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  • 301.
    Safar, Amin
    Linköping University, Department of Behavioural Sciences and Learning. 1974.
    Hur programmering kan tillämpas i teknikämnet i grundskolan åk 7–92018Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I Sverige publicerades ett beslut av regeringen angående digital kompetens och programmering som kommer att stärkas i utbildningen. Enligt Skolverket kommer programmering inte att bli ett nytt ämne i grundskolan utan det kommer det vara en del av matematik och teknik.  Denna studie syftar till att gynna med ämnesdidaktisk kunskap om programmering teknikämnet. Denna förankras genom att intervjua fem lärare med behörighet i teknik för årskurserna 7–9 som har erfarenheter av programmering i sin teknikundervisning och de lärarna beskriver och reflekterar över sina perspektiv angående hur de tolkar begreppet programmering och hur de arbetar med programmering i teknikämnet utifrån sin egen undervisningspraktik. För den här studien används en kvalitativ metod genom semistrukturerade intervjuer. Resultatet visar att lärarna betonar programmering som en viktig färdighet för eleverna att lära sig för att lösa olika problem i sitt vardagsliv. De använder blockprogrammering som utgångspunkt och givetvis poängterar de att skriva kod ska vara nästa steg. Lärarna tillämpar olika hjälpmedel och verktyg att undervisa programmeringsbegrepp och datalogiskt tänkande. Undervisningen leder eleverna att utveckla förmågor och färdigheter i att läsa och tolka programmeringen och problemlösning. Dessa färdigheter redovisas genom att arbeta med dialog, samspel och reflektion i undervisningen.

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  • 302.
    Sahaf, Ali Reza
    Linköping University, Department of Education and Psychology. Linköping University, Faculty of Educational Sciences.
    Language, identity and social behaviour: a sociocultural approach to the study of the concept "will" on the effectiveness of the "how's" and "why's" of bilingualism1994Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The study is theoretically and empirically a multidisciplinary survey of the problems surrounding the issues of bilingualism in multicultural multiracial communities. The main purpose is to explore the influence of the synergy effects of the socio-cultural forces both on the quality and the outcome of minority language education in Sweden. The overall design of the study is qualitative in approach and is rooted in three overlapping categories namely serendipitous research, curriculum-centred research and hypothesis - testing research. The developed conceptual model is tested by using three techniques, i.e., observation  in-depth interview and essay-type tests.

    Twenty eight Iranian students of different age groups integrated in the Swedish school system and thirty five home-language teachers were subjects to this study. In order to investigate the long-term effects of the macro-dimension level factors of the majority population in Sweden on the micro-dimension level factors of the minority, the subjects were observed and interviewed in their working contexts for three subsequent years. Essay test  were administered to twenty upper-secondary Iranian students towards the end of the third year of observation. In line with the research approach, the analysis of qualitative data is presented in a multi-level procedure.

    The theory behind and the methods used in the study led to an investigation of factors affecting not only the process and the achieved results of the minority/immigrant instructional programmes but also the minority individual's conception of the reality and his/her macro-cosmic and micro-cosmic perceptions. The results obtained by the analyses of the data confirm the identification of the interdependency of language, co-existence an equilibrium with the ecosystem. Mini-culture or communicative culture which emerged as a product of the synergy effects of different socio-cultural systems, is a reliable predictor for immigrant/minority individual's degree of integration in or isolation from the majority community. They may be categorised as total dissociates or the contrapoise, partial dissociates or the unipoise and those who have maintained their equilibrium with their ecosystem or the unipoise.

  • 303.
    Salminen-Karlsson, Minna
    Linköping University, Department of Education and Psychology. Linköping University, Faculty of Educational Sciences. Univ.,.
    Bringing women into computer engineering: Curriculum reform processes at two institutes of technology1999Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study looks at curriculum reform processes at two Swedish institutes of technology in a gender perspective and relates them to two social theories: the reproduction theory of Bourdieu & Passeron and the gender contract theory of Yvonne Hirdman.

    The aim of the reform processes was to make educational programmes in computer engineering more attractive to female students. The study examines the possibilities for and obstacles to achieving this aim in the context of an institute of technology. On a more general level the question is about the reproduction of gender contracts which denote engineering as a masculine sphere and how this is done within and by engineering education.

    Academic staff at two universities of technology involved in the reforms were interviewed, and planning meetings of the staff at one of, the universities were observed. The focus was on the conceptions of female and male students, respectively, among the reformers, the interaction patterns within the groups and the groups' relations to their institutional contexts.

    The results point out several obstacles to gender-related reforms at institutes of technology, such as stereotypical conceptions of women and lack of knowledge on gender issues among the reformers, the particular position and responsibility given to the female reformers, the importance of keeping up the status of a single programme and the heritage of engineering education as a whole, and the need of other reforms when they are experienced as more acute. The importance of active support by institutional leadership is accentuated.

    After one year of operation teachers on the reformed programmes were interviewed. Even if these programmes managed to increase the recruitment of female students, their curricula was not perceived by the teachers to be especially female-friendly. In many ways the programmes still had problems with accommodating student groups which were different from the norm of the traditional male secondary-school graduate interested in computers. The reforms have not brought about a real breach in the gender contracts designating computer engineering as a masculine activity. However, they might have brought computer engineering education somewhat closer to such a breach.

  • 304.
    Samuelsson, Christina
    et al.
    Linköping University, Department of Clinical and Experimental Medicine, Division of Speech language pathology, Audiology and Otorhinolaryngology. Linköping University, Faculty of Medicine and Health Sciences.
    Hydén, Lars-Christer
    Linköping University, Department of Social and Welfare Studies, NISAL - National Institute for the Study of Ageing and Later Life. Linköping University, Faculty of Arts and Sciences.
    Collaboration, trouble and repair in multiparty interactions involving couples with dementia or aphasia2017In: International Journal of Speech-Language Pathology, ISSN 1754-9507, E-ISSN 1754-9515, Vol. 19, no 5, p. 454-464Article in journal (Refereed)
    Abstract [en]

    Purpose: The aim of the present study was to identify problems with communication with persons with aphasia and persons with dementia in a collaborative interview setting with their significant others. In particular, to compare interactional practices used in order to resolve problems caused by specific symptoms. Method: Five persons with aphasia and five persons with dementia and their spouses participated in the study. Interviews were carried out couple by couple, and the interviews had a task-oriented character. The interviews were video and audio recorded. All interviews were transcribed. From the transcriptions categorisations according to previous literature were made. Result: The results demonstrated that repair sequences were frequent in interaction involving people with aphasia (PWA), and even more so in interaction involving persons with dementia (PWD). In general, it was the PWA/PWD that initiated the repair sequence more often than the spouse, thus keeping the general rule of a preference for self-initiated repair compared to other-initiated repair. Conclusion: The active involvement of the conversational partners in trouble solving sequences in interaction with PWA/PWD demonstrated in the present study indicates that the interactional style of the conversational partner to PWA/PWD important. This implies that conversation partner training programmes would be useful both for PWA and for PWD.

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  • 305.
    Sandahl, Anita
    Linköping University, Department of Education and Psychology. Linköping University, Faculty of Educational Sciences. Univ.,.
    Skolmatematiken - kultur eller myt?: Mot en bestämning av matematikens didaktiska identitet1997Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Mathematics is a sociocultural phenomenon. In educational contexts, no account has been taken of this; instead, learning has focused on the formal language.

    In this study, pupils' and students' conceptions of the school subject Mathematics are analysed. The ability to describe what takes place in teaching contexts is of importance in didactic research. This regards especially people's conceptions of how they learn and what the content is. In this thesis, a description is given of people's conceptions of a specific content and how a new aid, the pocket calculator, affects the teaching of mathematics.

    Qualitative research makes it possible to describe, interpret and understand different phenomena. With the methods used in qualitative research, reflection in the analysis must take place from different perspectives in a lengthy process. An increasingly accepted conception is that the triangulation of methods reinforces validity. Validity is also reinforced in the thesis by virtue of the fact that students and teachers were able to participate in the process over several years.

    The first two empirical studies, deal with conceptions of mathematics in school. The studies were carried out over a period of seven years and in which 7,000 pupils and 900 trainee teachers were involved, deal with conceptions of mathematics in school. Although the descriptions originate from different points in time, they describe more or less the same mathematics teaching.

    In the third and fourth studies, pupils' conceptions of the pocket calculator are studied. The difference between these two studies is that in the third study, the pupils had access to pocket calculators in school after several years of studying mathematics. In the last study, the pupils used pocket calculators from the beginning. This affects the role of the teacher and the methods teachers use in teaching contexts.

    I felt that it was important to uncover the pupils' conceptions of mathematics since these conceptions are a significant factor in their learning. Also significant are students' conceptions prior to their option of mathematics or language. The results show that the teaching of mathematics in school has not succeeded in demonstrating the usefulness of the subject or showing connections between different mathematical skills. The technical skills were not linked to each other in any context. Since pupils and students constantly returned to the view that mathematics was about numbers and doing arithmetic, it would be interesting to see whether doing arithmetic could be made easier by using a technical aid, the pocket calculator, and whether it could focus mathematics on something else. I was also interested in teachers' conceptions of the pocket calculator as an aid.

    The results showed that the training of skills ought to be given a new content. Skills in interpreting, handling a situation and being able to handle numbers are part of this change.

  • 306.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    A Habermasian analysis of a process of recognition of prior learning for health care assistants2013In: Social theory and educational research: Vol 1: Inequality, inclusion and education / [ed] Mark Murphy, London: SAGE , 2013, p. 351-370Chapter in book (Other academic)
    Abstract [en]

    This exciting new major work turns the spotlight on social theory and education research, taking a look at key thinkers and setting out the relevance of their ideas to education. Esteemed editor Mark Murphy provides a keen-eyed overview of the theories of Derrida, Bourdieu, Foucault and Habermas, in relation to four key education issues: - Inequality, inclusion and education - Identities: Notions of educational selves and subjectivities - Teaching and learning: Curricular and pedagogical practice - Governance and management:

  • 307.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Applying Habermas´theory of communicative action in an analysis of recognition of prior learning2013In: Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida / [ed] Mark Murphy, London and New York: Routledge , 2013, 1, p. 98-114Chapter in book (Other academic)
    Abstract [en]

    Although education researchers have drawn on the work of a wide diversity of theorists, a number of these have been of particular significance to education. While the likes of Karl Marx, Antonio Gramsci, John Dewey and Paulo Freire influenced previous generations of educational theorists, much of the more contemporary theory building has revolved around a quartet of well-known and much-debated thinkers – Michel Foucault, Jürgen Habermas, Pierre Bourdieu and Jacques Derrida. However, while the influence of these thinkers has grown considerably over the last number of years, both their original work and its application to education can prove challenging to the educational practitioner. The challenges they pose to educators are exacerbated by a lack of suitable reading material that can appeal to the advanced practitioner market, while also providing a sufficiently in-depth overview of the various theories and their applications in educational research.

    This edited book expertly rectifies this omission in the educational literature, and delivers a text that is both advanced and accessible, offering the education practitioner/researcher a suitable guide to assist their acquisition and application of social theory. The chapters included in this collection are designed to illustrate the diverse ways in which continental theory of whatever stripe can be applied to educational issues. From school surveillance to curriculum, social theory is used to shed light on ‘practical’ issues facing the sector, helping to widen and deepen discussion around these areas when they are in danger of being over-simplified.

    This book will be incredibly useful to post-graduate student teachers who wish to develop their capacity to engage with these debates at an advanced level. It will also prove of great interest to anyone involved in education policy and theory

  • 308.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Problems and Possibilities in Recognition of Prior Learning: A Critical Social Theory Perspective2014In: Promoting, assessing, recognizing and certifying lifelong learning: international perspectives and practices / [ed] Timo Halttunen, Mari Koivisto, Stephen Billett, Dordrecht: Springer, 2014, p. 235-248Chapter in book (Other academic)
    Abstract [sv]

    This chapter argues for the importance of understanding recognition of prior learning (RPL) through the critical social theories of Jürgen Habermas and Axel Honneth. Results from a research project exploring RPL for the accreditation of prior experiential learning in the healthcare sector in Sweden are used to develop the analysis. It is argued that RPL for accreditation could, by reflecting the results of Habermas’ theory of communicative action, be a process that strengthens social integration and solidarity and develops personal identity. RPL could encourage critical learning in the lifeworld of education through reflections on prior learning, experiences and knowledge gained in work. It is important that the results of the RPL process and assessment are clearly communicated. This would enable these experiences to be mobilised when students move on and use these learning experiences in new contexts. Honneth’s recognition theory can further help us understand what impact the recognition in RPL could have for an individual’s self-esteem development and how RPL processes can support self-realisation.

  • 309.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Validering och anställningsbarhet2009In: Anställningsbarhet: Perspektiv från utbildning och arbetsliv, Lund, Sverige: Studentlitteratur , 2009Chapter in book (Other academic)
  • 310.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Validering och erkännandets vuxenpedagogik2013In: Lärandets mångfald: om vuxenpedagogik och folkbildning / [ed] Andreas Fejes, Lund: Studentlitteratur, 2013, 1, p. 173-190Chapter in book (Other academic)
    Abstract [sv]

    Sverige har ett unikt system för vuxnas deltagande i arrangerat lärande inom ramen för kommunal vuxenutbildning, folkhögskola och studiecirklar. Dessa verksamheter står under ständig förändring i fråga om vem som deltar, hur de finansieras, vilket uppdrag de har och vilka pedagogiska ideal som råder.Lärandets mångfald ger en aktuell bild av olika sammanhang för vuxnas lärande med speciellt fokus på vuxenutbildning och folkbildning. Läs den också för att lära känna den forskning som idag finns om dessa områden. Ämnen är bland annat bokcirklarnas framväxt, framväxten av muslimska studieförbund och folkhögskolor, skönlitteraturens roll inom utbildning, politiska makthavares bildningsvägar, didaktiska perspektiv på undervisning av vuxna och yrkeslärares identiteter.Boken vänder sig till studerande vid lärarprogram, studie- och yrkesvägledarprogram, personalvetarprogram, kurser inom pedagogik, samt till yrkesverksamma lärare, folkbildare, studie- och yrkesvägledare, personalvetare och en intresserad allmänhet.

  • 311.
    Sandberg, Fredrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Hobolth, Ellen
    Pedagogiska institutionen Lunds universitet.
    Projekt Pedagogik och fritid set gennem videnskabelige øjne i Pedagogik og Fritid. En antologi om et projekt2006Report (Other (popular science, discussion, etc.))
  • 312.
    Sandberg, Fredrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Kubiak, Chris
    The Open University, Milton Keynes, UK.
    The Recognition in “Recognition”: The Impact of Recognition of Prior Learning on Paraprofessional’s Practice, Learning and Identity2011In: European Conference on Educational Research (ECER) in Berlin, 13 - 16 September 2011, Berlin: ECER , 2011Conference paper (Other academic)
    Abstract [en]

    This paper focuses on the relationship between Recognition of Prior Learning (RPL) processes and paraprofessional practice, learning and identity. In both Sweden and England paraprofessionals such as health care assistants or care workers are increasingly relied upon to perform complex tasks. An accompanying trend has been a concern with ensuring appropriate skill level and opportunities for their professional development (Cameron and Boddy 2006; DH 2006a, b) and Sweden (Ministry of Health and Social Affairs 2004; Step for Skills 2006). A number of formal and non formal learning methods are used to further these aims; though the considerable levels of skill developed through practice itself is increasingly acknowledged. Thus, Recognition of Prior Learning (RPL) has become a frequently employed approach to assess, recognise and formally certificate paraprofessional knowledge and competence.  

    The competency-based nature of some RPL processes have been criticised for its reductionist approach (Coffey 2004). Others have criticised its potential to trivialise the complexity of worker skill and depth of experience by essentialising skills (Somerville 2006). Even so, research suggests that RPL yields educational benefits and positive impacts on self confidence (Stevens et al 2010). Honneth´s (1995, 2003, 2007) recognition theory offers an illuminative perspective on the relationship between RPL and learning and identity. Honneth argues that intersubjective recognition from valued others is key to becoming an autonomous person with a stable identity and a capacity for self realisation. Arguing that one's sense of self and status is intrinsically intertwined with the attitudes of others to oneself, he presents three levels of recognition.  Basic recognition established within the family context builds self-confidence.  The recognition associated with schooling, gaining legal rights and through solidarity with others builds self respect. It is the recognition within the work context that secures an individual’s sense of self-esteem. Experiencing self esteem, self respect and self confidence supports an individual’s experiencing of themselves as having a certain status, as a responsible agent and a valued contributor to shared projects. Mutual recognition builds team coherence.

    The transformative potential of RPL can be seen as arising out of recognition within the workplace. However, according to Heidegren (2003) Honneth suggests that that the personal attributes or activities recognised must be those that are authentically owned by the individual concerned and personally meaningful rather than merely performed. Also, Somerville (2006) suggests that subjectivities in vocational training for care workers are being shaped by negotiations around knowledge and care work. Negotiations could also include overcoming resistance to change one’s work role in line with the status conferred by certification. Thus, although the RPL process may offer affordances for recognition, it is more likely to be negotiated between paraprofessionals and their colleagues and as such, may be a contested process.

    This paper addresses the following questions:

    1. What are the ascribed meanings associated with the paraprofessionals’ pursuit for recognition both within an RPL programme and more broadly in their work role?

    2. What are the dynamics of recognition and non-recognition experienced by paraprofessionals?

    3. How does RPL influence learning and identity?

    Method

    This paper draws on detailed data from six case studies of paraprofessionals engaged in RPL: three from England and three from Sweden. The case study method was chosen to illustrate the impact of RPL approaches and to provide thick descriptions of the nature of the dynamics of recognition between participants in different workplaces and in different nations. Case studies were created out of repeated interviews with participants. Using Honneth’s theory of recognition (1995, 2007) as analytical tool these cases were explored through thematic analysis.

    Expected Outcomes

    Participants in both the English and Swedish studies performed roles requiring specific technical and interpersonal skills resting on years of work experience. The studies indicate that RPL built confidence, achievement and sense of oneself as competent which has implications for building self-esteem. The effects were connected to being recognised not only for one’s performance of the work role but also for one’s unique personal qualities. Processes of recognition were primarily intersubjective emerging through interactions between paraprofessionals and their colleagues – talk, the dynamics of staff meetings or roster organisation, for example. Recognition could co-exist with non-recognition. Some participants did not feel they were enabled to fully show the skills they had resulting in feelings of not being taken seriously. Also more formal and bureaucratic processes such as opportunities for progression, appropriate salary banding and management could have both positive and negative effects on intersubjective recognition. Thus, while RPL contributed to the participants’ learning, sense of self and practice, the potential benefits described by Honneth are realised through locally negotiated processes.

  • 313.
    Sandberg, Fredrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Wallo, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    The interactive researcher as a virtual participant: A Habermasian interpretation2013In: Action Research, ISSN 1476-7503, E-ISSN 1741-2617, Vol. 11, no 2, p. 194-212Article in journal (Refereed)
    Abstract [en]

    This article explores the role of the interactive researcher by drawing on Jürgen Habermas’s theory of communicative action to develop the concept of virtual participant. An ideal interactive research project is used to explore the issues faced by interactive researchers in three phases – initial, implementation and conclusion. In each phase, an interactive research project is used to demonstrate the issues that are discussed. First, this article argues that the concept of communicative rationality can be helpful in understanding how mutually trusting relationships between practitioners and researchers can be established at the beginning of a project. Second, it argues that the idea of taking a virtual stand on validity claims can be used during a project to engage a performative attitude and achieve mutual understanding with actors in the practice system. Third, this article argues that the concept of the virtual participant can explain how the interactive researcher can engage in performative action without becoming captive to the practice system. The concept of the virtual participant helps to enhance understanding of the complexity of the role of the interactive researcher.

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  • 314.
    Sandgren, Gustav
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Culture and Communication.
    Elevers syn på ämnet filosofi: En studie i gymnasieelevers uppfattning om ämnet filosofi innan och under påbörjad kurs2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien söker att ta reda på gymnasieelevers syn på ämnet filosofi. Elever har ombetts att dela med sig av vilka förväntningar och fördomar de hade på filosofi och även vad de tycker om ämnet i skolan. Datainsamlingsmetoden var en enkät med öppna frågor kring elevernas åsikter där resultatet analyseras utifrån utvalda teman. Temana är fördomar, vart dessa kommer ifrån, positiva/negativa uppfattningar och oklara förväntningar. Resultatet visar att elever inte vet vad de ska förvänta sig när de börjar läsa filosofi och att det råder vitt skilda meningar om hur de uppfattar ämnet. Begrepp som flummigt tas upp och diskuteras i diskussionsdelen och även möjliga definitioner av ämnet och om det behöver definieras eller ej.

     

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  • 315.
    Sandin, Bengt
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Föräldraskap – ett konstant samhällsproblem2011In: Locus, ISSN 1100-3197, no 2, p. 58-76Article in journal (Refereed)
  • 316.
    Sandin, Bengt
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Idealet var ett barn som skulle växa i frihet2012In: Pedagogiska Magasinet, ISSN 1401-3320, no 3Article in journal (Refereed)
  • 317.
    Santi, Carlos Eduardo
    et al.
    Methodist University, Sao Paulo, Brasilien.
    Gunnarsson, Svante
    Linköping University, Faculty of Science & Engineering. Linköping University, Department of Electrical Engineering, Automatic Control.
    A conceive-design project in the first semester of the engineering programs at Methodist University of Sao Paulo2018Conference paper (Other academic)
    Abstract [en]

    A conceive-design project is presented. The project runs over the first two years of the engineering education programs at the Methodist University of São Paulo, and the paper focuses on the first semester of the Computer Engineering Program. The projects are carried out in teams of students from different programs and the results are presented to a board of faculty members and sometimes participants from our partner companies, at the end of each semester. There are around 200 students involved in total. For the first semester, students are required to conceive, design and document an environmentally-friendly product or service. The conceive-design project is integrated with surrounding modules is the curriculum, such as Entrepreneurship and Innovation and Economics, Society and Environmental Issues.

  • 318.
    Schmid Neset, Tina
    et al.
    Linköping University, Department of Thematic Studies, Tema Environmental Change. Linköping University, Faculty of Arts and Sciences. Linköping University, Centre for Climate Science and Policy Research, CSPR.
    Andersson, Lotta
    Swedish Meteorol and Hydrol Inst, Sweden.
    Uhrqvist, Ola
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Navarra, Carlo
    Linköping University, Department of Thematic Studies, Tema Environmental Change. Linköping University, Faculty of Arts and Sciences. Linköping University, Centre for Climate Science and Policy Research, CSPR.
    Serious Gaming for Climate Adaptation-Assessing the Potential and Challenges of a Digital Serious Game for Urban Climate Adaptation2020In: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, SUSTAINABILITY, Vol. 12, no 5, article id 1789Article in journal (Refereed)
    Abstract [en]

    Serious gaming has gained increasing prominence in climate change communication, and provides opportunity to engage new audiences and new platforms for knowledge co-creation and dialogues. This paper presents the design and evaluation of a serious game on climate adaptation, primarily targeted towards high school students, practitioners and politicians. The game aims to provide an experience of the impact of climate adaptation measures, and illustrates links with selected Agenda 2030 goals, which the player has to consider, while limiting impacts of hazardous climate events. The game design builds on the key goals in Education for Sustainable Development combining comprehensive views, action competence, learner engagement and pluralism. This study draws on game sessions and surveys with high school students in Sweden, and aims to assess to what extent different aspects of the game can support an increased understanding of the needs and benefits of adaptation actions. The results of this study indicate that the game can engage players to reflect upon challenges related to climate adaptation decision making, but also point towards the challenge of including a high degree of complexity which can make it difficult to grasp consequences of individual measures, as well as to link these to the natural variability of the occurrence of extreme climatic events.

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  • 319.
    Schminder, Jörg
    et al.
    Linköping University, Department of Management and Engineering, Applied Thermodynamics and Fluid Mechanics.
    Nilsson, Filip
    Linköping University.
    Lundberg, Paulina
    Linköping University.
    Nguyen, Nghiem-Anh
    Linköping University.
    Hag, Christoffer
    Linköping University.
    Nadali Najafabadi, Hossein
    Linköping University, Department of Management and Engineering, Applied Thermodynamics and Fluid Mechanics.
    An IVR Engineering Educational Laboratory Accommodating CDIO Standards2019In: The 15th International CDIO Conference: Proceedings – Full Papers, Aarhus, 2019, p. 647-658Conference paper (Refereed)
    Abstract [en]

    This paper presents the development of an educational immersive virtual reality (IVR) program considering both technological and pedagogical affordances of such learning environments. The CDIO Standards have been used as guidelines to ensure desirable outcomes of IVR for an engineering course. A learning model has been followed to use VR characteristics and learning affordances in teaching basic principles. Different game modes, considered as learning activities, are incorporated to benefit from experiential and spatial knowledge representation and to create a learning experience that fulfils intended learning outcomes (ILOs) (defined by CDIO Standard 2 and Bloom’s learning taxonomy) associated with the particular course moment. The evaluation of IVR laboratory highlights effectiveness of the approach in achieving ILOs provided that pedagogical models have been followed to create powerful modes of learning.

  • 320.
    Schminder, Jörg
    et al.
    Linköping University, Faculty of Science & Engineering. Linköping University, Department of Management and Engineering, Applied Thermodynamics and Fluid Mechanics. Didacticum.
    Nilsson, Filip
    Linköping University, Faculty of Science & Engineering. Linköping University, Department of Management and Engineering.
    Lundberg, Paulina
    Linköping University, Faculty of Science & Engineering. Linköping University, Department of Management and Engineering.
    Nguyen, Nghiem-Ann
    Linköping University, Faculty of Science & Engineering. Linköping University, Department of Management and Engineering.
    Hag, Christoffer
    Linköping University, Faculty of Science & Engineering. Linköping University, Department of Management and Engineering.
    Nadali Najafabadi, Hossein
    Linköping University, Faculty of Science & Engineering. Linköping University, Department of Management and Engineering, Applied Thermodynamics and Fluid Mechanics. Didacticum.
    An IVR Engineering Educational Laboratory AccommodatingCDIO Standards2019In: The 15th International CDIO Conference: Proceedings – Full Papers, Aarhus, 2019Conference paper (Refereed)
    Abstract [en]

    This paper presents the development of an educational immersive virtual reality (IVR) program considering both technological and pedagogical affordances of such learning environments. The CDIO Standards have been used as guidelines to ensure desirable outcomes of IVR for an engineering course. A learning model has been followed to use VR characteristics and learning affordances in teaching basic principles. Different game modes, considered as learning activities, are incorporated to benefit from experiential and spatial knowledge representation and to create a learning experience that fulfils intended learning outcomes (ILOs) (defined by CDIO Standard 2 and Bloom’s learning taxonomy) associated with the particular course moment. The evaluation of IVR laboratory highlights effectiveness of the approach in achieving ILOs provided that pedagogical models have been followed to create powerful modes of learning.

  • 321.
    Schultze, Felix
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Coteaching chemical bonding with Upper secondary senior students: A way to refine teachers PCK2018Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this study was to investigate how an experienced chemistry teacher gains and refines her pedagogical content knowledge (PCK) by cooperating with two grade 12 students (age 18) as coteachers while teaching chemical bonding in a grade 10 Upper secondary class. The study has been conducted from a sociocultural perspective, especially Vygotsky’s zone of proximal development (ZPD) (Vygotsky, 1978). Other theoretical concepts and models that has framed this study are Shulman´s Pedagogical content knowledge (PCK) and Pedagogical reasoning and action model (Shulman, 1986, 1987). When analysing the data, Magnusson, Krajcik, and Borko´s (1999) model of PCK and the 2017 Refined consensus model of PCK (Carlson, Daehler, et al., in press) was used. Empirical data was collected by video- and audio recorded lessons, coreflection sessions, coplanning sessions and interviews. During 10 weeks, about 28 hours of video and audio recordings was collected. Selected parts of the material were transcribed and analysed in order to answer two questions: (1) How can chemistry teachers refine their PCK when coteaching together with senior students in an Upper secondary science class? (2) How do Upper secondary senior student coteachers´ conceptual knowledge of representations and chemical bonding shape a teacher’s foundation of personal PCK (pPCK) when teaching chemical bonding in an Upper secondary science class?

    The results relating to research question one indicates that the coteachers contributed with their own learning experiences to help the teacher understand how students perceive difficult concepts. The coteachers were mediating between the teacher and the students, thus bridging the gap between the teacher and the students’ frames of references. The experienced chemistry teacher improved her understanding of students´ thinking about themselves as learners of chemical bonding. Regarding the second research question, the findings showed that the creative process of reconstructing concepts of chemical bonding in the coplanning sessions meant that these were a useful tool for developing new teaching strategies and to further develop representations such as drama to illustrate chemical bonding. Together, the teacher and student coteachers, constructed a new representation that better illustrated polar covalent bonding.

    Taken together, these results provide important insights into how the chemistry teacher´s pPCK was refined and how the coteachers contributed to improve instructional strategies.

    List of papers
    1. Coteaching with senior students – a way to refine teachers’ PCK for teaching chemical bonding in upper secondary school
    Open this publication in new window or tab >>Coteaching with senior students – a way to refine teachers’ PCK for teaching chemical bonding in upper secondary school
    2018 (English)In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 40, no 6, p. 688-706Article in journal (Refereed) Published
    Abstract [en]

    ABSTRACTDuring the last decade there has been on-going discussions about students’ declining interest and low achievement in science. One of the reasons suggested for this decline is that teachers and students have different frames of reference, whereby teachers sometimes communicate science in the classroom in a way that is not accessible to the students. There is a lack of research investigating the effects of coteaching with senior students in science in upper secondary schools. To improve teaching and to narrow the gap between teachers’ and students’ different frames of references, this study investigates how an experienced chemistry teacher gains and refines her pedagogical content knowledge (PCK) by cooperating with two grade 12 students (age 18) as coteachers. The teacher and the two coteachers coplanned, cotaught and coevaluated lessons in chemical bonding in a grade 10 upper secondary class. Findings indicate that the coteachers contributed with their own learning experiences to help the teacher understand how students perceive difficult concepts. In such way, the coteachers were mediating between the teacher and the students, thus bridging the gap between the teacher and the students’ frames of references. The teachers’ PCK was refined which in turn lead to improved teaching strategies.

    Place, publisher, year, edition, pages
    Routledge, 2018
    National Category
    Learning
    Identifiers
    urn:nbn:se:liu:diva-152777 (URN)10.1080/09500693.2018.1436792 (DOI)
    Available from: 2018-11-21 Created: 2018-11-21 Last updated: 2018-11-21Bibliographically approved
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    Coteaching chemical bonding with Upper secondary senior students: A way to refine teachers PCK
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  • 322.
    Schultze, Felix
    et al.
    School of Education, Humanities and Social Sciences, Halmstad University, Halmstad, Sweden.
    Nilsson, Pernilla
    School of Education, Humanities and Social Sciences, Halmstad University, Halmstad, Sweden.
    Coteaching with senior students – a way to refine teachers’ PCK for teaching chemical bonding in upper secondary school2018In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 40, no 6, p. 688-706Article in journal (Refereed)
    Abstract [en]

    ABSTRACTDuring the last decade there has been on-going discussions about students’ declining interest and low achievement in science. One of the reasons suggested for this decline is that teachers and students have different frames of reference, whereby teachers sometimes communicate science in the classroom in a way that is not accessible to the students. There is a lack of research investigating the effects of coteaching with senior students in science in upper secondary schools. To improve teaching and to narrow the gap between teachers’ and students’ different frames of references, this study investigates how an experienced chemistry teacher gains and refines her pedagogical content knowledge (PCK) by cooperating with two grade 12 students (age 18) as coteachers. The teacher and the two coteachers coplanned, cotaught and coevaluated lessons in chemical bonding in a grade 10 upper secondary class. Findings indicate that the coteachers contributed with their own learning experiences to help the teacher understand how students perceive difficult concepts. In such way, the coteachers were mediating between the teacher and the students, thus bridging the gap between the teacher and the students’ frames of references. The teachers’ PCK was refined which in turn lead to improved teaching strategies.

  • 323.
    Schönborn, Konrad
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Bögeholz, Susanne
    Georg-August-Universität Göttingen, Germany.
    Experts' Views on Translation Across Multiple External Representations in Acquiring Biological Knowledge About Ecology, Genetics, and Evolution2013In: Multiple Representations in Biological Education / [ed] David F. Treagust, Chi-Yan, Springer Science+Business Media B.V., 2013, , p. 390p. 111-128Chapter in book (Other academic)
    Abstract [en]

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

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    Appendix I
  • 324.
    Schönborn, Konrad
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Health Sciences.
    Höst, Gunnar
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Educational Sciences.
    Lundin Palmerius, Karljohan
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Flint, Jennifer
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Development of an Interactive Immersion Environment for Engendering Understanding about Nanotechnology: Concept, Construction, and Implementation2014In: International Journal of Virtual and Personal Learning Environments, ISSN 1947-8518, E-ISSN 1947-8526, Vol. 5, no 2, p. 40-56Article in journal (Refereed)
    Abstract [en]

    The advent of nanoscientific applications in modern life is swiftly in progress. Nanoscale innovation comes with the pressing need to provide citizens and learners with scientific knowledge for judging the societal impact of nanotechnology. In rising to the challenge, this paper reports the developmental phase of a research agenda concerned with building and investigating a virtual environment for communicating nano-ideas. Methods involved elucidating core nano-principles through two purposefully contrasting nano “risk” and “benefit” scenarios for incorporation into an immersive system. The authors implemented the resulting 3D virtual architecture through an exploration of citizens’ and school students’ interaction with the virtual nanoworld. Findings suggest that users’ interactive experiences of conducting the two tasks based on gestural interaction with the system serve as a cognitive gateway for engendering nano-related understanding underpinning perceived hopes and fears and as a stimulating pedagogical basis from which to teach complex science concepts.

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    fulltext
  • 325.
    Schönborn, Konrad
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Lundin Palmerius, Karljohan
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Höst, Gunnar
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Flint, Jennifer
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Developing an Interactive Virtual Environment for Engendering Public Understanding About Nanotechnology: From Concept to Construction2013In: AERA Online Paper Repository, 2013Conference paper (Refereed)
    Abstract [en]

    Infusion of nanotechnology applications into modern life is in progress. Nanoscale innovation comes with the ever-pressing need to provide citizens and learners with scientific knowledge for informing perceptions and attitudes surrounding the societal impact of nanotechnology. In rising to the challenge, this paper reports the first developmental phase of a broader research agenda concerned with building and investigating virtual environments for communicating nano-ideas. Methods involved elucidating core nano-principles upon which two purposefully contrasting nanotechnology “risk” and “benefit” scenario tasks were designed for incorporation into an intended virtual environment. The result was construction of a 3D immersive virtual architecture where users’ multisensory interactive experiences of conducting the two tasks are anticipated as a gateway for engendering nano-related understanding underpinning perceived hopes and fears. In this revised paper, post-acceptance for presentation, initial results from a pilot study are also presented attained from exploring learners’ and citizens’ interaction with the constructed virtual environment.

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    Schönborn et al. (2013)_AERA
  • 326.
    Sedin, Marinette
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Immigrant women, English learning, and social interactions: a qualitative study in Vancouver, Canada.2017Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Immigration and language learning are topics of interest to many people around the world; it is a daily concern for immigrants and for people who are welcoming immigrants to their country. Canada has experienced a lot of immigration for many years, and is therefore a suitable location for research on language learning and language use. Canucks English Centre (CEC) is an education centre where mostly women attend to improve their English skills, as well as take other courses that are relevant to their situation as low income parents. Through qualitative, semi-structured interviews with 13 women that have at some point taken classes at CEC, information about female English learners' subjective experiences were examined. The aim of this research project was to learn more about English learners' language use, and how social interaction in English was experienced by the individual. This study also set out to learn more about individual action and choices made by the women in an effort to learn more English. This research project describes the reality for women that are learning English and living their lives at the same time. The interviews revealed many challenges faced by women in their situation, for example lack of time, money and support to attend classes. On the other hand, the research describes active choices made by the women to improve their English skills, such as volunteering or choosing neighbourhoods where people speak English. A factor that has a big impact on the women's motivation to learn English was the desire to help their children with their school and to communicate with their children's teachers. A major finding was that almost all women were unsatisfied with their ability to use English. This finding is something that needs more attention, as every woman should feel confident and competent enough to communicate in the official language of the country in which they live.

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    fulltext
  • 327.
    Silvervarg, Annika
    Linköping University, Department of Computer and Information Science, Human-Centered systems. Linköping University, Faculty of Arts and Sciences.
    How Students Perceive the Gender and Personality of a Visually Androgynous Agent2016In: INTELLIGENT VIRTUAL AGENTS, IVA 2016, SPRINGER-VERLAG BERLIN , 2016, Vol. 10011, p. 420-423Conference paper (Refereed)
    Abstract [en]

    This paper explores how students perceive the gender of a visually androgynous teachable agent, and if and how the perceived gender relates to the perceived personality traits of the agent. It is shown that the students perception of the agents gender was independent of their own gender. There were few significant differences in the perceived personality traits in relation to perceived gender. However, when looking at the perceived degree of gender, the traits of the agent were more positively rated by those students who perceived it as moderately gendered as compared to androgynous or strongly gendered.

  • 328.
    Silvervarg, Annika
    et al.
    Linköping University, Department of Computer and Information Science, Human-Centered systems. Linköping University, The Institute of Technology.
    Haake, Magnus
    Lunds universitet.
    Gulz, Agneta
    Linköping University, Department of Computer and Information Science, Human-Centered systems. Linköping University, The Institute of Technology.
    Educational Potentials in Visually Androgynous Pedagogical Agents2013In: Proceedings of the 16th International Conference, AIED 2013, Memphis, TN, USA, July 9-13, 2013 / [ed] H.C. Lane, K., J. Yacef, Mostow and P. Pavlik, Berlin: Springer Berlin/Heidelberg, 2013, p. 599-602Conference paper (Refereed)
    Abstract [en]

    We report a study on student’s attitudes to a visually androgynous in comparison to a male and a female Teachable Agent (TA). Results were that overall the androgynous agent was preferred over the female and male agents. A visually androgynous agent does not embody categorical gender attributes. At the same time it does not have to be genderless but instead represent both maleness and femaleness so that students can chose for themselves. Androgyny, in this sense, is potentially a way to have femaleness and maleness represented, with corresponding educational benefits such as role modelling and identification, without risking negative reinforcement of gender stereotypes

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    Educational Potentials in Visually Androgynous Pedagogical Agents
  • 329.
    Silvervarg, Annika
    et al.
    Linköping University, Department of Computer and Information Science, Human-Centered systems. Linköping University, The Institute of Technology.
    Kirkegaard, Camilla
    Linköping University, Department of Computer and Information Science, Human-Centered systems. Linköping University, The Institute of Technology.
    Nirme, Jens
    Lunds universitet, Sweden.
    Haake, Magnus
    Lunds universitet, Sweden.
    Gulz, Agneta
    Linköping University, Department of Computer and Information Science, Human-Centered systems. Linköping University, The Institute of Technology.
    Steps Towards a Challenging Teachable Agent2014In: Intelligent Virtual Agents: 14th International Conference, IVA 2014, Boston, MA, USA, August 27-29, 2014, Proceedings, Berlin: Springer Berlin/Heidelberg, 2014, p. 410-419Conference paper (Refereed)
    Abstract [en]

    This chapter presents the first steps towards a new type of pedagogical agent – a Challenger Teachable Agent, CTA. The overall aim of introducing a CTA is to increase engagement and motivation and challenge students into deeper learning and metacognitive reasoning. The paper discusses desired design features of such an agent on the basis of related work and results from a study where 11-year old students interacted with a first version of a CTA in the framework of an educational software for history. The focus is on how students respond when the CTA disagrees and questions their suggestions, and how groups of students, differing in response behavior and in self-efficacy, experience the CTA.

  • 330.
    Simfors, Per
    et al.
    Linköping University, Department of Culture and Communication.
    Sundberg, Ann-Kari
    Linköping University, Department of Culture and Communication.
    Álvarez López, Laura
    Stockholms universitet.
    Studentcentrerad och forskningsbaserad kursutveckling – en mojlighet?2012In: UTBILDNING – UNDERVISNING – UTMANING – UTVECKLING: En rapport fran LiU:s utvecklingskonferens 10 mars 2011 / [ed] Elinor Edvardsson Stiwne, Linköping: LiU-Tryck , 2012, p. 43-57Conference paper (Other academic)
  • 331.
    Sjoden, Bjorn
    et al.
    Lund Univ, Sweden; Halmstad Univ, Sweden.
    Lind, Mats
    Uppsala Univ, Sweden.
    Silvervarg, Annika
    Linköping University, Department of Computer and Information Science, Human-Centered systems. Linköping University, Faculty of Arts and Sciences.
    Can a Teachable Agent Influence How Students Respond to Competition in an Educational Game?2017In: ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2017, SPRINGER INTERNATIONAL PUBLISHING AG , 2017, Vol. 10331, p. 347-358Conference paper (Refereed)
    Abstract [en]

    Learning in educational games is often associated with some form of competition. We investigated how students responded to winning or losing in an educational math game, with respect to playing with or without a Teachable Agent (TA). Students could choose between game modes in which the TA took a more passive or active role, or let the TA play a game entirely on its own. Based on the data logs from 3983 games played by 163 students (age 10-11), we analyzed data on students persistence, challenge-seeking and performance during gameplay. Results indicated that students showed greater persistence when playing together with the TA, by more often repeating a lost game with the TA, than a lost game after playing alone. Students challenge-seeking, by increasing the difficulty level, was greater following a win than following a loss, especially after the TA won on its own. Students gameplay performance was unaffected by their TA winning or losing but was, unexpectedly, slightly worse following a win by the student alone. We conclude that engaging a TA can make students respond more productively to both winning and losing, depending on the particular role the TA takes in the game. These results may inform more specific hypotheses as to the differential effects of competing and collaborating in novel, AI-supported social constellations, such as with TAs, on students motivation and ego-involvement in educational games.

  • 332. Order onlineBuy this publication >>
    Sjöberg Forssberg, Karin
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Att skapa drivkrafter för lärande och förändring: En studie om jämställdhetsintegrering och dess förutsättningar i en kommun2016Licentiate thesis, monograph (Other academic)
    Abstract [sv]

    Jämställdhetsintegrering är den huvudsakliga strategin för att uppnå de jämställdhetspolitiska målen i Sverige. Trots att strategin använts i drygt 20 år finns relativt lite forskning om praktiskt arbete med jämställdhetsintegrering. Syftet med denna avhandling är att, utifrån ett lärperspektiv, som har sin grund i verksamhetsteori, studera och bidra med kunskap om jämställdhetsintegreringsarbete och dess förutsättningar i en kommun. I studien görs en empirisk analys av jämställdhetsintegreringsarbetet i en kommun, som bedömts ligga i framkant när det gäller arbete med jämställdhetsintegrering. Avhandlingens frågeställningar är: 1. Hur organiseras och genomförs jämställdhetsintegreringsarbetet i kommunen? 2. Vilka förutsättningar underlättar respektive försvårar jämställdhetsintegreringsarbetet i kommunen? Kommunen deltog under tiden för insamlingen av data (2011 – 2013) i Program för Hållbar Jämställdhet, regeringens hittills enskilt största jämställdhetssatsning. Studien genomfördes utifrån en interaktiv forskningsansats i form av en kvalitativ fallstudie. Datainsamlingen baseras på intervjuer med 36 personer som representerade olika nivåer och funktioner i kommunen. I analysen har kommunens arbete med jämställdhetsintegrering studerats som en relation mellan två verksamhetssystem. Det ena verksamhetssystemet utgjordes av kommunkoncernen med två förvaltningar i fokus och det andra av den utvecklingsorganisation som utformades. Resultaten visar att utvecklingsorganisationen i hög grad bidrog till jämställdhetsintegreringsarbetet i kommunen, då det över tid uppstod olika motsättningar mellan de två verksamhetssystemen. Dessa motsättningar kan sägas ha satt igång expansiva lärprocesser, vilka bidrog till att arbetet med jämställdhetsintegrering påbörjades, och givet vissa förutsättningar, hölls vid liv. Motsättningarna kan ses som förutsättningar som både underlättade och försvårade jämställdhetsintegreringsarbetet. Motsättningar identifierades mellan politiska intentioner och lokalt utvecklingsarbete, mellan abstrakt och konkret jämställdhetsintegreringsarbete och i form av emergenta (framväxande) motsättningar. I studien dras några slutsatser. Den första är att planerade interventioner som sätter igång ett expansivt lärande behövs för att driva och fördjupa arbete med jämställdhetsintegrering. Sådana interventioner kan skapa motsättningar inom verksamheterna. Verksamheternas förmåga att hantera motsättningarna är avgörande för verksamheternas utveckling. En andra slutsats är att planerade stödaktiviteter är en förutsättning för att hantera de motsättningar som skapas av de planerade interventionerna. En handlingsberedskap behövs även för att ta hand om de oplanerade motsättningar som växer fram (emergenta), vilka annars riskerar att försvåra arbetet. Genom att skapa och hantera motsättningar inom verksamheter kan expansiva lärprocesser sättas igång, vilka i sin tur kan bidra till att verksamheterna, och inte enstaka individer förändras, vilket ökar möjligheterna att ge en mer jämställd service. Eftersom både yttre och inre tryck ofta saknas eller är svagt när det gäller jämställdhetsarbete är behovet av att skapa drivkrafter för arbetet stort.

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    Att skapa drivkrafter för lärande och förändring: En studie om jämställdhetsintegrering och dess förutsättningar i en kommun
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  • 333.
    Sjöberg, Kerstin
    Linköping University, Department of Behavioural Sciences and Learning.
    Vad gör dom för fel?: Förekomst av felsvar och feltyper vid åk 2-elevers beräkningar i addition efter undervisning i standardalgoritm respektive talsortsvis beräkningsmetod2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Innehållet i studien handlar om att kategorisera olika typer av fel som elever i åk 2 gör i räknesättet addition. Data utgörs av matematiktester från en tidigare gjord studie där elevgrupper under tre veckor undervisades i antingen talsortsvis beräkningsprocedur eller uppställning. Jag har kategoriserat sex feltyper: 1. talfakta, 2. platsvärde, 3. skrivfel/läsfel, 4.procedurfel, 5. teckenfel och 6. övriga fel. Jag undersöker om det finns något samband mellan feltyper, andel felsvar och undervisad räknemetod. Det finns viss skillnad mellan talsort och uppställning i omfattning av några kategorier av felsvar. Jag diskuterar svårigheter och missuppfattningar som kan antas ligga bakom många fel och som därmed särskilt bör uppmärksammas i undervisningssituationer. Ur ett specialpedagogiskt perspektiv tydliggörs hur utvecklingen ser ut för elever med låga prestationer, om det finns faktorer av särskild betydelse just för den gruppen. Jag tydliggör också hur det ser ut för elever med höga prestationer. Nästan all undervisning har lett till att eleverna löser fler uppgifter totalt sett. Det finns skillnader mellan talsort och uppställning i resultat och i andel felsvar. Undervisad räknemetod verkar vara den faktor som hade störst inverkan på eleverna med låga resultat på förtestet. De som undervisades i talsortsmetoden blev mer osäkra i sina beräkningar medan de som undervisats i uppställning blev säkrare i sina beräkningar. För gruppen med låga prestationer gav uppställning en mer positiv utveckling i denna studie.

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  • 334.
    Sjödén, Björn
    et al.
    Lund University Cognitive Science, Lund, Sweden .
    Gulz, Agneta
    Lund University Cognitive Science, Lund, Sweden .
    From Learning Companions to Testing Companions Experience with a Teachable Agent Motivates Students' Performance on Summative Tests2015In: Artificial Intelligence in Education: Proceedings of the 17th International Conference, AIED 2015, Madrid, Spain, June 22-26, 2015 / [ed] Cristina Conati, Neil Heffernan, Antonija Mitrovic and M. Felisa Verdejo, Springer, 2015, Vol. 9112, p. 459-469Chapter in book (Refereed)
    Abstract [en]

    In three quasi-experimental studies, we investigated the effects of placing a Teachable Agent (TA) from a math game in a digital summative test. We hypothesized that the TA would affect test performance, even without actual "teachability", by social influence on the test situation. In Study 1 (N=47), students did a pretest, played the math game for seven weeks, and did a posttest either with or without the TA. In Study 2 (N=62), students did not play the game but were introduced to a TA directly in the posttest. In Study 3 (N=165), the game included a social chat with the TA, and the posttest offered a choice of more difficult questions. Results showed significant effects of the TA on choice and performance on conceptual math problems, though not on overall test scores. We conclude that experience with a TA can influence performance beyond interaction and informative feedback.

  • 335.
    Stenberg, Petra
    Linköping University, Department of Social and Welfare Studies.
    Barns inflytande över material i inomhusmiljön på förskolan: en studie om pedagogers perspektiv och makt2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien var att ge kunskap om hur pedagoger i förskolan talar om begreppet inflytande och arbetet med barns inflytande över materialet i inomhusmiljön samt belysa maktförhållanden mellan pedagoger och barn i förskolan. Ett maktperspektiv har använts som teoretisk ram för att studera maktförhållanden och styrningar i förskolan. Synen på makt har handlat om hur makt skapas och används i förskolan. Sex pedagoger, både förskollärare och barnskötare har intervjuats till studien. Datamaterialet har analyserats med hjälp av en tematisk analysmetod för att hitta olika teman och mönster i materialet samt hitta underliggande uttryck som skulle kunna kopplas till ett maktperspektiv. Resultatet visar att pedagoger talar om barns inflytande över materialet som en möjlighet för barn att påverka, få en känsla av delaktighet, men att det också ska finnas ett begränsat inflytande för speciellt de yngre barnen. Det kan uppstå maktförhållanden mellan pedagoger och barn i förskolan genom att pedagoger använder tekniker, regler och rutiner i olika situationer som kan kopplas till barns inflytande. Den osäkerhet som tycks finnas hos pedagogerna kring de yngre barnens inflytande kan vara en orsak till att barns inflytande över materialet i miljön begränsas genom tekniker och styrning. Det behövs en tydlig balans mellan barns inflytande och pedagogers styrning för att kunna fullfölja förskolans uppdrag.

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    Barns inflytande över material i inomhusmiljön på förskolan
  • 336.
    Stenlund, Jörgen Ingemar
    et al.
    School of Science and Technology, Örebro University, Örebro, Sweden.
    Tibell, Lena Anna Elisabet
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Educational Sciences.
    Visualizing macroevolutionary timescales: students’ comprehension of different temporal representations in an animation2019In: Evolution: Education and Outreach, ISSN 1936-6426, E-ISSN 1936-6434, Vol. 12, no 1, p. 1-15Article in journal (Refereed)
    Abstract [en]

    Background: Macroevolutionary time is a difficult idea to grasp and is considered to be a threshold concept in teaching and learning evolution. One way of addressing this subject is to use animations that represent evolutionary time. The aim of this descriptive and exploratory study was to investigate how various representations of time in an animation affect the way undergraduate students comprehend different temporal aspects of hominin evolution. Two factors, namely differences in timelines (the number of timelines with different scales) and the mode of the default animated time rate (either constant throughout the animation or decreasing as the animation progressed) were combined to give four different time representations. The temporal aspects were investigated using undergraduate students’ ability to find events at specific times, to comprehend relative order, to comprehend concurrent events, to estimate the duration of time intervals and their ability to compare the lengths of time intervals.

    Results: The results revealed that “finding events at specific times” near to the end of the animation (closer to present time), where the sequence of events appeared very quickly, was more difficult for groups working with animations with only one timeline. We also found that the ability to comprehend concurrent events can be impaired if several timelines are displayed and the animation speed is relatively high. The ability to estimate the duration of a time interval was more difficult for groups working with animations with only one timeline, especially at the end of the animation where the sequence of events occurred quickly. Making correct comparisons of time intervals was relatively independent of which animation was used with one notable exception: groups working with an animation featuring several timelines and a decreasing default animated time rate performed worst at comparing events with intervals that spanned parts of the timeline with different scales.

    Conclusions: Our results indicate that the choice of animation should depend on the teaching intention. However, a visualization with several timelines, and an animated time which slowed down toward present time, generated the best results for the majority of items tested. Temporal scale shift may interfere with the perception of time in cases where durations are compared.

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    Visualizing macroevolutionary timescales: students’ comprehension of different temporal representations in an animation
  • 337. Order onlineBuy this publication >>
    Stoewer, Kirsten
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    English Hemspråk: Language in Interaction in English Mother Tongue Instruction in Sweden2018Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The thesis investigates teacher-student interaction in English mother tongue instruction (MTI), offered within mainstream education to English heritage language students in Sweden. In particular, it examines the type of language work that was in focus during the lessons and the ways teacher and students engaged in the language work in situ. The study is based on approximately thirty hours of video-recordings of three groups of students who attended the lessons with the same teacher, at two Swedish schools. The students in the groups ranged from age six to fifteen. Using an ethnomethodological conversation analytic framework, the thesis analyzes the situated ways that teacher and students co-constructed what aspects of language were topicalized and how this was accomplished.

    The empirical studies shed new light on the dynamic connections between pedagogy and the emergent practices through which MTI is achieved. From the analysis, vocabulary emerged as a prominent feature of the lessons, where the teaching of form, meaning and use of lexical items variously grew out of both planned and unplanned activities. Hence, the empirical studies explore different aspects of vocabulary work. The studies also discuss the role of the local availability of both English and Swedish in shaping the types of practices that took place at the MT lessons.

    List of papers
    1. What is it in Swedish?: Translation requests as a resource for vocabulary explanation in English mother tongue instruction
    Open this publication in new window or tab >>What is it in Swedish?: Translation requests as a resource for vocabulary explanation in English mother tongue instruction
    2018 (English)In: Conversation Analysis and Language Alternation: Capturing transitions in the classroom / [ed] Anna Filipi and Numa Markee, John Benjamins Publishing Company, 2018, p. 83-106Chapter in book (Refereed)
    Abstract [en]

    The present chapter investigates teacher-initiated translation requests as spontaneous vocabulary teaching during English mother tongue instruction in Sweden. The collection-based analysis draws on a corpus of 30 hours (11 weeks) of video-recordings of compulsory school-age students. The analysis shows how the teacher routinely draws on the local availability of two shared languages to accomplish a variety of actions: to check students’ comprehension of topicalised vocabulary; to engage the entire cohort; to perform medium repair; and to prompt student production of the target language. The findings may be of relevance for numerous types of bi- and multilingual settings, where language alternation serves to augment the teaching and learning of languages as well as other subject matter.

    Place, publisher, year, edition, pages
    John Benjamins Publishing Company, 2018
    Series
    Pragmatics & Beyond New Series, ISSN 0922-842X ; 295
    Keywords
    Language alternation, mother tongue instruction, translation requests, English as a heritage language, conversation analysis, vocabulary teaching, transitions
    National Category
    Learning
    Identifiers
    urn:nbn:se:liu:diva-152855 (URN)10.1075/pbns.295.05sto (DOI)9789027201409 (ISBN)9789027263575 (ISBN)
    Available from: 2018-11-23 Created: 2018-11-23 Last updated: 2018-11-23Bibliographically approved
    2. Impromptu vocabulary work in English mother tongue instruction
    Open this publication in new window or tab >>Impromptu vocabulary work in English mother tongue instruction
    2019 (English)In: Classroom Discourse, ISSN 1946-3014, E-ISSN 1946-3022, Vol. 10, no 2, p. 123-150Article in journal (Refereed) Published
    Abstract [en]

    This paper examines how unplanned vocabulary work arises out of students’ talk. Furthermore, we show how the teacher and students jointly contribute towards the ensuing teaching trajectories, whereby the vocabulary items are turned into ‘teachables’, i.e. interactionally emergent objects of explicit teaching. In doing so, we also explore what aspects of vocabulary knowledge are targeted.

    This collection-based study uses conversation analysis to examine video recordings of fairly advanced heritage speakers of English from English mother tongue instruction classes in Sweden. The analyses reveal a variety of ways in which the teaching trajectories arise: the teacher’s substitution requests for a more appropriate word; a student’s naming and word-confirmation requests; the teacher’s or a student’s translation and meaning requests. A third of these requests were initiated by a student. The trajectories then developed collaboratively and were tailored to the local context to address issues of meaning, form and use. Establishing the meaning of a word frequently involved (and could combine) requesting/providing, e.g., definitions and translations. Form could be targeted by carefully enunciating topicalised lexis or writing it on the board, and vocabulary use was typically elaborated by contextualising words and sometimes by exploring collocations.

    Place, publisher, year, edition, pages
    Routledge, 2019
    National Category
    Learning
    Identifiers
    urn:nbn:se:liu:diva-152856 (URN)10.1080/19463014.2018.1516152 (DOI)000472542600001 ()
    Available from: 2018-11-23 Created: 2018-11-23 Last updated: 2019-08-07Bibliographically approved
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    English Hemspråk: Language in Interaction in English Mother Tongue Instruction in Sweden
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  • 338.
    Stoewer, Kirsten
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    What is it in Swedish?: Translation requests as a resource for vocabulary explanation in English mother tongue instruction2018In: Conversation Analysis and Language Alternation: Capturing transitions in the classroom / [ed] Anna Filipi and Numa Markee, John Benjamins Publishing Company, 2018, p. 83-106Chapter in book (Refereed)
    Abstract [en]

    The present chapter investigates teacher-initiated translation requests as spontaneous vocabulary teaching during English mother tongue instruction in Sweden. The collection-based analysis draws on a corpus of 30 hours (11 weeks) of video-recordings of compulsory school-age students. The analysis shows how the teacher routinely draws on the local availability of two shared languages to accomplish a variety of actions: to check students’ comprehension of topicalised vocabulary; to engage the entire cohort; to perform medium repair; and to prompt student production of the target language. The findings may be of relevance for numerous types of bi- and multilingual settings, where language alternation serves to augment the teaching and learning of languages as well as other subject matter.

  • 339.
    Stoewer, Kirsten
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Musk, Nigel John
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    Impromptu vocabulary work in English mother tongue instruction2019In: Classroom Discourse, ISSN 1946-3014, E-ISSN 1946-3022, Vol. 10, no 2, p. 123-150Article in journal (Refereed)
    Abstract [en]

    This paper examines how unplanned vocabulary work arises out of students’ talk. Furthermore, we show how the teacher and students jointly contribute towards the ensuing teaching trajectories, whereby the vocabulary items are turned into ‘teachables’, i.e. interactionally emergent objects of explicit teaching. In doing so, we also explore what aspects of vocabulary knowledge are targeted.

    This collection-based study uses conversation analysis to examine video recordings of fairly advanced heritage speakers of English from English mother tongue instruction classes in Sweden. The analyses reveal a variety of ways in which the teaching trajectories arise: the teacher’s substitution requests for a more appropriate word; a student’s naming and word-confirmation requests; the teacher’s or a student’s translation and meaning requests. A third of these requests were initiated by a student. The trajectories then developed collaboratively and were tailored to the local context to address issues of meaning, form and use. Establishing the meaning of a word frequently involved (and could combine) requesting/providing, e.g., definitions and translations. Form could be targeted by carefully enunciating topicalised lexis or writing it on the board, and vocabulary use was typically elaborated by contextualising words and sometimes by exploring collocations.

    Download full text (pdf)
    fulltext
  • 340.
    Stolpe, Karin
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Höst, GunnarLinköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Från forskning till fysikundervisning: Bidrag från konferensen i Malmö 14-15 mars 20162016Conference proceedings (editor) (Other academic)
    Abstract [sv]

    Nationellt resurscentrum för fysik (NRCF) arbetar med att sprida forskningsresultat liksom beprövad erfarenhet till fysiklärare med syfte att förändra och stärka fysikundervisningen i svensk skola (förskola, grundskola och gymnasieskola). Med samma syfte arbetar vi också med att utveckla och sprida forsknings baserade utvecklingsarbeten. Vårt arbete är en del i att överbrygga gapet mellan såväl naturvetenskaps-/fysikdidaktisk forskning och skolans praktik, som gapet mellan aktuell fysikforskning och fysik så som ämnet ofta beskrivs i skolan.

    Under 2015 formades tanken på en konferens, som, i linje med det här arbetet, skulle fokusera på att överbrygga gapet mellan forskning och fysikundervisning. Hur kan nv-didaktiska forskningsresultat komma till nytta till exempel i konkret utveckling av fysikundervisning i skolan? Och hur kan aktuell fysikforskning bli något elever i skolan får ta del av? Vi bestämde oss för att döpa konferensen till ”Från forskning till fysikundervisning”. Fokus för konferensen bestämdes alltså vara forskningsbaserade utvecklingsarbeten och olika sätt som forskning kan påverka och utveckla fysikundervisning i skolan. Vi bjöd in fyra huvudtalare: Professor Anita Roychoudhury från USA, Professor Ellen Karoline Henriksen från Norge, Professor Peter Heering från Tyskland och Professor Cedric Linder från Uppsala. Till vår glädje tackade samtliga ja. Huvudtalarna hjälpte oss att rama in och fokusera på praktiknära aspekter av den nv-/fysikdidaktiska forskningen med tydliga implikationer för undervisning på olika nivåer i skolan. Vi bjöd även in NATDID som medarrangör.

    Konferensens målgrupp var lärare som undervisar i fysik från lågstadiet till och med gymnasiet, lärarutbildare som utbildar dessa lärargrupper och forskare i fysikdidaktik. Vi ville också under konferensen avsätta tid för diskussioner och erfarenhetsutbyte i olika konstellationer. Vi ville att konferensen skulle fungera som en mötesplats där till exempel forskare kunde få större inblick i skolans och lärarnas vardag och problem, och lärare få större inblick i den nv-/fysikdidaktiska forskning som finns och hur den kan komma till användning i skolan.

    Detta var första gången den här typen av konferens som fokuserar på relationen forskning och fysikundervisning anordnades i Sverige och det är alltid svårt att veta hur stort intresset skulle vara. Vi blev mycket glada över det gensvar vi fick – både i form av anmälningar och i form av de samtal vi fick vara med om under konferensen. Konferensen ägde rum den 13-14 mars 2016 på Malmö museum, med en vetenskapshistorisk utställning som granne, vilket passade väldigt bra ihop med Peter Heerings föredrag om Storytelling. Totalt hade vi 74 deltagare från Luleå i norr till Ystad i söder, och därtill våra internationella gäster. Ungefär hälften av deltagarna var lärare, de flesta på högstadiet eller gymnasiet, men flera lärare från låg- och mellanstadiet deltog också. Bland övriga deltagare kom de flesta från olika lärosäten. Det fanns alltså många möjligheter till utbyte mellan forskare, lärare och lärarutbildare.

    Många av konferensens deltagare berättade att de uppskattade konferensen och det fokus på fysikundervisning den hade. Vi hoppas på att kunna genomföra en ny liknande konferens om några år. Hoppas vi ses igen då och att vi då kan vara ännu fler! Under tiden kan vi inspireras av de texter som skrivits med utgångspunkt i några av konferensens presentationer! Vi vill slutligen tacka NATDID för stöd under konferensen och för att den här konferensboken blev möjlig! 

    Lund 10 oktober 2016 

    Lena Hansson och Ann-Marie Pendrill

    Nationellt resurscentrum för fysik

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    Från forskning till fysikundervisning: Bidrag från konferensen i Malmö 14-15 mars 2016
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  • 341.
    Stolpe, Karin
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Höst, GunnarLinköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.Larsson, AndreasLinköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Forum för forskningsbaserad NT-undervisning: Bidrag från konferensen FobasNT18 13 – 14 mars 2018 i Norrköping2019Conference proceedings (editor) (Other academic)
    Abstract [sv]

    Forum för forskningsbaserad NT-undervisning (FobasNT) är en konferens som arrangeras av Nationellt centrum för naturvetenskapernas och teknikens didaktik (NATDID). Konferensen vänder sig till lärare och forskare inom de naturvetenskapliga ämnena och teknik, med syftet att skapa dialog och erfarenhetsutbyte om hur undervisning kan utvecklas genom att basera den på forskning och beprövad erfarenhet.

    FobasNT18 gick av stapeln den 13-14 mars 2018 och samlade cirka hundra deltagare från hela Sverige i Norrköping. Ungefär hälften av deltagarna var forskare och/eller lärarutbildare medan den andra hälften var lärare, pedagoger på muséer och Science centers eller myndighetspersoner från bland annat Skolverket och Skolinspektionen. Blandningen av olika professioner möjliggjorde spännande möten och samtal där undervisning om naturvetenskap och teknik var det gemensamma intresset.

    Konferensens större teman kretsade kring hållbar utveckling och digitala verktyg i undervisningen. Detta avspeglas i de bidrag som finns representerade i den här boken, men också i de båda huvudtalarna: Helge Gresch, professor från universitetet i Münster, Tyskland som bjöd på en föreläsning med titeln Dealing with student conceptions in science classrooms: Results of a video-study on teleological explanations in the context of evolution och Ulrika Ryan, universitetsadjunkt och doktorand vid Malmö universitet som pratade om Att undervisa med digitala verktyg. Ulrika Ryans föreläsning videofilmades och finns att se via NATDID:s hemsida.

    Konferensen Forum för forskningsbaserad NT-undervisning är ett forum där deltagarna aktivt får delta i samtal kring forskning i relation till undervisningspraktik. För att uppmuntra detta samlades deltagarna i mindre grupper efter huvudtalarnas föreläsningar, för att utifrån sina egna erfarenheter diskutera vad de ville veta mer om. Varje grupp hade en samtalsledare som efter diskussionerna samlade ihop frågor, vilka sedan fördes vidare till en moderator. Därefter fick huvudtalaren med hjälp av moderatorn kommentera, fördjupa och besvara deltagarnas frågor och diskussionspunkter.

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    Forum för forskningsbaserad NT-undervisning: Bidrag från konferensen FobasNT18 13 – 14 mars 2018 i Norrköping
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  • 342.
    Strömbäck, Filip
    et al.
    Linköping University, Department of Computer and Information Science, Software and Systems. Linköping University, Faculty of Science & Engineering.
    Mannila, Linda
    Linköping University, Department of Computer and Information Science, Artificial Intelligence and Integrated Computer Systems. Linköping University, Faculty of Science & Engineering.
    Asplund, Mikael
    Linköping University, Department of Computer and Information Science, Software and Systems. Linköping University, Faculty of Science & Engineering.
    Kamkar, Mariam
    Linköping University, Department of Computer and Information Science, Software and Systems. Linköping University, Faculty of Science & Engineering.
    A Student's View of Concurrency: A Study of Common Mistakes in Introductory Courses on Concurrency2019In: Proceedings of the 2019 ACM Conference on International Computing Education Research, New York, NY, USA: Association for Computing Machinery (ACM), 2019, p. 229-237Conference paper (Refereed)
    Abstract [en]

    This paper investigates common misconceptions held by students regarding concurrency in order to better understand how concurrency education can be improved in the future. As a part of the exam in two courses on concurrency and operating systems, students were asked to identify and eliminate any concurrency issues in a piece of code as a part of their final exam. Different types of mistakes were identified and the 216 answers were sorted into categories accordingly. The results presented in this paper show that while most students were able to identify the cause of an issue given its symptoms, only approximately half manage to successfully eliminate the concurrency issues. Many of the incorrect solutions fail to associate shared data with a synchronization primitive, e.g. using one lock to protect multiple instances of a data structure, or multiple locks to protect the same instance in different situations. This suggests that students may not only have trouble dealing with concepts related to concurrency, but also more fundamental concepts related to the underlying computational model. Finally, this paper proposes possible explanations for the students' mistakes in terms of improper mental models, and suggests types of problems that highlight the issues with these mental models to improve students' understanding of the subject.

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  • 343.
    Strömbäck, Filip
    et al.
    Linköping University, Department of Computer and Information Science, Software and Systems. Linköping University, Faculty of Science & Engineering.
    Mannila, Linda
    Linköping University, Department of Computer and Information Science, Artificial Intelligence and Integrated Computer Systems. Linköping University, Faculty of Science & Engineering.
    Kamkar, Mariam
    Linköping University, Department of Computer and Information Science, Software and Systems. Linköping University, Faculty of Science & Engineering.
    Exploring Students’ Understanding of Concurrency: A Phenomenographic Study2020In: Proceedings of SIGCSE ’20, ACM Publications, 2020Conference paper (Refereed)
    Abstract [en]

    This paper continues previous efforts in understanding the problemsstudents face when learning concurrency. In this paper, weexplore students’ understanding of the subject using phenomenographyin order to gain insights that can aid in explaining the underlyingcauses for common student mistakes in concurrency, whichhas been studied in depth previously. Students’ experience of concurrencyand critical sections were analyzed using a phenomenographicstudy based on interviews with students attending one oftwo courses on concurrency and operating systems. We present6 categories describing students’ experience of concurrency, and4 categories describing students’ experience of critical sections inthis paper. Furthermore, these categories are related to previousresults, both to explore how misconceptions in the categores relateto student mistakes and to estimate how common it is for eachcategory to be discerned.

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  • 344.
    Ståhl, Christian
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    The Judas kiss: On the work and retrenchment cures and the troubles they bring2020In: Work: A journal of Prevention, Assessment and rehabilitation, ISSN 1051-9815, E-ISSN 1875-9270, Vol. 65, no 1, p. 181-186Article in journal (Refereed)
    Abstract [en]

    This Sounding Board article uses a number of societal stereotypes related to work and welfare to problematize the relationship between work and health, and how this relates to the prevention and management of work disability. It outlines current discourses in policy and research around these issues, and discusses some of the ethical implications of these discourses. The article concludes that the current policies on work disability and sickness insurance takes their point of departure in over-simplified account of the relationship between work and health, and that a more critical reading of the evidence is called for. The implications for research are also discussed, where a system-oriented perspective with attention to social gradients and the various working environments is called for.

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  • 345.
    Ståhlgren, Sofie
    et al.
    Linköping University, Department of Management and Engineering.
    Skärvall, Axel
    Linköping University, Department of Management and Engineering.
    En värld i förändring: En litteraturstudie om utbildning för hållbar utveckling och deliberativa samtal i den svenska gymnasieskolan2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den svenska gymnasieskolans läroplan understryker att undervisning ska ge elever de väsentliga insikter som krävs för att förstå hur de själva kan främja en hållbar utveckling (Skolverket 2011: 7). Denna litteraturstudie syftar huvudsakligen till att undersöka huruvida implementeringen av utbildning för hållbar utveckling har främjat elevers förståelse för hållbar utveckling. Ett ytterligare delsyfte är att analysera deliberativa samtal som undervisningsmetod kopplat till hållbar utveckling. Syftet besvaras genom två preciserade frågeställningar.

    De vetenskapliga artiklar som används i denna studie riktar sig i synnerhet mot den svenska gymnasieskolans verksamhet och all insamlad data har analyserats genom en kvalitativ innehållsanalys. Uppsatsen utgår ifrån teorin om deliberativa samtal som undervisningsmetod men tar också avstamp i den normativa, faktabaserade och pluralistiska lärandetraditionen.

    Studien visar att implementeringen av utbildning för hållbar utveckling inte har resulterat i att elever signifikant ökat sin förståelse för hållbar utveckling. Denna studie påvisar dock att det deliberativa samtalet kan bidra till elevers förståelse för hållbar utveckling i den bemärkelsen att det ökar elevers kommunikationsförmåga, förståelse för andras perspektiv och engagemang. Vidare visar studien att det deliberativa samtalet uppfyller många kriterier för den pluralistiska undervisningstraditionen. Detta indikerar att metoden kan bidra till en förståelse för hållbar utveckling och att den således kan vara ett alternativ vid undervisning för hållbar utveckling.

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  • 346.
    Sultan, Ulrika
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Teknik: 10 lektioner i att förändra världen2018Collection (editor) (Other academic)
    Abstract [sv]

    Boken introducerar eleven för olika utmaningar som samhället står inför. Utmaningar som kräver teknik och teknisk kompetens. Förhoppningen är att texterna kan användas för att ge stöd till att konkretisera kursplanen i teknik och samtidigt anamma dagsaktuella frågeställningar i undervisningen. Anknytningen till samhällsproblemen är av särskild vikt då vi lärare och våra elever bör ha en problemlösande inställning till de förändringar som sker i samhället. Delar av materialet uppmuntrar eleverna till att anta ett kritiskt öga till tekniken de möter. Det kritiska ögat öppnar upp för analys, teknikutveckling och driv att vilja förändra och förbättra tekniken istället för att endast använda den. Sverige och världen behöver smartare, bättre och mer hållbar teknik. Det kan vara dina elever som förändrar världen.

    Bokens struktur och hur du som lärare kan förhålla dig till denVarje kapitel i boken innehåller fyra delar:

    • En intervju med en intressant person inom teknikbranschen.
    • Ett samhällsproblem kopplat till det område som personenarbetar inom.
    • Ett förslag på ett lektionsupplägg. 
    • En text med tips till dig som lärare om hur du kan förhålla dig till lektionen.

    Lektionerna är byggda på mina egna erfarenheter som ämneslärare i teknik samt på aktuell didaktisk forskning .De samhällsproblem som presenteras till varje kapitel utgår från områden ungdomar visat intresse för enligt undersökningar och grundar sig i nyhetsrapportering, globala FN-mål och företags framtidsvisioner inom de olika områdena. Du som lärare väljer själv hur du förhåller dig till lektionsmaterialet och kan modifiera det för att det ska passa din klass.

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  • 347.
    Sultan, Ulrika
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Axell, Cecilia
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    What are they doing?: Tool use and self-image of girls aged 9 to12 when engaging in technology education2019In: PATT 37 Developing a knowledge economy through technology and engineering education Msida, Malta, June 2019 / [ed] Sarah Pulé and Marc J. de Vries, Msida: Department of Technology and Entrepreneurship Education, University of Malta , 2019, p. 421-430Conference paper (Refereed)
    Abstract [en]

    In the field of technology education differences between girls and boys have been researched for some time but there is still a lack of knowledge about what exactly these differences consist of, and why they exist. The aim of this study is to explore tool use and self-image of girls aged 9 to12 when engaging in technology education. Data was collected over a course of two weeks, involving one Swedish compulsory school and three different classes with pupils aged 9 to 12. The data collection method used for this explorative study was unstructured observations made in-class during fourteen hours of teaching. Social identity theory is used as a theoretical framework to gain knowledge and clues as to why girls lose their interest in technology (education) as they get older. The results of the classroom observations revealed that, although the girls were not aware of it, they still confirmed gender stereotypes about girls and technology by e.g. adopting a social identity as not being technical. This study thus largely confirms the prevailing descriptions in previous research on girls and technology education.

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    What are they doing?: Tool use and self-image of girls aged 9 to12 when engaging in technology education
  • 348.
    Sundberg, Simon
    Linköping University, Department of Mathematics. Linköping University, Faculty of Science & Engineering.
    Framtidens statistikundervisning?: En studie om informella statistiska inferenser samt informella inferentiella resonemang2020Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is, partly, to examine the positive effects of informal statistical inferences (ISI) as well as informal inferential reasoning (IIR) on the development of statistical thinking by students and, partly, to examine how ISI and IIR are defined as well as how they are utilized in current statistical education research. The two databases, ERIC and Unisearch, as well as some manual searching, was used in order to systematically choose the articles used in this study. The results in the chosen articles are compared to Wild and Pfannkuchs (1999) categorization of statistical thinking. To get an overview on the current state of research, the ways in which ISI and IIR are defined as well as utilized are categorized. The characterization of ISI that Makar and Rubin (2009) produced is shown to be prevalent.

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    fulltext
  • 349.
    Sundin, Elisabeth
    Linköping University, Department of Management and Engineering, Business Administration. Linköping University, Faculty of Arts and Sciences.
    Intraprenörskapets förändrade betingelser2014In: Lärande i arbetslivet: möjligheter och utmaningar : en vänbok till Per-Erik Ellström / [ed] Henrik Kock, Linköping: Linköpings universitet , 2014, p. 250-264Chapter in book (Other academic)
    Abstract [sv]

    kapitlets viktigaste, och oroande, budskap är att den offentliga sektorns omvandling så som den nu genomförs inspirerad av New Public Management minskar entreprenöriella personers och processers möjligheter att verka. Vägen till den slutsatsen går över introduktion av, och diskussioner om, entreprenörskap och intraprenörskap. Det sistnämnda, det inomorganisatoriska entreprenörskapet, är starkt kontextbundet vilket medför att den offentliga sektorns särdrag måste presenteras för att få förståelse för individernas handlingar. New Public Management i sin svenska ”tappning” föregår sedan en genomgång av forskningsresultat av vad sentida omorganisationer inom offentlig sektor inneburit för olika personalkategorier; ledare och chefer, professionella och de längst ned i organisationerna. Exempel från kommunal, landsting och statlig verksamhet elaboreras i en spekulativ avslutning på temat ”vad skulle exempelentreprenörerna kunnat göra om dagens styr- och kontrollsystem tillämpats då de handlade”? Slutsatsen är inte en utan flera kontext- och individberoende men sammantaget negativa om det är entreprenörskap inom offentlig sektor som önskas.

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    Intraprenörskapets förändrade betingelser
  • 350.
    Svensson, Lennart
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Arbetsrelationer och lärandemiljöer2014In: Lärande i arbetslivet: möjligheter och utmaningar : en vänbok till Per-Erik Ellström / [ed] Henrik Kock, Linköping: Linköpings universitet , 2014, p. 265-278Chapter in book (Other academic)
    Abstract [sv]

    forskningen om arbete och arbetsplatser har haft en tendens att vara uppdelad i forskning som fokuserar antingen på egenskaper hos den arbetande människan eller på egenskaper hos arbetsplatser och arbetsuppgifter. Detta beror delvis på att forskningen utförts inom olika discipliner. Det beror också på en allmän dualism i tänkandet, en uppdelning i människa och yttre situation. Pedagogiska frågor handlar i grunden om förändring av innehållet i människors relationer till sin omvärld. I detta bidrag diskuteras den utmaning och möjlighet som ligger i ett relationellt pedagogiskt perspektiv på den arbetande och lärande människan. Diskussionen förs med utgångspunkt i Ellströms (Ellström 2004, 2005 och 2006) beskrivning av två verksamhets- och lärandelogiker med en fokus på utförande av arbete och på reproduktivt respektive utvecklingsinriktat lärande. I detta bidrag diskuteras hur vi kan utveckla en mer ingående kunskap om arbete som en relation mellan utförare och situation, samt om arbete som miljö för lärande.

    Per-Erik Ellström, Arvid Löfberg och jag var gemensamt redaktörer för ett specialnummer av Pedagogisk Forskning i Sverige om  Arbetslivspedagogik år 2005. Det inledande bidraget i numret, som vi skrev tillsammans, hade titeln ”Pedagogik i arbetslivet. Ett historiskt perspektiv” (Ellström, Löfberg & Svensson, 2005). Artikeln är en historisk genomgång av forskning om pedagogik i arbetslivet i Sverige, vilka områden den har berört, och hur forskningen har utvecklats fram till tidpunkten för artikeln. I en avslutande kommentar konstaterar vi: ”En tydlig tendens i den här beskrivna utvecklingen av forskningen om pedagogik i arbetslivet är förskjutningen från fokus på urval, rekrytering och utbildning av ledare och anställda till en fokus på frågor om arbetsplatsen som lärandemiljö, informellt lärande och de villkor för lärande som finns i dagens arbetsliv.” Vi konstaterar att denna förskjutning av forskningens fokus återspeglar en viss ”pedagogisering” av stora delar av arbetslivet genom satsning på kompetensutveckling, lärandeintensiva produktionsformer och organisationsformer, förändrad syn på ledning och styrning, och ökade förväntningar och krav på anställdas delaktighet i verksamheter och deras utveckling. Den här föreliggande boken utgör en bekräftelse av och presenterar en vidareutveckling av den förändrade inriktningen av den pedagogiska forskningen om arbetslivet, som vi beskrev i den tidigare artikeln.

    Mot bakgrund av utvecklingen av den pedagogiska arbetslivsforskningen hävdade vi i ovan nämnda artikel att arbetslivsforskningen hade bidragit till att vidga den pedagogiska forskningens perspektiv från en fokus på formell utbildning och undervisning till en fokusering på betingelser för lärande, kunskapsbildning och kompetensutveckling som en del av människors dagliga liv. Vi argumenterade för att detta vidgade perspektiv och det arbetslivspedagogiska forskningsområdet kan bidra till att utveckla förståelsen av mänsklig kunskapsbildning och dess kontextuella villkor och genom detta bidra till den grundläggande allmänpedagogiska teoriutvecklingen. Den här följande framställningen grundas i samma tanke om att allmänpedagogiska fenomen, frågor och kunskap finns representerade i forskningen om lärande i arbetslivet. Och omvänt att behandlingen av dessa fenomen och frågor inom detta område har en allmänpedagogisk relevans. Med utgångspunkt i arbetslivsforskning kommer grundläggande frågor om hur vi kan bilda pedagogisk kunskap ställas, och förslag till svar att ges, som även har stor allmänpedagogisk relevans.

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    Arbetsrelationer och lärandemiljöer
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