de proficiencia lingüística en contextos de políticas educativas de corte neoliberal.Se parte de las recomendaciones de la UE en materia de políticas de proficiencia lingüística para analizar, tomando como eje las diferentes formas de libertad de elección, los principales documentos que rigen la política educativa sueca así como la praxis concreta de los diferentesactores involucrados en la enseñanza y el aprendizaje de español como lengua extranjera.Se concluye que el sistema educativo neoliberal vigente en Suecia no favorece el alcance de las recomendaciones de equidad propuestas por la UE. Esto se explica por el aumento de la libertad de elección por parte de diversos actores, lo que ha creado un estado de inestabilidad y desigualdad en las condiciones de implementación de las políticas europeas de multilingüismo.

  • 204.
    Rytzler, Johannes
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Forskarskolan Filosofiska studier av pedagogiska relationer.
    En plats för uppmärksamhet2017In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 22, no 3-4, p. 215-232Article in journal (Refereed)
    Abstract [en]

    The purpose of the article is to explore the educational characteristics of attention by approaching attention as a situation-specific and relational phenomenon. In the article, I argue that the practice of teaching is a form of attention formation, in which attention can be created, formed and shared. The argument builds on a relational interpretation of the educational principles Bildsamkeit and Summons to self-activity (Uljens, 1998, 2001; Benner, 2005, 2015) and on discussions from educational philosophy, which critically delve into the relational traits of educational practices (Todd, 2003, 2009, 2015; Säfström, 2005, 2011; Biesta, 2006, 2014). By understanding teaching as an invitation to attention formation, through the sharing of differences that emerge through the triadic relation between teacher, students and subject matter, teaching can in itself be said to bring about a specific form of attention. This form of attention can be thought of as a concrete relation rather than as an abstract process. The subject matter, as it comes to life in the event of teaching, both forms and is formed by the attentive relations that together constitute the teaching event.

  • 205.
    Rytzler, Johannes
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Teaching as Attention Formation: A Relational Approach to Teaching and Attention2017Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The purpose of the thesis is to put forth and explore a notion of teaching as a practice of attention formation. Drawing on educational philosophy and the Didaktik/Pädagogik-traditions, teaching is explored as a relational and lived-though practice that can promote, form, and share attention. In the context of teaching, attention is connected to the acts of showing and observing. As such, teaching can be seen as a complex of relations that emerges through the intersection of the intentions of the one who is showing and the one who is observing. This intersection creates a tension between the self-active student and the paths made possible for this self-activity. The pedagogical dimension of this tension can be expressed through the principles of the summons to self-activity and Bildsamkeit. By turning to some key-texts of the French philosopher Jacques Rancière, I explore how the notion of teaching as attention formation can be understood from within a radical relational perspective on education and also how attention itself can be thought of as an educational phenomenon. From this critical relational perspective, where the relation is seen as constitutive of educational situations and where the possibility for uniqueness, difference, and freedom are regarded as central characteristics for a democratic conception (and ethical realization) of education, I interpret Rancière’s notions of intellectual emancipation and partage du sensible as political/aesthetic analogues to the summons to self-activity and Bildsamkeit, respectively. While the event of intellectual emancipation, although constituted relationally, mainly addresses the unique attentive subject, the notion of le partage du sensible draws attention to the larger and shared context in which this event takes place. In the thesis, teaching as attention formation is addressed as a relational phenomenon in which the unique and irreplaceable subject is called into being and is given space to respond to the summons of the surrounding world and to strive against the materiality of that very same world. It is suggested that attention formation might be the educational event when someone, as a unique other, is called into presence and is given room to claim and to speak for his or her interest. It is an event made possible by those teachers who have the sensibility to discover its coming, the courage to let it happen, and the strength to accept the consequences of it.

  • 206.
    Ryve, Andreas
    Mälardalen University, School of Education, Culture and Communication.
    Analyzing mathematical classroom discourse: Initiating elaborations on the usefulness of the dialogical approach2008In: Nomad, ISSN 1104-2176, Vol. 13, no 3, p. 7-29Article in journal (Refereed)
    Abstract [en]

    The dialogical approach has been introduced for studying mathematical classroom discourse in a growing body of studies conducted by researchers from the Nordic countries. However, since it is developed for analyzing human action, communication, and cognition in general, it is important to explicitly discuss how it could be developed and complemented for serving the purposes of mathematics education research. In this article I initiate such a discussion by drawing on theoretical analysis as well as my own experiences of using the dialogical approach. By relating it to a framework of criteria for research in mathematics education it is shown that the dialogical approach could be a useful tool for fulfilling several aspects of relevance for mathematics education research. The article concludes by suggesting further aspects that need to be discussed and elaborated on in the project of making it even more useful for understanding mathematical teaching and learning.

  • 207.
    Ryve, Andreas
    Mälardalen University, Department of Mathematics and Physics.
    Can collaborative concept mapping create mathematically productive discourses?2004In: Educational Studies in Mathematics, ISSN 0013-1954, Vol. 56, no 2-3, p. 157-177Article in journal (Refereed)
    Abstract [en]

    Four groups (three engineering students in each group) were videotaped while constructing concept maps in Linear Algebra. There are two aims of this study. The first is to characterize the discourse in the groups by addressing the following research questions: Do the students communicate in an effective way? Do the students' communications contain the elements typical for a mathematically productive discourse? The analysis indicates that the communication among the students is effective and contains the elements that are characteristic for a mathematicallyproductive interaction. The two types of methods used to analyze the data were focal and preoccupational analysis. The mathematical content and the coherence of the conversations were examined through focal analysis. The participants' engagement in the discourse was examined by preoccupational analysis, carried out by means of interactive flowchart. The second aim of this study is to evaluate the newly developed methodological framework used to characterize the discourses. The study shows that several aspects of the methodological framework need to be developed.

  • 208.
    Ryve, Andreas
    Mälardalen University, School of Education, Culture and Communication.
    Discourse research in mathematics education: A critical evaluation of 108 journal articles2011In: Journal for Research in Mathematics Education, ISSN 0021-8251, E-ISSN 1945-2306, Vol. 42, no 2, p. 167-198Article in journal (Refereed)
    Abstract [en]

    There has been an increased engagement in studying discourse in the field of mathematics education. But what exactly is a discourse, and how do researchers go about analyzing discourses? This study examines 108 articles from 6 international journals in mathematics education by asking questions such as: In which traditions and in relation to which kinds of epistemological assumptions are the articles situated? How is the concept of discourse used and defined? How are mathematical aspects of the discourse accentuated? The results of this study show that a variety of conceptualizations are used for analyzing discourses but also that many articles would benefit from strengthening those conceptualizations by explicitly defining the concept of discourse, situating the article in relation to epistemological assumptions, and relating the work to other discourse studies in mathematics education.

  • 209.
    Ryve, Andreas
    Mälardalen University, Department of Mathematics and Physics.
    Making explicit the analysis of students' mathematical discourses: Revisiting a newly developed methodological framework2006In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 62, no 2, p. 191-209Article in journal (Refereed)
    Abstract [en]

    Sfard and Kieran [Kieran, C., Educational Studies in Mathematics 46, 2001, 187-228; Sfard, A., Educational Studies in Mathematics 46, 2001, 13-57; Sfard, A. and Kieran, C., Mind, Culture, and Activity 8, 2001, 42-76] have developed a methodological framework, which aims at characterizing the students' mathematical discourses while they are working in groups. In this study, I focus on an important aspect of this methodological framework, namely the interactive flowcharts. The aim of this study is to suggest two complementary analyses for the construction of the interactive flowcharts: an additional analysis by means of the analytical construct of contextualization as well as an analysis of types ofmathematical discourses. Based on data from a study of how four groups of Swedish engineering students collaboratively construct concept maps in linear algebra. I show that the two complementary analyses make the construction of the interactive flowcharts more coherent and transparent, and hence, more reliable. Furthermore, the two complementary analyses dramatically changed the picture as to whether the studied discourseswere to be seen as mathematically productive or not. In the end of the article, I discuss the possibilities of performing the suggested additionalanalyses within the original methodological framework.

  • 210.
    Ryve, Andreas
    Mälardalen University, Department of Mathematics and Physics.
    Making explicit the construction of interactive flowcharts by means of intentional analysisManuscript (Other academic)
  • 211.
    Ryve, Andreas
    Mälardalen University, Department of Mathematics and Physics.
    What is actually discussed in problem solving courses for prospecitve teachers2007In: Journal of Mathematics Teacher Education, ISSN 1386-4416, E-ISSN 1573-1820, Vol. 10, no 1, p. 41-63Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to characterize the discourse of two problem-solving courses for prospective teachers. The data, consisting of audio recordings and field notes, were examined from a dialogical approach combined with the theory of contextualization. I show not only the substantial differences between the two classroom discourses but also elaborate on plausible reasons for the divergency found. The findings then serve as a basis for a discussion of how to develop a problem-solving course within the mathematics teacher program.

  • 212.
    Ryve, Andreas
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hemmi, Kirsti
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Börjesson, Mats
    Stockholms Universitet.
    Discourses about school-based mathematics teacher education in Finland and Sweden2013In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 57, no 2, p. 132-147Article in journal (Refereed)
    Abstract [en]

    In this cross-case study we focus on school-based teacher education in Sweden and Finland. Through the use of focus-group interviews with mathematics teacher educators in Finland and Sweden, the study shows that there are substantial differences in how school-based teacher education is introduced and portrayed in the discourse about teacher education and prospective teachers' learning. The school-based teacher education among the Finnish groups is made relevant in relation to several aspects of prospective teachers' learning. In the Swedish groups, school-based teacher education is portrayed as an organizational problem and few aspects of prospective teachers' learning are brought into the discourse. The results cannot be generalized to the two countries but show interesting conceptualizations of school-based education potentially useful for teacher educators and scholars

  • 213.
    Ryve, Andreas
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Larsson, Maria
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Nilsson, Per
    Linnéuniversitetet.
    Analyzing Content and Participation in Classroom Discourse: Dimensions of Variation, Mediating Tools, and Conceptual Accountability2013In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 57, no 1, p. 101-114Article in journal (Refereed)
    Abstract [en]

    Balancing content and students' participation in the mathematics classroom is an area of both practical and theoretical interest. In this article we relate and contribute to these two interests by analyzing classroom data from an intervention project aiming at teaching mathematics through problem solving. The study shows that several aspects such as mediating tools, the teacher's conceptual accountability and interactional moves play important roles in the nature of the co-construction of critical dimensions of variation. We therefore suggest that an analysis of content and participation in the mathematics classroom would benefit from drawing on several theoretical sources. As such, the study could be seen as a contribution to recent elaborations on developing variation theory for analyzing the enacted object of learning.

  • 214.
    Ryve, Andreas
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Wistedt, Inger
    Stockholms universitet, Stockholm, Sweden.
    Scheja, Max
    Stockholms universitet, Stockholm, Sweden.
    Contextualizing mathematical teaching and learning2010In: The first sourcebook on Nordic research in mathematics education: Norway, Sweden, Iceland, Denmark, and contributions from Finland / [ed] Sriraman, Bharath; Bergsten, Christer; Goodchild, Simon; Pálsdóttir, Gudbjörg; Dahl, Bettina; Haapasalo, Lenni, Charlotte: Information Age Publishing, 2010, p. 319-332Chapter in book (Refereed)
    Abstract [en]

    The social turn in mathematics education has implied that researchers wish to include collaborative and social aspects when accounting for students’ learning in mathematics. To accomplish this task many theoretical frameworks have been introduced, some of these also used in the field of mathematics education.  Several publications produced by Swedish researchers in mathematics education have used the theory of contextualization and the related analytical principles of Intentional analysis to conceptualize and analyze mathematical teaching and learning. The theory of contextualization is situated in constructivist ontological and epistemological principles and is operationalized to include conceptual, situational, and cultural aspects of students’ conceptions of a given task. In this chapter we elaborate on the theory of contextualization and how it may be used to study mathematics learning and teaching by bringing together five examples of students´ learning of mathematics in compulsory school and higher education previously separately presented in international publications in mathematics education.

  • 215.
    Sabri Slewa, Lina
    Mälardalen University, School of Education, Culture and Communication.
    EN FALLSTUDIE OM SPRÅKUTVECKLANDE ARBETSSÄTT FÖR NYANLÄNDA OCH FLERSPRÅKIGA ELEVER PÅ GYMNASIET2017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att belysa tre lärares didaktiska utgångspunkter, deras föreställningar och erfarenheter om hur de utformar undervisningen för att gynna och effektivisera flerspråkiga elevers språkutveckling och lärande. Utifrån syftet och frågeställningar har jag genomfört en kvalitativ fallstudie med fokusgruppsamtal som metod. Empirin består av två fokusgruppsamtal med tre ämneslärare på gymnasiet. Lärarna betonar det sociokulturella perspektivet, där lärandet sker i interaktion. De lyfter även fram betydelsen av stöttning. De är eniga om att för att utveckla flerspråkiga elevers språk- och ämneskunskaper och gynna deras skolresultat bör både språklärare och ämneslärare samarbeta och arbeta språkutvecklande. Studiens resultat visar att det är av vikt med språkutvecklande arbetssätt och stöttning i undervisningen. Studien visar också att det behövs kollegialt samarbete.

  • 216.
    Salih Överfjord, Malin
    Mälardalen University, School of Education, Culture and Communication.
    Språkval engelska i grundskolan: - utformning och upplevelser2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta examensarbete behandlar Språkval engelska och syftar till att undersöka hur det är utformat i grundskolan, vilka orsaker det finns till språkvalsbyte samt hur elever, lärare och skolledare uppfattar ämnet. Språkval engelska saknar nämligen kursplan och betyg och organiseras olika på skolorna. Studien grundas i två olika undersökningsmetoder, kvalitativ metod, d.v.s. intervjuer med lärare och skolledare, samt kvantitativ metod d.v.s. enkätundersökning med språkvalselever.

    Resultatet visar att ämnet saknar riktlinjer och mål från Skolverket, att skolledare och undervisande språkvalslärare upplever ämnet som problematiskt samt att mycket arbete återstår innan ämnet fungerar optimalt. Elevenkäterna visar att majoriteten av eleverna anser sig ha blivit bättre på engelska sedan de påbörjat studier i språkval engelska men de är samtidigt missnöjda med ämnet med förklaringen att undervisningsmiljön är stökig och orolig.

  • 217.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Utveckling i förskolan genom deltagande i forskningscirklar2014In: Forskningscirkeln - en möteplats för samproduktion / [ed] Pirjo Lahdenperä, Mälardalen University , 2014, p. 109-118Chapter in book (Refereed)
  • 218.
    Sandberg, Anette
    et al.
    Mälardalen University, Department of Social Sciences.
    Anstett, Siv
    Mälardalen University, Department of Social Sciences.
    Wahlgren, Ulla
    Mälardalen University, Department of Social Sciences.
    Didaktiska implikationer i förskolan efter kompetenshöjande utbildning2005Report (Other academic)
  • 219.
    Sandberg, Anette
    et al.
    Mälardalen University, Department of Social Sciences.
    Anstett, Siv
    Mälardalen University, Department of Social Sciences.
    Wahlgren, Ulla
    Mälardalen University, Department of Social Sciences.
    The value of in-service training for quality in pre-school2007In: Journal of In-service education, ISSN 1367-4587, E-ISSN 1747-5082, Vol. 33, no 3, p. 301-319Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to increase knowledge about, and describe how, participants consider their own learning process and development during in-service education, and to consider how they attempt to implement their new knowledge in pre-school after completing the training programme. The sample consists of nine newly qualified pre-school teachers who participated in interviews twice. The first interview was conducted directly after completing their studies, and the second interview was conducted one year later, when the pre-school teachers once again were active in pre-schools. The findings indicate that pre-school teachers perceive that they have gained strength in their profession. The theoretical bases including developmental pedagogy and a changed view of the child have been crucial for the implementation process. This kind of in-service education is significant in increasing pre-school quality.

  • 220.
    Sandberg, Anette
    et al.
    Mälardalen University, Department of Social Sciences.
    Pramling-Samuelsson, Ingrid
    Gothenburg Univesity, Sweden .
    An interview study of gender difference in preschool teachers' attitudes toward children's play2005In: Early Childhood Education Journal, ISSN 1082-3301, E-ISSN 1573-1707, Vol. 32, no 5, p. 297-305Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to investigate, identify and describe different ways that female and male preschool teachers conceive, understand and experience play. The research questions addressed are: What perspectives do female and male preschool teachers have on play? Are there differences in play experiences related to gender? The interview study is inspired by phenomenographical research. The sample consisted of ten female and ten male preschool teachers'. The results show differences between female and male preschool teachers' play willingness. This study found that male preschool teachers contribute with more playfulness, and this is something that both female and male preschool teachers noticed. Female preschool teachers tend to value calm play and emphasize the importance of social development while male preschool teachers accentuate the significance of physical development. All preschool teachers in the study emphasized that it is important to create inspiring environments for play and outdoor play.

  • 221.
    Sandberg, Anette
    et al.
    Mälardalen University, Department of Social Sciences.
    Vuorinen, Tuula
    Mälardalen University, Department of Social Sciences.
    The future is created by and within children2007In: Australian Journal of Early Childhood, ISSN 0312-5033, Vol. 32, no 2, p. 1-7Article in journal (Refereed)
  • 222.
    Sandberg, Karin
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Att lära av det förflutna: Yngre elevers förståelse för och motivering till skolämnet historia2018Doctoral thesis, monograph (Other academic)
    Abstract [en]

    To learn from the past- younger pupils´ understanding of and motivation for history as a school subject

    When pupils take part in schools´ history teaching they encounter a school historical culture, which is a part of society’s historical culture. Historical culture is here defined as the specific and particular way in which a society relates to its past. How pupils understand and motivate history as a school subject is a part of how they perceive society’s historical culture. This study examines younger pupils' historical culture based on Jörn Rüsen's defined dimensions of historical culture, which are: cognitive, political, moral, religious and aesthetical. The aim of this study is to examine younger pupils’ historical culture and how they perceive the historical culture they encounter in history as a school subject. In the study, the pupils´ historical culture is defined as the pupils' definition, perception and understanding of history, and primarily, of history as a school subject.

    The results show that all of Rüsen's five dimensions of historical culture become visible in the pupils’ expressed historical culture, albeit to a different extent. Both the cognitive and moral dimensions become visible in the pupils' main motivation for and understanding of history as a school subject: that they should learn from the past. The pupils say that they can learn from the major events and of peoples’ mistakes and achievements in the past. The pupils also believe that they can learn from the past on a practical level. They also emphasis that they need to learn from the past in order to understand the society they live in since it builds on the past. The pupils also express that school history has an entertaining aspect. They mainly emphasise the exciting and dramatic events in the past. The pupil’s historical culture appears to be homogeneous and mainly based on the teaching they received in history as a school subject, but also with an imprint from a social history culture with an interest in, primarily, World War II.

    The pupils primarily identify with the historical culture they meet through education at school, and mean that the history conveyed to them at school is the same as they encounter in society. The different historical cultural identities the pupils acknowledged that they belonged to seem to overlap and complement one another. The pupils trust the representations of history they encounter both inside and outside school.

  • 223.
    Sandberg, Karin
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Manligt och kvinnligt i skolämnet historia: Vad har det för konsekvenser för elevernas historiekultur?2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 1, p. 56-77Article in journal (Refereed)
    Abstract [sv]

    Utifrån intervjuer med elever i årskurs fem skildras i denna artikel elevernas historiekultur. Texten har två infallsvinklar, den första är elevernas uppfattning om manliga respektive kvinnliga aspekter av det förflutna. Den visade att eleverna främst ser manliga aktörer och manliga aktiviteter som riktig historia. Den andra infallsvinkeln är skillnader mellan pojkar och flickors inställningar till skolämnet historia och till historien som fenomen samt elevernas historiekultur. Den genomgången visade att flickor uppvisar ett större intresse än pojkarna för historia, både som skolämne och för att ta del av historia på fritiden. I artikeln påvisas att elevernas historiekultur förefaller vara inriktad på vad de beskriver som de stora händelserna i det förflutna. Pojkarna visar inget intresse för andra delar av det förflutna medan flickor också visar intresse för den vardagliga historien. Flickor framför att de behöver läsa historia för att få bra betyg medan både pojkar och flickor vill läsa historia för att bli allmänbildade och bli en del av samhället. Slutligen förs en diskussion av dessa aspekters relevans för skolämnet historia och dess under­visning

  • 224.
    Sandberg, Karin
    Umeå universitet, Institutionen för idé- och samhällsstudier.
    Möte med det förflutna: digitaliserade primärkällor i historieundervisningen2014Licentiate thesis, monograph (Other academic)
    Abstract [en]

    In recent years, the Swedish educational system has undergone considerable change. A new curriculum and swift digitization via the implementation of the "one-to-one" system have increased the call for new teaching methods in schools. Previous research indicates that working with primary sources can enhance students’ historical thinking and historical empathy. The present licentiate dissertation aims to investigate Swedish upper secondary school students’ use of critical thinking and historical empathy when utilizing digitized primary sources, such as the parish registers stored in the Demographic Data Base at Umeå University.

            Five classes in grades 1-3, comprising 110 students, in the ages 16 to 19, and three teachers participated in the study. The students were assigned with compiling a report based on the digitised primary source material and presenting their findings in a written paper or oral presentation. The study was evaluated through (1) interviews with students and teachers, (2) classroom observation of the students while working with the material, (3) questionnaires on the students´ view of history, and (4) the completed assignments.

              The study shows that all the students achieved some result based on the information found in the digitised primary sources. While they applied historical empathy and historical thinking, it was mixed with presentism. The majority did not make use of corroboration, but those who did displayed more examples of historical thinking and historical empathy, primarily evident in grades 2 and 3 and in the free discussions held after the presentations. The students’ perception of primary sources shifted as a result of this exercise: Their preference for using primary sources had increased, although their trust in primary sources had simultaneously decreased. Teachers and students alike were generally satisfied with the assignment but argued that the database needed improvement in order to enhance its usefulness. Over the course of the assignment, students frequently expressed that the individuals in the digitized material came to life for them, generating feelings of empathy.

            The study’s contribution to history didactics is twofold. First, it clearly demonstrates how upper secondary students can make use of historical thinking and historical empathy when studying digitised parish records, even though they have difficulty contextualizing their results. Secondly, it provides insight into how Swedish students learn history and the kind of history that interests them. The results are predominantly in agreement with those from previous studies but this study is pioneering in basing its findings on primary sources that are digitised.

  • 225.
    Schröter, Thorsten
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    The study of wordplay translation: Some insights, questions and challenges2019In: Du jeu dans la langue: Traduire le jeu de mots / [ed] Frédérique Brisset, Audrey Coussy, Ronald Jenn, Julie Loison-Charles, Villeneuve d'Ascq: Presses Universitaires du Septentrion, 2019, 1, p. 299-312Chapter in book (Refereed)
  • 226.
    Schröter, Thorsten
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Molander Danielsson, Karin
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    English for Young Learners in Sweden: Activities, materials and language use in the classroom2016In: Litteratur och språk: Vokabeltest im FSU; Narrative Vampirism; English for Young Learners; Eva Lindströms poetik; Linguistic accommodation; Astrid Lindgrens barnboksvärldar; Traditionell västgötska; Didaktiska reflektioner kring grammatiska strukturer; Anna Höglunds Om detta talar man endast med kaniner; Språksituationen på Åland; Ett radikalt demokratisk svenskämne; Rainer Maria Rilkes Malte Laurids Brigges anteckningar, Västerås & Eskilstuna: Mälardalens högskola , 2016, no 11, p. 47-73Chapter in book (Refereed)
    Abstract [en]

    Like almost everywhere else, the role and the status of the English language have been increasing in Swedish society, including the education system. All students in Swedish schools receive some more or less formal instruction in the English subject by the time they are in third grade, though very many are exposed to the language even earlier, both at school and outside of it.

    Despite these circumstances, we seem to know very little about the realities of English for young learners (EYL) instruction at Swedish primary schools, e.g. regarding the following aspects: What activities do the teachers organize in their English classes? What materials do they work with and how? In what ways and to what extent do they use the target language, English?

    The present contribution reports on the results of two small studies addressing precisely these issues, among others. The first study is based on a number of actual observations and recordings of EYL lessons from preschool class to grade 3, followed by interviews with the respective teachers; the second is based on a questionnaire with a broader range of primary school teachers.

    The results suggest that some commonly promoted recommendations in the literature regarding EYL are not generally followed by many EYL teachers in Sweden. For example, when it comes to the use of English vs. Swedish in the English classroom, the share and quality of the target-language input, not least from the teachers themselves, might well be enhanced. In addition – and this aspect is related to the previous one – EYL instruction and its efficiency could be expected to benefit from contextualizing the classroom activities and communication to a greater extent, e.g. by using children’s literature of various kinds and engaging in meaningful interaction about it.

  • 227.
    Sellén, Karin
    Mälardalen University, School of Education, Culture and Communication.
    Lärares argument för användning av olika undervisningsmaterial i matematikundervisningen.2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I denna studie undersöks lärares argument för användning av olika läromedel i matematikundervisningen i årskurs 1-3. För att få fram lärares argument gjordes en datainsamling genom intervjuer av sju lärare. De olika läromedel som berördes var läroböcker, digitala verktyg och laborativt material. Resultatet visar att läromedel används för olika syften. Tidsvinst är ett av argumenten som lärarna lyfter för att använda lärobok och digitala verktyg. Lärarna anser att det är en trygghet med läroboken för att de ska få en överblick över alla arbetsområden och mål som ska ingå i matematikundervisningen. Vanliga argument för användandet av laborativt material är att öka elevens lust att lära och för en konkretisering av matematiken för att öka elevens förståelse för matematik. Studiens slutsats indikerar att lärare ofta väljer bort användandet av laborativt material då tiden många gånger är knapp, trots att de är medvetna om att elevernas lust och förmågan att lära sig matematik ökar med användandet av konkret material.

  • 228.
    Sert, Olcay
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Classroom Interaction and Language Teacher Education2019In: The Routledge Handbook of English Language Teacher Education / [ed] Steve Walsh; Steve Mann, Routledge, 2019, p. 216-238Chapter in book (Refereed)
  • 229.
    Sert, Olcay
    Hacettepe University, Ankara, Turkey.
    Creating opportunities for L2 learning in a prediction activity2017In: System (Linköping), ISSN 0346-251X, E-ISSN 1879-3282, Vol. 70, p. 14-25Article in journal (Refereed)
    Abstract [en]

    In addressing teacher talk and its role in providing opportunities for learning in L2 classrooms, a growing number of studies have investigated different ways teachers manage learner initiatives and demonstrate L2 Classroom Interactional Competence. However, despite their commonness in L2 classrooms, an investigation into pre-listening/watching activities (e.g. prediction activities) is scarce in terms of how learning opportunities are created. Based on a corpus of fourteen 45-min EFL classes videotaped at a secondary school in Turkey, the current paper explores the ways student engagement is enhanced and learning opportunities are enacted in pre-watching activities in meaning and fluency contexts. Drawing on the analyses of detailed transcriptions of such activities and utilizing the micro-analytic lens of multimodal conversation analysis, it is revealed that the teacher creates opportunities for language learning by successfully managing learner initiatives and emergent knowledge gaps; evidenced through the appropriate use of resources like embedded correction, embodied repair, and embodied explanations. Evidence for potential language learning will be shown by tracking students’ use of a phrase in meaningful communicative events. The findings have implications for research on L2 classroom interaction, teacher talk, and instructed language learning. 

  • 230.
    Sert, Olcay
    Hacettepe Univ, Egitim Fak, Beytepe, Turkey..
    ‘Epistemic status check’ as an interactional phenomenon in instructed learning settings2013In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 45, no 1, p. 13-28Article in journal (Refereed)
    Abstract [en]

    This study explores the interactional unfolding of ‘epistemic status check’ (ESC) (e.g. ‘no idea?’, or ‘you don’t know?’), which is a frequently observed feature of teacher talk in language classrooms. The paper aims at contributing to the literature of institutional interaction and classroom discourse by introducing and defining ‘ESCs’, which also will indirectly be conducive to expanding the scope of the idea of epistemic engine (Heritage, 2012a,b). An ESC can be defined as a speaker’s interpretation of another interactant’s state of knowledge, which (in the case of classrooms) can be initiated in order to pursue certain pedagogical goals when a second-pair part of an adjacency pair is delayed. It is employed subsequent to inter-turn gaps (Schegloff, 2007) that are accompanied by non-verbal cues. The study draws on 16 h of video-recorded interactions in two English language classrooms in a public school in Luxembourg. The participants are adolescent multilingual students, aged between 15 and 18, and a local teacher. The analysis was carried out using conversation analysis, by also drawing on the use of multi-semiotic resources including gaze directions, gestures, and body orientations. The findings show that teachers treat these embodied actions as displays of insufficient knowledge in classroom talk-in-interaction, and initiate ESCs subsequent to certain student non-verbal cues including gaze withdrawals, long silences, and headshakes. These displays of insufficient knowledge were found to be visual resources that the teacher uses in order to move the classroom activity forward, by first initiating an ESC, and then by allocating the turn to another student. These findings have implications for the analysis of ‘claims of insufficient knowledge’ (e.g. ‘I don’t know’) in general and their management in instructed learning environments in particular. (C) 2012 Elsevier B.V. All rights reserved.

  • 231.
    Sert, Olcay
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Integrating digital video analysis software into language teacher education: insights from conversation analysis2013In: AKDENIZ LANGUAGE STUDIES CONFERENCE, 2013, Vol. 70, p. 231-238Conference paper (Refereed)
    Abstract [en]

    This study aims at contributing to the development of language teacher education programmes in Turkey by integrating Conversation Analysis into the current curriculum. This short paper will argue for the use of digital video analysis software, namely Transana,in order to improve teachers’ Classroom Interactional Competence. It will be suggested that by critically reflecting on video-recordings, teachers will develop a better understanding of the relationship between their language use and the learning opportunities they give to their students. It will also be argued that Transana, compared to audio-software, brings certain advantages to the training process, since it enables users to observe multimodal resources (e.g. body language) employed during classroom interaction. (C) 2012 Published by Elsevier Ltd.

  • 232.
    Sert, Olcay
    Hacettepe University.
    Social Interaction and L2 Classroom Discourse2015 (ed. 1)Book (Refereed)
  • 233.
    Sert, Olcay
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    The Interplay between Collaborative Turn Sequences and Active Listenership: Implications for the Development of L2 Interactional Competence2019In: Teaching and testing L2 interactional competence: bridging theory and practice / [ed] Rafael Salaberry; Silvia Kunitz, Routledge, 2019, p. 110-131Chapter in book (Refereed)
    Abstract [en]

    This chapter shows that preliminary findings based on analyses of second language (L2) discussion task interactions involving learners who had previously had limited opportunities to practice oral communication. It focuses on participants’ deployment of responsive actions, and specifically focuses on turn completions in collaborative turn sequences. The chapter explains completions as ‘demonstrations of active listenership’ and argues that an interplay between collaborative turn sequences and demonstration of active listenership in relation to L2 interactional competence (IC). It provides a conversation analytic approach to data, followed by a post-analytic corpus linguistic annotation to present frequencies and a plot analysis using corpus software. Social interaction is a co-constructed accomplishment. The chapter presents a review of listenership, collaborative completions and L2 IC. It also presents a sequential analysis of representative extracts from the collection. The chapter outlines the quantitative findings from post-analytic observations.

  • 234.
    Sert, Olcay
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    aus der Wieschen, Maria Vanessa
    University of Southern Denmark.
    Divergent language choices and maintenance of intersubjectivity: the case of Danish EFL young learnersIn: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522Article in journal (Refereed)
    Abstract [en]

    The role of students’ first language(s) in foreign language classrooms has been hotly debated in the last decades. Although this line of research has advanced our understanding of language choice in the L2 classroom, it has mostly dealt with adolescent and adult learners. From a contextual perspective, then, more micro-analytic research that focuses on language choice at the primary school level is needed. Against this background, this paper presents a case study of a Danish third-grade English as a foreign language classroom, in which a pattern of divergent language choices has been observed: the teacher consistently uses English, whereas the learners almost exclusively speak Danish, which might entail trouble in maintaining intersubjectivity and a joint pedagogical focus. Using Conversation Analysis methodology, we found two sequential formats that help ensure student understanding and thus maintain intersubjectivity: (1) learner translations and reformulations for peer support in expansion sequences, and (2) expansions initiated by students requesting information or clarification that display partial or no understanding. We argue that the sense-making practices co-constructed in this classroom context are possible because the teacher encourages shared multilingual meaning-making practices. This research has implications for teaching EFL to young learners, and classroom language policies.

  • 235.
    Sert, Olcay
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Mälardalen University, Sweden.
    Balaman, Ufuk
    Hacettepe University, Turkey.
    Orientations to Negotiated Language and Task Rules in Online L2 Interaction2018In: ReCALL, ISSN 0958-3440, E-ISSN 1474-0109, Vol. 30, no 3, p. 355-374Article in journal (Refereed)
    Abstract [en]

    Recent research shows that negotiation of meaning in online task-oriented interactions can be a catalyst for L2 (second/foreign/additional language) development. However, how learners undertake such negotiation work and what kind of an impact it has on interactional development in an L2 are still largely unknown mainly due to a lack of focus on task engagement processes. A conversation analytic investigation into negotiation of meaning (NoM) in task-oriented interactions can bring evidence to such development, as conversation analysis (CA), given its analytic tools, allows us to see how participant orientations in interaction evolve over time. Based on an examination of screen-recorded multiparty online task-oriented interactions, this study aimed to describe how users (n=8) of an L2 (1) negotiate and co-construct language and task rules and (2) later show orientations to these rules both in the short term (50 minutes) and in the long term (8 weeks). The findings showed that in addition to negotiating existing rules, the learners co-constructed new rules around an action called policing, which occurred when the learners attended to the breach of language and task rules. Furthermore, even after the negotiation work was completed, they oriented to negotiated rules through policing their own utterances (i.e. self-policing). Overall, this interactional continuum (from other-repairs to self-repairs) brought longitudinal evidence to bear on the role of NoM in the development of L2 interactional competence. These findings bring new insights into NoM, technology-mediated task-based language teaching (TBLT), and CA for second language acquisition (SLA).

  • 236.
    Sert, Olcay
    et al.
    Hacettepe Univ, Ankara, Turkey..
    Jacknick, Christine M.
    The City University of New York.
    Student smiles and the negotiation of epistemics in L2 classrooms2015In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 77, p. 97-112Article in journal (Refereed)
    Abstract [en]

    This study investigates the interactional unfolding of student smiles in instructed language learning settings drawing on data from both English as a Second Language and as a Foreign Language classrooms. Conversational actions performed by participants through ‘smiles’ is an under-researched area, especially in classroom settings where teachers’ and students’ smiles may serve different functions due to the institutional nature of ongoing interactions. To address this research gap, we aim at investigating the interactional unfolding of student smiles in English language classrooms based on 16 h of video-recordings in Luxembourg and 45 h of video-recordings in the US. Taking a conversation-analytic approach, we show how participants use smiles to index and resolve interactional trouble. Our analysis shows that smiles and epistemic issues in the classroom are intricately connected, and in the case of interactional trouble related to epistemic access, student smiles serve to maintain affiliation and to promote the progressivity of talk. The findings of the paper have implications for understanding the interactional unfolding of smiles in institutional interaction in general, and in classroom interaction in particular.

  • 237.
    Sert, Olcay
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Li, Li
    University of Exeter, England..
    A Qualitative Study on CALL Knowledge and Materials Design: Insights From Pre-Service EFL Teachers2017In: INTERNATIONAL JOURNAL OF COMPUTER-ASSISTED LANGUAGE LEARNING AND TEACHING, ISSN 2155-7098, Vol. 7, no 3, p. 73-87Article in journal (Refereed)
    Abstract [en]

    The present study investigates how academic coursework and formal learning of instructional technology and materials design help pre-service English language teachers' development of critical knowledge of CALL materials. The participants are 111 pre-service English language teachers enrolled in a TEFL programme at a Turkish University. Throughout a 14-week semester, these participants learn to design a variety of CALL materials including online teaching tools and a set of Web 2.0 tools. The article explores the skills and knowledge of pre-service teachers on the design and development of audio-visual web-based activities, through qualitative content analysis of their written reflections. The analyses of reflections on practice have revealed that these teachers demonstrate strong and critical understanding of CALL in enriching authenticity, enhancing motivation, facilitating language learning, and providing multimodal resources. They also display great awareness of instructional knowledge, in particular, in the design and interface of technology to facilitate learning.

  • 238.
    Sert, Olcay
    et al.
    Hacettepe University, Ankara, Turkey.
    Walsh, Steve
    Newcastle University, UK.
    The interactional management of claims of insufficient knowledge in English language classrooms2013In: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581, Vol. 27, no 6, p. 542-565Article in journal (Refereed)
    Abstract [en]

    This paper primarily investigates the interactional unfolding and management of claims of insufficient knowledge’ (Beach and Metzger 1997) in two English language classrooms from a multi-modal, conversation-analytic perspective. The analyses draw on a close, micro-analytic account of sequential organisation of talk as well as on various multi-semiotic resources the participants enact including gaze, gestures, body movements and orientations to classroom artefacts. The research utilises transcriptions of 16 (classroom) hours of video recordings, which were collected over a six-week period in 2010 in a public school in Luxembourg. The findings show that establishing recipiency through mutual gaze and turn allocation practices have interactional and pedagogical consequences that may lead to claims of insufficient knowledge. Furthermore, the findings illustrate various multi-modal resources the students use (e.g. gaze movements, facial gestures and headshakes) to initiate embodied claims of no knowledge and to show specific exchange structures. Finally, we suggest that certain interactional resources, including embodied vocabulary explanations and Designedly Incomplete Utterances (Koshik 2002), deployed by the teacher after a student’s claim of insufficient knowledge may lead to student engagement, which is a desirable pedagogical goal. Our findings have implications for the analysis of insufficient knowledge, for teaching, teacher education and in particular for L2 Classroom Interactional Competence (Walsh 2006).

  • 239.
    Somuncu, Dilara
    et al.
    Gaziantep University.
    Sert, Olcay
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    EFL Trainee Teachers’ Orientations to Students’ Non-understanding: A Focus on Task Instructions2019In: Conversation Analytic Perspectives on English Language Learning, Teaching, and Testing in Global Contexts / [ed] H. T. Nguyen; T. Malabarba, Bristol: Multilingual Matters, 2019Chapter in book (Refereed)
    Abstract [en]

    Using Conversation Analysis, this paper explores EFL trainee teachers’ orientations to students’ displays of non-understanding in instruction giving sequences. The analyses draw on sequential organisation of talk as well as on various multi-semiotic resources the participants deploy including orientations to classroom artefacts (e.g. interactive whiteboards). The research utilises transcriptions of 13 (classroom) hours of video recordings of 13 different EFL teachers’ classes. The data were collected over a semester in 2013 in a public secondary school in Turkey. The findings show that students’ displays of non-understanding (e.g. through statements like “we did not understand” or by initiating requests for clarification) in instruction giving sequences are important sites for teachers to ensure clarity, as understanding of these instructions by the students are crucial for task accomplishment. Based on a collection of cases, we demonstrate that teachers may turn displays of non-understanding to understanding by using resources like multimodal explanations and modelling.  However, the majority of cases in instruction giving sequences include teachers’ lack of or limited orientations to students’ non-understanding. We argue that management of non-understanding in such sequences should be integrated into teacher education curricula in both content and language classrooms, as they play an important role in ensuring task accomplishment.

  • 240.
    Stadig Degerman, Mari
    et al.
    Linköpings universitet, Sweden.
    Larsson, Caroline
    Linköpings universitet, Sweden.
    When metaphors come to live – at the interface of a visualization and students’ meaning-making of dynamic chemical processes2011Conference paper (Refereed)
    Abstract [en]

    In molecular life science phenomena exist on a sub-micro scale and are not readily accessible for learners. Here tools, as external representations and metaphorical language, become essential for students’ learning. Metaphorical language is often used to relate abstract concepts to more familiar ideas from everyday life. For successful meaning-making students need to be familiar with the concepts being compared and know which characteristics of the metaphor are relevant and should be conveyed to the conceptual domain. There is a need for students to interpret and focus on certain given aspects and also on deviances between the two domains. Students’ prior knowledge of the real life domain as well as the scientific domain, then becomes the foundation for students’ learning. Furthermore, the metaphor itself mediates new meaning and new ways to interpret the natural world in interaction with learners, and this has an impact on students’ conceptualization of the concept the metaphor is describing. The objective of this study was, i) to explore which metaphors students tend to use while interacting with two external representations of dynamic molecular processes, and ii) to describe what connections between the scientific concept and the identified metaphors students made, both useful connections and potential pitfalls. The first representation is an animation visualizing the formation of Adenosine triphosphate (ATP) in a metabolic process in the cell. The second is a physical model of self-assembly of a virus capsid. The empirical material analysed consisted of ten audio-recorded group discussions with university students (n=59). The students had completed basic courses in chemistry and molecular biology. A pre-formulated discussion guideline was used and the students had access to the external representation during the whole session. A qualitative analysis was performed using an inductive analytical model. The preliminary analysis showed that students used several metaphors, for example water mill, paddle wheel, ball, and chief, to create meaning to the scientific concepts while interacting with the two representations. The following analysis will examine to what degree the metaphors possess characteristics that can mislead and tempt students to use parts of the iconographic representation that are not relevant for understanding the represented phenomenon. With these results we can clarify how far the metaphors, and thereby the representations, reach and thus make valuable implications for education.

  • 241.
    Stadig Degerman, Mari
    et al.
    Linköpings universitet, Sweden.
    Tibell, Lena
    Linköpings universitet, Sweden.
    Critical aspects and how students concretize their molecular understanding: benefits and potential pitfalls with an animation2011Conference paper (Other academic)
    Abstract [en]

    We have investigated the effects of an animation of ATP synthesis in mitochondria on students understanding of the process. University students were exposed to the animation without narration before their introductory course in cell metabolism. Our intention was to identify any visual aspects of the animation that helped students to understand the process, and how the animation influenced their reasoning. In a mixed-method design, individual questionnaires were administered and group discussions performed. We identified three features of the animation which helped the students to understand critical aspects of the process, namely 1) molecular dynamics, 2) an explicitly visualized coupling between the flow of protons through the protein complex and ATP-synthesis 3) movements and induced conformational changes in the proteins during the process. We also observed that students showed difficulties in predicting the reversibility of the reaction. Analogies might enhance the meaningfulness and provide qualitative insights of sub-microscopic explanations. Albeit so, our preliminary analysis of the group discussions indicates that they are also sometimes misleading and can act as traps that induce erroneous chemical reasoning. 

  • 242.
    Storfors, Tom
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hur bildad är jag?: Om att balansera vetenskaplig grundoch beprövad erfarenhet i en forskningscirkel2014In: Forskningscirkeln - en möteplats för samproduktion / [ed] Pirjo Lahdenperä, Mälardalen University , 2014, p. 27-43Chapter in book (Refereed)
  • 243.
    Sund, Per
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    4. Att välja undervisningsinnehåll2014In: Lärande i handling / [ed] Britt Jakobson, Iann Lundegård & Per-Olof Wickman, Studentlitteratur, 2014, p. 47-58Chapter in book (Other academic)
    Abstract [sv]

    Ämnesinnehåll, arbetssätt och arbetsformer samverkar på ett övergripande sätt och bildar tillsammans det som i detta kapitel benämns undervisningssinnehåll. Jag inleder kapitlet med att argumentera för behovet att uppmärksamma att lärare arbetar inom undervisningstraditioner, vilka gör att de kommunicerar olika undervisningsinnehåll till eleverna. Därefter följer en kort redovisning om de mest utmärkande dragen hos traditionerna samt hur forskningen synliggjort dem. Till sist presenteras ett reflektionsverktyg för lärare/lärarlag som kan användas som stöd för att urskilja undervisningstraditioner i den egna verksamheten och därigenom på ett mer reflekterat sätt kunna förändra undervisningsinnehållet.

  • 244.
    Sund, Per
    Mälardalen University, School of Sustainable Development of Society and Technology.
    Att urskilja selektiva traditioner i miljöundervisningens socialisationsinnehåll - implikationer för undervisning för hållbar utveckling2008Doctoral thesis, comprehensive summary (Other scientific)
    Abstract [en]

    Discerning selective traditions in the socialization content of environmental education – implications for education for sustainable development

    This thesis offers an empirical contribution to research on content issues in environmental education. One way of approaching content issues is to study the socialization content. Socialization content forms an educational context in which subject matter content can develop into meaning. Through their different actions teachers communicate companion meanings to students, which together constitute the socialization content. These are messages about the subject and about education, such as the importance of students’ participation.

    One important starting point for this thesis is that the learning of subject matter and socialization content is simultaneous. Learning is often regarded as an inner individual process, while socialization is more often understood as an external fostering. By using the concept of meaning making, learning and socialization can be regarded as both simultaneous and mutual.

    The thesis has two main purposes, namely, methodological development and a more substantial study of socialization content. An interview method and analytical tool for researchers has been developed as a result of conducting a literature review and interviewing upper secondary school teachers involved in a general science course. This tool can be used to study the qualitative aspects of socialization content by examining shifts in five important educational aspects, and has been applied to the empirical data collected from teacher and student interviews.

    The analytical tool can also be transformed into a reflection tool for teachers to render their educational habits more visible. Teachers’ collective habits can develop into selective traditions in environmental education. Socialization content can be regarded as an important value-laden content that needs to be critically examined in an open democratic school system. These discussions could facilitate the development of a more pluralistic environmental education, which in turn could be further developed into an education for sustainable development.

  • 245.
    Sund, Per
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Discerning selective traditions in science education – A qualitative study of teachers’ responses to what is important in science teaching2016In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 11, no 2, p. 387-409Article in journal (Refereed)
    Abstract [en]

    Science teachers have differing views about what students should learn. Their teaching experience often leads them to develop habitual answers to students’ questions, such as – why should I learn this? Some teachers argue that students need to learn more ‘canonical’ science knowledge so that they can become scientists, while others tell students to apply scientific knowledge in order to make their everyday lives easier. If a group of teachers argue and act in similar ways in similar situations, they can be described as working in a similar collective habit. In this study these are called selective traditions in science teaching. In practical terms they work well in everyday, multifaceted, hectic teaching situations. However, the traditions can obstruct the inclusion of socio-scientific issues (SSI) in national science education tests. Some research has been conducted on selective traditions in written curriculum material, although little is known about how they can be discerned in teachers’ descriptions of their science teaching. This study draws on Dewey’s discussion of the interplay between individual and collective habits to discern teaching traditions by regarding them as institutionalized teaching habits. A firmly developed analytical tool is applied to the extensive data consisting of twenty-nine Swedish science teachers’ responses in semi-structured interviews. The methodology used in this study is inspired by earlier environmental and sustainability education (ESE) research. The results are discussed in relation to earlier research on ‘scientific literacy’ and how research can support teachers’ changes of practice to encourage students to perform better in large-scale tests.

  • 246.
    Sund, Per
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Experienced ESD schoolteachers’ teaching – an issue of complexity2015In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 21, no 1, p. 24-44Article in journal (Refereed)
    Abstract [en]

    In educational settings, sustainable development (SD) is often handled with the aim of reducing the contested aspects of the concept. Issues like trade, conservation, public health and international relations are often presented in a simplified way so that they are easier for students to grasp. However, in education, this tendency to simplify sustainability issues can be a disadvantage. This study explores how Swedish upper secondary schoolteachers’ education for sustainable development (ESD) in award-winning ‘ESD-schools’ supports students to become informed and autonomous democratic citizens by appreciating the complexity of the concept of SD. This empirical study is part of a larger research project studying progressive upper secondary schools and is a development of earlier research on teachers’ starting points for long-term purposes beyond the teaching – which we have termed objects of responsibility.

     

    In interviews of five teachers from two schools, experienced in ESD issues and working in teacher teams, an interesting commonality in their arguments for teaching sustainability emerged during the analytical process. The implications of the study’s results are important for EE/ESD research into teaching continuity as well as for teachers in practice.

     

  • 247.
    Sund, Per
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lundqvist, Eva
    Uppsala Universitet.
    Selective traditions in group discussions – teachers’ views about good science and the possible obstacles when encountering a new topic2016In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, p. 1-18Article in journal (Refereed)
    Abstract [en]

    There is an ongoing discussion about what content that should be taught in science education and there are different views among teachers about what represent good science content. However, teachers are not isolated individuals making their own interpretations, but are part of institutionalised systems building on patterns in the selection of teaching goals and content. Earlier research shows that teachers teach in alignment with different selective traditions, which can be understood as well-developed teaching habits. Individual teachers seem to develop their personal habits on the basis of the contextual situations created by earlier generations of teachers.

    In order to find out which content teachers find representative for science education, we asked nine teachers to take part in group interviews to talk about what they value as “good” science content. The participants were grouped according to their selective traditions expressed in earlier studies. The method was used to dynamically explore, challenge and probe teachers views.

    The starting point for the group discussions is national tests in science. In Sweden, national tests in biology, physics and chemistry were introduced in secondary school science (Year 9) in 2009. One overarching aim of these tests is to support the implementation of the science curricula and to include for example knowledge about socio-scientific issues (SSI). The content of the tests can consequently be seen as important for teachers to consider.

    The findings show on the one hand that the individual science teachers choose science content in alignment with an earlier categorisation illustrated in a selective tradition study. On the other hand, teachers seem to return to a scientific rational discourse when they discuss questions in the tests relating to socio-scientific issues. The results are discussed in relation to the issue that teachers seem to be more comfortable when working with traditional science content but also in relation to the finding about how teachers’ selective traditions appear to become less visible in group discussions.

  • 248.
    Sundqvist, Pernilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Challenges of teaching technology in the preschool2017In: Technology: An holistic approach to education / [ed] P John Williams, University of Waikato, New Zealand, 2017, p. 315-324Conference paper (Refereed)
    Abstract [en]

    In many countries over the last decade early childhood education (ECE) has leaned towards a more learning-oriented pedagogy. This is also the case in the Swedish preschool. Preschool staff in Sweden are now commissioned to teach specific subjects, including technology. Previous research has shown that collectively, preschool staff have a broad and diverse view of what technology education is or should be. At the same time, other studies show that what is actually taught appears to be much less. Thus, something seems to be preventing educators from providing the technology education they regard as essential. The research question is: What challenges exist for the teaching and learning of technology in the Swedish preschool? The statements made by seven preschool staff are used to illustrate these challenges. The statements are analysed using a qualitative content analysis, which results in a set of categories. One of the challenges to the teaching of technology is educators’ lack competence in the subject. This obstacle includes a view of technology as a means for learning rather than the object of learning. Another obstacle is a traditional view of the preschool and learning, namely that children should explore things on their own and that it is more important to follow their interests than the pedagogical plan. In order for teaching to happen in preschool the commission of the preschool along with its inclusion of subject teaching must be clear to all preschool staff. In order for teaching to happen in accordance with the curriculum in-service and pre-service training that focus on how subject teaching that allows children’s participation and influence is performed need to be provided. And finally, in order for technology teaching to happen all preschool staff need adequate training in technology. In-service training for a few is not enough.

  • 249.
    Sundqvist, Pernilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Teknik i förskolan är inte något nytt, men idag är vi mera medvetna om vad vi kallar teknik: Personalens beskrivningar av teknik som innehållsområde i förskolan2016Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    This study investigates what preschool staff include in the technology subject in preschool education, what content they view as relevant and how the teaching of this content can be organized. This is motivated by the fact that technology as subject have not been clearly defined, leaving the teachers insecure and unconfident about what to teach and how to teach it. In addition, preschool do not have a tradition of addressing teaching and learning the way they are now obliged to do according to the curriculum and many studies have shown subject teaching to be a challenge in preschool. Thus, the preschool staff’s challenge is twofold regarding the teaching of technology.

    The aim is addressed by a mixed methods design, starting with questionnaires and followed by interviews with preschool staff (daycare attendants and preschool teachers). The questionnaire was completed by 102 preschool staff members and interviews were held with seven of these participants.

    A key results is that technology in preschool involves building and creating. Emphasized is that children should be offered much and varied materials and that it should be available in the environment and inspire creative activities. Another key result is that every-day use of artifacts is viewed as part of technology education. Children should learn to handle artifacts by using them, e.g. pulling up the zipper to close the jacket or cut with scissors. These are activities preschool have always engaged children in, which the staff now name technology. However, there are variations in the result and there are preschool staff members who express a more conscious teaching where children are able to learn about things like the purpose of technology, what parts an object consist of and how these parts are connected, and about technological systems, e.g. how the water get from the lake to the tap and how it is purified on the way. But there are also examples where technology activities are used as a means for working towards the striving goals of other areas, such as math, science and social behavior.

    Implications are that preschool staff need to develop their teaching in order to work in accordance with the curriculum. A relevant first step is to strengthen their content competence in technology, but also, they need tools for how to teach subject matter like technology in a practice characterized by children’s own choice and influence.

  • 250.
    Sundqvist, Pernilla
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Nilsson, Tor
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Gustafsson, Peter
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Finns det ett glapp i förskolans praktik när det kommer till teknik?2018Conference paper (Refereed)
    Abstract [sv]

    Tidigare forskning indikerar att förskolepedagogers beskrivning av teknik som område generellt inte återfinns i förskolans arbete. Här undersöks om ett sådant glapp kan påvisas. Studien har bedrivits som forskningscirklar med 19 förskolepedagoger. Utgångspunkten var en enkät vars resultat beskriver teknik i fem kategorier. Därefter har pedagogerna dokumenterat exempel med tekniklärande för barnen och angett vilken av teknikkategorierna som bäst beskriver tekniken i händelsen. I enkäten dominerade kategorierna att ”teknik är lösning på att problem” och ”processen i vilken artefakter utvecklas”. I exemplen finns omvänt aktiviteter som knyter an till att identifiera artefakter och att använda teknikord och artefakter. Skillnaden mellan pedagogernas beskrivning av teknik och praktiken ger de själva en relevant förklaring till.

23456 201 - 250 of 283
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