liu.seSök publikationer i DiVA
Ändra sökning
Avgränsa sökresultatet
6789101112 401 - 450 av 559
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Träffar per sida
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
Markera
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 401.
    Otterborn, Anna
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN).
    Schönborn, Konrad
    Linköpings universitet, Institutionen för teknik och naturvetenskap, Medie- och Informationsteknik.
    Hultén, Magnus
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN).
    Investigating Preschool Educators’ Implementation of Computer Programming in Their Teaching Practice2019Ingår i: Early Childhood Education Journal, ISSN 1082-3301, E-ISSN 1573-1707Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Modern preschool education is seen as an essential foundation for nurturing children’s digital literacy. Early childhood education environments have witnessed increased emphasis on integrating programming activities in combination with digital tablets. However, little is known about how preschool teachers implement programming as part of pedagogical strategies during practice. In Sweden, although there is a mandate to develop children’s understanding of the digital world, programming is not formally mentioned in the revised preschool curriculum. This study systematically investigates how Swedish preschool teachers implement programming activities in their teaching practice. Data was collected through a national online survey (n = 199). Findings revealed a range of apps and resources used in combination with tablets, where activity integration takes place as unplugged programming, digital programming, or as a combination of the former. Teachers markedly attributed intended learning goals around programming to tenets of computational thinking and “twenty-first century skills”. Moreover, programming was often actively linked to learning in other domains such as science, technology, mathematics, and language, approaches that show traditional Swedish preschool teaching practices being recontextualized in terms of programming. Based on the reported findings that provide insight into the implementation of programming in preschools, a logical future research avenue lies in exploring the documented programming activities from the perspective of the children.

  • 402.
    Otterborn, Anna
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Schönborn, Konrad
    Linköpings universitet, Institutionen för teknik och naturvetenskap, Medie- och Informationsteknik. Linköpings universitet, Tekniska fakulteten.
    Hultén, Magnus
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Surveying preschool teachers’ use of digital tablets: general and technology education related findings2019Ingår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 29, nr 4, s. 717-737Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The availability of digital tablets in preschools has increased significantly in recent years. Literature suggests that these tools can enhance students’ literacy and collaborative skills. As society becomes increasingly digitized, preschool curriculum reform also emphasises the subjects of technology and science as priority areas of learning. Teachers’ knowledge and experiences are of utmost importance in carrying out this mandate. Few studies have explored the use of digital tablets to teach preschool technology and science in Sweden, and there is an urgent need to ascertain the role of digital aids as teaching tools. This survey study seeks to determine how digital tablets are used to support preschool children’s learning in general, and with respect to technology education. Preschool educators (n = 327) across Sweden responded to an online survey consisting of 20 closed and 6 open items that probed the use of digital tablets. Survey results revealed a high degree of engagement with digital tablets in preschools, with activities directed toward various subject-related, social and generic skills. Programming, invention, construction and creation, problem-solving, and design emerged saliently as tablet activities in technology subject areas. Opportunities for providing meaningful learning tasks and digital adaptability were seen as pedagogical benefits of using tablets, but increasing expectations to integrate tablet activities with an accompanying lack of digital skills were expressed as limitations. Teachers’ recommendations for future tablet use included defining clearer curriculum guidelines for tablet implementation and adequate training for acquiring digital competence.

  • 403.
    Persson Thunqvist, Daniel
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Arbete och arbetsliv. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och sociologi. Linköpings universitet, Filosofiska fakulteten.
    Osvaldsson, Karin
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Cromdal, Jakob
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN).
    "SOS 112 - Vad har inträffat": När barn ringer och ber om hjälp2012Ingår i: Delaktighetens praktik: Det professionella samtalets villkor och möjligheter / [ed] Bulow, Pia, Persson Thunqvist, Daniel, Sandén Inger, Malmö: Gleerups Utbildning AB, 2012, 1, s. 57-73Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    Delaktighet och kommunikation är centrala ideal inom vård, omsorg och socialt arbete. Men vad innebär delaktighet i praktiken och hur kan teorier om delaktighet och professionella samtal förstås i olika praktiska sammanhang? Med utgångspunkt i svensk och internationell forskning ger den här boken en djupare inblick i villkor och möjligheter för professionella samtal. I ett tvärvetenskapligt perspektiv på kommunikation presenteras exempel från nya studier på vad delaktighet innebär inom en rad miljöer: nödsamtal, akut- och specialistsjukvård, äldreomsorg, biståndsbedömning, arbetsrelaterad rehabilitering och vårdutbildning.

    Boken passar väl för utbildningar till sjuksköterska, socionom, arbetsterapeut, sjukgymnast och läkare. I boken beskrivs även olika metoder för datainsamling och analys av data. Det innebär att boken med fördel kan knytas till metodundervisning och examensarbete på avancerad nivå.

  • 404.
    Plymoth, Birgitta
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier. Linköpings universitet, REMESO - Institutet för forskning om Migration, Etnicitet och Samhälle. Linköpings universitet, Filosofiska fakulteten.
    Reimers, Eva
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    A Historical Overview: Care and Education Intersecting with Status and Class in Swedish Childminder Education 1975-20112015Ingår i: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 9, nr 3, s. 1-16Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    From a perspective of status and class, this paper delineates changes in Swedish childminder education. The data are policy documents, documents from childminder training, and interviews with educators. The analysis is informed by post-structural theory. The study shows that the status of the childminder program has shifted between high and low status, and led toward differently classed life trajectories at different times. One reason for these variations is that the emphasis in childcare has shifted from care to teaching. This has at times increased the status of the education and the vocation, but also subverted the demand for childminders.

  • 405.
    Pripp, Anette
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Välja teknik?: Ungdomars röster om valet till gymnasiets teknikprogram2016Licentiatavhandling, monografi (Övrigt vetenskapligt)
    Abstract [sv]

    Gymnasievalet är ett viktigt beslut i ungdomars liv. Den här avhandlingen handlar om ungdomars gymnasieval till teknikprogrammet och om hur de beskriver sina skäl till och omständigheter kring att deras val föll på det programmet. Studiens fokus har varit riktat mot vilka motiv som ungdomar framhåller som viktiga för sitt val. En central fråga har rört deras intresse för teknik och huruvida detta har haft för betydelse för deras val.

    Datainsamlingsmetoden som använts har varit semi-strukturerade intervjuer. Materialet omfattar tjugo intervjuer med ungdomar som studerar på teknikprogrammet vid två gymnasieskolor i Mellansverige. I analysen av intervjuerna har tematisk analys använts. Fokus i analysen är de beskrivningskategorier som representerar de övergripande teman som framkommit vid intervjuerna, det vill säga ungdomarnas egna röster.

    Studiens resultat baseras på ungdomarnas beskrivningar och visar att ungdomars gymnasieval är ett självständigt val men förknippat med osäkerhet där familjen har störst påverkan på ungdomarnas gymnasieval. Ett annat resultat är att personligt intresse för teknik i allmänhet och datorspel i synnerhet har betydelse för gymnasievalet liksom att valet av ett teknikprogram har samband med dess inriktningar och profiler, dvs. att programmets lokala inriktningar avgjorde det slutliga beslutet. Studien visar också att ungdomarna gjorde taktiska val, dels genom att välja bort ämnen som ansågs svåra att få höga betyg i, dels genom att välja teknikprogrammet som de bedömde var mindre studiekrävande än andra program som t.ex. det naturvetenskapliga.

  • 406.
    Puskas, Tünde
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Jeppsson, Fredrik
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Om forskarhandledningens mål, samförfattarskap och meritering: Några dilemman inom det utbildningsvetenskapliga fältet2017Ingår i: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 7, nr 2, s. 51-62Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Utbildningsvetenskap är ett relativt nytt forskningsfält, men det har redan genomgått en stor förändring sedan sin tillkomst i slutet av nittiotalet. Syftet med att utforma ett nytt vetenskapsområde för lärarutbildning, pedagogisk yrkesverksamhet och lärande i arbetslivet var att utveckla praktiknära forskning i en svensk kontext. Utbildningsvetenskapen har dock utvecklats till ett internationellt orienterat och teoriförankrat fält som liknar de närliggande vetenskapsfälten samhällsvetenskap och humaniora. Skillnaden mellan idéerna kring vad utbildningsvetenskap ursprungligen var tänkt att vara och vad den sedan utvecklades till kan bland annat ses mot bakgrund av ”hetsen” kring publicering, som har medfört att det har blivit allt vanligare att skriva sammanläggningsavhandlingar på engelska än monografier på svenska. Dessa förändringar har i sin tur påverkat hur forskarhandledare ser på sina doktoranders resa mot att bli självständiga forskare. I denna reflektion problematiseras några av de dilemman som forskarhandledare inom fältet möter. Reflektionen utgår från fyra intervjuer med forskarhandledare inom fältet. Forskarhandledningens dilemman kopplas till publiceringsstrategiernas samt hela fältets förändrade karaktär under de senaste tio åren.

  • 407.
    Puskas, Tünde
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Ålund, Aleksandra
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier. Linköpings universitet, REMESO - Institutet för forskning om Migration, Etnicitet och Samhälle. Linköpings universitet, Filosofiska fakulteten.
    Ethnicity: the complexity of boundary creation and social differentiation2015Ingår i: International migration and ethnic relations: critical perspectives / [ed] Magnus Dahlstedt and Anders Neergaard, London: Routledge, 2015, s. 13-37Kapitel i bok, del av antologi (Refereegranskat)
  • 408.
    Puskás, Tünde
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Språk och flerspråkighet i förskolan: ideologiska dilemman och vardagspraktik2013Ingår i: Nationell förskola med mångkulturellt uppdrag / [ed] Polly Björk-Willén, Sabine Gruber, Tünde Puskás, Stockholm: Liber, 2013, 1, s. 45-70Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

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

  • 409.
    Puskás, Tünde
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    “Why Do We Celebrate …?” Filling Traditions with Meaning in an Ethnically Diverse Swedish Preschool2017Ingår i: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 49, nr 1, s. 21-37Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The Swedish preschool is an important socializing agent because the great majority of children aged, from 1 to 5 years, are enrolled in an early childhood education program. This paper explores how preschool teachers and children, in an ethnically diverse preschool, negotiate the meaning of cultural traditions celebrated in Swedish preschools. Particular focus is given to narrative representations of cultural traditions as they are co-constructed and negotiated in preschool practice between teachers and children. Cultural traditions are seen as shared events in the children’s preschool life, as well as symbolic resources which enable children and preschool teachers to conceive themselves as part of a larger whole. The data analyzed are three videotaped circle time events focused on why a particular tradition is celebrated. Methodologically the analysis builds on a narrative approach inspired by Bakhtin’s notion of addressivity and on Alexander’s ideas about dialogic teaching. The results of the analysis show that the teachers attempt to achieve a balance between transferring traditional cultural and religious values and realizing a child-centered pedagogy, emphasizing the child’s initiative. The analyses also show that narratives with a religious tonality generate some uncertainty on how to communicate with the children about the traditions that are being discussed. These research findings are important because, in everyday practice, preschool teachers enact whether religion is regarded as an essential part of cultural socialization, while acting both as keepers of traditions and agents of change.

  • 410.
    Puskás, Tünde
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Andersson, A.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, REMESO - Institutet för forskning om migration, etnicitet och samhälle. Linköpings universitet, Utbildningsvetenskap.
    Preschool teachers as keepers of traditions and agents of change2018Ingår i: Early years, ISSN 0957-5146, E-ISSN 1472-4421Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    According to the Swedish Preschool Curriculum, one of the tasks of the preschool is to pass on a cultural heritage, its values, traditions and history, language and knowledge, from one generation to the next. The formulation indicates that cultural heritage plays an important role in defining the tasks of preschool teachers as far as the transmission of cultural norms is concerned.

    The aim of the overall study was to explore how Swedish preschool teachers implement and reflect on the task of transmitting a cultural heritage. This paper has its focus on how a particular cultural tradition, Easter, is celebrated in two preschools.

    The empirical data consists of 227 min video data from two preschools. The video data were analysed through qualitative content analysis with a focus on how different semiotic resources, actions and artefacts are used to perform Easter.

    The different modes of enacting traditions are used as instruments of socialisation into a cultural heritage as well as means of actualisation of a preschool pedagogy. While preschool teachers can be seen as agents of change who challenge some of the ways of celebrating a tradition, they are also agents of national reproduction. Thus, the teachers both enact the curriculum and build a bricolage of elements, some of which represent continuity, while others represent change.

  • 411.
    Puskás, Tünde
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Andersson, Anita
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Keeping Education Non-Confessional While Teaching Children about Religion2019Ingår i: Religion & Education, ISSN 1550-7394, E-ISSN 1949-8381Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The paper explores how in a Swedish preschool with a religious profile teachers balance between keeping education non-confessional and teaching about a tradition with religious roots. In this paper, the focus is on how and why the secular and religious narratives are intertwined in a play that aims to teach children about why Easter is celebrated. Theoretically we combine Grimmitt's theoretical concepts of learning about and learning from religion with Smart's analytical framework. The analysis reveals that through translating between the secular and religious narratives the play offered an opportunity to learn both about and from religion.

  • 412.
    Puskás, Tünde
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Björk-Willén, Polly
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Dilemmatic aspects of language policiesin a trilingual preschool group2017Ingår i: Multilingua - Journal of Cross-cultural and Interlanguage Communiciation, ISSN 0167-8507, E-ISSN 1613-3684, Vol. 36, nr 4, s. 425-449Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article explores dilemmatic aspects of language policies in apreschool group in which three languages (Swedish, Romani and Arabic) arespoken on an everyday basis. The article highlights the interplay between policydecisions on the societal level, the teachers’interpretations of these policies, aswell as language practices on the micro level. The preschool group is seen as acomplex context for negotiating language policies and expectations regardinglanguage use. The theoretical framework builds on Billig’s work on ideologicaland everyday dilemmas that we argue are detectable at both levels of theanalysis. The analysis of the ethnographic material shows that the explicitlanguage policy formulated in the Swedish preschool curriculum leads, inpractice, to ideological, pedagogical and everyday dilemmas. Moreover, anunwillingness to set rules for children’s language choice combined with thecentral position of free play in Swedish preschool practice has led to a situationin which children fall short of their potential to develop bilingual competence.

  • 413.
    Rauniomaa, Mirka
    et al.
    University of Helsinki, Finland .
    Haddington, Pentti
    University of Oulu, Finland.
    Melander, Helen
    Uppsala University, Finland.
    Gazin, Ann-Danièle
    Utrecht University, Finland.
    Broth, Mathias
    Linköpings universitet, Institutionen för kultur och kommunikation, Avdelningen för språk och litteratur. Linköpings universitet, Filosofiska fakulteten.
    Cromdal, Jakob
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Levin, Lena
    Swedish National Road and Transport Research Institute (VTI).
    McIlvenny, Paul
    Aalborg University.
    Parsing tasks for the mobile novice in real time: Orientation to the learner's actions and to spatial and temporal constraints in instructing-on-the-move2018Ingår i: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 128, s. 30-52Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper studies parsing as a practice used in mobile instruction. The findings build on ethnomethodological conversation analysis and on observations made on video data that have been collected from three settings: skiing, driving a car and flying a plane. In the data, novice learners are instructed by more experienced instructors to accomplish variousmobile tasks. The paper shows how instructors use parsing to guide learners to carry out, step-by-step, the sub-actions that the ongoing mobile task (e.g. turning, landing) is composed of. The paper argues that parsing is a practice employed by instructors to highlight the sub-actions of a mobile task. Instructors may also use parsing to orientlearners to emergent problems to do with the timing, quality and order of the sub-actions in the performance of a complex mobile task. Finally, the paper shows that sometimes there is not enough time to parse an ongoing task, in which case the parsing can be carried out afterwards.

  • 414.
    Reimers, Eva
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Discourses of education and constitutions of class: public discourses on education in Swedish PBS television2014Ingår i: Discourse. Studies in the Cultural Politics of Education, ISSN 0159-6306, E-ISSN 1469-3739, Vol. 35, nr 4, s. 540-553Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Drawing on post-structural perspectives and analysis of television programs on education, the article investigates the public educational discourse in Sweden. It shows how a dominant neoliberal educational discourse is articulated together with a discourse of equal education, where the two discourses influence and subvert each other so that neither becomes totally hegemonic. Taking point of departure in the neoliberal emphasis on the individual, not the least concerning school choice and in relation to the significance of class for educational success, the analysis focus on the constitution of classed positions. The study reveals constitutions of class in which race, place, gender, economy, and agency are intertwined, such that the schools and the students are attributed both different status and differing subject positions in terms of future economic trajectories. The conclusions drawn are that in the public conversation about the organization and goal of compulsory education it is important to be aware of the discursive and political contexts in which the discussions take place, and that class matter in the educational assemblage in the form of economic subjectivities constituted in a web of intersecting notions about differing preconditions and outcomes of education.

  • 415.
    Reimers, Eva
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Economic and Political Subjectivities in Public Discourses on Education2013Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Purposes

    The present paper employs public discourses, in the form of policy documents from the OECD, EU and the UN, news and popular media, to explore how economic and political subjectivities simultaneously emerge and are obfuscated in the ubiquitous discourses on education that are dominated by neoliberal ideas (Ball, 2006; Buras & Apple, 2005).

     Perspectives and theoretical framework

    One point of departure are the notions of “interdiscursivity” and “medialization of politics,” which point to how discourses are rearticulated in different contexts, drawing on each other, and thereby both affirming and displacing each other, and to how politics is made intelligible in public media (Fairclough, 1995; 2000). Another point of departure is the notions of assemblages and flight lines (Deleuze & Guattari, 2004). These concepts enable us to understand the neoliberal education discourse as an open, ambiguous and undecided assemblage, and to explore how this assemblage makes possible differing educational aims and subject positions.

     Methods

    The argument is based on discourse analysis of transnational policy documents and news and popular media from different nations. The aim of the analysis is to explore what economic and political subject positions are made possible in these different data sets.

     Results and Arguments

    Although the tenants of neoliberalism are dominant, they are not totally hegemonic. In both the policy documents and the public media data, there are simultaneous articulations of a neoliberal educational discourse and a discourse of education as a tool to enhance democracy and create social justice. Furthermore, these discourses inform and are often intertwined with each other. 

     The transnational policy documents predominantly articulate education as possibilities.

    There are, however, salient differences between the OECD and EU documents, and the UN documents. Although all emphasize what education can do for the nations, the former stress education as a prerequisite for economic progress, whereas the latter stress eliminating poverty, fostering democracy, and empowering individuals and subordinated groups. In this way, the OECD and EU documents constitute subjectivities in relation to a market focused on how learners can contribute to a growing economy, whereas the UN documents constitute political subjects who can contribute to society through political interventions.

     News and public media are dominated by articulations of an education system in a state of “crisis”. The arguments for these representations and the solutions brought forward are drawn from a neoliberal discourse focused on competition, marketization, free choice, and private initiatives, but there is also a parallel and intersecting discourse of education as a means to give subordinated subjects opportunities for a better life. However, these discourses mainly point to economic rather than to political subjectivities, who hold their future in their own hands by making the right choices and working hard. This is not completely unambiguous, as media representations, especially in the popular media, also depict resistance and constitute subjectivities who subvert the neoliberal hegemony and who insist on the political (Mouffe, 2005). These subversions open the door to notions of education as practices that not only stabilize, but also destabilize and change society.

  • 416.
    Reimers, Eva
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Homonationalism in teacher education - productions of schools as heteronormative national places2017Ingår i: Irish Educational Studies, ISSN 0332-3315, E-ISSN 1747-4965, Vol. 36, nr 1, s. 91-105Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The paper interrogates how teacher education and schools are produced as places for simultaneous and intertwined norms of nationality and norms of sexuality. Drawing on data from observations at a Swedish teacher training programme, the concepts of banal nationalism, homonationalism, and precarity are used in order to discuss productions of sexual, national, and cultural subjects. The analysis indicates that homonationalism in education produces tolerable queers together with intolerant migrants. In this way Sweden is produced as a homonormative nation in opposition to nations and subjects that are considered other. The concluding section suggests using investigations of homonationalism as a tool in teacher education in order to bring about more inclusive schools.

  • 417.
    Reimers, Eva
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN).
    Pågående tillblivelse av ämnet pedagogiskt arbete: reflektioner utifrån en forskarutbildningskurs2014Ingår i: Pedagogiskt arbete: enhet och mångfald / [ed] Monika Vinterek, Anders Arnqvist, Falun: Högskolan Dalarna, 2014, 1, s. 188-208Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 418.
    Reimers, Eva
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    The Productivity of Death: Post-human Perspectives on Death as a rupture in the everyday life2016Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    According to many sociologist (cf. Baumann 1992, Berger 1969, Davies 1997, 2005), death reveals the precariousness of not only the individual human subject, but of all social worlds. Thus, the point of departure for sociological and cultural studies on death is often the notion of death as obliteration and the end of life as we know it. This notion serves as point of departure for studies on how individuals and collectives develop cultural practices in order to negotiate the irrevocability and finality of life that death implies. In this way, death serves as the target for the development of religion, of funeral practices, of memorials and memorialisation, of a plethora of artefacts, and of formations of societies and nations.

    In this presentation I want to turn things around. Instead of seeing death as the object and target for social and cultural practices, my point of departure is the agency and productivity of death. Drawing on post-humanist theory (Deleuze and Guattari (1988, Latour 2005), I want make trouble with the common dichotomous notion of death and life. Moving away from a conception of death and life as each other’s opposites, I want to explore death as an assemblage, produced by multiple elements and phenomena, as well as producing multiple elements and phenomena. Specifically, I want to shed light on the productivity of death. Using examples from my different studies on death, bereavement, and memorialisation (Reimers 1999, 2003, 2007, 2011, 2012), my argument is that assemblages of death produces new relations, new becomings, and therefore should not be seen as neither the end or the opposite of life. Death is becoming.

  • 419.
    Reimers, Eva
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Why education?: economic and political subjectivities in public discourses on education2017Ingår i: Education and political subjectivities in neoliberal times and places: emergences of norms and possibilities / [ed] Eva Reimers, Lena Martinsson, London: Routledge, 2017, s. 101-117Kapitel i bok, del av antologi (Refereegranskat)
  • 420.
    Reimers, Eva
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Martinsson, LenaDepartment for Cultural Sciences, University of Gothenburg, Sweden.
    Education and Political Subjectivity in Neoliberal Times and Places: Emergences of norms and possibilities2016Samlingsverk (redaktörskap) (Refereegranskat)
    Abstract [en]

    Education and Political Subjectivities in Neoliberal Times and Places investigates the conditions and possibilities for political subjectivities to emerge in international educational contexts, where neoliberal norms are repeated, performed and transformed.

    Through demonstrating the possibility of political subjectivities, this book argues that neoliberalism should neither be considered post-political, nor a natural law by which educational practices have to abide.

    This book considers how political subjectivities are made possible in education in spite of dominant neoliberal  norms. Chapters address key theoretical discussions surrounding these different, sometimes contradicting, norms and their relationship to education, economy and politics. This innovative approach considers diverse educational and political initiatives in the wake of new public management, postcolonial perspectives on neoliberal education, and educational practices and critical possibilities. The book advocates understanding and enacting democracy as an experiment, based on the conception that democracy is constantly constructed and constitutes a transformative process in society in general as well as in education.

     This book advances the argument that there is still room for political subjectivity in spite of the dominance of neoliberal educational governance. It will appeal to researchers, academics and postgraduate students in the fields of higher education, education policy and politics, sociology of education and comparative and international education, as well as those interested in neoliberalism, new public management, and inequality.

  • 421.
    Reimers, Eva
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Martinsson, Lena
    Department of Cultural Sciences, University of Gothenburg.
    Political subjectivity, political struggle and political education in times of precarisation2017Ingår i: Education and political subjectivities in neoliberal times and places: emergences of norms and possibilities / [ed] Eva Reimers, Lena Martinsson, London: Routledge, 2017, s. 118-129Kapitel i bok, del av antologi (Refereegranskat)
  • 422.
    Rengman, Helen
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Johansson, Helen
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Jeppsson, Fredrik
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Den elektriska kretsen - En explorativ studie av svenska elevers uppfattningar angående den elektriska kretsen2010Ingår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 6, nr 2, s. 173-191Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study has developed as a part of an ongoing co-operation between Taiwan, Finland and Sweden with the purpose of examining and comparing the conceptions of students of different ages concerning electric circuits. The purpose of this explorative study is to find out what conceptions Swedish students of different ages have concerning the electric circuit. The study has been accomplished by means of semi-structured interviews. Altogether nine students in the age of eleven, fifteen, seventeen and eighteen have been interviewed. The interviews have been analyzed partly from Kärrqvist’s (1985) models that students have shown regarding electric circuits. The result inter alia demonstrates that three models are to be found among the respondents corresponding to Kärrqvist’s (1985) ideas. In addition, we discovered a new model, which does not correspond to Kärrqvist’s (1985) models or any other known model in the literature. The new model has been named “kopplingsberoende modell” (connection-dependent model). Furthermore we revealed that all the respondents had the idea of a closed circuit where they often used the word wire to describe end explain the electric circuit.

  • 423.
    Ringrose, Jessica
    et al.
    Institute of Education.
    Eriksson Barajas, Katarina
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Gendered risks and opportunities?: Exploring teen girls’ digitized sexual identities in postfeminist media contexts2011Ingår i: International Journal of Media and Cultural Politics, ISSN 1740-8296, E-ISSN 2040-0918, Vol. 7, nr 2, s. 121-138Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In debates on young people’s engagements with new media, social networking sites(SNSs) have been explored as potentially democratizing spaces allowing a wider spectrum of young users to engage with digital technology than ever before. In relation to gender difference, SNSs are viewed as places that have opened up girls’ and women’s use of new media, building on earlier claims about how online practices like personal websites and blogging have revolutionized girls’ access to and uses of digital technology. On the other hand, there are prominent public debates over children and sexualization, for example, that position young people and particularly girls as at risk of exposure to online content or SNSs that are not age appropriate, and which may contain adult sexually explicit content or pornography, or even put young people at risk from online paedophiles. In this article we try to think through and beyond SNSs as sites of both gendered risk and opportunity, drawing on qualitative data from a UK study of teens’ uses of the SNS Bebo. We discuss and trouble what gendered and sexualized risk and opportunity might mean in relation to user-generated content and peer-to-peer networks. We situate peer networks as operating within wider postfeminist, pornified media contexts which may intensify dynamics like sexual objectification of girls’ bodies. But we also illustrate how girls navigate such trends in complex ways exploring instances of porno-chic performance and sexualized cyberbullying.

  • 424.
    Rundgren, Carl-Johan
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Att börja tala 'biokemiska': betydelsen av metaforer och hjälpord för meningsskapande kring proteiner2006Ingår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 1, nr 5, s. 30-42Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper deals with the process of acquiring a subject-specific language. When confronted with the visual representations and scientific terms of molecular life science, students try to make meaning using the language they have access to and their prior experience. In this process students use a kind of intermediate language, with frequent use of metaphors. Some metaphors can be traced back to the teaching they have experienced, while some are spontaneous metaphors created by the students. They also make use of words that seemingly have no meaning, here referred to as helpwords. The results from this study indicate that spontaneous metaphors and helpwords are important in learning situations, especially in an abstract discipline such as molecular life science. This paper aims to give a preliminary theoretical description of the phenomenon of helpwords, based on an interview study of 20 students taking natural science courses in their upper secondary school education.

  • 425.
    Rundgren, Carl-Johan
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Betydelsen av metaforer och hjälpord för meningsskapande vid lärande av molekylärbiologi.2005Ingår i: Naturfagsdidaktikkens mange facetter.: The proceedings of Det 8 nordiske forskersymposium om undervisningen i naturfag, Ålborg/Denmark. / [ed] Bering, L.; Dolin, J.; Krogh, L. B.; Sølberg, J.; Sørensen, H. & Troelsen, R., Copenhagen: Danmarks Pædagogiske Universitets Forlag , 2005, s. 267-274Konferensbidrag (Refereegranskat)
  • 426.
    Rundgren, Carl-Johan A.
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Tibell, Lena
    Linköpings universitet, Institutionen för teknik och naturvetenskap, Visuell informationsteknologi och applikationer. Linköpings universitet, Tekniska högskolan.
    Critical Features of Visualizations of Transport through the Cell Membrane: An Empirical Study of Upper Secondary and Tertiary Students' Meaning-Making of a Still Image and an Animation2010Ingår i: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 8, nr 2, s. 223-246Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Images, diagrams and other forms of visualization are playing increasingly important roles in molecular life science teaching and research, both for conveying information and as conceptual tools, transforming the way we think about the events and processes the subject covers. This study examines how upper secondary and tertiary students interpret visualizations of transport through the cell membrane in the form of a still image and an animation. Twenty upper secondary and five tertiary students were interviewed. In addition, 31 university students participated in a group discussion and answered a questionnaire regarding the animation. A model, based on variation theory, was then tested as a tool for distinguishing between what is expected to be learned, what is present in the visualizations, and what is actually learned by the students.

    Three critical features of the ability to visualize biomolecular processes were identified from the students’ interpretations of the animation: the complexity of biomolecular processes, the dynamic and random nature of biomolecular interactions, and extrapolation between 2D and 3D. The results of this study support the use of multiple representations to achieve different learning goals.

  • 427.
    Rundgren, Carl-Johan
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Chang Rundgren, Shu-Nu
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Chang, C-Y
    NTNU.
    Are you SLiM from a biological perspective? -- Evaluating scientific literacy in media regarding biological terms2010Konferensbidrag (Refereegranskat)
  • 428.
    Rundgren, Carl-Johan
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Chang Rundgren, Shu-Nu
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Schönborn, Konrad
    Linköpings universitet, Institutionen för teknik och naturvetenskap, Visuell informationsteknologi och applikationer. Linköpings universitet, Tekniska högskolan.
    Students’ conceptions of water transport2010Ingår i: Journal of Biological Education, ISSN 0021-9266, Vol. 44, nr 3, s. 129-135Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Understanding the diffusion of water into and out of the cell through osmosis is fundamental to the learning and teaching of biology. Although the movement of water into (and out of) the cell is typically thought of as occurring directly across the lipid bilayer, the major proportion of osmosis actually occurs via specialized transmembranal water-channels called aquaporins. The objective of this study was to investigate students’ prior knowledge of water transport from Taiwan and Sweden by three individual studies. A questionnaire with open-ended question and question using a Likert scale was used at upper secondary level and an open-ended questionnaire was developed to let university students draw and write down their ideas. The results generated from three individual studies including an initial study conducted with 118 Swedish upper secondary biology students, and the other two studies implemented in Taiwan with 101 non-science majors and in Sweden with 37 science majors enrolled in a third-year biochemistry course. The results from the initial study indicated that 50% of respondents to a questionnaire on diffusion seemed to be oblivious of the fact that water is transported through the cell membrane through specialised channels. The Taiwanese data showed that the non-science majors explained water transport mainly as a phenomenon occurring at a cellular level. Furthermore, the majority of the students showed no awareness of specialised water channels and seemed to think that water molecules can diffuse directly into (and out) of the cell membrane. From the Swedish students’ responses, surprisingly, one third of these “expert” students did not provide explanations of water transport that involved specialised water channels. In addition, a larger proportion of the students (41%) used explanations on a molecular level than the Taiwanese students, but the majority (54%) still based their explanations on cellular level descriptions of the process. The preliminary findings of the study presented here indicate that the majority of the students in this study thought that water penetrates the bilayer directly. Our results indicate that teaching the topic of diffusion is often not up to date with the current world-view of science.

  • 429.
    Rundgren, Carl-Johan
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Chang Rundgren, Shu-Nu
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN).
    Tseng, Yuen-Hsien
    National Taiwan Normal University.
    Chang, Chun-Yen
    National Taiwan Normal University.
    Difficult biological concepts in media coverage2011Konferensbidrag (Refereegranskat)
    Abstract [en]

    The ability of citizens to be able to understand and critically read and discuss the scientific reports presented in media is of inc creasing importance in science education. The SLiM (Scientific Literacy in Media) approach, on which this study is based, gives a possibility to measure scientific literacy based on the most commonly appearing scientific terms in news media. This study analyzed the 22 biology items from the prior SLiM study and identified the most difficult biology concepts for Taiwanese (N=619) and Swedish (N=117) non-science majors from university and upper secondary levels. The correct rate (%) of each item was analyzed to present students’ performances on each item. From the results, in general, it was found that Taiwanese students performed better than Swedish students at both university and upper secondary levels. However, Swedish university students were a bit better than the Taiwanese in definition-based (DB) items. Looking at the individual country, both Swedish and Taiwanese students’ performances on context-based (CB) items were better than DB items with significant difference (p<.01). Among the four items that were found difficult for both Swedish and Taiwanese students, two relates to biotechnology, and the other two are about function of enzymes and cell biology.

  • 430.
    Rundgren, Carl-Johan
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Chang Rundgren, Shu-Nu
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Tseng, Yuen-Hsien
    National Taiwan Normal University, Taipei.
    Lin, Pei-Ling
    National Taiwan Normal University, Taipei.
    Chang, Chun-Yen
    National Taiwan Normal University, Taipei.
    Are you SLiM? Developing an instrument for civic scientific literacy measurement(SLiM) based on media coverage2012Ingår i: Public Understanding of Science, ISSN 0963-6625, E-ISSN 1361-6609, Vol. 21, nr 6, s. 759-773Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this study is to develop an instrument to assess civic scientific literacy in media (SLiM). A total of 50 multiple-choice items were developed based on the 95 most common scientific terms appearing in media covering the subjects of biology (45.26%, 22 items), earth science (37.90%, 19 items), physics (11.58%, 6 items) and chemistry (5.26%, 3 items) in Taiwan. A total of 1034 students from three distinct groups (7th graders, 10th graders and undergraduates) were invited to participate in this study. The reliability of this instrument was 0.86 (KR20). The average difficulty of the SLiM ranged from 0.19 to 0.91, and the discrimination power is 0.1 to 0.59. According to participants’ performances on SLiM, it was revealed that 10th graders (Mean = 37.3±4.2) performed better than undergraduates (Mean = 33.0±5.5) and 7th graders (Mean = 26.7±8.3) with significant differences (p< .05).

  • 431.
    Rundgren, Carl-Johan
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Hirsch, Richard
    Linköpings universitet, Institutionen för kultur och kommunikation. Linköpings universitet, Filosofiska fakulteten.
    Tibell, Lena A. E.
    Linköpings universitet, Institutionen för teknik och naturvetenskap, Visuell informationsteknologi och applikationer.
    Chang Rundgren, Shu-Nu
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier.
    Help-words – a Creative Way of Making Sense of visualizations in molecular life science2010Konferensbidrag (Refereegranskat)
    Abstract [en]

    When confronted with the representations and terms of science, students make meaning using the knowledge and language they possess. They make frequent use of conventional expressions, but they also use words that seemingly have no conventional meaning, here labelled help-words. This study explores the verbal resources upper secondary students use to make meaning of molecular life science. The paper gives a description of the phenomenon of non-conventionalised expressions, help-words, based on a study of 20 upper secondary students. The results indicate that help-words are meaningful in learning situations, especially in abstract disciplines such as molecular life science.

  • 432.
    Rundgren, Carl-Johan
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Hirsch, Richard
    Linköpings universitet, Institutionen för kultur och kommunikation. Linköpings universitet, Filosofiska fakulteten.
    Tibell, Lena A.E.
    Linköpings universitet, Institutionen för teknik och naturvetenskap, Visuell informationsteknologi och applikationer. Linköpings universitet, Tekniska högskolan.
    Death of Metaphors in Life Science?: A study of upper secondary and tertiary students' use of metaphors and help-words in their meaning-making of scientific content.2009Ingår i: Asia-Pacific Forum on Science Learning and Teaching, ISSN 1609-4913, Vol. 10, nr 3, s. Article 3-Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The study reported in this article investigated the use of metaphors by upper secondary and tertiary students while learning a specific content area in molecular life science, protein function. Terms and expressions in science can be used in such precise and general senses that they are totally dissociated from their metaphoric origins. Beginners in a scientific field, however, lack the experience of using a term of metaphorical origin in its domain-specific precise and general sense, and may therefore be more cognitively affected than the expert by the underlying metaphor. The study shows that beginners in the field of molecular life science use spontaneous metaphors and metaphors used in teaching in a way that demonstrates that they have difficulty using the proper scientific terminology. The results of this study indicate, among other things, that difficulties in science education may, to a large degree, be connected with problems of communicating the generality and precision of scientific terms and metaphors used in science. The article ends with a suggestion as how to enable students to move from general and vague metaphoric uses of scientific terms toward a more general and precise usage.

  • 433.
    Rundgren, Carl-Johan
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Hirsch, Richard
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för kultur och kommunikation, Avdelningen för språk och kultur.
    Tibell, Lena
    Linköpings universitet, Institutionen för teknik och naturvetenskap, Visuell informationsteknologi och applikationer. Linköpings universitet, Utbildningsvetenskap.
    Chang Rundgren, Shu-Nu
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Students’ Use of Terms and Conceptual Understanding inMaking Meaning of Visualizations of Protein Function2010Konferensbidrag (Refereegranskat)
    Abstract [en]

    Molecular life science has become one of the fastest-growing fields regarding scientific and technical innovation. Images, diagrams and other forms of visualizations are playing increasingly important roles in molecular life science research, teaching and learning. This study examines how upper secondary students interpret visualizations of protein function. Thirteen upper secondary students and four tertiary students (majoring in biochemistry) were interviewed in semi-structured interviews. The interviews were structured around two 2D illustrations of proteins and an animated representation of water molecules being transported through a channel in the cell membrane. In the analysis of the transcripts, a score, based on the SOLO-taxonomy, was developed to evaluate the depth of students’ conceptual understanding. Furthermore, the relative use of scientific terms, metaphors, deictic and non-conventionalized expressions in the students’ explanations was also disclosed. The results indicate that the beginner students frequently use metaphors which came from their school education or created by themselves, i.e. spontaneous metaphors. Students also make use of non-conventionalized expressions that seemingly have no meaning in relation to scientific concepts and processes. The results from this study indicated that there was no simple positive correlation between use of scientific terms and the depth of conceptual understanding. Interestingly, in the interviews, non-conventionalized expressions were used to express conceptual understanding and they play a role in the meaning-making of the students. Moreover, the results revealed that difficulties in science education may to a large degree be connected to the potential problems concerning communicating the precise and general nature of scientific terms.

  • 434.
    Rundgren, Carl-Johan
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Filosofiska fakulteten.
    Tibell, Lena A ELinköpings universitet, Institutionen för teknik och naturvetenskap, Medie- och Informationsteknik. Linköpings universitet, Utbildningsvetenskap.
    Critical Features in Visualization of Protein Function.: An Empirical Study of Student´s Meaning-Making of Diagrams and an Animation.2008Proceedings (redaktörskap) (Övrig (populärvetenskap, debatt, mm))
    Abstract [en]

    Ever since Watson’s & Crick’s first image of the double helix of DNA was published in 1953, the use of visualizations in molecular life science has continued to grow in importance. Several studies of students’ interpretation of images and other forms of visualizations have been conducted in science education research, especially physics. These studies have shown that ambiguities, simplifications and potentially misleading elements in the design of visualizations can give rise to unexpected difficulties or alternative interpretations.

    In this study we are using variation theory as a framework for our analysis. According to variation theory, which can be characterized as a theoretical development and framework with roots in phenomenographic research, variation in how a phenomenon is experienced by a learner is decisive for the learning outcome. According to variation theory, there are some critical features that corresponds to the aspects of a phenomenon that makes the student grasp the content. The key objetive of this investigation is to study which critical features of biomolecular processes involving proteins can be discerned using still images as compared to an animation.

    In the study, a set of 107 students taking different variants of the natural science program in the second (grade 11) or third (grade 12) year of their upper secondary education answered a questionnaire with open-ended questions, focusing of the structure, function and occurrence of proteins. From those students, 20 were interviewed in semi-structured, revised clinical interviews. The interviews focused on the structure and function of proteins and were structured around three 2D visualizations of proteins redesigned from examples in text books used in their biology and chemistry courses, and an animation. The analysis of the interview transcripts yielded three categories of critical features relating to learning biomolecular processes, which caused a major part of the difficulties students experienced when interpreting the visualizations: 1) Features that shows the complexity of biomolecular interactions arising from the multitude of different molecules that are simultaneously interacting with each other. 2) Features that shows the dynamic and random character of movement of the particles, including the unimaginable speed at which reactions occur. 3) Extrapolation from 2D to 3D and visualizing 3D-structures.

  • 435.
    Samuelsson, Elin
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier.
    Dobros, Christos
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN).
    Är det verkligen sant? Att hitta, sortera och värdera information i skolans undervisning: En litteraturstudie om hur skolan arbetar med källkritik, informationskompetens och kritiskt tänkande2018Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Det här är en systematisk litteraturstudie i syfte att utforska hur begreppen och förmågorna källkritik, informationskompetens och kritiskt tänkande tas upp och arbetas med i dagens skola. Vi har här utgått från tre frågeställningar som är: Hur arbetar lärare och elever med att utveckla sin informationskompetens i grundskolan? Vilka undervisningsstrategier används i dagens skola om källkritik och kritiskt tänkande? Varför bör skolan och lärare undervisa i källkritik och kritiskt tänkande? Vi har i denna studie använt oss av databassökning och manuell sökning för att få fram ett sådant bra utbud av litteratur som möjligt. Resultatet av forskningen visade att dessa begrepp är svåra att arbeta med då de är ytterst komplexa. Lärare bör ha dessa begrepp i åtanke under all typ av undervisning som sker i skolan då det har blivit allt viktigare att vara källkritiskt och ha ett kritiskt tänkande i dagens samhälle. Det framgick även i studien att lärare och bibliotekarier anser att det är svårt att veta vems ansvar det är att lära ut om dessa begrepp/förmågor.

  • 436.
    Samuelsson, Joakim
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Hallström, Jonas
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Matematiksvårigheter i åtgärdsprogram: skolornas intentioner med elever i behov av särskilt stöd2016Ingår i: Specialpedagogik: i, om, för och med praktiken / [ed] Anna-Lena Eriksson-Gustavsson, Karin Forslund Frykedal, Marcus Samuelsson, Stockholm: Liber, 2016, 1, s. 51-71Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 437.
    Schooner, Patrick
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Filosofiska fakulteten.
    Klasander, Claes
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Hallström, Jonas
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Swedish Teachers’ Views of Assessing Technological Systems in Compulsory School2015Ingår i: PATT 29 Plurality and Complementarity of Approaches in Design & Technology Education, Marseille, France, April 2015 / [ed] Marjolaine Chatoney, Marseille: Presses Universitaires de Provence , 2015Konferensbidrag (Refereegranskat)
    Abstract [en]

    Technology education is regarded as a new school subject in comparison with other subjects within the compulsory school system – both nationally and internationally. As such, the practice of teaching and assessment in technology lacks the long-term experiences that other teachers within other subjects can use in their own practices. This becomes especially apparent when technology teachers assess students’ knowledge in and about technological systems. Studies have shown that technology teachers lack experience of and support for assessment. Consequently, technology teachers’ (implicit) experiences constitute a crucial factor in the making of the course design and shaping students paths to knowledge about technological systems.

    This paper describes the assessment views of five technology teachers and their elaborated thoughts on valuing systems knowledge for students aged 13 to 16 in the Swedish compulsory school through the use of semi-structured qualitative interviews. The research aim is to describe the teachers’ assessment views in terms of types of knowledge, spanning from basic to higher understanding of technological systems. Six focused areas of interest when the teachers assess knowledge about systems are presented. The teachers experienced three levels of understanding - basic, intermediate and advanced. In conclusion, the gap between basic and higher levels of understanding can be defined as a linear, uni-dimensional understanding of systems on a basic level, but a non-linear, multi-dimensional understanding on both an intermediate and advanced level.

  • 438.
    Schooner, Patrick
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Klasander, Claes
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Hallström, Jonas
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Swedish technology teachers’ views on assessing student understandings of technological systems2018Ingår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 28, nr 1, s. 169-188Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Technology education is a new school subject in comparison with other subjects within the Swedish compulsory school system. Research in technology education shows that technology teachers lack experience of and support for assessment in comparison with the long-term experiences that other teachers use in their subjects. This becomes especially apparent when technology teachers assess students’ knowledge in and about technological systems. This study thematically analysed the assessment views of eleven technology teachers in a Swedish context. Through the use of in-depth semi-structured qualitative interviews, their elaborated thoughts on assessing knowledge about technological systems within the technology subject (for ages 13–16) were analysed. The aim was to describe the teachers’ assessment views in terms of types of knowledge, and essential knowledge in relation to a progression from basic to advanced understanding of technological systems. The results showed three main themes that the interviewed teachers said they consider when performing their assessment of technological systems; understanding (a) a system’s structure, (b) its relations outside the system boundary and (c) its historical context and technological change. Each theme included several underlying items that the teachers said they use in a progressive manner when they assess their students’ basic, intermediate and advanced level of understanding technological systems. In conclusion, the results suggest that the analysed themes can provide a basis for further discussion about defining a progression for assessing students’ understanding about technological systems. However, the findings also need to be examined critically as the interviewed teachers’ views on required assessment levels showed an imbalance; few students were said to reach beyond the basic level, but at the same time most assessment items lay on the intermediate and advanced levels.

  • 439.
    Schooner, Patrick
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Klasander, Claes
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Hallström, Jonas
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Teknik, systemgräns och människa: Tekniklärares uppfattningar om vad tekniska system är2018Ingår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, nr 4, s. 427-442Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The subject matter of technological systems is central in compulsory school technology education in Sweden. However, technology teachers would need more support in their endeavors to interpret the curriculum as both educational and philosophical research lack a clear answer to the question of what technological systems are. A better conceptualization of technological systems could also facilitate communication between teachers and students, and even improve learning about systems. The aim of this study is thus to investigate Swedish technology teachers’ conceptions about technological systems. We interviewed 11 technology teachers in compulsory education from various parts of Sweden. The transcripts from the interviews were analyzed with thematic content analysis and resulted in four characteristic system properties. In the teachers’ collective depictions of technological systems, the first two system properties focused on the technological core of the system, closely related to a philosophical conception of technology as objects. In contrast, the last two system properties illustrated the teachers’ descriptions of technological systems as something that is closely connected to a socio-technical understanding of systems where humans play a significant role for their evolution. There was one exception to this, namely how the systems are controlled, and here the teachers were ambivalent as to how much humans can intervene. The conception of technological systems as objects and the uncertainty about human control over these systems, are two obstacles to well-designed systems teaching that will lead to technological literacy for students.

  • 440.
    Schooner, Patrick
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Nordlöf, Charlotta
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Klasander, Claes
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Hallström, Jonas
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Design, system, value: The role of problem-solving and critical thinking capabilities in technology education, as perceived by teachers2017Ingår i: Design and Technology Education: An International Journal, ISSN 1360-1431, E-ISSN 2040-8633, Vol. 22, nr 3, s. 60-75Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The Organisation for Economic Co-operation and Development (OECD, 2013) defines its views on necessary skills for 21st century citizenship and life-long learning, advocating a generic skill set of literacy, numeracy, and problem-solving in technology-rich environments. Other sources also include critical thinking as a vital 21st century skill. There are also those who question the concept of 21st century skills, claiming that, although very important, these skills are in fact old and have been around for decades, or even centuries. Therefore, in many countries, skills such as critical thinking and problem-solving are already addressed in technology education as part of the core subject matter, especially regarding competencies connected to technological literacy. Critical thinking and particularly problem-solving have been well researched in technology education, but seldom from the teacher’s point of view. 

    The aim of this article is to investigate Swedish compulsory school technology teachers’ views on problem-solving and critical thinking as curriculum components and as skills addressed in teaching. Twenty-one teachers were subjected to in-depth qualitative interviews. The findings of the study show that the interviewed teachers can be said to express three approaches to teaching about technology in a critical thinking and problem-solving mode: (1) the design approach, (2) the system approach, and (3) the value approach. Even though the present Swedish technology curriculum does not explicitly mention these skills, the teachers say they incorporate critical thinking and problem-solving in different settings within the subject of technology. Problem-solving and critical thinking are not seen as generic capabilities but they are always connected to and integrated with subject content in technology by the teachers. The teachers mix the approaches depending on the teaching content, especially when teaching about complex technology, although there is a tendency to disregard critical thinking capabilities when dealing with design, and neglect problem-solving skills when addressing values.

  • 441.
    Schooner, Patrick
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Nordlöf, Charlotta
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Klasander, Claes
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Hallström, Jonas
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Developing 21st Century Skills in Swedish Compulsory School Technology Education: Three Teacher Perspectives2016Ingår i: PATT 32 Proceedings: Technology Education for 21st Century Skills / [ed] Marc J. de Vries, Arien Bekker-Holtland and Gerald van Dijk, Utrecht, 2016, s. 411-418Konferensbidrag (Refereegranskat)
    Abstract [en]

    The concept of 21st century skills has several definitions. Sweden, as well as other countries, address 21st century skills under various labels in technology education, especially in terms of competencies connected to technological literacy. However, regardless of used definition, two of the most occurring items concern problem solving and critical thinking. Previous research in the field of technology education lacks descriptions of the relationship between 21st century skills and teaching about technology within the compulsory school system. By investigating Swedish compulsory school technology teachers’ views on problem solving and critical thinking capabilities, this study aims at identifying different aspects of the relationship between technology education and 21st century skills. Through the use of in-depth qualitative interviews, this study was able to determine different teacher perspectives addressing problem-solving and critical thinking activities in a classroom environment. The study also explored how the 21st century skills of critical thinking and problem solving were dealt by the teachers and how they perceived that the skills were implemented in their teaching. Additionally, the study shows that the interviewed teachers expressed utilised three perspectives on teaching about technology in a critical thinking and problem solving mode. These were; (1) the artefact driven perspective, (2) the system perspective, and (3) the holistic perspective. In conclusion, even though the present Swedish curriculum does not explicitly mention 21st century skills, the teachers incorporate critical thinking and problem-solving in different settings within the subject of technology. The authors found that the teachers mix the perspectives depending on the teaching content, especially when teaching about complex technology.

  • 442.
    Schoultz, Jan
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    NTA - ett redskap för skolutveckling: en skrift för dig som är intresserad av elevers och lärares lärande inom naturvetenskapen2018Bok (Övrigt vetenskapligt)
  • 443.
    Schoultz, Jan
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN).
    Socioscience issues: möjligheter och problem2014Ingår i: Dynamiska och komplexa miljöer: reflektioner över pedagogiska praktiker : vänbok till Glenn Hultman / [ed] Ann-Sofi Wedin, Ann-Marie Markström, Kristina Hellberg, Linköping: Linköpings universitet, Institiutionen för beteendevetenskap och lärande , 2014, s. 115-126Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 444.
    Schuler Braunschweig, Patricia
    et al.
    Research & Development, Zurich University of Teacher Education, Zurich, Switzerland.
    Elvstrand, Helene
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Kappler, Christa
    Research & Development, Zurich University of Teacher Education, Zurich, Switzerland.
    Söderman Lago, Lina
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Jansson, Magnus
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Chiapparini, Emanuela
    Institut of Childhood, Youth and Family, Zurich University of Applied, Sciences School of Social Work, Zurich, Switzerland.
    Teaching in Different Spaces: How Educators and Teachers Work Together in Full-Day Schools2019Ingår i: Extended Education from an International Comparative Point of View: WERA-IRN Extended Education Conference / [ed] Marianne Schüpbach and Nanine Lilla, Wiesbaden: Springer, 2019, 1, s. 85-99Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Professionals in all-day schools and in leisure time centres strive to purposefully extend the curriculum in the classroom with extracurricular activities. Extracurricular activities are more or less organized activities outside of the traditional teaching lessons during a regular school day and include supervised games, free play, and structured lessons organized before and after lunchtime. These activities are held at the school building. Such activities are added to children’s school days, making them more integrated to maximize social and cognitive learning for students and to enhance educational development. Education at school is extended in time and space, taught by professionals. The multi-professional cooperation among classroom teachers and extracurricular activities teachers is seen as powerful but can be rife with tension as professional boundaries are crossed. Data from interviews with classroom teachers and extracurricular activities teachers focusing on the meaning of extended education in newly organized all-day schools in urban Switzerland (n=32) and in Sweden (n=18) is analyzed using Grounded Theory Methods and viewed as a field for negotiating professional responsibilities. Despite different traditions in all day schooling, a lack of understanding of the other profession is a hindering factor for a symmetrical professional cooperation in both countries.

  • 445.
    Schultze, Felix
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Coteaching chemical bonding with Upper secondary senior students: A way to refine teachers PCK2018Licentiatavhandling, sammanläggning (Övrigt vetenskapligt)
    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.

    Delarbeten
    1. Coteaching with senior students – a way to refine teachers’ PCK for teaching chemical bonding in upper secondary school
    Öppna denna publikation i ny flik eller fönster >>Coteaching with senior students – a way to refine teachers’ PCK for teaching chemical bonding in upper secondary school
    2018 (Engelska)Ingår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 40, nr 6, s. 688-706Artikel i tidskrift (Refereegranskat) 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.

    Ort, förlag, år, upplaga, sidor
    Routledge, 2018
    Nationell ämneskategori
    Lärande
    Identifikatorer
    urn:nbn:se:liu:diva-152777 (URN)10.1080/09500693.2018.1436792 (DOI)
    Tillgänglig från: 2018-11-21 Skapad: 2018-11-21 Senast uppdaterad: 2018-11-21Bibliografiskt granskad
  • 446.
    Schönborn, Konrad
    et al.
    Linköpings universitet, Institutionen för teknik och naturvetenskap, Medie- och Informationsteknik. Linköpings universitet, Tekniska högskolan.
    Haglund, Jesper
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Xie, Charles
    Concord Consortium, Concord, MA, USA.
    Pupils' early explorations of thermoimaging to interpret heat and temperature2014Ingår i: Journal of Baltic Science Education, ISSN 1648-3898, E-ISSN 2538-7138, Vol. 13, nr 1, s. 118-132Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In thermodynamics teaching, pupils have been found to confuse temperature and heat, and to conceive touch as an infallible thermometer. This study explored the potential of combining the sense of touch with infrared (IR) thermal imaging on pupils’ understanding of heat and temperature. Eight 7th-grade pupils (12-13 years old) worked in pairs across three laboratory exercises (real-time IR imaging, static IR images, or thermometers) to predict, observe and explain (POE) the temperatures of different objects. An anomaly between perceived ‘coldness’ and measured temperature was induced among the pupils, but they did not manage to resolve this cognitive conflict. The pupils observed the objects getting warmer and increasing in temperature, but did not explain the experiments as involving a heat flow from their bodies to the objects. Successful explanation might require a combination of thermal imaging and the explicit introduction of a simple heat-flow model.

  • 447.
    Severinsson, Susanne
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Socialt arbete.
    Nord, Catharina
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, NISAL - Nationella institutet för forskning om äldre och åldrande.
    Reimers, Eva
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN).
    Ambiguous spaces for troubled youth: Home, therapeutic institution or school?2014Ingår i: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In Sweden, as in many other countries, students that schools are unable to handle are removed from their local environments and sometimes from their parental homes and moved to rural residential care homes. Although ‘home’ and ‘school’ are clearly considered places where problems exist, it is not these places that are scrutinised and subjected to change, but the students. How do the change of place and the performance of the alternative ‘home’ and alternative ‘school’ contribute to the students’ adjustment? In this article we explore the significance of place in these measures and ask questions about how possibilities for agency and subjectivities are produced.  The article is based on an ethnographic study of two residential care homes for troubled youth, aged 12 to 15. The results show how complex assemblages produce opportunities and limitations for care and education and how location and buildings partake in the constitution of possible subjectivities and agency. The analysis inspired by Actor-Network Theory (ANT) can capture mobility and flow, an important aspect when studying complexity. This kind of analysis enables a study of the complex arrangements for disadvantaged youth that takes into consideration not just social interactions but also materiality.

  • 448.
    Silfverhammar, Niclas
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Läxa- eller vad får ta plats i livet?2014Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Denna uppsats syftar till att göra en explorativ studie om vad läxor är och varför de finns i skolan. Syftet är således att undersöka vad som menas med läxa, vilken betydelse själva ordet har och har haft, beröra läxfrågan genom intervjuer med tre yrkesverksamma lärare, genomgång av nationella regler som styrt skolan från 1842 och framåt, samtida debatt samt en undersökning av en del av den tidigare forskningen kring läxor i en svensk kontext.

    Studien visar att läxa nämns i regelverken under en period på 1950-60 talen men finns som begrepp redan i fornsvenskan, och används i skolans värld åtminstone från 1800-talets slut. Intervjuerna med de tre yrkesverksamma lärarna tyder på att läxor uppfattas och används olika i skolan idag bland annat för att det är ofta upp till den enskilda läraren att bestämma om läxors vara eller inte vara, i vilken omfattning och i vilka ämnen de kan ges.

    Läxa har under senare tid kommit att bli en rättvise- och jämlikhetsfråga. Olika grundförutsättningar dels i hemmen och dels i skolorna att kunna stödja barnen med hemuppgifterna är en aspekt på läxans följder, men också bland annat med tanke på möjligheten till skattesubventionerat RUT-avdrag till professionella läxhjälpare för de som har råd.

    Framtida forskning i ämnet skulle kunna vara en intervjustudie med elever-föräldrar och lärare för att se på vilka sätt skolan kan anpassa sig bättre till rådande förutsättningar i det samhälle som finns idag och imorgon.

  • 449.
    Simonsson, Kjell
    et al.
    Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, Hållfasthetslära. Linköpings universitet, Tekniska högskolan.
    Renner, Johan
    Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, Mekanisk värmeteori och strömningslära. Linköpings universitet, Centrum för medicinsk bildvetenskap och visualisering, CMIV. Linköpings universitet, Tekniska högskolan.
    Hallberg, Peter
    Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, Maskinkonstruktion. Linköpings universitet, Tekniska högskolan.
    Simonsson, Maria
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Tekniska högskolan.
    Kamratutvärdering i kurser med stort datorlaborativt inslag2014Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    De mångfacetterade krav som idag ställs på yrkesverksamma högskole- och civilingenjörer handlar inte enbart om rena ämnesmässiga kunskaper och förmågor, utan även om t.ex. erfarenhet och förmåga att delta i och leda projekt samt (kopplat till detta) kommunikativ skicklighet (såväl muntlig som skriftlig). En annan uppgift som yrkesverksamma ingenjörer måste kunna bemästra i sin profession är att (individuellt, eller som medlemmar i olika typer av styrgrupper) bedöma och utvärdera andras ingenjörsmässiga arbete, en oerhört central uppgift i ett projekt- och kvalitetssäkringsperspektiv.

    Det övergripande syftet med arbetet har varit att studera hur kamratbedömning kan implementeras i redan existerande kurser, för att på så sätt ge de studerande möjlighet att träna på att ge och ta emot kritisk bedömning, att förbättra de studerandes lärande via ett större aktivt engagemang under kursen samt att se om potential finns att effektivisera undervisningen m.a.p. lärarinsatsen, genom att lyfta över en del av enklare rutinkontroller till de studerande själva.

    Kamratbedömning har implementerats i två sinsemellan likartade kurser inom beräkningsmekanik vid högskole- resp. civilingenjörsprogrammen i Maskinteknik, LiTH (600 studenter ingick i studien). Mer specifikt har till två enklare inledande laborationsuppgifter inkluderats ett moment av kamratbedömning. Utvärderingen av det genomförda arbetet har skett via en kvalitativ studie, där de studerandes perspektiv/synpunkter inhämtats i samband med skriftlig redovisning av inlämningsuppgifter. Utöver detta har den kursansvarige gjort observationer av hur kamratutvärderingsarbetet fortskridit under laborationstid.

    Resultatet visar att de studerande har uppskattat granskningen av såväl det egna som kamraternas arbeten, och att de sett det som ett led i lärandeprocessen. Även professionsperspektivet har lyfts fram där de studerande betonar vikten av moment och uppgifter i utbildningen som har en direkt relevans i det kommande yrkeslivet. Den kursansvariges bedömning är vidare att andelen ”viktiga” och ”relevanta” frågor ökat, vilket ger indikationer på att kamratbedömning kan vara en såväl pedagogiskt som effektivitetsmässigt gynnsam metodik. De studerande har dock upplevt logistiken/administrationen kring kamratvärderingen som i vissa avseenden besvärlig.

    Sammanfattningsvis är det vår slutsats att kamratbedömning har en stor potential att berika utbildningar m.a.p. förmåga till kritisk granskning, djupinlärning och effektivisering, men att verksamheten inte bara skall implementeras kursvis (med risk för suboptimering och ineffektivitet), utan att den bör inlemmas i ett större perspektiv, med progression genom utbildningen som riktmärke.

  • 450.
    Simonsson, Maria
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Filosofiska fakulteten.
    Bilder av barnet. Exemplet Pija Lindenbaums protagonist Lill-Zlatan2009Ingår i: Barn, barndom och föräldraskap, Stokholm: Carlsons bokförlag , 2009, 1, s. 155-173Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    Barn, barndom och föräldraskap handlar om några av samhällets viktigaste angelägenheter – barnet och föräldrarna. Detta är områden som vi alla har erfarenheter av och som har betydelse på alla plan i samhället. Frågor som rör barn, barndom och föräldraskap är ständigt närvarande i samhällsdebatt och politik liksom i människors vardag. De är idag också betydelsefulla kunskapsområden och forskning pågår inom en rad olika discipliner. I denna bok medverkar 21 forskare från skilda forskningstraditioner. Utifrån olika perspektiv skriver de om en rad olika frågor: Hur gränserna för vad som är ett barn har dragits historiskt; betydelsen av barns insatser och arbete; barns ställning som medborgare; hur människor, verkliga och fiktiva, förhandlar positioner i de vardagsliv som levs i familjen, förskolan och skolan; synen på föräldraskap och hur föräldrar ser på uppfostran och barns behov. Boken innehåller också texter som diskuterar teoretiska redskap för att utveckla forskning kring barn, barndom, föräldraskap och familj. barn, barndom och föräldraskap är angelägen läsning för alla som av olika skäl intresserar sig för barns villkor och plats i samhället.

    Bokens redaktörer är Ann-Marie Markström, Linköpings universitet; Maria Simonsson, Linköpings universitet; Ingrid Söderlind, Institutet för Framtidsstudier i Stockholm och Linköpings universitet och Eva Änggård, Stockholms universitet.

6789101112 401 - 450 av 559
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf