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  • 151.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Jansson, MagnusLinköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Erfarenhet av integration: röster från Integrationsfondsprojekt2014Collection (editor) (Other academic)
    Abstract [sv]

    Tanken att samla integrationserfarenheter i en bok väcktes genom alla de möten som SIK-projektet haft förmånen att ha, i sin roll som processtöd, med projekt som erhållit stöd från Europeiska integrationsfonden. Under nästan fyra år har vi som arbetat i SIK färdats genom landet, mött projektägare och deltagare, diskuterat, lyssnat och samlat erfarenheter. Genom dessa möten såg vi hur mycket erfarenheter som uppnåtts i enskilda projektverksamheter. Med denna antologi vill vi låta enskilda projekt skriva och berätta om sitt projekts resa. Bidragen harolika karaktär och mångfalden av projekt är stor. Dock har projekten en gemensam nämnare då de alla på olika sätt verkat för en förbättrad integration.

  • 152.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Jansson, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Andersson, Jannicke
    Medicinska fakulteten, Lunds universitet.
    Dialogens paradoxer: att verka för Integration2014Report (Other academic)
    Abstract [sv]

    Hösten 2010 sökte Linköpings universitet, projektet Samverkan, Integration och Kunskap, SIK-projektet, medel från Europeiska integrationsfonden till ett projekt dels med syfte att systematisera de erfarenheter och resultat som dragits av projekt inom ramen för fondens arbete, och dels erbjuda processtöd till projekten i olika former. Rapporten Dialogens paradoxer är ett led i detta arbete och bygger på data som insamlats i Integrationsfondens projektverksamhet och analyserats av SIK-projektet.

    Rapporten, Dialogens paradoxer, innehåller en bakgrundsteckning och problematisering av centrala begrepp i relation till interkulturell dialog men är framförallt en beskrivning av projekts erfarenheter av att arbeta med dialog som arbetsmetod. Det empiriska materialet i rapporten består av observationer och intervjuer från tio projekt som beviljats medel från Integrationsfonden. De deltagande projekten har arbetat med integrationsfrämjande åtgärder på olika sätt. Bland projekten återfinns de som haft dialog som huvudsakligt syfte, men även projekt som i sitt syfte angett att deras arbete bygger på andra angreppsätt. Vad dessa projekt har gemensamt är att interkulturell och eller interreligiös dialog, i någon form ändå återfinns hos alla projekt, oavsett om det är ett centralt angreppssätt eller inte. Därmed finns det i datamaterialet, exempel på dialog även om det inte är den åtgärd projektet har sökt medel för.

    Rapportens resultat inleds med en redovisning av målet för dialog som arbetsverktyg. Vidare diskuteras hinder och möjligheter för dialogarbetet. Analysen utmynnar i ett antal paradoxer som vi funnit som centrala för att förstå dialogens möjligheter och svårigheter.

  • 153.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Elevers sociala relationer i fritidshem2016In: Karlstads universitets Pedagogiska Tidskrift, KAPET, Vol. 12, no 1, p. 60-75Article in journal (Refereed)
    Abstract [sv]

    Syftet i denna artikel är att belysa hur fritidshemmet kan förstås som arena förelevers sociala relationer, vilka villkor som skapas för dessa relationer samt hurelever hanterar sina relationer i fritidshemmet. I Sverige går de flesta barnmellan 6 och 9 år i fritidshem. Fritidshemmet som institution är alltså en viktigdel av många barns vardag, en plats för lärande men också för kamratrelationeroch fri tid. I artikeln analyseras material från deltagande observationer från ettpilotprojekt i två fritidshem. Med utgångspunkt i symbolisk interaktionism och ibarndomssociologi analyseras sociala relationer som processer. I denna artikelvisas några sådana processer/aktiviteter exemplifierade från det empiriskamaterialet. Elevers relationer ses också som villkorade, det vill säga desammanhang i vilka elever skapar sociala relationer ses som viktiga för vilketrelationsskapande som blir möjligt. Fritidshemmet är därför en viktig kontextför denna studie. För att förstå hur barn skapar mening är det viktigt attobservera vilken typ av processer och aktiviteter som de är involverade i.Resultaten visar hur elevers sociala relationer i fritidshem villkoras av exempelvisfritidshemmets rutiner, grundskolans klassindelning och elevers friutrymme.Genom analyser av exempel visas hur eleverna i samspel med varandra, medvuxna och med dessa villkor, arbetar med sina sociala relationer i fritidshemmet.

  • 154.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Närvänen, Anna Liisa
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Children's Participation in After-School Care: Visions and Realities2014Conference paper (Other academic)
    Abstract [en]

    Participation is highly valued as a central goal in the Swedish curriculum and the Swedish Education Act (2011), which also includes after-school care. The issue of children’s participation at school has been object for some studies in Sweden (Elvstrand 2009; Aspán2009; Forsberg 2000) but research on children’s participation at after-school care is still lacking.  

    The aim of the paper is to analyze and describe children’s participation in after-school care everyday practices. This paper embraces some parts of data obtained within the frame of an action-research study on after-school care in six different schools in Sweden during 2013 and 2014 (Närvänen & Elvstrand 2013; Närvänen & Elvstrand, forthcoming). In this paper our observations of everyday activities at after-school care and interviews with children and teachers are analyzed concerning children’s participation. The research question in this paper is: What kind of issues may children influence and what are the possibilities and obstacles as regards their influence at after-school care?

    In the study children’s active behavior is emphasized as is the idea of participation as something that is created in interaction with others. Theoretically the study is grounded in interactionist theories on the significance of the definition of the situation that is created in interaction with others, but also on the import of different perspectives on activities as well as their meanings  in everyday practices (for example Blumer, 1969).  Children’s understanding and interpretation of participation in terms of opportunities and restraints, that is, children’s definition of various situations and possibilities to influence the situations is created with other children as well as with teachers during the activities, but the definition of the situation is also influenced by children’s past and present experiences (Närvänen & Näsman 2007). After-school care may be seen as local culture, and as such it provides opportunity structures (standards for action) for children as well as teachers. Theoretically one point of departure in this study is in understanding of the meanings of the local context and group dynamics with respect to interpretation of action (for example Fine 2010; Harrington & Fine 2006).

    Method

    Ethnographic research methods are used in the study (Bath 2009), as our interest is on issues concerning interaction and relationships, and the meaning making processes. Understanding local cultures requires being present at the site of the study and documenting what is going on between people in everyday practices (Hammersley & Atkinsson 2007). Consequently, we have conducted observations during one semester at the after-school care. The observations are conducted by the researchers, and documented by writing field notes. Observations are complemented by photographs (taken by children), documents, and interviews with children and teachers. Our ambition has been to develop child centered methods which give children opportunities to express their experiences and even to influence the agenda of the study (MacNaughton et al 2005; Närvänen & Näsman 2006). The material is analyzed by using thematic analyses.

  • 155.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Närvänen, Anna-Liisa
    Department of Social Studies, Linnaeus University, Växjö.
    Children's own perspectives on participation in Leisure-time centers in Sweden2016In: American Journal of Educational Research, ISSN 2327-6126, Vol. 4, no 6, p. 496-503Article in journal (Refereed)
    Abstract [en]

    This article presents a study conducted at two different leisure time centers (LTCs) in Sweden. LTC is a voluntary after-school setting that according to the national curriculum should support for example development of values and children’s social skills. The analysis is a part of a larger action research project comprising various research issues relating to LTCs. The present article focuses on the democratic objective of LTCs. The Swedish educational system, of which LTCs form a part, is considered to be rights-based with reference to the United Nations Conventions on the Rights of the Child. The national curriculum stresses citizenship education, and both schools and LTCs are considered venues where children should have the opportunity and ability to practice democracy in their everyday activities. The point of departure in the theoretical framework is children’s participation and agency. This article focuses on data gathered through ‘drawing and talking with children’ that reveals children’s perspectives as to their own participation at LTCs. A total of 19 children participated in the study and were asked to draw a map of their LTC and describe their experiences of participation at the LTC. The results show that children clearly favored activities that, at least to some extent, could be carried out with less adult supervision, such as free, unstructured play. Opportunities to participate were described in terms of formal proceedings such as voting or writing suggestions and depositing them in the suggestion box. The children also described their participation in terms of opportunities to make individual choices in accordance with their preferences. When asked to name obstacles to participation, the children mentioned rules that were decided on by adults, and fixed routines that structured the children’s afternoon hours in terms of both time and space.

  • 156.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Do they have a choice?: Pupils’ choices at LTCs in the intersection between tradition, values and new demands2019In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508Article in journal (Refereed)
    Abstract [en]

    This article investigates the question of making choices at Swedish LTCs. The theoretical framework draws on symbolic interactionism and the concept of inhabited institutionsanalysing teachers’ meaning-making and interactions between teachers and pupils at the LTCs. Because of changing policies, a tension between new demands and an LTC tradition of activities being voluntary has emerged. When teachers try to make sense of the tension between demands and tradition, choice becomes an important issue and teachers try to balance pupils’ free choices with teacher-led activities. The results show that pupils are often given the opportunity to choose, but even though teachers value pupils’ possibilities to choose, pupils’ choices are limited rather than free. When the teachers try to make sense, of pupils’ choices they oriented towards both traditions and values (choice is important), and towards new demands (choice should be visible). Choices are thus highlighted and made measurable in specific ways in LTC practice.

  • 157.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Fritidspedagogiskt arbete2019In: Fritidshemmets möjligheter: Att arbeta fritidspedagogiskt / [ed] Helene Elvstrand, Lina Lago & Maria Simonsson, Lund: Studentlitteratur AB, 2019, 1, p. 21-41Chapter in book (Other academic)
    Abstract [sv]

    I kapitlet beskrivs och diskuteras fritidshemmets uppdrag, praktik och förutsättningar. Några för området centrala begrepp introduceras och definieras för att ge en bakgrund och ett ramverk för fritidshemmet som social och didaktisk arena.

  • 158.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    “You know that we are not able to go to McDonald’s”: Processes of Doing Participation in Swedish Leisure Time Centres2018In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275Article in journal (Refereed)
    Abstract [en]

    This study aims to answer the question of how pupils’ participation is acted within the context of Swedish leisure time centres (LTCs) through the analysis of ethnographic material from five different LTCs. The analysis took a grounded theory approach, and the results show that pupils’ participation in LTCs can be seen as an ongoing negotiation and that participation is something that needs to be worked with in everyday interactions. We identify three important processes for doing participation in LTCs – participation by negotiating, participation by initiating, and participation by choosing. Different aspects of formal and informal ways of doing participation are also of importance, and while pupils can have a greater influence in informal negotiations, this requires certain negotiating skills that not all children possess.

  • 159.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Söderman Lago, LinaLinköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.Simonsson, MariaLinköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Fritidshemmets möjligheter: Att arbeta fritidspedagogiskt2019Collection (editor) (Other academic)
    Abstract [sv]

    Varje dag, före och efter skolan och på lov, går nästan en halv miljon svenska elever i fritidshem. På fritids träffar elever kompisar, får leka och pröva spännande aktiviteter. Att fritidshem är väl fungerande är avgörande för de många barn som tillbringar stora delar av sin dag där. Fritidshemmets uppdrag har under de senaste åren delvis förskjutits, t.ex. har undervisning fått en allt mer framskjuten plats. I Fritidshemmets möjligheter – att arbeta fritidspedagogiskt presenterar författarna en rad viktiga områden om hur fritidshemmet kan bidra till barns allsidiga utveckling och lärande.

    I boken lyfts kärnfrågor som fritidshemmets sociala uppdrag, lek, föräldrasamverkan, fritidshemsutveckling. Här tas även ­nyare innehåll om fritidspedagogiskt arbete upp, som t.ex. hur man kan arbeta med språk, matematik, naturvetenskap och teknik.

    Fritidshemmets möjligheter – att arbeta fritidspedagogiskt ger en god grund för att skapa ett inspirerande innehåll för de många barn som tillbringar stora delar av sin tid på fritidshemmet. Boken vänder sig till studerande på lärarutbildningar och redan yrkesverksamma.

  • 160.
    Eriksson Barajas, Katarina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    A discursive reception study  of fiction2012Conference paper (Other academic)
    Abstract [en]

    The aim of the proposed paper is to increase the knowledge on fiction in use. A combination of reader reception studies (cf. Fish, 1980) and discursive psychology (Edwards & Potter, 1992), which I would like to call discursive reception studies (Eriksson & Aronsson, 2009): that is, a discursive-psychological analysis of reader-reception data is used in the paper. Such approach provides possibilities to analyse the role of social interaction in the co-construction of the experience of a film or a play (or the reading of a book). Drawing on detailed analyses of video-recorded pair or group conversations before, during and after the viewing of a stage play or a film, empirically-driven research questions will be addressed: f ex How is fiction used to create ourselves and position each other, to be seen as smart or well-informed, as being part of the cultural elite or as not high-brow? How is talk about fiction used to quarrel, flirt, tie bonds of friendship et cetera? To analyse talk about fiction as interaction makes it possible to understand the potential of action in interpretation of fiction contains, the participants in a conversation around a play or a film do not only report their reading of the piece, they also use their interpretation in social interaction. Hereby, it becomes possible to analyse how readings of fictive stories are created in social interaction and how they are used for different purposes. Hence, the knowledge on fictive characters becomes more dynamic.

    Data from conversations after seeing Shakespeare’s play Romeo & Juliette and films as One Day, Jane Eyre, Real Steel and Arrietty the Borrower is analysed in the paper.

  • 161.
    Eriksson (Barajas), Katarina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Att byta perspektiv – från doktorand till forskarhandledare2007In: Pedagogiska utmaningar i tiden: 10:e universitetspedagogiska konferensen vid Linköpings universitet 8-9 november 2006 / [ed] Helen Hård af Segerstad, Linköping: Institutionen för samhälls- och välfärdsstudier , 2007, p. 97-104Conference paper (Other academic)
    Abstract [en]

    Några månader efter att jag själv blivit förd över Parnassen – krönt av en lagerkrans och med ett vackert diplom i handen – fick jag uppdraget att arbeta som biträdande handledare. Som ett led i min egen kompetensutveckling på detta område deltog jag i en kurs om Forskarhandledning (CUL, Linköpings universitet). Föreliggande essä tillkom under kursen.

    I texten behandlas hur min egen erfarenhetskunskap som doktorand blir en del av min ”handledningsfilosofi”. De samtal jag haft med kollegor som jag träffade under min doktorandtid, en konferens om forskarhandledning som jag deltagit i, de diskussioner som fördes vid kurstillfällena och den litteratur jag läste under kursens gång reste en rad frågor som jag i det följande kommer att resonera kring: I vilken grad kan jag grunda mitt eget handlande på min egen erfarenhet? Och hur omsätter jag erfarenheten i praktiken? På vilka sätt skiljer sig min doktorands situation från min egen? Vilka implikationer får det för handledningen?

    Jag utgår från min egen erfarenhet och försöker ur den belysa generella fenomen, därmed kan man säga att jag använder mig av en autoetnografisk metod (cf. Hayano, 1979).

    Förhoppningsvis kan essän vara av intresse för andra juniora forskare som nyligen börjat handleda. De variabler som kommer att behandlas är Intresse för doktorandens forskning, Ledning och planering, Tid och tillgänglighet samt Uppmuntran och stöd. Texten kring varje variabel startar i min egna ganska färska erfarenhet av att ha ingått i doktorandkollegiet och därefter reflekterar jag över variabeln i relation till min roll som handledare.

  • 162.
    Eriksson (Barajas), Katarina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Att byta perspektiv: En essä om att använda sina erfarenheter av att ha varit doktorand i sitt arbete som forskarhandledare2006In: Didaktisk Tidskrift, ISSN 1101-7686, Vol. 16, no 3, p. 93-99Article in journal (Other academic)
    Abstract [sv]

    I essän utforskas ”den goda handledningen”. Vikten av att utnyttja sina egna erfarenheter av att ha varit doktorand betonas, liksom vikten av att komma ihåg att doktorandens situation inte är identisk med ens egen. Ledord för god handledning är ödmjukhet, tydlighet och öppenhet. I praktiken innebär det att lyssna, att föreslå men inte påtvinga, att ingjuta mod men granska kritiskt och att vara ”chef” i betydelsen arbetsledare. Handledaren ska uppmuntra doktoranden att artikulera sina förväntningar så man kan diskutera dem. Handledaren ska också se till att preliminära arbets- och tidsplaner upprättas.

    I handledningen bör ingå att förmedla hur man hanterar den kritiska miljön inom universitetet och att inte bygga upp hela sin identitet kring forskaridentiteten.

  • 163.
    Eriksson Barajas, Katarina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Begreppet 'barnperspektiv' i barn- och ungdomslitteraturforskningen2011Conference paper (Other academic)
  • 164.
    Eriksson Barajas, Katarina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Beyond stereotypes? Talking about gender in school booktalk2008In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 3, no 2, p. 129-144Article in journal (Refereed)
    Abstract [en]

    The Swedish educational system states that work in schools should depict and mediate equality. One way of achieving this is through fiction, which according to the syllabus provides students with knowledge about the living conditions of women and men during different epochs and places. The present paper examines gender in a Swedish school, analysing ‘book club’ discussions, using a discursive approach. The data consist of video-recorded teacher-led booktalk sessions, involving small groups of pupils in grades 4_7. It was found that the teachers and/or the pupils invoked gender issues in all book club sessions. The fictive events were, at times, discussed in gender-stereotyped ways. Yet, the teachers and pupils also transcended gender stereotypes in several cases. In many of those cases, there was a generational pattern, in that the participants tended to apply less stereotyped thinking when talking about fictive characters of their own age.

  • 165.
    Eriksson Barajas, Katarina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Boksamtalets dilemma och möjligheter2012 (ed. 1)Book (Other academic)
    Abstract [sv]

    Hur kan skolan hjälpa barn att bli bokslukare?Boksamtalets dilemman och möjligheter handlar om litteraturläsning och boksamtal i skolan. I boken beskriver författaren hur boksamtal mellan lärare och elever kan gå till, och analyserar vad som händer i samtalen. Författaren ger också sin syn på nyttan och dilemman med boksamtal. I boken presenteras åtta böcker som användes på en skola för att locka elever att läsa. Författaren beskriver hur eleverna och lärarna tillsammans skapar olika läsaridentiteter i samtalen. Hon visar också hur genusfrågor och frågor om ”de andra”, som inte är som ”oss”, synliggörs i samtalen samt hur eleverna relaterar texterna till sina egna liv.Avslutningsvis ger författaren några didaktiska perspektiv på boksamtal, vad lärare bör hålla i minnet när de organiserar samtalen och hur de kan stödja elevernas lärande. Boken vänder sig till studenter som utbildar sig till lärare, bibliotekarier och litteraturvetare samt till redan yrkesverksamma lärare och barnbibliotekarier.

  • 166.
    Eriksson Barajas, Katarina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Diskursiv receptionsforskning – en väg till kunskap om berättelsen i vardagen2009In: Den väsentliga vardagen. Några diskursanalytiska perspektiv på tal, text och bild, Stockholm: Carlsson Bokförlag, 2009, 1, p. 131-147Chapter in book (Other academic)
    Abstract [sv]

    Här ger arton forskare som alla varit doktorander till professor Karin Aronsson sin beskrivning av olika former av vardagliga fenomen. Det handlar om hur människor i olika sammanhang samspelar och skapar mening. Gemensamt för de författare som bidrar i boken är att de är eller har varit doktorander vid Institutionen Barn och tema Kommunikation, vid Linköpings universitet. Sedan mitten av 1980-talet har institutionen erbjudit en dynamisk forskningsmiljö för personer med intresse för samtal, kulturella uttryck och socialt liv i och utanför institutionella sammanhang.

  • 167.
    Eriksson Barajas, Katarina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Eliciting discussions of fundamental values in school: the use of film:  2013Conference paper (Other academic)
  • 168.
    Eriksson Barajas, Katarina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Girls playing story-time2011Conference paper (Other academic)
  • 169.
    Eriksson Barajas, Katarina
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    How to (or not to) research reception of fiction in public spaces: methodological reflections2014Conference paper (Other academic)
    Abstract [en]

    Thepaper is based on an interdisciplinary empirical research project on theuse of fiction. Reader response/reception theories and discursive psychology (Edwards & Potter, 1992) are combined in theproject. The approach, called discursive reception studies (Eriksson Barajas& Aronsson, 2009), provides possibilities to analyse the role of socialinteraction in the co-construction of the experience of, in this case, a filmor a play. Thepaper deals with methodological issues: i) how to get access to ‘naturally’occurring practices around fiction – when people went to cafés after seeing afilm together and in the pause at the theatre; ii) how to record data in suchpractices; iii) how to use data collection methods and analysis methods adaptedto the type of data collected. One advantage with the used method for datacollection is that I have come across “dream participants” – that is correctmatch between participants and film content.

  • 170.
    Eriksson Barajas, Katarina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    "It was selfish and completely stupid to think so when you have a child": Pupils' views on adulthood in discussions of the film About a Boy2008Conference paper (Other academic)
  • 171.
    Eriksson Barajas, Katarina
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University. Linköping University, Department of Social and Welfare Studies.
    "Let's talk about love": pupils' constructions of heterosexual love relations in About a Boy2009In: GEA Conference – Paper & Symposium Abstracts, 2009, p. 170-171Conference paper (Refereed)
    Abstract [en]

    The Swedish educational system states that work in schools should depict and mediate equality. One way of achieving this is through fiction, which according to the syllabus provides students with knowledge about the living conditions of women and men during different epochs and places. An arena for unveiling gendered power patterns is heterosexual love relations. School may fear that feature films transmit gender stereotypes and unrealistic romantic images of heterosexual love. However, researchers such as Radway (1984) and Walkerdine (1990, 2007) stress the importance of not only studying the text itself (be it a book, a film or a video game), but also the use and the reception of it, in the analysis of fiction as a meaning-making artefact. The present paper examines pupils- constructions of heterosexual love analysing the use of film as an educational tool, from a discursive approach. The data consist of pupil-produced film manuscript and essays and video-recordings of pupils- group conversations, after watching one of the film About a Boy during school hours in Year 9 and 10. The pupils discussed the protagonists whereabouts- putting leading a calm fulfilling life alone (-an island-) against a meaningful life together with a partner and children - necessarily your own biological ones - (-a family- or an -archipelago-). The present paper contributes new empirical knowledge about how young people are -doing gender- (West and Zimmerman 1987) in a natural setting - an educational context - that celebrates equality values.

  • 172.
    Eriksson Barajas, Katarina
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Pace as a measure of aesthetic value2014Conference paper (Other academic)
    Abstract [en]

    The overarching aim of the paper is to contribute knowledge on fiction in use. The paper deals with the temporal relations between fictional duration and experienced duration (cf. Genette, 1988). More specifically, the paper gives insight in how cinema- and theatregoers use pace as a value measure. The analysed empirical material consists of recordings of naturally-occurring conversations in theatre pauses and at cafés after seeing a movie. In the study, discursive psychology (Edwards & Potter, 1992) is used on reader-reception data. This  approach is called discursive reception studies (Eriksson Barajas & Aronsson, 2009). Such approach provides possibilities to analyse the role of social interaction in the co-construction of the “reading” of a fictional oeuvre. An initial result is that cinema- and theatregoers orient towards emotions, temporalities and narrative pace. Examples of how a long film can be experienced as having had a short duration and vice versa will be presented.

  • 173.
    Eriksson Barajas, Katarina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Pace as a Measure of Emotional Value2013Conference paper (Other academic)
  • 174.
    Eriksson Barajas, Katarina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    The Pimp and the Happy Whore: “Doing Gender” in Film Talk in a School Setting2010In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 54, no 6, p. 581-596Article in journal (Refereed)
    Abstract [en]

    The present paper concerns the use of film for eliciting discussions of fundamental values in an upper secondary school setting. In this case, Lilya 4-ever, a feature film about sex trafficking, is used. The present paper contributes some empirical knowledge about how young people are “doing gender” in a natural setting—an educational context—that celebrates equality values. The examples from a group discussion between pupils reveal a balance between performing the school task, discussing the questions on the sheet the teacher provided, and working on their private identities, which here includes social interplay that among teenagers could involve rejecting an academic identity. The analysis concerns how pupils use discourses drawn from a film in that balancing act. The paper explores how discourses on sex are used to gain power in conversation, to challenge male sexuality, and to reject victimization.

  • 175.
    Eriksson Barajas, Katarina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    The pimp and the happy whore: Film talk in school2007Conference paper (Refereed)
    Abstract [en]

     The present paper concerns the use of film, in the current case Lilya 4-ever (Moodysson, 2002) ,in education in upper secondary school in Sweden. Theoretically, the paper departs from discursive psychology (Edwards & Potter, 1992). To analytically include the discursive interaction in the film, I-m drawing on Billig-s (1997) work to add the use of psychoanalysis to analyse conversations about film and the film itself, like Walkerdine (1997). Hence, the viewer position becomes as important as the discussions. The data was collected in two Swedish towns, in six classrooms in grades 1-3, i.e. pupils aged 15-19 years. Overall, the pupils- discussions of the film were sensible and serious (Sparrman, 2006). However, in one class, I found a group that at a first glance just fooled around. It interested me firstly since it was quite rare in the data corpus, secondly since it offended me that they could behave, what I considered insensitive, after seeing a movie about such a serious problem, namely trafficking of young women their own age. A closer look at the extract show that the pupils in the group are balancing between doing the school task, i.e. discuss the questions on the sheet the teacher provided, and working on their private identities, i.e. the social play, that among teenagers involves refusing a swat identity (Benwell & Stokoe, 2002, 2004; Stokoe, 2000). Specifically the use of sexualised positioning in that balancing act interested me. The aim of the present paper is to examine gender and sexuality through what can and what can not be said in the group discussions and through how the pupils take up certain subject positions. This is partly displayed via the participant-s orientation towards the recording device (Speer & Hutchby, 2003).

  • 176.
    Eriksson Barajas, Katarina
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Aronsson, Karin
    Stockholms universitet.
    Avid versus struggling readers: co-construed pupil identities in school booktalk2009In: 42nd Annual Meeting of the British Association for Applied Linguistics: Language, Learning, and Context, 2009Conference paper (Refereed)
    Abstract [en]

    In the present paper, we argue for a combination of reader reception studies and discursive psychology that we would like to call discursive reception studies: that is, discursive-psychological analyses of reader reception data. Such approaches provide possibilities to analyse the role of social interaction in the co-construction of the reading of a given book (or talk on a film or other reader reception data).

    Drawing on detailed analyses of video-recorded teacher-led booktalk sessions in grades 4­7, pupils’ self presentations and other types of co-construed categorizations of readers are examined and discussed in relation to the pupils’ and teachers’ co-construction of two contrasting categories of reader positions: avid readers (bokslukare; literally, book-devourers), on the one hand, and struggling readers, on the other.

    These categorizations in turn involve two different sets of continua in terms of the participants’ (pupils’) spontaneous positionings: one based on motivation (willing versus unwilling readers) and one based on reading speed (fast versus slow readers). Both sets of contrasting categories involve implicit local hierarchies, yet these two continua do not necessarily overlap. An important finding is that the position of a fast reader does not imply the position of a book-lover.

    Through detailed examinations of the participants’ co-construed local hierarchies in booktalk, this study documents ways in which discursive reception studies may contribute to a deeper understanding of reading as a situated social practice. Our findings have implications for teacher training, with respect to the promotion of literary reading among children.

  • 177.
    Eriksson Barajas, Katarina
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Forsberg, Christina
    Sektionen för omvårdnad, Karolinska institutet, Stockholm.
    Wengström, Yvonne
    Institutionen för neurobiologi, vårdvetenskap och samhälle, Karolinska Institutet, Stockholm.
    Systematiska litteraturstudier i utbildningsvetenskap: Vägledning för examensarbeten och vetenskapliga artiklar2013 (ed. 1)Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Den ökande kunskapstillväxten ställer krav på att dagens lärare ska kunna hantera nya forskningsrön och kritiskt värdera fakta. Systematiska litteraturstudier i utbildningsvetenskap tar upp hur man söker, analyserar och värderar information om forskningsrön samt hur man beskriver och presenterar resultatet. Med hjälp av systematiska litteraturstudier kan resultat från flera vetenskapliga studier vägas samman så att ny, evidensbaserad kunskap fås inom ett område. Boken riktar sig till studerande på lärarutbildningen och är utmärkt i samband med uppsatsskrivande.

  • 178.
    Eriksson Barajas, Katarina
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Lindgren, Anne-Li
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Den "rättfärdige" mobbaren: Elevers föreställningar om mobbning i skolbioaktivteter2009In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 18, no 3, p. 111-130Article in journal (Refereed)
    Abstract [en]

    The “justified” bully. Conceptions of bullying drawn from school cinema activities. The present paper addresses how bullying is co-constructed among teenagers in a Swedish school. The ethnographic data consist of pupilproduced film manuscripts, essays and video recordings of pupils’ group conversations, made after they had watched one of the films Evil or About a Boy during school hours in Years 8 and 9 of compulsory education (age group 14–15). The films and the follow-up work were presented by the teachers as being about bullying. The use of fiction as an educational tool was shown to free the pupils from possible real-life experiences of bullying in the discussions. Being perceived as different was seen as a reason for being bullied; however, the pupils admitted that the “real” reason would be not liking someone’s personality, i.e. because they had too much self-esteem or were scared. The bully was discussed as either being “evil”, i.e. wanting to exercise power, or “justified”, i.e. claiming rights. Both the evil and the justified bully were seen as products of circumstances, rather than as responsible for their actions.

  • 179.
    Fredriksson, Kristina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Drama som pedagogisk möjlighet: En intervjustudie med lärare i grundskolan2013Licentiate thesis, monograph (Other academic)
    Abstract [en]

    The aim of this study is to develop insights about what meaning teachers ascribe to their work with drama in education. Based on a socio-cultural perspective drama is seen as a tool for learning. Another point of departure is the Swedish National curriculum, which states that aesthetic learning processes should be an integrated part throughout compulsory education. The data for the study consists of interviews with eleven primary school teachers.

    The qualitative analysis shows a variation in how the teachers perceive drama. Drama can be used for example to illustrate different factual knowledge or to explore and create meaning in relation to a human dilemma or a complex subject matter. The working methods vary from focusing the artistic dimension of drama to giving the art form minor or no importance at all.

    The findings indicate, in line with previous studies, that drama is mainly used to work with the school's social goals, like creating a friendly atmosphere and prevent bullying. The findings also show that teachers find it difficult to integrate drama in their everyday teaching. One obstacle which is pointed out is the fact that in Swedish compulsory schools drama does not have its own curriculum and thus is not included in the schedule. Other explanations are that many teachers experience that they have insufficient drama skills and lack of time for drama work, depending on the school's focus on measurable knowledge and goals to be achieved.

    The conclusion is that drama can allow meetings where different stories can be viewed from several perspectives and be an opportunity for greater understanding and deeper knowledge. Drama can also be dismissed because it is not real and drama can be used in a fostering way, to direct students towards a desirable behavior. In other words, drama can be described as a multifaceted and powerful educational tool.

  • 180.
    Frejd, Johanna
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Encountering Evolution: Children's Meaning-Making Processes in Collaborative Interactions2019Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis explores preschool class children’s meaning making processes when they encounter evolution. By adopting social semiotic and sociocultural perspectives on meaning making, three group-based tasks were designed. Video data from the activities were analysed using a multimodal approach. The analysis focuses on how the communicated science content affects the science focus of the tasks, how different materials function as semiotic resources and influence meaning making, and interactive aspects of doing science in the meaning-making processes.

    The findings reveal that, by using the provided materials and their previous experiences, the children argue for different reasons for animal diversity and evolution. Throughout the tasks, a child-centric view of life emerged in a salient manner. This means that, apart from the science focus, the children also emphasise other aspects that they find important. The child-centric perspective is suggested to be a strength that enables children to engage in science activities.

    The results show that the provided materials had three functions. Children use materials as resources providing meaning. This means that the children draw on the meaning potential of the materials, a process that is influenced by their previous experiences. Moreover, in interaction with peers, the materials also serve as communicative and argumentative tools. Thus, access to materials influences the children’s meaning making and enables them to discuss evolution and “do science”.

    The findings also reveal an intimate relationship between task context and interaction. More scripted tasks convey more child–adult interaction (scaffolding) while less scripted tasks, during which children build on previous experiences instead of communicated science content, stimulates child–child interaction (mutual collaboration). In scaffolding interactions, a greater emphasis is placed on the science topic of the task due to guidance from the adult. Consequently, meanings made by children in more scripted tasks are more likely to be “scientifically correct”. However, if the teacher or the adult steps back and allows the children to engage in mutual collaboration, they engage in multiple ways of doing science through evaluating, observing, describing and comparing.

    Overall, the research reported in this thesis suggests that task contexts and materials have a great impact on children’s meaning making and how science is done.

    List of papers
    1. “If It Lived Here, It Would Die.” Children’s Use of Materials as Semiotic Resources in Group Discussions About Evolution
    Open this publication in new window or tab >>“If It Lived Here, It Would Die.” Children’s Use of Materials as Semiotic Resources in Group Discussions About Evolution
    2018 (English)In: Journal of Research in Childhood Education, ISSN 0256-8543, E-ISSN 2150-2641, Vol. 32, no 3, p. 251-267Article in journal (Refereed) Published
    Abstract [en]

    With the aim of exploring how children discuss underlying reasons forevolution and how materials function in children’s meaning making processes,this article provides insight into how evolution theory can beintroduced in preschool and in the early years of primary school. Videodata from eight group discussions (N = 27) were analyzed using a multimodalperspective. Despite not having had any formal instruction aboutevolution theory, the 6-year-old children in this study made use of theirprevious experiences and the materials to make meaning and argue fordifferent reasons for animal diversity. The results show that the children’sdiscussions concerned four conceptual themes: animals are differentbecause of kinship and heredity, environmental effects, the need for adaptation,and the need for geographic separation. The children used theprovided materials, comprising photographs, figurines, and a topographicworld map, as resources for providing meaning, as argumentative tools, andas tools for communication. By making observations in a logical and scientificway, the children spontaneously discussed similarities and differencesin traits, which implies that variation might be a fruitful way to introduceevolution theory to preschool children.

    Place, publisher, year, edition, pages
    London and New York: Taylor & Francis, 2018
    Keywords
    Early childhood; group discussion; materials; meaning making; science
    National Category
    Didactics
    Identifiers
    urn:nbn:se:liu:diva-150935 (URN)10.1080/02568543.2018.1465497 (DOI)
    Available from: 2018-09-05 Created: 2018-09-05 Last updated: 2019-09-02Bibliographically approved
    2. When Children Do Science: Collaborative Interactions in Preschoolers’ Discussions About Animal Diversity
    Open this publication in new window or tab >>When Children Do Science: Collaborative Interactions in Preschoolers’ Discussions About Animal Diversity
    2019 (English)In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898Article in journal (Refereed) Published
    Abstract [en]

    With the aim of exploring how science is done in collaborative interactions when children discuss reasons for animal diversity, this paper provides insight into the relationships between acts of doing science and collaborative interactions. Video data from four small-group discussions (N = 14) were analysed using Lemke’s (1990) talking science framework and Granott’s (1993) collaborative interaction framework. During their interactions, the children make use of their prior experiences and the materials provided as they engage in acts of doing science. The findings reveal that 6-year-old children are able to engage in science dialogue as they use observations and comparisons as data to generate, describe and discuss ideas. Moreover, while engaged in highly collaborative interactions, the children use observations to evaluate, challenge and question each other. Overall, the study sheds light on how acts of doing science can be perceived in young students’ discussions about science phenomena. The study indicates that the character of the collaborative interactions is an important factor for how acts of doing science are carried out.

    Keywords
    Early Childhood, Biology, Group discussion, Interaction, Multimodality
    National Category
    Didactics
    Identifiers
    urn:nbn:se:liu:diva-158505 (URN)10.1007/s11165-019-9822-3 (DOI)
    Available from: 2019-07-02 Created: 2019-07-02 Last updated: 2019-08-21
  • 181.
    Frejd, Johanna
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    “If It Lived Here, It Would Die.” Children’s Use of Materials as Semiotic Resources in Group Discussions About Evolution2018In: Journal of Research in Childhood Education, ISSN 0256-8543, E-ISSN 2150-2641, Vol. 32, no 3, p. 251-267Article in journal (Refereed)
    Abstract [en]

    With the aim of exploring how children discuss underlying reasons forevolution and how materials function in children’s meaning making processes,this article provides insight into how evolution theory can beintroduced in preschool and in the early years of primary school. Videodata from eight group discussions (N = 27) were analyzed using a multimodalperspective. Despite not having had any formal instruction aboutevolution theory, the 6-year-old children in this study made use of theirprevious experiences and the materials to make meaning and argue fordifferent reasons for animal diversity. The results show that the children’sdiscussions concerned four conceptual themes: animals are differentbecause of kinship and heredity, environmental effects, the need for adaptation,and the need for geographic separation. The children used theprovided materials, comprising photographs, figurines, and a topographicworld map, as resources for providing meaning, as argumentative tools, andas tools for communication. By making observations in a logical and scientificway, the children spontaneously discussed similarities and differencesin traits, which implies that variation might be a fruitful way to introduceevolution theory to preschool children.

  • 182.
    Frejd, Johanna
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    When Children Do Science: Collaborative Interactions in Preschoolers’ Discussions About Animal Diversity2019In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898Article in journal (Refereed)
    Abstract [en]

    With the aim of exploring how science is done in collaborative interactions when children discuss reasons for animal diversity, this paper provides insight into the relationships between acts of doing science and collaborative interactions. Video data from four small-group discussions (N = 14) were analysed using Lemke’s (1990) talking science framework and Granott’s (1993) collaborative interaction framework. During their interactions, the children make use of their prior experiences and the materials provided as they engage in acts of doing science. The findings reveal that 6-year-old children are able to engage in science dialogue as they use observations and comparisons as data to generate, describe and discuss ideas. Moreover, while engaged in highly collaborative interactions, the children use observations to evaluate, challenge and question each other. Overall, the study sheds light on how acts of doing science can be perceived in young students’ discussions about science phenomena. The study indicates that the character of the collaborative interactions is an important factor for how acts of doing science are carried out.

  • 183.
    Fägerstam, Emilia
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Barn, hund och natur - i ett pedagogiskt perspektiv2016Report (Other academic)
    Abstract [sv]

    Projektgruppen, bestående av klasslärare, skolbibliotekarie, hundförare samt naturpedagog presenterade projektet för klassen i början av vårterminen 2015. En presentation av projektet gjordes även på ett föräldramöte. En riskbedömning gjordes av projektgruppen (kring elevernas interaktion med hundarna, allergier, rädslor etcetera).

    Innan lektionerna/aktiviteterna i parken påbörjades fick eleverna skriva vad de visste om hundar och vad de ville lära sig mer om. De ställde frågor om hundarna som de sedan fick besvarade under arbetet tillsammans med skolbibliotekarien. Då fick de också arbeta med hur de själva hittar svar på sina frågor via dator, böcker, uppslagsverk samt diskutera källkritik. Eleverna delades in i grupper om tre och arbetade en grupp åt gången hos skolbibliotekarien. Bibliotekarien hade boksamtal med eleverna utifrån gruppernas läsnivå. I klassen med läraren fick eleverna läsa texter om hundar i läsläxa. Utifrån dessa texter fick de sedan skriva egna faktatexter om de olika hundraserna som de redovisade för varandra. Eleverna fick även ta med gosedjur och sköta dem som om de var hundar. Inför alla utelektioner förberedde läraren eleverna och efterarbetade alltid med dem utifrån innehållet och temat för varje veckas utelektion. På så sätt knöts utelektionerna ihop med det löpande arbetet i klassen.

    Syftet med projektet var att variera och utvidga sättet att lära samt att öka lusten att lära. Eleverna gavs kontinuerliga möjligheter att koppla samman olika traditionella ämnesområden samt gavs även möjligheter att träna flera andra förmågor som empati, samarbete, koncentration och begreppsförståelse. Syftet med att arbeta med hund var att ge eleverna möjlighet att ta hjälp av hunden för att förbättra sin egen inlärning genom ökad motivation och lust att lära.

  • 184.
    Fägerstam, Emilia
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Grothérus, Annika
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Secondary school students' experience of outdoor learning: A Swedish case study2018In: Education, ISSN 0013-1172, Education, ISSN 0013-1172, Vol. 138, no 4, p. 378-392Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to explore lower secondary school students’ experiences of using the school grounds as a learning environment. School grounds were used on a regular basis during two to three years, mainly in mathematics and German as a third language. Fourteen students were interviewed about their experiences. The way outdoor learning was implemented facilitated student-centred and cooperative learning, which was considered positive in terms of academic as well as emotional dimensions. Perceptions regarding on-task orientation were more varied, and included experiences of increased as well as decreased on-task orientation. Teachers’ control could be poorer outdoors, resulting in a negative influence on on-task orientation. This study contributes to previous research on outdoor learning by focusing on regular school-based outdoor learning in a secondary school context.

  • 185.
    Ginner, Thomas
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hallström, JonasLinköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.Hultén, MagnusRoyal Institute of Technology, Stockholm, Sweden.
    The PATT 26 conference Stockholm, Sweden 26–30 June 2012: Technology Education in the 21st Century2012Conference proceedings (editor) (Refereed)
    Abstract [en]

    PATT 26 will be held at the Royal Institute of Technology (KTH) in Stockholm, the beautiful capital of Sweden. The PATT 26 conference is part of a two-conference arrangement organized by the Royal Institute of Technology and the Centre for School Technology Education, CETIS, Linköping University, under the common heading Technology Education in the 21st Century. We hereby welcome international colleagues to this golden opportunity to share and learn more about the latest on-going and completed research in the field of technology education research, spanning from early years through to upper secondary education and teacher education.

    The overarching theme for PATT 26 is Technology Education in the 21st Century. The papers in this peer-reviewed conference book all reflect this broad theme, but they also relate to a variety of key areas in school technology education. Research topics include, for example, aspects of learning, teaching, and assessing; pupils’ attitudes; global issues such as sustainability, ethics, values and culture; interdisciplinarity; Science, Technology, Engineering & Mathematics (STEM); links with creative and performing arts; links with arts and social sciences; links with languages; the impact of technological developments on learning, teaching and assessing in technology education; the potential of a design approach; technological artefacts and systems; food technology; historical, sociological and philosophical perspectives on technology education. Together all these areas form a wide spectrum of research of relevance for technology education in the 21st century.

    Thomas Ginner, Jonas Hallström & Magnus Hultén,

    editors and organisers

    June 2012

  • 186.
    Grothérus, Annika
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Fägerstam, Emilia
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Impact of long-term regular outdoor learning in mathematics–Tha case of John2017In: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1-5,2017). Dublin, Ireland: DCU Institute of Education and ERME. / [ed] Thérèse Dooley and Ghislaine Gueudet, Dublin: Institute of Education, Dublin City University, Ireland , and ERME , 2017, p. 1074-1081Conference paper (Other academic)
    Abstract [en]

    This paper reports on a longitudinal study investigating lower secondary students experiences of outdoor learning in mathematics on a regular basis and its impact on self-regulation skills and mathematics proficiency. The results are presented in form of a case: the case of John. The findings emphasise the positive outcomes of a closer connection between school and out-of-school experiences indicating reduced mathematics related stress and anxiety, changed self-concept, and enhanced mathematical proficiency.

  • 187.
    Grothérus, Annika
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Jeppsson, Fredrik
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Joakim
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Formative Scaffolding: how to alter the level and strength of self-efficacy and foster self-regulation in a mathematics test situation2018In: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074Article in journal (Refereed)
    Abstract [en]

    The aim of the present study is to advocate the use of a participatory action research programme, the Formative Scaffolding Programme (FSP), in mathematics. The FSP’s main structure is presented as well as an implementation of a class intervention, with the aim of exploring the FSP test cycle’s virtues in a social science class in a Swedish upper-secondary school. The motivations for the FSP’s development were to enhance students’ awareness of their mathematical proficiency, alter the level and strength of their self-efficacy, foster self-regulated learning (SRL), reduce and prevent mathematics-related anxiety, and visualise the learning process in mathematics. The primary findings of the study were there was a resemblance between the FSP setting and SRL phases, and that participation in the test cycle altered the level and strength of students’ self-efficacy and fostered self-regulation in a mathematics test situation. The benefits of working in a formative scaffolding manner indicate that it is worth implementing the FSP on a larger scale. The study is an example of how students can engage in transforming classroom practice and be radical agents of change.

  • 188.
    Gruber, Sabine
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Björk-Willén, PollyLinköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.Puskas, TündeLinköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Nationell förskola med mångkulturellt uppdrag2013Collection (editor) (Other academic)
    Abstract [sv]

    Nationell förskola med mångkulturellt uppdrag belyser hur personal, barn och föräldrar hanterar etnisk och språklig mångfald i förskolans praktik. Med hjälp av empiriska nedslag analyseras vardagliga händelser, aktiviteter och interaktioner. Situationer med bland annat lek, samtal och rekrytering tas upp och problematiseras. Boken behandlar också viktiga perspektiv och begrepp inom området och beskriver hur det mångkulturella uppdraget har förändrats över tid. Genom att fokusera på förskollärarnas arbete och de ideologiska och didaktiska dilemman som kan uppstå rörande barns flerspråkighet och integration vill författarna skapa reflektion och kritisk diskussion om förskolans uppdrag i ett mångkulturellt samhälle.Boken vänder sig framför allt till studerande vid förskollärarprogrammet och till anställda i förskolan, men är även av intresse för tjänstemän och politiker med ansvar för förskolan

  • 189.
    Gruber, Sabine
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Puskás, Tünde
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Förskolan i det mångkulturella samhället: Från invandrarbarn till flerspråkiga barn2013In: Nationell förskola med mångkulturellt uppdrag / [ed] Polly Björk-Willén, Sabine Gruber, Tünde Puskás, Stockholm: Liber, 2013, 1, , p. 167p. 24-44Chapter in book (Other academic)
    Abstract [sv]

    Nationell förskola med mångkulturellt uppdrag belyser hur personal, barn och föräldrar hanterar etnisk och språklig mångfald i förskolans praktik. Med hjälp av empiriska nedslag analyseras vardagliga händelser, aktiviteter och interaktioner. Situationer med bland annat lek, samtal och rekrytering tas upp och problematiseras. Boken behandlar också viktiga perspektiv och begrepp inom området och beskriver hur det mångkulturella uppdraget har förändrats över tid. Genom att fokusera på förskollärarnas arbete och de ideologiska och didaktiska dilemman som kan uppstå rörande barns flerspråkighet och integration vill författarna skapa reflektion och kritisk diskussion om förskolans uppdrag i ett mångkulturellt samhälle.Boken vänder sig framför allt till studerande vid förskollärarprogrammet och till anställda i förskolan, men är även av intresse för tjänstemän och politiker med ansvar för förskolan.

  • 190.
    Gunnarsson, Robert
    et al.
    Jönköping Univ, Sweden.
    Hellquist, Bjorn
    Jönköping Univ, Sweden.
    Strömdahl, Helge
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences. Jönköping Univ, Sweden.
    Zelic, Dusan
    Jönköping Univ, Sweden.
    Secondary school science teachers arguments for the particulate nature of matter2018In: Journal of Research in Science Teaching, ISSN 0022-4308, E-ISSN 1098-2736, Vol. 55, no 4, p. 503-525Article in journal (Refereed)
    Abstract [en]

    How do secondary school science teachers justify the model of a particulate nature of matter, and how do the arguments they use relate to historical arguments? To find out, we individually interviewed 11 in-service secondary school science teachers (certified to teach chemistry and/or physics in secondary school, and with 2 to 30 years of teaching experience) regarding their arguments for the particulate nature of matter and experiments that could demonstrate the existence of particles. The collected data were qualitatively analyzed. Three qualitatively different categories of arguments could be constructed from data: philosophical arguments, indirect experimental arguments, and direct experimental arguments. The indirect experimental arguments which is the largest category could be further divided into qualitatively different subcategories: nonspecific research and experiments, and chemical, physical, and subatomic experiments. Even though several experiments and arguments were suggested by the informants in our study, the arguments regarding the validity of the experiments were quite uncertain and vague. The experiments and arguments were used to corroborate the particulate nature of matter and taken for granted in advance rather than used to justify a model with particles. The outcome was discussed in relation to scientific arguments and experiments and in view of results from previous science education research. Based on our data, teacher education and in-service teacher training, as well as teacher guides, were suggested to be more elaborate regarding contemporary knowledge, with direct experimental evidence for the particulate nature of matter being presented.

  • 191.
    Göransson, Andreas
    et al.
    Linköping University, Faculty of Science & Engineering. Linköping University, Department of Science and Technology, Media and Information Technology.
    Orraryd, Daniel
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Tibell, Lena
    Linköping University, Faculty of Science & Engineering. Linköping University, Department of Science and Technology, Media and Information Technology.
    Searching for threshold concepts in evolution by using an open response instrument2015Conference paper (Refereed)
    Abstract [en]

    Despite decades of research evolution remains a challenge to teachers and learners. Student reasoning about evolutionary processes tend to lack important key concepts and exhibits a range of well documented alternative conceptions. New research in the domain of conceptual change has generated the notion of threshold concepts. Threshold concepts focus on abstract concepts thought to underlie difficult content in a discipline. The hope is that this research will contribute to better teaching practises as well as understanding of what makes certain discipline content difficult. Earlier research has revealed candidate threshold concepts underlying understanding of evolution. Our aim of this study was to pilot ways to assess if and which threshold concept student use in response to different items as well if different contexts facilitates integration of threshold concepts in explanations. We used a published evolution test instrument to assess the presence of evolution key concepts, threshold concepts. The test instrument was piloted on 113 Swedish upper secondary and university students. Analysis revealed the presence of evolution key concepts as well as threshold concepts and alternative conceptions. The context of the question seem to affect what threshold concepts are used by students. We also found indications of a relation between evolution key concepts and threshold concepts usage. Implications for future research as well as teaching are briefly discussed.

  • 192.
    Haglund, Jesper
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Analogical reasoning in science education: - connections to semantics and scientific modelling in thermodynamics2012Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Analogical reasoning is a central cognitive ability that is used in our everyday lives, as well as in formal settings, such as in research and teaching. This dissertation concerns how analogies and analogical reasoning, attention to semantics and insight into scientific modelling may be recruited in order to come to terms with challenges in science education, in particular within the field of thermodynamics. In addition, it provides a theoretical framework of how analogy relates to semantics and the practice of scientific modelling, three fields of study which all strive to map correspondences between two different domains. In particular, the dissertation addresses the following research questions: To what degree is analogy involved in connecting different representations of a phenomenon to each other and to the represented phenomenon? How do students’ selfgenerated analogies relate to the practice of scientific modelling?

    The dissertation comprises four published journal articles and a cover story. The first article is a semantic investigation of the word ‘entropy’, the second article is an empirical study of the view on scientific modelling in different traditions of knowledge, and the third and fourth articles are empirical studies of self-generated analogies for thermal phenomena among preservice physics teachers and first-graders, respectively. From a methodological point of view, the empirical studies were conducted in a primarily qualitative tradition, where central lines of reasoning are exemplified by analysis of dialogue excerpts. The two studies on self-generated analogies provided the participants with extensive scaffolding in the form of social interaction among peers, interaction with physical phenomena and discussion of their representations of the phenomena. The theoretical framework is developed in the cover story, which provides a background to the individual studies and reanalyses of the findings.

    A key claim of the dissertation is that any phenomenon can be represented in many different ways, all potentially adequate and useful in different contexts, emphasising different aspects of the phenomenon. Applied to the field of analogical reasoning, it is argued that students can generate several analogies themselves in order to get a richer, complementary view of a phenomenon, as opposed to be provided with a presumed best analogy. As for scientific models, many different representations or models may bring across different aspects of a phenomenon at varying degrees of idealisation and within different traditions of knowledge. Finally, in semantics, one word may correspond to several distinct, yet related, meanings: the phenomenon of polysemy. These three perspectives may provide constructivist approaches to conceptual development in science teaching, in which students are encouraged to connect to and enrich their everyday understanding of encountered concepts and phenomena in dialogue, rather than merely abandoning them for one single, supposedly correct, scientific concept.

    In addition, science education research can come quite far with structural approaches to analysing analogical reasoning and scientific modelling, establishing correspondences between entities in different domains, ultimately striving for isomorphism, perfect matches, but other dimensions, such as the perceptual, embodied nature of our cognition, the pragmatic, contextual circumstances in which any act of reasoning is performed, and the specificities of language, should also be taken into account for a fuller view.

    List of papers
    1. Different Senses of Entropy-Implications for Education
    Open this publication in new window or tab >>Different Senses of Entropy-Implications for Education
    2010 (English)In: ENTROPY, ISSN 1099-4300, Vol. 12, no 3, p. 490-515Article in journal (Refereed) Published
    Abstract [en]

    A challenge in the teaching of entropy is that the word has several different senses, which may provide an obstacle for communication. This study identifies five distinct senses of the word entropy, using the Principled Polysemy approach from the field of linguistics. A semantic network is developed of how the senses are related, using text excerpts from dictionaries, text books and text corpora. Educational challenges such as the existence of several formal senses of entropy and the intermediary position of entropy as disorder along the formal/non-formal scale are presented using a two-Dimensional Semiotic/semantic Analysing Schema (2-D SAS).

    Keywords
    science education, thermodynamics, entropy, semantics, cognitive linguistics, polysemy
    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-54783 (URN)10.3390/e12030490 (DOI)000275934000012 ()
    Available from: 2010-04-09 Created: 2010-04-09 Last updated: 2014-09-25
    2. Perspective on models in theoretical and practical traditions of knowledge: The example of Otto engine animations
    Open this publication in new window or tab >>Perspective on models in theoretical and practical traditions of knowledge: The example of Otto engine animations
    2012 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 22, no 3, p. 311-327Article in journal (Refereed) Published
    Abstract [en]

    Nineteen informants (n = 19) were asked to study and comment two computer animations of the Otto combustion engine. One animation was non-interactive and realistic in the sense of depicting a physical engine. The other animation was more idealised, interactive and synchronised with a dynamic PV-graph. The informants represented practical and theoretical traditions of knowledge: science students and teachers at upper secondary school level; vocational students and teachers in vehicle mechanics at upper secondary school level, and; MSc and PhD students in vehicle system engineering. The aim was to explore how they interpreted the animations against the background of their different traditions of knowledge and their experience of physical engines and models of engines. A key finding was that the PhD students saw the interactive animation as a familiar and useful model of engines, whereas the vehicle mechanics teachers saw it as a poor representation of reality. A general conclusion was that there is a variety of competent ways to interpret a model, depending on the tradition of knowledge.

    Place, publisher, year, edition, pages
    Springer, 2012
    Keywords
    Traditions of knowledge – Modelling – Computer animation – Thermodynamics – Combustion engine
    National Category
    Didactics
    Identifiers
    urn:nbn:se:liu:diva-79922 (URN)10.1007/s10798-010-9146-0 (DOI)000307271800004 ()
    Available from: 2012-08-15 Created: 2012-08-15 Last updated: 2017-12-07
    3. Using self-generated analogies in teaching of thermodynamics
    Open this publication in new window or tab >>Using self-generated analogies in teaching of thermodynamics
    2012 (English)In: Journal of Research in Science Teaching, ISSN 0022-4308, E-ISSN 1098-2736, Vol. 49, no 7, p. 898-921Article in journal (Refereed) Published
    Abstract [en]

    Using self-generated analogies has been proposed as a method in a constructivist tradition for students to learn about a new subject, by use of what they previously know. We report on a group exercise on using self-generated analogies to make sense of two thermodynamic processes, reversible adiabatic expansion and free adiabatic expansion of an ideal gas. The participants (N = 8) were physics preservice teacher students at the fourth year of the teacher education program. A main finding was that work with self-generated analogies tended to be accompanied by the students assuming ownership for their learning, manifested in terms of actions of choice and control and the use of exploratory talk. Consequently, several self-generated analogies were elaborated and developed to a high-order relational structure. However, we also found that with the use of self-generated analogies in science teaching follows the risks of developing idiosyncratic explanations of the encountered phenomena or getting stuck in overly complex comparisons.

    Abstract [sv]

    Självgenererade analogier har förts fram som en metod i en konstruktivistisk tradition för att elever och studenter ska kunna lära sig något nytt genom att relatera till vad de redan vet. Vi redogör här för en gruppövning där självgenererade analogier användes för att förstå två termodynamiska processer: reversibel adiabatisk expansion, respektive fri adiabatisk expansion av en ideal gas. Åtta (N = 8) lärarstudenter på fjärde året av utbildningen med inriktning mot fysik på gymnasiet deltog i studien. Ett viktigt resultat var att vid arbete med självgenererade analogier tenderade studenterna att ta ägandeskap för sitt lärande, vilket tog sig uttryck i handlingar såsom aktiva val, kontroll över processen och explorativ dialog. Som en följd utvecklades flera av de självgenererade analogierna till ett stort strukturellt djup. Samtidigt såg vi att vid skapande av egna analogier löper studenter risken att utveckla egna förklaringar av de studerade fenomenen som inte svarar mot dem inom vetenskapen eller snärja in sig i alltför komplexa jämförelser.

    Place, publisher, year, edition, pages
    John Wiley & Sons, 2012
    Keywords
    self-generated analogies; group work; thermodynamics; ownership of learning
    National Category
    Didactics
    Identifiers
    urn:nbn:se:liu:diva-79919 (URN)10.1002/tea.21025 (DOI)000307740400003 ()
    Available from: 2012-08-15 Created: 2012-08-15 Last updated: 2017-12-07
    4. Young children's analogical reasoning in science domains
    Open this publication in new window or tab >>Young children's analogical reasoning in science domains
    2012 (English)In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 96, no 4, p. 725-756Article in journal (Refereed) Published
    Abstract [en]

    This exploratory study in a classroom setting investigates first graders (age 78 years, N = 25) ability to perform analogical reasoning and create their own analogies for two irreversible natural phenomena: mixing and heat transfer. We found that the children who contributed actively to a full-class discussion were consistently successful at making analogical comparisons between known objects provided by a researcher and that some of the children could come up with their own analogies for the abstract natural phenomena with which they interacted. The use of full-class and small-group settings, shared laboratory experiences of the phenomena and childrens drawings as different kinds of scaffolding was found to be helpful for the childrens analogical reasoning. As an implication for science education, self-generated analogies are put forward as a potential learning tool within a constructivist approach to education.

    National Category
    Didactics
    Identifiers
    urn:nbn:se:liu:diva-79916 (URN)10.1002/sce.21009 (DOI)000305122800008 ()
    Available from: 2012-08-15 Created: 2012-08-15 Last updated: 2019-05-13
  • 193.
    Haglund, Jesper
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Collaborative and self-generated analogies in science education2013In: Studies in science education, ISSN 0305-7267, E-ISSN 1940-8412, Vol. 49, no 1, p. 35-68Article in journal (Refereed)
    Abstract [en]

    It has long been recognised that analogies may be a useful tool in science education. At the same time, it has been found that there are challenges to using analogies in teaching. For example, students might not identify a suitable analogy, might not recognise how the taught target domain is similar to the source domain to which it is compared, or may fail to realise where the analogy breaks down. The present study offers a review of two trends which reflect the ambition to come to terms with such challenges: self-generated analogies, making use of students’ own analogies in teaching, and analogy generation in collaborative settings, such as in small-group work. Empirical studies show predominately positive results with regard to students’ enjoyment and learning gains, and point to opportunities for formative assessment. The specificities of language in conjunction with analogy and the role of analogies in authentic science classroom discourse are suggested as areas of study that deserve more attention going forward.

  • 194.
    Haglund, Jesper
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    NORDTEK:s Teknikdelegation2012Report (Other academic)
    Abstract [en]

    ‘NORDTEK:s Teknikdelegation’ (NORDTEK’s Technology Delegation) was launched by NORDTEK, a collaboration network for institutes of technology in the Nordic countries, and was conducted with the purpose of investigating initiatives that have been taken in order to strengthen young people’s interest in mathematics, science and technology and the recruitment to engineering educations in the Nordic countries. The focus of the project was on bringing to the fore interesting and successful examples, analyse success factors, and suggest initiatives that would be suitable for spreading to other institutes of technology or to the other Nordic countries. Against a background of a large perceived gap between the number of students that decide to enrol in engineering education and the future demand for engineers in the industry, it is encouraging to see an increase in the enrolment in the Nordic countries the last couple of years. Henceforth, in the short term, a suitable focus might be to attract the “right” students, manage their expectations and work for high retention among the students that actually enrol. Research suggests that many young people are interested in science and technology, as such, but that the corresponding school subjects they have been presented to are perceived as difficult, less interesting and detached from their everyday lives and the society. This is particularly unfortunate with respect to the girls, who require the education to be relevant for them and match their current and future identities. Overall, strengthening of the education programmes that are offered to the students should be given higher priority than information campaigns with the purpose of changing the view of the engineering profession and engineering education.

  • 195.
    Haglund, Jesper
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Självgenererade analogier stöder lärande2013In: Modeller, analogier och metaforer i naturvetenskapsundervisning / [ed] Fredrik Jeppsson & Jesper Haglund, Lund: Studentlitteratur, 2013, 1, p. 185-199Chapter in book (Other academic)
    Abstract [sv]

    Elever kan bara lära sig nya saker genom att bygga på det de redan vet och sina tidigare erfarenheter. Detta är en viktig utgångspunkt i konstruktivismen. Samtidigt är naturvetenskapen ofta abstrakt till sin karaktär. Hur kan vi som lärare skapa miljöer och situationer i naturvetenskapsundervisningen där våra elever ges möjlighet att dra nytta av sina tidigare kunskaper och inne­boende resurser? Ett sätt att åstadkomma detta är att använda sig av modeller, analogier och metaforer i undervisningen.

    I denna antologi presenteras forskning och undervisningsexempel kring hur man kan använda modeller, analogier och metaforer, samt elevers egna representationer i undervisningen i fysik, kemi och biologi.

    Antologin vänder sig främst till blivande och verksamma lärare i ­naturvetenskap med fokus på grundskolans senare år och gymnasiet, samt lärarutbildningen i naturvetenskapliga ämnen och deras didaktik.

  • 196.
    Haglund, Jesper
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Jeppsson, Fredrik
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Confronting conceptual challenges in thermodynamics by use of self-generated analogies2014In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 23, no 7, p. 1505-1529Article in journal (Refereed)
    Abstract [en]

    Use of self-generated analogies has been proposed as a method for students to learn about a new subject by reference to what they previously know, in line with a constructivist perspective on learning and a resource perspective on conceptual change. We report on a group exercise on using completion problems in combination with self-generated analogies to make sense of two thermodynamic processes. The participants (N = 8) were preservice physics teacher students at the fourth year of the teacher education program. The students experienced challenges in accounting for the constant entropy in reversible, adiabatic expansion of an ideal gas and the constant temperature in free, adiabatic expansion of an ideal gas. These challenges were found to be grounded in the students’ intuitive understanding of the phenomena. In order to come to terms with the constant entropy in the first process, the students developed idiosyncratic explanations, but these could by properly adjusted given suitable scaffolding. In contrast, the students by themselves managed to make sense of the constant temperature in free expansion, by use of microscopic explanatory models. As a conclusion, self-generated analogies were found to provide a useful approach to identifying challenges to understanding among students, but also for the students to come to terms with these challenges. The results are discussed against a background of different perspectives on the issue of conceptual change in science education.

  • 197.
    Haglund, Jesper
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Jeppsson, Fredrik
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Inledning2013In: Modeller, analogier och metaforer i naturvetenskapsundervisning / [ed] Fredrik Jeppsson & Jesper Haglund, Lund: Studentlitteratur, 2013, 1, p. 13-38Chapter in book (Other academic)
    Abstract [sv]

    Elever kan bara lära sig nya saker genom att bygga på det de redan vet och sina tidigare erfarenheter. Detta är en viktig utgångspunkt i konstruktivismen. Samtidigt är naturvetenskapen ofta abstrakt till sin karaktär. Hur kan vi som lärare skapa miljöer och situationer i naturvetenskapsundervisningen där våra elever ges möjlighet att dra nytta av sina tidigare kunskaper och inne­boende resurser? Ett sätt att åstadkomma detta är att använda sig av modeller, analogier och metaforer i undervisningen.

    I denna antologi presenteras forskning och undervisningsexempel kring hur man kan använda modeller, analogier och metaforer, samt elevers egna representationer i undervisningen i fysik, kemi och biologi.

    Antologin vänder sig främst till blivande och verksamma lärare i ­naturvetenskap med fokus på grundskolans senare år och gymnasiet, samt lärarutbildningen i naturvetenskapliga ämnen och deras didaktik.

  • 198.
    Haglund, Jesper
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Jeppsson, Fredrik
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Using self-generated analogies in teaching of thermodynamics2012In: Journal of Research in Science Teaching, ISSN 0022-4308, E-ISSN 1098-2736, Vol. 49, no 7, p. 898-921Article in journal (Refereed)
    Abstract [en]

    Using self-generated analogies has been proposed as a method in a constructivist tradition for students to learn about a new subject, by use of what they previously know. We report on a group exercise on using self-generated analogies to make sense of two thermodynamic processes, reversible adiabatic expansion and free adiabatic expansion of an ideal gas. The participants (N = 8) were physics preservice teacher students at the fourth year of the teacher education program. A main finding was that work with self-generated analogies tended to be accompanied by the students assuming ownership for their learning, manifested in terms of actions of choice and control and the use of exploratory talk. Consequently, several self-generated analogies were elaborated and developed to a high-order relational structure. However, we also found that with the use of self-generated analogies in science teaching follows the risks of developing idiosyncratic explanations of the encountered phenomena or getting stuck in overly complex comparisons.

  • 199.
    Haglund, Jesper
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Jeppsson, Fredrik
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Ahrenberg, Lars
    Linköping University, Department of Computer and Information Science, Human-Centered systems. Linköping University, The Institute of Technology.
    Taking advantage of the "Big Mo": Momentum in everyday english and swedish and in physics teaching2015In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 45, no 3, p. 345-365Article in journal (Refereed)
    Abstract [en]

    Science education research suggests that our everyday intuitions of motion and interaction of physical objects fit well with how physicists use the term “momentum”. Corpus linguistics provides an easily accessible approach to study language in different domains, including everyday language. Analysis of language samples from English text corpora reveals a trend of increasing metaphorical use of “momentum” in non-science domains, and through conceptual metaphor analysis, we show that the use of the word in everyday language, as opposed to for instance “force”, is largely adequate from a physics point of view. In addition, “momentum” has recently been borrowed into Swedish as a metaphor in domains such as sports, politics and finance, with meanings similar to those in physics. As an implication for educational practice, we find support for the suggestion to introduce the term “momentum” to English-speaking pupils at an earlier age than what is typically done in the educational system today, thereby capitalising on their intuitions and experiences of everyday language. For Swedish-speaking pupils, and possibly also relevant to other languages, the parallel between “momentum” and the corresponding physics term in the students’ mother tongue could be made explicit.

  • 200.
    Haglund, Jesper
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Jeppsson, Fredrik
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Andersson, Johanna
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Primary school childrens´s ideas of mixing and heat as expressed in a classroom setting2014In: Journal of Baltic Science Education, ISSN 1648-3898, E-ISSN 2538-7138, Vol. 13, no 5, p. 726-739Article in journal (Refereed)
    Abstract [en]

    This study investigates primary school children’s (7-8 year-old, N = 25) ideas of mixing of marbles and of heat, expressed in small-group predict-observe-explain exercises, and drawings representing the children’s own analogies in a classroom setting. The children were typically found to predict that marbles of two different colours would mix when rocked back and forth on a board. This idea of mixing is slightly more advanced than previously reported in the literature. The children’s ideas of heat included reference to warm objects, their own bodies when exercising, and the process of one warm solid object heating another object in direct contact. In addition, through scaffolding, some of the children expressed a substance view of heat. Finally, the potential and challenges in probing children’s ideas through a combination of data collection techniques in a classroom setting are reflected upon

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