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  • 1.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Education and Psychology. Linköping University, Faculty of Educational Sciences. Univ.,.
    Learning physiotherapy: the impact of formal education and professional experience1997Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim is to describe and analyse physiotherapeutic learning through formal education and professional experience. The investigation focuses on the students' ways of experiencing the concepts of Health, Movement, Function and Interaction. Two groups of physiotherapy students at the Faculty of Health Sciences in Linköping, Sweden, were interviewed on two occasions respectively. The interviews were carried during the second and last term of the formal programme and after 18 months of professional experience. Data were analysed according to the phenomenographic approach and to the principles of contextual analysis. The students' conceptions varied qualitatively, but an analysis of the internal relationships between the concepts revealed that the most common perspectives after completing the formal education were consistently holistic or mixed. This pattern was also most common after 18 months of professional work. The subjects' ways of experiencing the Interaction within a patient encounter were described in four main categories; Mutuality, Technicalism, Authority and Juxtaposition. Mutuality and Technicalism denoted an integration of the communicative and problem-solving processes, the former category from a patient-centred and the latter from a physiotherapist-centred perspective. Authority and Juxtaposition denoted a separation of the processes, the former from a physiotherapist-centred perspective and the latter from a patient-centred perspective. Both separated and integrated perspectives were common after completing the formal education. After 18 months of professional practice the Mutuality category dominated.

  • 2.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Fenwick, Tara
    University of Stirling, Scotland.
    Hopwood, Nick
    University of Technology Sydney, Australia.
    Theorising simulation in higher education: difficulty for learners as an emergent phenomenon2016In: Teaching in Higher Education, ISSN 1356-2517, E-ISSN 1470-1294, Vol. 21, no 6, p. 613-627Article in journal (Refereed)
    Abstract [en]

    Despite the widespread interest in using and researching simulation in higher education, little discussion has yet to address a key pedagogical concern: difficulty. A sociomaterial view of learning, explained in this paper, goes beyond cognitive considerations to highlight dimensions of material, situational, representational and relational difficulty confronted by students in experiential learning activities such as simulation. In this paper we explore these dimensions of difficulty through three contrasting scenarios of simulation education. The scenarios are drawn from studies conducted in three international contexts: Australia, Sweden and the UK, which illustrate diverse approaches to simulation and associated differences in the forms of difficulty being produced. For educators using simulation, the key implications are the importance of noting and understanding (1) the effects on students of interaction among multiple forms of difficulty; (2) the emergent and unpredictable nature of difficulty; and (3) the need to teach students strategies for managing emergent difficulty.

  • 3.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Gustavsson, MariaLinköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences. Linköping University, HELIX Competence Centre.Fejes, AndreasLinköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Book of Abstracts: 3rd International ProPEL Conference 2017, 14-16 June 2017, Hosted by Linköping University, Sweden2017Conference proceedings (editor) (Other academic)
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    Book of Abstracts: 3rd International ProPEL Conference 2017, 14-16 June 2017, Hosted by Linköping University, Sweden
  • 4.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Health, Medicine and Caring Sciences, Division of Society and Health. Linköping University, Faculty of Medicine and Health Sciences.
    Valeskog, Karin
    Linköping University, Department of Health, Medicine and Caring Sciences, Division of Prevention, Rehabilitation and Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Johansson, Kajsa
    Linköping University, Department of Health, Medicine and Caring Sciences, Division of Prevention, Rehabilitation and Community Medicine. Linköping University, Faculty of Medicine and Health Sciences. Region Östergötland, Local Health Care Services in East Östergötland, Department of Rehabilitation in Norrköping.
    Edelbring, Samuel
    Orebro Univ, Sweden.
    Understanding clinical reasoning: A phenomenographic study with entry-level physiotherapy students2022In: Physiotherapy Theory and Practice, ISSN 0959-3985, E-ISSN 1532-5040, Vol. 38, no 13, p. 2817-2826Article in journal (Refereed)
    Abstract [en]

    Introduction Entry-level students conceptualizations of clinical reasoning can provide a starting point for program planning related to clinical reasoning development with a focus on patient-centered care Objective The aim of the study is to explore how physiotherapy students understand clinical reasoning midway through their education. Nine physiotherapy students were interviewed at the end of their third semester Methods Semi-structured individual interviews were conducted, recorded and transcribed verbatim. A phenomenographic approach to qualitative data analysis, seeking to explore variations in students conceptions was applied Results The students ways of understanding clinical reasoning could be described as: 1) the cognitive process of the physiotherapist; and 2) the relational process of the collaborative partnership between the physiotherapist and the patient. A contrastive analysis shows how the cognitive and relational perspectives are developed through the relationships among three dimensions of clinical reasoning: 1) problem-solving; 2) context of working; and 3) own learning Conclusion By identifying the critical variation in students conceptions of clinical reasoning, focus can be placed on pedagogical arrangements to facilitate students progression toward a person-centered approach.

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  • 5.
    Agevall, Lena
    et al.
    Linnaeus University.
    Broberg, Pernilla
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Management and Engineering, Business Administration. Högskolan Kristianstad.
    Umans, Timurs
    Högskolan Kristianstad.
    The new generation of auditors meeting praxis2015Conference paper (Other academic)
    Abstract [en]

    This paper describes an exploratory study of whether and in what way ‘double-edged learning’ can develop from understanding the relationship between structure and judgment and thus capture students’ experience of the audit profession. The study is based on a focus group/individual interviews conducted with students performing their work-integrated learning assignments where they interact with auditors. Identifying two themes defined as Perceiving the profession and auditing and Entering into and forming in the audit profession derived from the data, it appears that when positioned within a work-integrated learning context, students develop awareness of the use of standards and checklists on one hand as well as the importance of discretional judgment on the other. Based on these results, we theorise as to how double-edged learning manifests itself in students’ experiences and understanding of the relationship between structure and judgment.

  • 6.
    Agevall, Lena
    et al.
    Linnaeus Univ, Sweden; Kristianstad Univ, Sweden.
    Broberg, Pernilla
    Linköping University, Department of Management and Engineering, Business Administration. Linköping University, Faculty of Science & Engineering. Kristianstad Univ, Sweden.
    Umans, Timurs
    Kristianstad Univ, Sweden; Linnaeus Univ, Sweden.
    The New Generation of Auditors Meeting Praxis: Dual Learnings Role in Audit Students Professional Development2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 2, p. 307-324Article in journal (Refereed)
    Abstract [en]

    This paper explores whether and in what way dual learning can develop understanding of the relationship between structure/judgement and explores audit students perceptions of the audit profession. The Work Integrated Learning (WIL) module, serving as a tool of enabling dual learning, represents the context for this exploration. The study is based on a focus group and individual interviews conducted with students performing their WIL. Our data and its analysis indicates that when in a WIL context, students develop awareness of the use of standards and checklists on the one hand, and the importance of discretional judgement on the other. Based on these results, we theorise as to how dual learning manifests itself in students experiences and understanding of the relationship between structure and judgement.

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  • 7.
    Ahlfors, Mathias
    et al.
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.
    Sten, Peter
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.
    Finns tiden som behövs?: Ett första steg med implementeringen av den nya läroplanen för fritidshemmet.2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Introduction

    In 2016, the National Agency for Education issued new sections in elementary school curricula. Among other things, assignments and purposes were clarified for teachers in the extended school. The amendments take an effect on the first of July of the same year. By these changes the role and status should be improved for the teachers, by giving them more time to the extended school.

    Purpose

    The purpose of this survey is to find out if teachers in the extended school consider that their daily work has changed since the new sections of the curriculum came out, to see how the implementation of the section paragraphs has worked and will continue to work, as well as to investigate how teachers in the extended school, if their status has increased or decreased compared with previous years.

    Method

    We used a quantitative method through a survey, there were 324 replies.

    Results

    What emerges from our results is that the status is perceived to increase slowly but surely. In order to strengthen the profession, more planning time, higher pay and better insight into the activities of colleagues and principals / mandator are needed. What is also evident is that teachers in the extended school have a variety of assignments during the school day, but more time would be needed for the extended school to complete the new chapter of the curriculum.

    Conclusion

    There is still not enough time for the extended school activities. We also think that the status is going in a positive direction.

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    Finns tiden som behövs?
  • 8.
    Ahlgren, Thorbjörn
    et al.
    Avdelningen för beteendevetenskap och socialt arbete, Hälsohögskolan, Jönköping University.
    Näslund, Johan
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Ungdomars attityder och beteende när det gäller att köpa och sälja sex: en studie i Jönköpings län våren 20082009Report (Other academic)
    Abstract [sv]

    Kunskapen om i vilken omfattning ungdomar har sålt eller köpt sex är begränsad. Delvis kan det bero på svårigheten med att bestämma vad som omfattas i begreppen sälja och köpa sex. Studier visar också att det i ungdomsrelationer förekommer att gåvor ges efter sexuella aktiviteter.

    I denna studie har totalt 16 personer (1,9 %) uppgett att de i olika omfattning utfört sexuella tjänster mot ersättning och att 79 personer (9,1 %) blivit erbjudna pengar eller annan ersättning för sexuella tjänster. Det är fler killar än tjejer som säljer sex. När det gäller att ha blivit erbjuden sex mot ersättning är det flest tjejer som svarat ja. Resultatet visar också att 131 personer (15,1 %) kan tänka sig att utföra sexuella tjänster mot ersättning. I svaren kan vi också utläsa att 348 personer (40,1%), mestadels killar, accepterar att andra utför sexuella tjänster mot ersättning.

    När det gäller i vilka kretsar de som säljer sex umgås är det tydligt att ungdomarna tittar mer på porr, att det är vanligare att de visar sig i sexuella situationer och att de har mindre tolerans mot homosexuella. Samlagsdebuten var ett år tidigare än hela undersökningsgruppen. Det är vanligare att man blivit utsatt för olika sexuella handlingar mot sin vilja, men man har också utsatt andra för sexuella handlingar mot deras vilja. Sammantaget kan vi se att ungdomarna i denna studie som sålt sex lever ett påtagligt mer sexualiserat liv än vad andra ungdomar i motsvarande ålder gör.

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    Ungdomars attityder och beteende när det gäller att köpa och sälja sex: en studie i Jönköpings län våren 2008
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  • 9.
    Ahlstrand, Alexander
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Ivarsson, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Lärares högläsning som undervisningsform: Undervisningsstrategier som främjar elevers språkutveckling2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Högläsning kan ses som ett verktyg för att utveckla elevers språk och har samtidigt visat sig vara betydelsefull för elevers egen läsutveckling. Att lärare högläser för elever är därför av största vikt. Syftet med denna studie är att undersöka vilka strategier forskare förespråkar att lärare kan använda sig av under högläsningen för att främja elevers språk. Syftet är också att undersöka vilka betydelser deförespråkade strategierna kan ha på elevers lärande. Högläsning avser i denna studie den form när läraren läser högt för eleverna. Formen inkluderar även interaktioner mellan lärare och elever likt ett socialkonstruktivistiskt synsätt på lärande där elever lär i samspel med andra. Förståelsen och förmågan att röra sig i andra texter är också viktiga aspekter som utvecklar elevers literacy. I denna studie har vi använt oss av manuella sökningar och sökningar i databasen ERIC. Litteraturstudien är baserad på resultat från elva olika studier. Resultatet visar att de förespråkade strategierna kan delas upp i tre kategorier: 1. Förberedelser innan högläsning. 2. Texters struktur och innehåll. 3. Ordförrådsstrategier. Utifrån studiens resultat rekommenderar vi att lärare med fördel kan tillämpa strategier från respektive resultatdel. Lärare har inför högläsning didaktiska val att ta ställning till, exempelvis strategin bokval. För att främja förståelsen av texters struktur och innehåll kan lärare till exempel utnyttja strategierna berättelsens komponenteroch dramatisera. Slutligen bör lärare använda sig av planerade ordförrådsstrategier där exempelvis ord placeras i ny kontext eller att elever konstruerar nya meningar med ord.  

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  • 10.
    Ahn, Song-Ee
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Rimpiläinen, Sanna
    University of Gothenburg.
    Theodorsson, Annette
    Linköping University, Department of Clinical and Experimental Medicine, Division of Neuro and Inflammation Science. Linköping University, Faculty of Medicine and Health Sciences. Region Östergötland, Anaesthetics, Operations and Specialty Surgery Center, Department of Neurosurgery.
    Fenwick, Tara
    University of Stirling.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Learning in Technology-Enhanced Medical Simulation:Locations and Knowings2015In: Professions & Professionalism, ISSN 1893-1049, E-ISSN 1893-1049, Vol. 5, no 2, p. 1-12Article in journal (Refereed)
    Abstract [en]

    This qualitative study focuses on how knowings and learning take place in full-scale simulation training of medical and nursing students, by drawing upon actor-network theory (ANT). ANT situates materiality as a part of the social practic-es. Knowing and learning, according to ANT, are not simply cognitive or social phenomena, but are seen as emerging as effects of the relation between material assemblages and human actors being performed into being in particular locations. Data consists of observations of simulations performed by ten groups of students. The analysis focuses on the emerging knowings in the socio-material—arrangements of three locations involved in the simulation—the simulation room, the observation room and the reflection room. The findings indicate that medical knowing, affective knowing and communicative knowing are produced in different ways in the different locations and material arrangements of the simulation cycle.

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  • 11. Order onlineBuy this publication >>
    Albinsson, Anders
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    ”De va svinhögt typ 250 kilo”: Förskolebarns mätande av längd, volym och tid i legoleken2016Licentiate thesis, monograph (Other academic)
    Abstract [en]

    The purpose of the dissertation is to study, describe and analyses which comparative measurement activities preschool children construct and use, and how they solve problems and communicate when they use the comparative measurement activities whilst playing with Lego (“the Lego play”). The measurement activities chosen are length/height, quantity and time.

    The empirical material is based on data from two preschool classes with children aged 2 – 5 year, It was collected through participant observation (video captures) of the children’s Lego play. The theoretical starting points in this study are grounded in childhood sociology and the sociocultural perspective. The study assumes the childhood sociology perspective by viewing the children as competent and active in creating meaning as well as controlling and influencing their own and others’ social environment. The sociocultural perspective gives prominence to development and learning, and its related tools and concepts are used to analyses the results of the study. That is, the Lego play is studied in a social context from the child’s perspective, and the sociocultural perspective describes and analyses the child’s use of mathematics and the acquisition of knowledge in the Lego play in a sociocultural context.

    The results show that children measuring length/height and quantity explored a store of measurement tools in order to make comparisons, and adapted these to the context in question. These were own body, other body, artefacts, numbers and counting. The measurements were used individually and with others, and the solving of the own or shared problems constituted a large share of the time spent constructing models during Lego play. By contrast, the time concept was used mainly as a tool when the children played with their finished Lego models. Thus, a time perspective was added to the child’s finished model, which inspired thoughts and reflections about time used in the Lego play. The children used the time concepts of the present, the past and the future, and also considered the concept of velocity in the context of the timescale. The children’s communication had a large impact on the Lego play, and they expressed their ideas verbally, physically and through action. The children’s use of mathematics was prominent and meaningful during the Lego play.

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  • 12.
    Almkvist, Anna
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Kompensation och/eller träning?: Vilket stöd får elever som inte har en automatiserad avkodning och gott läsflyt på högstadiet?2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study deals with how Swedish high schools work with students who do not have automatic decoding and fluent reading. What has been examined is the extent to which the measures are about compensation or interventions in the form of training. The study has a qualitative, phenomenological approach and is based on a dilemma perspective. Six teachers commissioned to special education at six different schools in the same municipality have been interviewed. Through a thematic analysis of the interviews, five themes emerged that summarize the informants' experiences of the phenomenon of decoding training in high school. These are: "To Discover and Take Action", "Priorities", "To Create Motivation for Reading", "To Aim Wide" and "Towards Independence". The results show that, in addition to adaptations, compensation is the main measure to support students with decoding difficulties. When training with students is carried out, this is done in class or group in order to reach more students with the same action. A commonly used method is Repeated Readings with peer response. However, there is virtually no training at the individual level, which research shows is the most effective. The teachers in the study have a desire for this to be made possible although they consider it important to prioritize that students with reading disabilities are comfortable with the assisting technology available, in order to become independent to take on their secondary education and in their future life. Furthermore, teachers work a great deal to motivate students to read as motivation is one of the fundamental factors behind a successful reading development. 

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  • 13.
    Almqvist, Martina
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Anttila, Isabelle
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Muntlig kommunikation i skolmatematik: En litteraturstudie om vikten av muntlig kommunikation i mellanstadiets matematikundervisning2014Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att redogöra för forskning kring muntlig kommunikation i matematik. Studien syftar till att se över vilka arbetssätt elever möter när muntlig kommunikation i matematik är i fokus, samt lärares val av matematiskt språk vid matematikundervisning. Syftet är dessutom att ta reda på vilken betydelse muntlig kommunikation i matematik har för kunskapsutvecklingen hos elever, bland annat för elever med dyslexi och elever med annat modersmål än svenska.

     

    I denna studie beskrivs muntlig kommunikation i matematik, arbetssätt, matematiskt språk samt kunskapsutvecklingen hos elever, utifrån existerande forskning, föregående läroplan samt nuvarande läroplan.

     

    Resultatet visar att utomhusmatematik är ett lämpligt arbetssätt för att elever ska kunna utveckla matematisk kommunikation. Även laborativ matematik har visat sig vara ett arbetssätt som bidrar till grupparbete och muntlig kommunikation. Elevers logiska tänkande utvecklas i samband med muntlig kommunikation i matematik och eleverna får möjlighet att utveckla förmågor som lyfts fram i Lgr11. Lärares val av det matematiska språket påverkar vilket språk elever använder när de kommunicerar med varandra. Det är viktigt att lärare möter elever på ett vardagsspråk men samtidigt måste lärare presentera matematiska begrepp på ett vetenskapligt språk för att undvika förvirring hos eleverna. Forskning visar även att det är viktigt för elever med svenska som andraspråk att lärare inte växelvis blandar mellan ett vardagsspråk och vetenskapligt språk. 

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  • 14.
    Al-Omar, Svetlana
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Att arbeta med vuxnas studiemotivation: En kvalitativ studie om lärares erfarenheter av och arbete med motiverande samtal och deras uppfattningar av samtalsmetoden MI – Motivational Interviewing2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka hur Komvuxlärare beskriver att de arbetar med motiverande samtal samt deras syn på metoden som en extra anpassning för elever i behov avstöd i vuxenutbildning. För att få svar på mina frågor har jag först studerat tidigare studier som belyser olika typer av forskning kring faktorer som påverkar vuxnas studiemotivation samt implementering av metoden motiverande samtal MI i vuxenpedagogiska verksamheter. Därefter har jag gjort kvalitativa intervjuer med ämneslärare som är verksamma inom kommunal vuxenutbildning. Intervjumaterialet har analyserats tematiskt för att undersöka variation och mönster i lärarnas uppfattningar om arbete med motiverande samtal. De teman som skapades diskuterades i relation till den tidigare forskningen och jämfördes med MI-sprinciper. Resultatet visade att alla intervjuade lärares erfarenheter och uppfattningar av motiverande samtal med vuxna studerande inte överensstämmer med MI-s grunder. Det innebär att samtalen kunde ses som motivationsstödjande men inte motiverande. Pedagogerna använde inte någon uttalad modell för att stödja sig på vid genomförande av samtalet. Skillnaderna märktes också i att lärarna hade olika åsikter om i vilket syfte motiverande samtal genomföras. Resultatet stämde väl överens med tidigare forskning som uppvisade att kommunikation samt pedagogers förhållningssätt är viktiga förutsättningar för ett konstruktivt samtal med elever i svårigheter om deras mål och behov. Det framkom i studiens resultat att pedagogerna kunde betydligt höja vuxna elevernas studiemotivation genom att med fördel arbeta med motiverande samtal enligt modellen med alla samtalets faser som beskrivs i metoden MI. De kunde också stärka sig i samtalsledarrollen, utveckla sin kompetens efter att ha tillägnat kunskap om MI som en extra anpassning och ett funktionellt arbetssätt med vuxna elever i behov av stöd och deras studiemotivation.

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  • 15.
    Alphonce, Maria
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Workplace Learning Across Boundaries: An interview study on professional development and identity formation in intercultural work contexts2015Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this thesis I discuss workplace learning during international assignments in a variety of work sectors. In addition to normal adjustments to a new workplace, foreign language acquisition and cultural adaptation are necessary. By collecting and analyzing narratives of a group of Swedish professionals with international work assignments, I have found some regularities and variations of workplace learning as well as some significant effects that these assignments had on their identity. Recommendations are given to providers of preparatory courses for international work assignments as well as sending organizations and employers.

    The main finding is that workplace learning for international workers follows a trajectory starting already long before departure and continues throughout different phases of the assignment. It also has effects on work life after the return to one’s home culture. The learning resulting from the work assignment affected all areas of life (not only work life) and contributed towards an intercultural identity. This kind of assignment often included networking with several organizations and groups of people of varying nationalities. Instead of working towards becoming full members of one work community, the participants in this study often found themselves in the peripheries of multiple ones. This peripheral albeit influential situation provided many opportunities for learning, both for the individual and the groups they work with. In this way, these international workers have the potential to be agents of change and development in all work communities they relate to. 

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  • 16.
    Amir, Alia
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Tracing micro-level language-policy in foreign language classrooms: a case study of English as a foreign language (EFL) in Sweden2012Conference paper (Other academic)
  • 17.
    Amir, Alia
    et al.
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Musk, Nigel
    Linköping University, Department of Culture and Communication, Modern Languages. Linköping University, Faculty of Arts and Sciences.
    Language policing: Micro-level language policy-in-process in the foreign language classroom2013In: Classroom Discourse, ISSN 1946-3014, E-ISSN 1946-3022, Vol. 4, no 2, p. 151-167Article in journal (Refereed)
    Abstract [en]

    This article examines what we call micro-level language policy-in-process – that is, how a target-language-only policy emerges in situ in the foreign language classroom. More precisely, we investigate the role of language policing, the mechanism deployed by the teacher and/or pupils to (re-)establish the normatively prescribed target language as the medium of classroom interaction in the English as a foreign language classroom of an international school in Sweden. Using ethnomethodological conversation analysis, we have identified a regular three-step sequence for language policing: (1) a (perceived) breach of the target-language-only rule, (2) an act of language policing and (3) an orientation to the target-language-only rule, usually in the guise of medium switching to the target language. Focusing primarily on teacher-to-pupil policing, where the teacher polices pupils’ (perceived) use of their L1 (Swedish), we identify three different categories of teacher-policing. These categories are based on particular configurations of features deployed in the three steps, such as initiator techniques (e.g.reminders, prompts, warnings and sanctions) and pupils’ responses to being policed (e.g. compliance or contestation).

  • 18.
    Anatoli, Olga
    Linköping University, Department of Thematic Studies, Department of Child Studies.
    Swedish-English preschool as a site for the collaborative discovery of bilingual meanings2024In: Journal of Early Childhood Education Research, E-ISSN 2323-7414, Vol. 13, no 1, p. 92-121Article in journal (Refereed)
  • 19.
    Anderson, Trevor
    et al.
    Purdue University, USA.
    Schönborn, Konrad
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    du Plessis, Lynn
    University of KwaZulu-Natal, South Africa.
    Gupthar, Abindra
    University of KwaZulu-Natal, South Africa.
    Hull, Tracy
    University of KwaZulu-Natal, South Africa.
    Identifying and Developing Students' Ability to Reason with Concepts and Representations in Biology2013In: Multiple Representations in Biological Education / [ed] D.F. Treagust and C.-Y. Tsui, Springer Science+Business Media B.V., 2013, p. -390Chapter in book (Refereed)
    Abstract [en]

    This new publication in the Models and Modeling in Science Education series synthesizes a wealth of international research on using multiple representations in biology education and aims for a coherent framework in using them to improve higher-order learning. Addressing a major gap in the literature, the volume proposes a theoretical model for advancing biology educators’ notions of how multiple external representations (MERs) such as analogies, metaphors and visualizations can best be harnessed for improving teaching and learning in biology at all pedagogical levels.The content tackles the conceptual and linguistic difficulties of learning biology at each level—macro, micro, sub-micro, and symbolic, illustrating how MERs can be used in teaching across these levels and in various combinations, as well as in differing contexts and topic areas. The strategies outlined will help students’ reasoning and problem-solving skills, enhance their ability to construct mental models and internal representations, and, ultimately, will assist in increasing public understanding of biology-related issues, a key goal in today’s world of pressing concerns over societal problems about food, environment, energy, and health. The book concludes by highlighting important aspects of research in biological education in the post-genomic, information age. 

  • 20.
    Andersson, Ann
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Åtgärdsprogram upprättade på lämliga nivåer: En intervjustudie med speciallärare och specialpedagogers arbete med åtgärdsprogram på nivåer som grupp- och organisationsnivå2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Åtgärdsprogram ska upprättas i skolan för de elever som är i behov av särskilt stöd. I åtgärdsprogrammen ska åtgärder framskrivas på olika nivåer såsom individ, -grupp-och organisationsnivå. Det som framgår i forskningen är att åtgärder upprättas mest på individnivå och åtgärder på grupp-och organisationsnivå uteblir. Vidare visar forskningen att skolan sällan granskar sin egen verksamhet.

    Syftet med denna studie är att undersöka hur tre speciallärare och tre specialpedagoger upprättar och resonerar kring åtgärdsprogram och hur de arbetar med särskilt stöd med tonvikt på grupp-och organisationsnivå. Detta är en kvalitativ studie som genomförts med datainsamlingsmetoden semistrukturerade intervjuer och för att analysera data har tematisk analys använts. De begrepp som användes i intervjuerna är särskilt stöd och åtgärdsprogram på nivåer som grupp-och organisationsnivå och utredning samt förebyggande insatser. I studien framkommer vilka svårigheter som de intervjuade speciallärarna och specialpedagogerna upplever i arbetet med åtgärdsprogram. Denna studie utgår ifrån relationellt perspektiv som innebär att elevens skolsvårigheter inte förläggs till individen utan problemen uppstår i samband med lärmiljön. Studiens resultat visar att särskilt stöd handlar mestadels om individinriktat stöd och att stödet ges ofta utanför klassens ram. Åtgärder på grupp-och organisationsnivå förekommer i mindre omfattning. Vidare visar resultatet att åtgärder på grupp-och organisationsnivå inte alltid dokumenteras i åtgärdsprogram. Vårdnadshavare och elever är inte så delaktiga i upprättandet av åtgärdsprogram.

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  • 21.
    Andersson, Elin
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Frank, Lisa
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Hur kan läsutvecklingen underlättas för elever med dyslexi?: En sammanfattande analys av hur lärare kan arbeta för att stötta elever med dyslexi i deras läsutveckling2019Independent thesis Basic level (professional degree), 240 HE creditsStudent thesis
    Abstract [sv]

    En av de grundläggande kunskaperna alla elever ska kunna efter en avslutad skolgång är att läsa. Det är skolans uppgift att se till att det sker. Ett särskilt ansvar finns då hos varje lärare att stötta och hjälpa elever med lässvårigheter. Vi ansåg därav att det var av stor vikt att undersöka hur lärare kan göra just det. Syftet med den här studien är att beskriva hur lärare kan främja läsutvecklingen för elever som har eller ligger i riskzonen för dyslexi. Vi har genomfört en strukturerad litteraturstudie där vi har analyserat elva vetenskapliga artiklar. Resultatet visade att färdighetsträning i fonologi i kombination med till exempel läsförståelse eller ordigenkänning är mycket effektiv. Resultatet visade också att arbete i små homogena grupper eller en-till-en-undervisning, elev och lärare, är de mest framgångsrika lärmiljöerna. Den här studien bidrar till en grund för den nyfikne läraren eller föräldern som vill lära sig mer om hur hen kan hjälpa de elever som har eller befinner sig i riskzonen för dyslexi.

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  • 22.
    Andersson, Emma-Lina
    et al.
    Linköping University, Department of Behavioural Sciences and Learning.
    Karlsson, Johanna
    Linköping University, Department of Behavioural Sciences and Learning.
    Inkludering av barn med autism: Förskollärares resonemang kringinkluderingens möjligheter och svårigheter2023Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna kvalitativa studie är att fördjupa kunskapen om hur förskollärare resonerarkring sitt arbete gentemot barn med autism, samt utmaningar och möjligheter med att arbetainkluderande. I syftet ligger även att belysa möjligheter respektive svårigheter somförskollärare ser för barnet med autism. Det empiriska materialet i studien har insamlatsgenom samtalsintervjuer med sju verksamma förskollärare i Sverige. Det insamladematerialet har kategoriserats med hjälp av en innehållsanalys. Vidare har materialetanalyserats med hjälp av tidigare forskning och våra valda teoretiska perspektiv. Studiensteoretiska perspektiv är två av Nilholms (2020) perspektiv på specialpedagogik, detkompensatoriska perspektivet och dilemmaperspektivet. Studien innehåller även detsociokulturella perspektivet.Studiens huvudsakliga resultat visar en samsyn kring vikten av anpassningar i verksamhetenför att möjliggöra en fördelaktig inkludering för barn med autism. Det framkommer även atten inkluderad verksamhet bidrar med möjligheter för barnet med autism, såsom utvecklinggenom social interaktion och imitation. Däremot påvisar studiens resultat att förskollärareupplever svårigheter i inkluderingsarbetet, i förhållande till brist på kompetens, tidsbrist, storabarngrupper och svårigheter att anpassa aktiviteter som intresserar det autistiska barnet.Ytterligare ett fynd i studiens resultat är att förskollärare upplever att alla barn kan ta fördelav en inkluderad verksamhet, i relation till utveckling av sociala färdigheter och anpassningarsom bidrar till tydlighet och struktur i förskolans vardag. 

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    Inkludering av barn med autism – Förskollärares resonemang kring inkluderingens möjligheter och svårigheter
  • 23.
    Andersson, Jan
    Linköping University, Department of Education and Psychology. Linköping University, Faculty of Educational Sciences. Univ.,.
    Two is one too many: dyadic memory collaboration effects on encoding and retrieval of episodes1996Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of the present thesis was to investigate how individual memory potential in different tasks is affected by collaboration in social settings. Collaborative group dimensions were also studied: friendship, age, and gender. The principal comparison was between an actual collaborative dyad and the sum of the two individuals' memory potential, i.e., the predicted potential. It was shown, in five studies, that two individuals can not cue each other effectively enough to reach their predicted potential, i.e., negative net effects of collaboration were demonstrated. The widespread feeling of a group superiority is therefore wrong. This effect held true for explicit and episodic memory tasks, but not for semantic and implicit tasks, across materials. Furthermore, collaboration at encoding and retrieval reduced the effectiveness of the cue and the reduced cue effectiveness hypothesis gained support in further tests. Friends, as opposed to non-friends, were shown to possess an ability to reduce the negative net effects of  collaboration. In addition, if the participants (old as opposed to young children) could take their partner's perspective, a reduction of the negative net effects occurred, i.e., the reciprocal understanding hypothesis was supported. It is suggested that young children's lack of perspective-taking ability reduces their possibility to cue each other as effectively as older children. Finally, negative net effects occurred for collaborative dyads regardless of gender constellation. Generally, the data pattern suggests that cognitive theory can explain how individual memory performance is influenced by collaboration. There is (a) a selectivity in the size of the negative net effect with respect to type of memory task and type of dyadic relationship, and (b ), there is a generality of the effect across task materials and gender. Thus, (a) and (b) replicate, extend, and further deepen our understanding of this counter-intuitive phenomenon.

  • 24.
    Andersson, Lotta
    et al.
    Linköping University, Department of Thematic Studies, Tema Environmental Change. Linköping University, Faculty of Arts and Sciences. Linköping University, Centre for Climate Science and Policy Research, CSPR. National Knowledge Centre for Climate Change Adaptation, Swedish Meteorological and Hydrological Institute, Norrköping, Sweden.
    Schmid Neset, Tina-Simone
    Linköping University, Department of Thematic Studies, Tema Environmental Change. Linköping University, Faculty of Arts and Sciences. Linköping University, Centre for Climate Science and Policy Research, CSPR.
    Serious gaming - a tool for mind-set transformations related to climate adaptation?2018Conference paper (Other academic)
    Abstract [en]

    As part of the governmental mission to act as knowledge brokers in the field of adaptation to climate change, the Swedish National Knowledge Centre for Climate Change Adaptation, together with Linköping University, is developing a serious game concept with the aim to provide an experience of how different functions in society are influenced by choices or lack of choice of climate adaptation measures. The game is primarily targeted towards high-school students, but could also be used by, e.g., practitioners and politicians in municipalities that recently have initiated work on climate change adaptation. Sharing experiences from game sessions could contribute to the development of a common understanding of the needs and benefits of adaptation actions. In its present version the game is developed in Minecraft as a single-player game. Moderated dialogues between players are a vital part of the game, with the aim to address: What are the consequences (cost-benefits) related to actions taken (or not taken)? How to take decisions with consideration to uncertainty and natural variability (provided from a climate generator)? The concept has been evaluated from testing with high-school students and teachers. The potential of to engage students seems to be promising, especially when the game has been integrated in a role-play setting, where the players reflect upon different societal roles and perspectives. However, for some teachers the integration of gaming in education has been perceived as a technical challenge. The next step of the work will therefore include provision of a simpler web-based in order to increase the audience that feels comfortable with the use the game concept. However, while technical and methodological challenges remain, the use of serious gaming has been shown to support dialogues and engagement and will now be tested together with politicians in three Swedish municipalities under guidance of high-school students from the participating municipalities.

  • 25.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Editorial: A developing journal2016In: Nordic Journal of Vocational Education and Training, E-ISSN 2242-458X, Vol. 6, no 2, p. 3-4Article in journal (Other academic)
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    Editorial: A developing journal
  • 26.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fastighetsskötares erfarenheter av validering2020In: Nordic Journal of Vocational Education and Training, E-ISSN 2242-458X, Vol. 10, no 3, p. 29-44Article in journal (Refereed)
    Abstract [en]

    Validation, or recognition of prior learning, involves an idea of ‘making learning visible’ – of valuing knowledge irrespective of how, when and where it is learnt. This chapter presents a phenomenographic analysis of how a group of caretakers from a Swedish property management company experience participation in a validation initiative focusing on their vocational competence.

    The findings show how validation is experienced in various ways by the caretakers – as an opportunity for personal development, as a matter of assessment and control, or as ‘only scratching the surface’. The process is also experienced in different ways in terms of learning – with a focus on prior learning or new learning, or even no learning. Other benefits of validation are described in terms of exchange value or personal development. Through a contextual analysis, the findings are integrated in a model where the relationship between the individual and the validation process is described as a developmental, a credit-exchange or a critical relation.

    The conclusions put focus on the relevance of validation for groups like caretakers. This is a group where the vocational learning to a high extent is informal, which means a potential for recognition of their prior learning in terms of formal credentials.

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  • 27.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Understanding Recognition of Prior Learning as a Tool for the Labour Market Integration of Skilled Migrants2023In: Migration, Education and Employment: Pathways to successful integration / [ed] Marianne Teräs, Ali OSman, Eva Eliasson, Cham: Springer, 2023, p. 29-44Chapter in book (Refereed)
    Abstract [en]

    In the integration of skilled migrants, recognition of their prior learning is a key factor. One concern is the object of the recognition process, the formal and the actual competence of the individual. Another concern is the subject of the process, the migrant. Starting from the individual and her/his experience and competence entails a different process and result than starting from professional regulations and labour-market needs. A final concern is the process of recognition. Recognition processes could be seen solely as a matter of classification and assessment, but this misses the fact that the recognition process also means a learning process for the individual. This chapter discusses problems and opportunities relating to the recognition of prior learning targeting skilled migrants in relationship to these three concerns of object, subject, and process of recognition.

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  • 28.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Värdet av reell och formell kompetens2014In: Lärande i arbetslivet: möjligheter och utmaningar : en vänbok till Per-Erik Ellström / [ed] Henrik Kock, Linköping: Linköpings universitet, Institutionen för beteendevetenskap och lärande , 2014, p. 8-19Chapter in book (Other academic)
    Abstract [sv]

    i detta kapitel diskuteras begreppen reell och formell kompetens och hur dessa är relaterade till varandra. Speciellt läggs fokus på hur den reella, faktiska, kompetens som utvecklas i olika sammanhang ges erkännande och värde på varierande sätt, och hur den reella kompetensen även kan ”omvandlas” till formell kompetens genom sådana processer som ofta kallas för validering. I detta sammanhang lyfts även begreppen bruksvärde och bytesvärde upp för att ringa in vad det är för slags värde som kunskap och kompetens har och tilldelas. Kompetensens värde relateras även till det som brukar betecknas kvalifikationer i arbetslivssammanhanget. Kapitlet tar därmed bland annat sin utgångspunkt i den modell för yrkeskunnande som Per-Erik Ellström beskrev 1992, och som fortfarande är värdefull för att förstå värdet av reell och formell kompetens.

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    Värdet av reell och formell kompetens
  • 29.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Ahn, Song-ee
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Skonhoft Johannesen, Hedvig
    OsloMet – Oslo Metropolitan University, Norway.
    Louw, Arnt
    Aalborg University, Denmark.
    Editorial: Autumn 2019 - The most comprehensive issue this far2019In: Nordic Journal of Vocational Education and Training, E-ISSN 2242-458X, Vol. 9, no 2, p. iii-viArticle in journal (Other academic)
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  • 30.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Köpsén, Johanna
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Nylund, Mattias
    Göteborgs Universitet, Sweden.
    Lärares tolkning och tillämpning av styrdokument i kommunal vuxenutbildning2023Report (Other academic)
    Abstract [sv]

    I denna forskningsrapport presenteras en omfattande studie av hur lärare verksamma inom komvux olika skolformsdelar tolkar och tillämpar de läroplansanknutna styrdokumenten i sin undervisning. Med hjälp av läroplansteoretiska begrepp diskuteras resultat från en enkät som har besvarats av 1321 lärare och intervjuer som har genomförts med 63 lärare. Studien visar att de läroplansanknutna styrdokumenten utgör en ram som tolkas och tillämpas av lärare i relation till en rad andra ramar som exempelvis tid, elevsammansättning, läromedel, marknadsorganisering och fragmentisering. Sammantaget pekar resultaten på ett behov av en översyn av komvux styrdokument likväl som villkoren för lärarnas undervisning med syfte att få dem mer samstämmiga.

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  • 31.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, AndreasLinköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.Sandberg, FredrikLinköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Recognition of Prior Learning: Research from around the globe2015Collection (editor) (Refereed)
    Abstract [en]

    Recognition of prior learning (RPL) has emerged in recent decades as an important policy area and policy concept. It is a phenomenon with a certain variation in practices as well as contexts, concepts and conceptions. However, there is a basic idea about giving recognition to prior learning wherever and whenever learning has taken place. Such ideas can be ‘materialised’ in formal assessment systems providing the basis for recognition, as well as in informal processes where prior learning is made visible and gets recognition.

    This book provides a range of empirically and theoretically based contributions from different parts of the world where RPL, or an equivalent, is mobilised as part of educational practices for adults. Discussion in this area often takes place locally. This volume compiles different kinds of contributions to create a broader dialogue among scholars and practitioners, not only on the specific topic of RPL, but also on more general issues faced in educational research. It was originally published as a special issue of the International Journal of Lifelong Education.

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  • 32.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    VET teachers between school and working life: boundary processes enabling continuing professional development2019In: Journal of Education and Work, ISSN 1363-9080, E-ISSN 1469-9435, Vol. 2, no 6-7, p. 537-551Article in journal (Refereed)
    Abstract [en]

    Changes in working life require development in vocational education and training (VET) to retain industrial currency. VET teachers are key actors in VET, and their continuing professional development (CPD) in vocational subjects is central to the currency of VET. This study is situated in Sweden, with a mainly school-based VET system where VET teachers have the main responsibility for students’ school-based and workplace learning, and they typically have a background in an initial occupation which they now teach their students. The study applies a situated learning perspective, with a particular focus on boundary processes between VET schools and working life, and how the modes of identification of engagement, imagination, and alignment are enacted and influence the identity formation and CPD of VET teachers. The findings are based on interviews with 30 Swedish VET teachers. The qualitative study shows how different forms of boundary encounter between VET teachers and working life, brokering of occupational knowledge, and reconstruction of occupational practices at schools provide opportunities for teachers’ CPD and influencing vocational teaching. It is important for the quality of VET teachers’ CPD to include and integrate the different modes of identification, to allow for updating of different aspects of the occupational identity.

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    VET teachers between school and working life: boundary processes enabling continuing professional development
  • 33.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Aakre, Bjørn Magne
    Nord University, Norway.
    Editorial: The first issue of NJVET in a new shape2016In: Nordic Journal of Vocational Education and Training, E-ISSN 2242-458X, Vol. 6, no 1, p. i-iiArticle in journal (Other academic)
    Abstract [en]

    Welcome to the Nordic Journal of Vocational Education and Training (NJVET). With this journal, we want to create a forum for research on vocational and professional education and training, with a particular focus on issues at stake for vocational education and training (VET) in the Nordic countries. The journal is published online and open access, and there are no submission or article processing charges.

    This is the first issue of NJVET in its new shape. We have put effort into the renewal of our website, submission and publishing system, guidelines for contributions etc. Altogether we hope that this will contribute to strengthening the quality of our journal, and also of Nordic VET research in general.

    In this first issue we can present contributions from four Nordic countries – Denmark, Finland, Norway, and Sweden. Nevertheless, relevant contributions from outside the Nordic countries are most welcome! We encourage publication of articles in English, which makes the audience of our research results much broader, but we also offer the opportunity to publish in the Nordic languages. In this issue, articles are published in English, Danish, and Norwegian. You should also note that we make a difference between research articles, which have undergone a double-blind peer-review by at least two anonym viewers, and magazine articles that contain other types of materials, discussions, minor studies of VET etc. The magazine articles are not subject to double-blind peer review, but are reviewed by the editors. We also welcome relevant book reviews. However, this issue does not include any book review.

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  • 34.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Editorial: Nordic research on vocational education and training2017In: Nordic Journal of Vocational Education and Training, E-ISSN 2242-458X, p. iii-vArticle in journal (Other academic)
    Abstract [en]

    Welcome to a new issue of the Nordic Journal of Vocational Education and Training. We continue to develop an open forum for research on vocational and professional education and training, with a particular focuson the Nordic con-texts. Our journal is published online, open access, and there are no submission or article processing charges, which means that anyone with access to the Inter-net also has access to the research findings we present.

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    Editorial: Nordic research on vocational education and training
  • 35.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Skonhoft Johannesen, Hedvig
    OsloMet - Oslo Metropolitan University, Norway.
    Editorial: Spring 20182018In: Nordic Journal of Vocational Education and Training, E-ISSN 2242-458X, Vol. 8, no 1, p. iii-vArticle in journal (Other academic)
    Abstract [en]

    Welcome to a new volume of the Nordic Journal of Vocational Education and Training. In this first issue of 2018 we are proud to present a new associate editor of our journal. Associate professor Hedvig Skonhoft Johannesen from OsloMet - Oslo Metropolitan University in Norway has joined the editorial group, and we look forward to fruitful cooperation with the journal. In this issue of NJVET we have seven contributions ᅵ six peer-reviewed research articles and one magazine article ᅵ from Sweden, Norway, and Denmark. The topics of the articles address assessment in empirical and analytical approaches, VET studentsᅵ as well as teachersᅵ boundary learning, digital storytelling as an approach to vocational didactics, drop out from vocational education, and finally the quality of vocational education.

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  • 36.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Skonhoft Johannesen, Hedvig
    OsloMet – Oslo Metropolitan University, Norway.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Editorial: Autumn 20182018In: Nordic Journal of Vocational Education and Training, E-ISSN 2242-458X, Vol. 8, no 2, p. iii-vArticle in journal (Other academic)
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  • 37.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Skonhoft Johannesen, Hedvig
    Fakultet for lærerutdanning og internasjonale studier, OsloMet – Oslo Metropolitan University, Norway.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Editorial: Spring 20192019In: Nordic Journal of Vocational Education and Training, E-ISSN 2242-458X, Vol. 9, no 2, p. iii-viArticle in journal (Other academic)
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    Editorial: Spring 2019
  • 38.
    Antonson, Sivert
    Linköping University, Department of Education and Psychology. Linköping University, Faculty of Arts and Sciences.
    Hörselskadade i högskolestudier: möjligheter och hinder1998Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The focus of this thesis is on hearing-impaired students in higher education. The following problem are formulated: How can one understand the interaction between hearing-impaired students and the academic and social environment of higher education, including the individual student's prerequisites and possibilities as regards higher education, and in what forms? The thesis consists of a study based on the perspective of 11 hearing-impaired students. A combination of several data sources were used. Verbatim transcribed thematized interviews were analysed. In order to understand the action itself, participant observation, video recordings and stimulated recall were used in addition to text interpretations.

    The results shows that the impairment in itself was not a determining factor as regards success in University studies. Nor was it possible to discern any connection between communication ability and the results achieved in University studies. It was also not possible to determine whether a person with a congenital hearing-impairment would be less successful in University studies than persons whose hearing was impaired later in childhood. There existed a complex integration problem which meant that considerable effort was often needed to conform to the hearing University world. The study shows how the problem of hearing is both situationally and culturally related as well as being determined by the goals of the hearing-impaired person. A number of obstacles to success were identified. These could arise as an effect of (i) independent study coupled to lectures, (ii) integration problems in conjunction with different types of group activities, (iii) time coupled to pace and efficiency and (iv) marginal contact with teachers/lecturers in many disciplines. The hearing-impaired students had conceptions of what was regarded as a problem, what was seen as a legitimate demand and what were fundamental values in the worlds of persons with and without impaired hearing, respectively. A comparison of the different conceptions of these worlds revealed underlying explanations of why obstacles arose in the encounters between hearing-impaired students and the hearing world of higher education

  • 39.
    Antonsson, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    "Bästa starten - ett annat sätt att tänka undervisning": Utveckling av klassrumsstruktur med stöd av Elevhälsoteam2021Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att identifiera möjliga framgångsfaktorer och utmaningar i lärares och speciallärares arbeten med elevernas läs- och skrivinlärning i projektet Bästa starten. Syftet är också att undersöka hur EHT kan stödja arbetet i klassrummet samt hur speciallärares kompetens tillvaratas i projektet. Studien syftar även till att undersöka vilka delar av projektet pedagogerna kommer ta med sig i sin fortsatta undervisning. Jag har genomfört 11 kvalitativa, semi-strukturerade intervjuer, varav en med skolpsykolog, fyra med speciallärare och sex med pedagoger som har arbetat med projektet Bästa starten. Intervjuerna har analyserats med hjälp av en tematisk analys. I intervjuerna framgår att Bästa starten handlar om att varje elev ska få en så bra skolstart som möjligt. Pedagogerna utvecklar och arbetar med ett inkluderande och differentierat arbetssätt i klassrummet med stöd av Elevhälsoteamet. I analysen framkom fyra teman; Upprepning och reflektion, Förebygga som speciallärare, Samverkan mellan Elevhälsoteam och pedagoger samt Metoder som upplevs gynna läs- och skrivinlärningen. En slutsats är att samverkan mellan EHT, speciallärare och pedagoger upplevs som gynnsamt för det förebyggande arbetet i klassrummet och den tidiga läs- och skrivinlärningen. Med hjälp av hög struktur, upprepning och korta arbetspass är upplevelsen att även de svaga eleverna får en chans att följa med i klassrumsundervisningen och en möjlighet att uppleva självförtroendet växa i takt med att de lär sig läsa och skriva. Upprepning och reflektion kan dock ses som både framgångsfaktorer och utmaningar av pedagoger och speciallärare.

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  • 40.
    Appelkvist, Anette
    et al.
    Linköping University, Department of Behavioural Sciences and Learning.
    Javed, Sana
    Linköping University, Department of Behavioural Sciences and Learning.
    Lärares strategier för att motivera elevers lärande i klassrummet: En kvalitativ intervjustudie2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Att motivera elever och då särskilt elever med låg motivation är något som lärare ständigt arbetar med. Motivation är ett komplext ämne som det finns mycket litteratur och forskning kring. Dessutom finns flera motivationsteorier med olika infallsvinklar. Vårt syfte med denna studie är att undersöka vilka uppfattningar lärare har om vad som främjar elevers motivation för lärande. Vi har använt oss av semistrukturerade intervjuer vars syfte är att få en djupare kunskap och erfarenhet av fenomen som i detta fall handlar om fenomenet motivation. Våra informanter är verksamma inom skolans tidigare år, årskurs ett till sex. Genom stöd av fenomenografisk analys fick vi fram vårt resultat. Resultatet vi fick utifrån våra intervjufrågor visade både likheter och skillnader. Lärarna har många liknande uppfattningar över vad som påverkar elevers motivation och om hur de kan motivera elever. De metoder lärarna uppgav för att fånga de lågmotiverade eleverna visade likheter men också skillnader beroende på lärarnas olika roller, som specialpedagog och speciallärare. De framhöll vikten av att fånga elevers intresse och att anpassa undervisningen. 

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  • 41.
    Aronsson Hermansson, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Jag märker att du blir kränkt: En studie om lärarperspektivet på kränkande behandling av elever i grundsärskolan2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här studiens syfte är att bidra med kunskap om grundsärskollärares perspektiv på kränkande behandling av elever med måttlig till svår/grav intellektuell funktionsnedsättning samt kunskap om lärarnas eget arbete med att hantera kränkande behandling av dessa elever.

    En kvalitativ studie med semistrukturerade intervjuer genomfördes. Nio lärare i grundsärskolan deltog. Genom ett målstyrt urval och utifrån en intervjuguide, intervjuades lärare som arbetat minst ett år med elever med måttlig till svår/grav intellektuell funktionsnedsättning inom grundsärskolans inriktning ämnesområden. Det empiriska materialet systematiserades och analyserades med tematisk analys utifrån ett symbolisk interaktionistiskt perspektiv. Analysen resulterade i fyra teman: uppfattningar, kunskap, kommunikation och uppföljning.

    Resultat visar att för att identifiera, tolka och agerar vid kränkande behandling av elever med måttlig till svår/grav intellektuell funktionsnedsättning, beskriver deltagarna att lärarna använder sig av verktyg, som kunskap om sig själva och eleven, kommunikation med eleven, kommunikation inom personalgruppen och med elevens vårdnadshavare, samt uppföljning med elev och personal. En analys av resultatet visar att även kommunikation om styrdokumentens innehåll och vägledning om vad som ska skrivas i anmälan om kränkande behandling skulle kunna läggas till som ett verktyg. Deltagarna beskriver ett omfattande arbete som kräver stort personligt engagemang med ett empatiskt förhållningssätt, där skapandet av relationer upplevs som viktigt. Konsekvenser av kränkande behandling för eleverna beskriver deltagarna är att de blir otrygga och/eller att deras inlärning påverkas negativt men också att reaktion kan utebli om den kränkande behandlingen inte är av fysisk karaktär. Studiens resultat i form av verktyg bör vara användbara inom annan verksamhet än grundsärskolan som exempelvis daglig verksamhet eller LSS-boende.

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  • 42.
    Axell, Cecilia
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Langdon Winner: A Call for a Critical Philosophy of Technology2019In: Reflections on Technology for Educational Practitioners: Philosophers of Technology Inspiring Technology Education / [ed] John R. Dakers, Jonas Hallström and Marc J. de Vries, Brill Academic Publishers, 2019, p. 131-146Chapter in book (Refereed)
  • 43.
    Axell, Cecilia
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Technology Education in a Sámi School: Using Cultural Artefacts as a Learning Tool2019In: PATT 37 Developing a knowledge economy through technology and engineering education Msida, Malta, June 2019 / [ed] Sarah Pulé and Marc J. de Vries, Msida: Department of Technology and Entrepreneurship Education, University of Malta , 2019, p. 25-38Conference paper (Refereed)
    Abstract [en]

    The aim of this study is to explore the nature of technology education in a Sámi school, in order to identify the potential of indigenous Sámi knowledge for broadening the horizons of technological literacy. This paper presents the findings from the initial analysis of the empirical material. The purpose was to identify which specific artefacts play a central role in technology education in a Sámi school, and how the artefacts are implemented in technology education to convey technological knowledge. The participants (teachers and pupils) were all from the same Sámi School in Northern Sweden. The method employed was participatory observation and empirical material consists of field notes, recorded conversations, photographs and children’s drawings. The findings show that technology education is strongly connected to specific artefacts that are important in Sámi culture. Technology Education is grounded in a holistic view of knowledge and to a large extent integrated with other school subjects. The knowledge system embedded in technology teaching is collective and related to both artefacts and activities. Myths and storytelling are frequently used to contextualise the technological content, and the historical aspect of technology is largely present since connections between older and newer technological solutions are made. Technological knowledge, activities and specific artefacts are not only attributed a practical value, but also given a symbolic value, since a common knowledge base in Technology contributes to strengthening the children’s cultural identity.

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    Technology Education in a Sámi School: Using Cultural Artefacts as a Learning Tool
  • 44.
    Axell, Cecilia
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Boström, Johan
    Department of Physics and Electrical Engineering, Linnaeus University, Växjö, Sweden.
    Technology in children’s picture books as an agent for reinforcing or challenging traditional gender stereotypes2021In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 31, p. 27-30Article in journal (Refereed)
    Abstract [en]

    Technology is a field with strong connections to the female/male dichotomy. Children start to stereotype everyday life regarding this dichotomy as early as the age of two. The preschool, through its activities—among them reading aloud from picture books—is an arena where societal norms can be either preserved or challenged. Books about different artefacts, e.g. cars, airplanes and boats, often serve as an introduction for children about the human application of technology and may influence how they identify and categorise the technology they encounter in everyday life. The aim of this study was to investigate the technological content in a selection of picture books from a gender perspective. Since preschools in Sweden often use books from libraries in their daily activities, the empirical material was derived from the library sections Facts for youngsters and Technology for youngsters, aimed at children aged 1–3 and 3–6. A thematic analysis was used to discover the dominant themes within the books. The results show that there is a focus on how separate artefacts function but no detailed explanation of how these artefacts are connected or what kind of implications they have in a societal context. There also seems to be an emphasis on traditionally masculine coded technology.

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    Technology in children’s picture books as an agent for reinforcing or challenging traditional gender stereotypes
  • 45.
    Axell, Cecilia
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Simonsson, Maria
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Barnlitteratur och bokpraktiker i fritidshem2019In: Fritidshemmets möjligheter: Att arbeta fritidspedagogiskt / [ed] Helene Elvstrand, Maria Simonsson och Lina Söderman Lago, Lund: Studentlitteratur AB, 2019, p. 185-214Chapter in book (Other academic)
  • 46.
    Axell, Cecilia
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Stolpe, Karin
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Programming as a New Content in Swedish Preschool: What Is It and How Is It Done?2019In: PATT 37 Developing a knowledge economy through technology and engineering education Msida, Malta, June 2019 / [ed] Sarah Pulé and Marc J. de Vries, Department of Technology and Entrepreneurship Education, University of Malta , 2019, p. 39-47Conference paper (Refereed)
    Abstract [en]

    In 2017, the Swedish government decided on a new national strategy for digitalisation of the school system. The strategy resulted in a revision of the curricula for Swedish preschool in order to strengthen digitalisation. Although programming is not explicitly mentioned in the curriculum, programming and robots have become a more common feature of preschool teaching. There are intervention studies showing that children can develop programming skills and conceptions. However, studies of programming from a technology education perspective are rare, and there is a need for further research. This study aims to investigate how programming in a preschool context and what the teachers and children do. This study focuses on the interaction between children, teachers and technology. The programming activities in preschool are not a separate activity, but part of a wider context, hence we adapt a sociocultural perspective. The empirical data consist of two group interviews with preschool teachers and one video-recorded programming activity with children aged 4-5 years and their teachers. The data material was analysed using a thematic content analysis to inductively search for patterns in the actions and methods used by teachers and children. This study shows that four aspects of programming were communicated: instructions, sequences, bugs, and language. Moreover, the relationship between humans and the technological artefacts was characterized in three different ways: technology as I) anthropomorphic, II) gender coded, and III) autonomous or non-autonomous. Thus, the programming activities and robot were incorporated in a wider context. Technology (the robot) became a tool to achieve several learning objectives. The technology was not the main focus; the overall message constructed in this teaching setting is that the human controls and uses the technology to achieve specific purposes.

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    Programming as a New Content in Swedish Preschool: What Is It and How Is It Done?
  • 47.
    Axelsson, Ewa
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Björling, Åsa
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Garanterade tidiga stödinsatser - flipp eller flopp: En studie om speciallärarens kompetens i förskoleklassen och om kartläggningsmaterialet Hitta språket2021Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna kvalitativa studie är att undersöka hur speciallärarens arbetsuppgifter har förändrats efter införandet av Läsa, skriva, räkna - en garanti för tidiga stödinsatser och det obligatoriska kartläggningsmaterialet Hitta språket för förskoleklass. Frågeställningarna i studien fokuserar på om speciallärarens kompetens nyttjas i samråd med lärare i förskoleklass gällande särskild bedömning, planering av eventuella stödinsatser och uppföljning av tidiga stödinsatser. Vi tittar även på informanternas upplevelser kring kartläggningsmaterialet Hitta språket och de aktiviteter som materialet innehåller. 

    Vi har genomfört tolv semistrukturerade intervjuer med sex speciallärare och sex lärare i förskoleklass från olika skolor och kommuner. Efter att ha gjort en tematisk analys av empirin framkom att speciallärarens arbetsuppgifter inte har förändrats efter införandet av garantin. Informanterna uppger att kartläggningen är tidskrävande att genomföra samt att tid saknas för samråd, planering, uppföljning och insatser i förskoleklass.  

    Bokstavskunskap, fonemisk/fonologisk medvetenhet, RAN och vokabulär är enligt forskningen de främsta prediktorerna att förutse eventuella svårigheter i den kommande läsutvecklingen. Jämförelsen mellan aktiviteterna i det obligatoriska kartläggningsmaterialet Hitta språket och forskningen visade att några av ovanstående prediktorer inte kartläggs. Aktiviteterna är avsedda att utföras i grupp som gör det svårt att säkerställa varje elevs individuella prestation. Dessutom är kravnivåerna för lågt ställda och säger inget om en elevs variation från en normalfördelning utifrån en given ålder.  

    Studien visar på att speciallärarens tid inte har omfördelats från högre årskurser ner till förskoleklass eller att speciallärarens arbetsuppgifter har förändrats. Kartläggningsmaterialet Hitta språket räcker inte ensamt till för att identifiera elever i risk för lässvårigheter, utan bör kompletteras med andra tester med högre reliabilitet och validitet gällande bokstavskunskap, fonemisk/fonologisk medvetenhet, RAN och vokabulär.  

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  • 48.
    Azizifarsani, Sahar
    et al.
    Linköping University, Department of Behavioural Sciences and Learning.
    Söderberg, Evelina
    Linköping University, Department of Behavioural Sciences and Learning.
    Grundläggande taluppfattning: Metoder som gynnar lågpresterande elevers grundläggande taluppfattning2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Vårt syfte med denna litteraturstudie var att undersöka vilka undervisningsmetoder som var gynnande för lågpresterande elevers grundläggande taluppfattning i årskurs F-3. Den grundläggande taluppfattningen är viktig för eleven för att kunna utvecklas vidare i sitt matematiska kunnande. Det är ingenting eleven kan utveckla själva utan det krävs tydlig vägledning av läraren och många möjligheter för eleven att praktisera kunskapen. I och med det ville vi se vilka metoder som var gynnande. Vi sökte artiklar på databaserna Eric och Unisearch och fick i resultatet fram fyra metoder som var gynnande. De metoderna var att jobba med konkret – abstrakt, laborativt material, lekfulla aktiviteter och ”tänka högt”. Tillsamman med metoderna framförs även betydelsen av att jobba i olika konstellationer.

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  • 49.
    Balkenius, Christian
    et al.
    Cognitive Science, Lund University, Lund, Sweden.
    Gulz, AgnetaCognitive Science, Lund University, Lund, Sweden.Haake, MagnusCognitive Science, Lund University, Lund, Sweden.Johansson, BirgerCognitive Science, Lund University, Lund, Sweden.
    Intelligent, socially oriented technology: Projects by teams of master level students in cognitive science and engineering : Anthology of master level course papers2013Collection (editor) (Other academic)
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    Intelligent, socially oriented technology: Projects by teams of master level students in cognitive science and engineering : Anthology of master level course papers
  • 50.
    Bejbom, Rebecca
    Linköping University, Department of Culture and Communication. Linköping University, Faculty of Educational Sciences.
    Kreativitet: vad är det? En studie kring begreppet kreativitet inom skolslöjden2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Begreppet kreativitet omnämns vid flertalet tillfällen i läroplanen för grundskolan, föreskoleklassen och fritidshemmet (Lgr 11). Det redogörs dock inte för någon definition av begreppet. Denna studie syftar till att lyfta begreppet kreativitet och försöka finna definitioner av begreppet, dels ur ett generellt perspektiv och dels ur ett slöjdspecifikt perspektiv. Dessutom beskrivs hur man kan arbeta med kreativitet i skolslöjden.

    Studien utgörs av en begreppsanalys där forskningslitteratur inom psykologi, pedagogik och slöjd studerats för att finna definitioner av begreppet kreativitet.

    Resultatet visar att det inte finns någon entydig definition av begreppet kreativitet, varken inom psykologin eller inom slöjdforskningen. Det resultat som framkom var att kreativitet är kontextbundet och behöver definieras utifrån det sammanhang där det uppkommer. Kreativitet innebär, bland annat, att redan förvärvda kunskaper och erfarenheter kombineras för att skapa något nytt. Det beskrivs hur en person inte kan skapa vare sig i eller med vakuum. För att en idé skall komma att klassas som kreativ redogör vissa forskare för hur idén behöver vara användbar och ny för en grupp människor. Andra forskare redogör för kreativitet ur ett individuellt perspektiv där idén enbart behöver uppfattas som kreativ av en enskild individ. För att gynna kreativiteten i skolslöjden krävs det att klassrumsklimatet är öppet för risktagande, analyserande, prövande, omprövande av idéer, samt diskussion kring den enskilde elevens skapande. 

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    Kreativitet: vad är det?
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