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  • 501.
    Strömdahl, Helge
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Teaching chemistry in Sweden2010In: Teaching Chemistry around the World / [ed] Björn Risch (Ed.), Münster: Waxman Verlag GmbH , 2010, 1, p. 343-356Chapter in book (Other (popular science, discussion, etc.))
    Abstract [en]

    A description of the Swedish educational system about chemistry and its challenges.

  • 502.
    Strömdahl, Helge R.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    On Discerning Critical Elements, Relationships and Shifts in Attaining Scientific Terms: The Challenge of Polysemy/Homonymy and Reference2012In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 21, no 1, p. 55-85Article in journal (Refereed)
    Abstract [en]

    Words with well-known meaning in colloquial language often make up an educational challenge when introduced as terms with formal scientific meaning. New connections must be established between the word, already constrained by existing meaning and reference, and the intended formal scientific meaning and reference. A two-dimensional semantic/semiotic analysing schema (acronym 2-D SAS) has been developed to clarify a given word/term in a structured mode both according to non-formal senses and referents and formal scientific meaning and referents. The schema is constructed on ideas from semantics, semiotics and history and philosophy of science. The approach is supposed to be a contribution to make a fine-gained analysis of the structure and dynamics of conceptual change. The role of referents and referent change in conceptual change is highlighted by analysing the character of the recurrent mix-up of the terms heat and temperature among students at different educational levels.

  • 503.
    Strömdahl, Helge
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Tibell, LenaLinköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Educational Sciences.
    Skola och naturvetenskap: politik, praktik, problematik i belysning av ämnesdidaktisk forskning2012Collection (editor) (Other academic)
    Abstract [sv]

    Redaktörer för antologin är Helge Strömdahl och Lena Tibell , båda verksamma vid Linköpings universitet och FontD. Helge Strömdahl är professor emeritus i naturvetenskapernas didaktik och tidigare FontD:s föreståndare och vetenskaplige ledare. Lena Tibell är professor i visuellt lärande och kommunikation, biokemi och livsvetenskapernas didaktik samt ordförande i styrelsen och nuvarande vetenskaplig ledare för FontD. Presentationer av antologins samtliga författare finns i bokens inledning.

    Vad är relationen mellan religion och naturvetenskap? Hur lär man sig att ”läsa” naturen? Är naturvetenskaplig kunskap vacker? Vad lär man sig på vetenskaps- och teknikcentra? Vilken betydelse har språk, bilder och animationer i naturvetenskapligt lärande? Vad är förhållandet mellan vetenskaplig disciplin och skolämne? Ovanstående är exempel på frågor som utreds och diskuteras på vetenskaplig grund i denna antologi. Ur olika forskningsperspektiv och ordnade under fem teman, presenterar 17 yngre forskare, som disputerat vid Nationella forskarskolan i naturvetenskapernas och teknikens didaktik (FontD), skolans naturvetenskap utifrån samhällets krav, skolans praktik och dess dilemman.

    Antologin vänder sig till blivande och verksamma lärare, lärarutbildare, läromedelsförfattare, skolledare, skoladministratörer, rekryterare till högskolan och politiska beslutsfattare samt andra intresserade av naturvetenskaplig utbildning och undervisning.

  • 504.
    Strömdahl, Helge
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Tibell, Lena
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Educational Sciences.
    Tecken i tiden: utmaningar och inriktningar2012In: Skola och naturvetenskap: politik, praktik, problematik i ämnesdidaktisk belysning / [ed] Helge Strömdahl & Lena Tibell, Lund: Studentlitteratur , 2012, 1, p. 327-331Chapter in book (Other academic)
    Abstract [sv]

    Didaktikforskning med inriktning mot naturvetenskap är ett forskningsfält som är under stark utveckling och tillväxt. Förutom dess förankring i de naturvetenskapliga disciplinerna är den ett multidisciplinärt område med inflöde från exempelvis vetenskapshistoria och filosofi, kognitiv psykologi, lingvistik, neurovetenskap och perceptionsforskning. Vi noterar dessutom ett ökat intresse för ämnesdidaktiksk forskning bland företrädare för de vetenskapliga disciplinerna och i lärarutbildningen. Direktiven för den nu aktuella nya lärarutbildningen och regeringens proposition, Bäst i klassen – en ny lärarutbildning (SOU 2009/10:89) talar ett tydligt språk i den riktningen genom att ämnesdidaktikens plats i ämnesstudierna poängteras. Förhoppningsvis innebär inflödet av forskningsbaserad didaktisk kunskap i lärarutbildningen att effektiv undervisning kommer till stånd i skola och högskola med åtföljande goda läranderesultat. I detta avslutande kapitel ger vi en kortfattad exposé över den forskning som speglas i antologins olika kapitel samt den naturvetenskapsdidaktiska forskning som är under framväxt. Syftet är att stimulera läsaren till att ta del av forskningsresultat, delta i forskningsprojekt eller att påbörja egen forskning.

  • 505.
    Sultan, Ulrika
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Flickors teknikintresse i fokus2018In: Teknikdidaktisk forskning för lärare: Bidrag från en forskningsmiljö / [ed] Karin Stolpe, Gunnar Höst, Jonas Hallström, Linköping: Linköping University Electronic Press, 2018, p. 31-40Chapter in book (Other academic)
    Abstract [sv]

    Detta kapitel belyser de möjligheter som arbete utifrån ett genusperspektiv i teknikundervisningen kan skapa. Det kan handla om att i teknikundervisningen utmana föreställningar om vem som får vara den som är teknisk, att lyfta fram synsätt, beteenden, egenskaper, produkter, yrken och kunskaper som anses som lämpliga för kvinnor och/eller män och utforska dessa. Genom att som lärare stödja sig på studier om bland annat vad teknik kan vara för elever, flickors teknikande, betydelsen av lärarens kompetens och hur könsidentiteter skapas och formas kan fler elever få möjligheter att bibehålla sina teknikintressen genom skolåren. Att vara medveten om hur teknikintresse kan gestaltas på olika sätt skapar möjligheter till att skapa teknikundervisning som är intressant, roligt och viktig för alla elever. I jämförelse med pojkar självskattar sig flickor ofta som mer negativa till grundskolans teknikämne. Möjliga orsaker till denna negativa inställning till teknikämnet lyfts fram och några tankar om åtgärder för att vända det negativa till något positivt diskuteras. Kapitlets huvudsakliga fokus ligger på flick- ors teknikintresse och det återkommer genom hela kapitlet. 

  • 506.
    Sultan, Ulrika
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Teknik: 10 lektioner i att förändra världen2018Collection (editor) (Other academic)
    Abstract [sv]

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

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

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

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

    Vår tanke är att de tre första delarna av varje kapitel kan kopieras upp och delas ut till eleverna, och att du själv behåller delen Till dig som är lärare. Om du föredrar att läsa texter för klassen, bara använda intervjuerna och ta fram eget lektionsmaterial, eller bara använda vissa av lektionerna är helt upp till dig. I slutet av boken hittar du en lista på vilka delar av läroplanen varje kapitel kan kopplas till. Vissa kapitel har kompletterande material som du som lärare behöver skriva ut inför lektionen. Det materialet finns att hämta på http://hacktheworld.se under fliken För lärare.

  • 507.
    Sultan, Ulrika
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Axell, Cecilia
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Girls’ Engagement in Technology Education: A Systematic Review of the Literature2018In: PATT36 International Conference: Researche and Practice in Technology Education: Perspectives on Human Capacity and Development / [ed] Niall Seery, Jeffrey Buckley, Donal Canty, Joseph Phelan, Technology Education Research Group , 2018, p. 231-238Conference paper (Other academic)
    Abstract [en]

    The aim of this study is to review international published scientific literature on the subject of girls’ engagement in technology education, in order to: (a) identify what is the most common descriptions of the relationship between girls and technology, (b) identify how girls’ engagement in technology education is described, and (c) identify the type of technology concerned. After systematically searching a bibliographic database, 21 articles were located and included in the study. For each article, we have analysed the purpose of the study, the content of the research done, the research method used, and the sample characteristics and the results observed. The results of the literature review are discussed in terms of their implications for future research and can be used as guidance for educators and researchers in the area. This could lead to further questions, such as if a negative discourse around girls’ relationship with technology may assist or hinder girls’ engagement in technology and technology education

  • 508.
    Sultan, Ulrika
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Axell, Cecilia
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Girls’ engagement with technology education: A scoping review of the literature2019In: Design and Technology Education: An International Journal, ISSN 1360-1431, E-ISSN 2040-8633, Vol. 24, no 2, p. 20-41Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to review internationally published scientific literature on the subject of girls’ engagement in technology education, in order to identify the most common descriptions of girls’ engagement with technology education, girls’ technological activities, and the relationship between girls and technology. After a scoping review of the literature, 20 relevant articles were identified and included in the study; they were analysed using content analysis. The results show that, according to the reviewed studies, girls are less interested in and have less positive attitudes towards technology (education) than boys. They are also less likely to choose a technology- or STEM-oriented occupa-tion. Several of the included studies venture possible explanations as to why this is and refer mainly to cultural factors. Those studies that do define the type of technology used in girls’ activities mostly describe a neutral, or male kind of “nuts and bolts” technology. As regards girls’ relationship to tech-nology, there is potential for improving female engagement using apparently simple means; for ex-ample, making sure the social context of teaching is adapted to girls. The results of the literature review are discussed in terms of their implications for future research and can be used as a guide for educators and researchers in the area. In particular, the reasons for girls’ lower interest in technolo-gy education compared to boys need to be further researched, and it may be that researchers need to study girls in their own right, not in perpetual comparison with boys, in order to come closer to an answer

  • 509.
    Sultan, Ulrika
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Axell, Cecilia
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    What are they doing?: Tool use and self-image of girls aged 9 to12 when engaging in technology education2019In: PATT 37 Developing a knowledge economy through technology and engineering education Msida, Malta, June 2019 / [ed] Sarah Pulé and Marc J. de Vries, Msida: Department of Technology and Entrepreneurship Education, University of Malta , 2019, p. 421-430Conference paper (Refereed)
    Abstract [en]

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

  • 510.
    Sultan, Ulrika
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hagerman, Frans
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Teknik: ljud och musik2018In: Naturvetenskap och teknik genom estetiska lärprocesser i förskolan / [ed] Fredrik Jeppsson, Stockholm: Natur och kultur, 2018, 1, , p. 136p. 41-60Chapter in book (Other academic)
    Abstract [sv]

    På vilket sätt kan kända barnvisor användas som utgångspunkt för att lära barn om teknik? Hur kan förskolläraren hjälpa barnen att skaa musikinstrument med hjälp av enklare vardagsföremål?  Kan barn lära sig nya saker om ljud genom att erbjudas möjlighet att experimentera med digitala verktyg? I detta kapitel fördjupar vi oss i ovanstående frågeställningar.

  • 511.
    Svenningsson, Johan
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Carl Mitcham: Descriptions of Technology2019In: Reflections on Technology for Educational Practitioners: Philosophers of Technology Inspiring Technology Education / [ed] Dakers, John R. Hallström, Jonas. de Vries, Marc J., Boston, MA: Brill Academic Publishers, 2019, p. 13-24Chapter in book (Refereed)
  • 512.
    Svenningsson, Johan
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Student attitudes toward technology: what is hidden behind the survey answers?2016In: PATT-32 Proceedings Technology Education for 21st Century Skills: Utrecht, The Netherlands, August 2016 / [ed] Marc J. de Vries, Arien Bekker-Holtland, Gerald van Dijk, Utrecht, The Netherlands: University of Applied Sciences , 2016, p. 463-472Conference paper (Refereed)
    Abstract [en]

    The Pupils’ attitudes towards technology survey (PATT) has been used for 30 years and is still used by researchers. Since first developed, validity of the questionnaire constructs have primarily been discussed from a statistical point of view, while few have discussed the type of attitudes and interest the questionnaire measure, and in what way.

     

    In order to contribute to an increased understanding of the PATT results we present six 14-year-old Swedish students and their results in the PATT-SQ survey, as well as their thoughts about why they responded to the survey as they did. This is to be able to understand what the student attitudes and interest in technology might mean. In this paper we focus on the categories; Interest, Career and Gender and the students’ interpretations of the statements and the Likert-scale. These six students completed a Swedish version of the PATT-SQ three weeks prior to a 15 minute semi-structured interview.

     

    Even though most of the interviewees use interest as a synonym to enjoyment, this lack of distinction does not seem to affect the survey result. Our interpretation is that the respondents describe interest (and/or enjoyment) as a well-developed interest. An urge for a technological career equals working as an engineer or architect among these interviewees. Those who do not want to pursue such a career refer to this career, rather vaguely as technician. There seem to be an impact from other sources than school, which create this difference in career aspirations. Finally the gender category cannot be used by calculating the mean, since students’ tend to use the same option generally on the Likert-scale independently of how the how the statements are posed.

  • 513.
    Svenningsson, Johan
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Swedish Students’ view on Technology: Results from a pilot study using an adaptation of the PATT-SQ questionnaire2015In: PATT 29 Plurality and Complementarity of Approaches in Design & Technology Education, Marseille, France, April 2015 / [ed] Marjolaine Chatoney, Marseille: Presses Universitaires de Provence , 2015Conference paper (Refereed)
  • 514.
    Svenningsson, Johan
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Understanding attitude measurement: Exploring meaning and use of the PATT short questionnaire2018In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 28, no 1, p. 67-83Article in journal (Refereed)
    Abstract [en]

    The pupils’ attitudes toward technology survey (PATT) has been used for 30 years and is still used by researchers. Since it was first developed, the validity of the questionnaire constructs has primarily been discussed from a statistical point of view, while few researchers have discussed the type of attitudes and interest that the questionnaire measures. The purpose of this study is to increase the knowledge about student interpretations and the meaning of their answers in the recently developed PATT short questionnaire (PATT-SQ). To research this, a mixed methods approach was used, where the qualitative data from six interviewees (students aged 14) help to explain and interpret the quantitative data from 173 respondents (students aged 12–15). The interviewed students completed a Swedish version of the PATT-SQ 3 weeks prior a semistructured interview. The results from this study imply that the PATT-SQ survey can be used mostly as it is, but this study also shows that there are some categories that require some caution when being analyzed and discussed. For example, the gender category cannot be used as intended since it does not measure what it is supposed to and it might be gender-biased. The interest category can advantageously be reduced to four items to focus on school technology, which will indicate how deep a student’s well-developed individual interest is. And the career category seems to only detect students’ who urge a career in technology, while the other students lack knowledge about what that career might be and therefore they are not interested in such a career.

  • 515.
    Svensson, Maria
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Att urskilja tekniska system: didaktiska dimensioner i grundskolan2011Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The purpose of this thesis is to contribute to the field of technology education research, specifically that which concerns teaching and learning about technological systems. Today's technologically complex society is made up of a variety of systems that humans interact with. Information, energy and communication are examples of technological systems with which we are involved daily. Education in technology prepares young people for participating as active citizens in a technologyintensive society and therefore includes technological systems as part of the knowledge content in the Swedish compulsory school subject of technology. Research related to the technology subject shows that the teaching of technological systems is limited and there is uncertainty about what the learning entails.

    The overall questions which this thesis intends to investigate are: How do young people experience technological systems? How can young people’s experiences of technological systems be used to develop the teaching of technological systems? What potential does knowledge about  technological systems have in contributing to a better understanding of technology in today’s society?

    The thesis is based on two studies presented in four articles. Two of the articles focus on young people’s experiences of technological systems and the other two highlight pedagogical dimensions of technological systems for teaching and learning. The studies take the perspective of  the learners’, using a phenomenographic approach, and investigate young people’s ways of experiencing technological systems. To start from the learners’ experience is an important aspect of the tradition of pedagogical research that concerns content specific knowledge. The phenomenographic approach offers empirical ways of investigating qualitative differences in the collective experience of the phenomenon and an opportunity to highlight what teaching should focus on to create learning opportunities.

    The main result of the studies consists of knowledge about dimensions of technological systems and critical aspects within those dimensions. Together they offer a perspective for teaching, providing possible starting points for teachers when they plan instruction. If teachers address their own and young people’s awareness of dimensions of variation, it could enable more powerful ways of learning about technological systems. The pedagogical implications in terms of technological systems also point to aspects that are relevant for understanding technology on a more general level, namely skills which active citizens in today’s technologically complex society must possess. Technological systems knowledge offers an understanding of technology in which key aspects of civil commitment, impact and user responsibility can be made visible and thus  problematized.

    List of papers
    1. Discerning technological systems related to everyday objects: mapping the variation in pupils experience
    Open this publication in new window or tab >>Discerning technological systems related to everyday objects: mapping the variation in pupils experience
    2010 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 20, no 3, p. 255-275Article in journal (Refereed) Published
    Abstract [en]

    Understanding technology today implies more than being able to use the technological objects present in our everyday lives. Our society is increasingly integrated with technological systems, of which technological objects, and their function, form a part. Technological literacy in that context implies understanding how knowledge is constituted in technology, and in particular how concrete (objects) and abstract levels (systems) are linked. This article has an educational focus concerning systems in technology education. Using a phenomenographic approach, the study explores pupils experiences of technological systems as embedded in four everyday objects. We identify five qualitatively different ways of understanding systems, ranging from a focus on using the particular objects, over-focussing on the function of objects, seeing objects as part of a process, and seeing objects as system components, to understanding objects as embedded in systems. As a conclusion, we suggest an educational strategy for teaching about systems in technology education.

    Place, publisher, year, edition, pages
    Springer Science Business Media, 2010
    Keywords
    Technological systems; Technological objects; Artefacts; Understanding technology; Technological literacy; Teknisk bildning; Technology education; Phenomenography
    National Category
    Medical and Health Sciences
    Identifiers
    urn:nbn:se:liu:diva-58229 (URN)10.1007/s10798-009-9084-x (DOI)000279593100002 ()
    Available from: 2010-08-10 Created: 2010-08-09 Last updated: 2017-12-12
    2. Från föremål till system: mot en undervisningsstrategi i grundskolan
    Open this publication in new window or tab >>Från föremål till system: mot en undervisningsstrategi i grundskolan
    2010 (Swedish)In: På spaning efter teknisk bildning / [ed] Åke Ingerman, Karin Wagner, Ann-Sofie Axelsson, Stockholm: Liber , 2010, 1, Vol. 20, no 3, p. 207-221Chapter in book (Other academic)
    Abstract [sv]

    Barn kommer till skolans teknikundervisning med erfarenheter av teknik i bagaget. De använder och hanterar olika tekniska föremål, som cykeln och mobiltelefonen, liksom olika tekniska system som vatten-, avlopps- och elsystemet. Barnens fokus ligger till stor del på att få önskad funktion, och de går därför i mindre grad in på hur föremålen fungerar och uppmärksammar inte systemen som system. Sådana erfarenheter måste skolan bejaka samtidigt som undervisningen måste bygga vidare mot teknisk bildning. Här har skolan en utmaning att lyfta fram specifika kunskaper och förmågor som barnen inte uppmärksammar själva. Det är därför viktigt att hela tiden diskutera vilka teknikkunskaper som är centrala och hur undervisningen ska gå till. Min ambition med detta kapitel är att bidra till diskussionen genom att lyfta fram de tekniska systemens roll för att se tekniken i ett sammanhang.

    Utgångspunkten för mitt resonemang är intervjuer med barn och ungdomar i åldrarna 10 och 15 år. Jag har tillsammans med barnen fört ett samtal om teknik som tagit sin utgångspunkt i fyra föremål: mobiltelefon, avbitartång, glödlampa/energilampa och banan. Dessa fyra föremål är vardagsföremål som barnen och ungdomarna möter eller har mött i sitt liv. Föremålen är kopplade till olika vardagssituationer och belyser teknik från olika håll: modern och gammal, abstrakt och konkret, komplex och enkel, synlig och osynlig. I samtalen med ungdomarna har syftet varit inriktat på att försöka spänna över teknikens hela bredd: från hur vi använder teknik för att utföra något, hur ett enskilt föremål fungerar, hur tekniska system ser ut och byggs upp till hur föremål, tekniska processer och system har utvecklats och kan komma att utvecklas.

    Från samtalen med barnen och ungdomarna vill jag lyfta fram den del som handlar om hur barnen uppfattar tekniska system i relation till de valda föremålen och på vilket sätt det har betydelse för teknisk bildning. Syftet är att belysa hur barns teknikkunskaper kan komma till uttryck och bidra med tankar kring vad som kan vara väsentligt för undervisningen i teknik, om vi vill utveckla teknisk bildning hos barn och ungdomar.

    Place, publisher, year, edition, pages
    Stockholm: Liber, 2010 Edition: 1
    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-63746 (URN)978-91-47-09349-6 (ISBN)
    Available from: 2011-01-03 Created: 2011-01-03 Last updated: 2013-04-24Bibliographically approved
    3. On young people’s experience of systems in technology
    Open this publication in new window or tab >>On young people’s experience of systems in technology
    2012 (English)In: Design and Technology Education: An International Journal, ISSN 1360-1431, E-ISSN 2040-8633, Vol. 17, no 1, p. 67-77Article in journal (Refereed) Published
    Abstract [en]

    Immersed in a technologically complex world, young people make sense of a multi-faceted set of events in everyday life. Discerning technological systems is potentially useful in this process. This article investigates the variation in how Swedish young people experience technological systems and is based on interviews focusing three systems concerning transport, energy and communication—contextualised in relation to bananas, electricity, and mobile phones. A phenomenographic analysis results in five qualitatively distinct categories, describing different ways of understanding technological systems: Using single components, Using the system output, Influencing the system, Interacting with the system, and Integrating the system. The main contribution of the study is the illumination of how these categories are constituted—primarily in terms of the meaning of the systems the role of humans and how the systems are delimited towards the surroundings. The results support that different ways of understanding technological systems implies different ways of understanding the complex nature of technology. The results also open up possibilities of developing teaching for technological citizenship.

    Keywords
    Technological system, technology education, phenomenography, technological citizenship
    National Category
    Engineering and Technology
    Identifiers
    urn:nbn:se:liu:diva-63748 (URN)
    Note

    On the day of the defence date the status of this article was Manuscript.

    Available from: 2011-01-03 Created: 2011-01-03 Last updated: 2017-12-11Bibliographically approved
    4. Kritiska aspekter av tekniska system: en didaktisk möjlighet
    Open this publication in new window or tab >>Kritiska aspekter av tekniska system: en didaktisk möjlighet
    2010 (Swedish)Manuscript (preprint) (Other academic)
    Abstract [en]

    Research related to the school subject technology shows that teaching about technological system is limited and that there is an uncertainty among teachers about what the learning of technological systems implies. The purpose of this study is to contribute to the development of teachers’ professional object of knowledge about technological systems. In the curriculum of the subject technology in several countries, including Sweden, knowledge about technological systems such as information-, energy- and communication systems are included. In this article a synthesized analysis of two phenomenographic studies of young people's experience of technological systems is presented. The result of the study is young people's experience of technological systems described in terms of three dimensions of variation: resource, intent and structure. Critical aspects in those dimensions are also identified. Looking at the dimensions and aspects from an educational perspective, they offer a possible starting point for teachers when they plan instruction on technological systems. If teachers address their own and young people's awareness on dimensions of variation, it will enable more powerful ways of learning about technological systems.

    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-63749 (URN)
    Available from: 2011-01-03 Created: 2011-01-03 Last updated: 2011-01-04Bibliographically approved
  • 516.
    Svensson, Maria
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Från föremål till system: mot en undervisningsstrategi i grundskolan2010In: På spaning efter teknisk bildning / [ed] Åke Ingerman, Karin Wagner, Ann-Sofie Axelsson, Stockholm: Liber , 2010, 1, Vol. 20, no 3, p. 207-221Chapter in book (Other academic)
    Abstract [sv]

    Barn kommer till skolans teknikundervisning med erfarenheter av teknik i bagaget. De använder och hanterar olika tekniska föremål, som cykeln och mobiltelefonen, liksom olika tekniska system som vatten-, avlopps- och elsystemet. Barnens fokus ligger till stor del på att få önskad funktion, och de går därför i mindre grad in på hur föremålen fungerar och uppmärksammar inte systemen som system. Sådana erfarenheter måste skolan bejaka samtidigt som undervisningen måste bygga vidare mot teknisk bildning. Här har skolan en utmaning att lyfta fram specifika kunskaper och förmågor som barnen inte uppmärksammar själva. Det är därför viktigt att hela tiden diskutera vilka teknikkunskaper som är centrala och hur undervisningen ska gå till. Min ambition med detta kapitel är att bidra till diskussionen genom att lyfta fram de tekniska systemens roll för att se tekniken i ett sammanhang.

    Utgångspunkten för mitt resonemang är intervjuer med barn och ungdomar i åldrarna 10 och 15 år. Jag har tillsammans med barnen fört ett samtal om teknik som tagit sin utgångspunkt i fyra föremål: mobiltelefon, avbitartång, glödlampa/energilampa och banan. Dessa fyra föremål är vardagsföremål som barnen och ungdomarna möter eller har mött i sitt liv. Föremålen är kopplade till olika vardagssituationer och belyser teknik från olika håll: modern och gammal, abstrakt och konkret, komplex och enkel, synlig och osynlig. I samtalen med ungdomarna har syftet varit inriktat på att försöka spänna över teknikens hela bredd: från hur vi använder teknik för att utföra något, hur ett enskilt föremål fungerar, hur tekniska system ser ut och byggs upp till hur föremål, tekniska processer och system har utvecklats och kan komma att utvecklas.

    Från samtalen med barnen och ungdomarna vill jag lyfta fram den del som handlar om hur barnen uppfattar tekniska system i relation till de valda föremålen och på vilket sätt det har betydelse för teknisk bildning. Syftet är att belysa hur barns teknikkunskaper kan komma till uttryck och bidra med tankar kring vad som kan vara väsentligt för undervisningen i teknik, om vi vill utveckla teknisk bildning hos barn och ungdomar.

  • 517.
    Svensson, Maria
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Kritiska aspekter av tekniska system: en didaktisk möjlighet2010Manuscript (preprint) (Other academic)
    Abstract [en]

    Research related to the school subject technology shows that teaching about technological system is limited and that there is an uncertainty among teachers about what the learning of technological systems implies. The purpose of this study is to contribute to the development of teachers’ professional object of knowledge about technological systems. In the curriculum of the subject technology in several countries, including Sweden, knowledge about technological systems such as information-, energy- and communication systems are included. In this article a synthesized analysis of two phenomenographic studies of young people's experience of technological systems is presented. The result of the study is young people's experience of technological systems described in terms of three dimensions of variation: resource, intent and structure. Critical aspects in those dimensions are also identified. Looking at the dimensions and aspects from an educational perspective, they offer a possible starting point for teachers when they plan instruction on technological systems. If teachers address their own and young people's awareness on dimensions of variation, it will enable more powerful ways of learning about technological systems.

  • 518.
    Svensson, Maria
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Ingerman, Åke
    University of Gothenburg.
    Discerning technological systems related to everyday objects: mapping the variation in pupils experience2010In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 20, no 3, p. 255-275Article in journal (Refereed)
    Abstract [en]

    Understanding technology today implies more than being able to use the technological objects present in our everyday lives. Our society is increasingly integrated with technological systems, of which technological objects, and their function, form a part. Technological literacy in that context implies understanding how knowledge is constituted in technology, and in particular how concrete (objects) and abstract levels (systems) are linked. This article has an educational focus concerning systems in technology education. Using a phenomenographic approach, the study explores pupils experiences of technological systems as embedded in four everyday objects. We identify five qualitatively different ways of understanding systems, ranging from a focus on using the particular objects, over-focussing on the function of objects, seeing objects as part of a process, and seeing objects as system components, to understanding objects as embedded in systems. As a conclusion, we suggest an educational strategy for teaching about systems in technology education.

  • 519.
    Svärd, Joachim
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Schönborn, Konrad
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Connecting Authentic Innovation Activities to the Design Process2018In: 2018 PATT36 International Conference, Research and Practice in Technology Education: Perspectives on Human Capacity and Development / [ed] Niall Seery, Jeffrey Buckley, Donal Canty & Joseph Phelan, Athlone, Ireland, 2018, p. 216-222Conference paper (Refereed)
    Abstract [en]

    Although history is full of inventors and innovations, principles underpinning the design (or innovation) process were only first described in the 1960’s and 1970’s. Beckman and Barry (2007) connect the design process to learning by experience, a process linked to experiential learning, and a forerunner of authentic learning. This study concerns an authentic innovation project, in which 13 groups of upper secondary school students (aged 16–17 years) solved real-world problems of their choice. The five-week innovation project offered students possibilities to think, design, discuss and reflect. The specific aim of this study is to present and analyse the activities that took place at different stages of the innovation/design process by posing the following research question: Do the students taking part in the innovation project engage one or more phases of the design process? Our results suggest that students with little or no previous experience of innovating or designing, not only solve the tasks they set out to solve, but also do so in a manner that mimics the way a trained inventor might work. These observations are closely associated with the learning models described by Beckman and Barry, and have implications for the teaching of design and innovation processes.

  • 520.
    Svärd, Joachim
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Schönborn, Konrad
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Design of an authentic innovation project in Swedish upper secondary technology education2017In: Australasian Journal of Technology Education, ISSN 2382-2007, Vol. 4, p. 1-15Article in journal (Refereed)
    Abstract [en]

    Recent studies on the Swedish work force show that about half of all jobs demand a high degree of self-governing. In preparing students for the future, the World Economic Forum suggests that schools should also teach social skills, creativity and critical thinking. According to the Swedish upper secondary curriculum, the subject of technology should allow students to develop entrepreneurial skills, defined as supporting curiosity, confidence, creativity and courage, resulting in the ability to act, in innovation and problem solving. This vision is related to the notion of authentic learning. Reeves, Herrington and Oliver define authenticity through nine key elements, namely, authentic context, authentic task, presence of expert performances, multiple perspectives, collaboration, reflection, articulation, metacognitive support and authentic assessment. The aim of this study is to map these key elements of authentic learning onto the development and design of a five-week innovation project for implementation in a Swedish upper secondary school context. The mapping process involved first synthesising literature in the area of authentic learning in conjunction with studying Swedish technology education curriculum materials. This was followed by describing the characteristics of each key element of authentic learning in terms of proposing activities for implementation as an innovation project (IP). The results of this study show how criteria of nine elements of authentic learning could be used in designing an innovation project (IP) module in an authentically cogent way. Thus the authenticity framework served as a valid theoretical tool to produce the authentic learning module.

  • 521.
    Svärd, Joachim
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Schönborn, Konrad
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Designing a module for authentic learning in upper secondary technology education2016In: PATT-32 Proceedings Technology Education for 21st Century Skills: Utrecht, The Netherlands, August 2016 / [ed] Marc J. de Vries, Arien Bekker-Holtland, Gerald van Dijk, Utrecht, The Netherlands: University of Applied Sciences , 2016, p. 454-462Conference paper (Refereed)
    Abstract [en]

    According to the Swedish upper secondary curriculum (Skolverket, n.d.), the subject of technology should allow students to develop entrepreneurial skills, defined as supporting curiosity, confidence, creativity and courage, resulting in the ability to act, in innovation and problem solving. Beghetto and Kaufman’s (2014) view of creative learning includes, “having students identify a need and work collaboratively with each other and outside experts to develop a creative solution for that need will help them creatively and meaningfully use what they have learned in the classroom” (p. 65). This kind of learning is related to the notion of authentic learning. Herrington and Parker (2013) define authenticity by nine key elements, namely, authentic context, authentic task, presence of expert performances, multiple perspectives, collaboration, reflection, articulation, metacognitive support and authentic assessment. The aim of this study is to map key elements of authentic learning onto the development of a five-week innovation project for implementation in a Swedish upper secondary school context. Following design and a first round of module implementation, a subsequent pilot study has deployed written questionnaire and semi-structured interview methods to investigate students’ opinions of the authenticity of the module and its outcomes. The paper also presents some early findings from this pilot study.

  • 522.
    Svärd, Joachim
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Schönborn, Konrad
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Does Authentic Learning Work?: Evaluating an Innovation Project in Upper Secondary Technology Education in Sweden2017In: PATT 34, Technology & Engineering Education: Fostering the Creativity of Youth Around the Globe, Millersville, PA, 2017, p. 1-12Conference paper (Refereed)
    Abstract [en]

    Creativity is widely viewed as a key component of human development. Creativity is part of the “21st century skills” movement as well as a cornerstone of the technology subject in the Swedish school system. Could authentic learning, as described by Herrington, Reeves and Oliver, be one way to promote creativity? In a pilot study conducted in 2016, 13 groups of upper secondary students participated in a five-week authentic innovation project where they cooperated in the design of solutions for real-world problems. This approach mirrors Brown, Collins and Duguid’s statement that in order to learn a subject, students need more than abilities that focus on acquiring abstract concepts; they need to use and apply conceptual tools while performing authentic activities. The outcome of the innovation project was displayed and presented at an exhibition where professional inventors provided feedback on students’ created solutions. This paper presents results from the pilot study as well as preliminary findings from a main study, involving 25 groups, currently underway. Data from the pilot study was collected through questionnaires after each lesson, following the five-week module, and at the end of the entire course, as well as through semi-structured interviews with nine students. The results from the pilot study indicate that the students perceived the project as being authentic, and departed the course with an increased sense of comprehension and understanding. Future studies will explore learning activity within groups, and differences between students’ and teachers’ understanding of authenticity.

  • 523.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Children making sense of transitions2009Conference paper (Other academic)
    Abstract [en]

    The aim of the study will be to study children’s transition from preschool-class to the first compulsory school year.  Children’s transitions during that period will be studied using ethnographic methods, mainly participant observations and interviews, following a group of children during this transition. Seeing social process as a collective phenomenon it is the child groups managing and meaning making of the transition (Gubrium, Holstein & Buckholdt 1994, Corsaro & Molinari 2005) that is in the centre of my attention. The point of departure is to study how children act and shape their own and each others everyday lives rather than seeing children’s lives as something shaped only by adults (James, Jenks & Prout 1998, Corsaro 2005). A child perspective, in the sense that it is children’s meanings and actions that are studied and interpreted, will be used.

  • 524.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Den viktiga övergången från förskoleklass till årskurs ett2014In: förskleforum.seArticle in journal (Other (popular science, discussion, etc.))
  • 525.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Different Transitions: Children’s different experiences of the transition to school2019In: Listening to children's advice about starting school and school age care / [ed] Sue Docket, Johanna Einarsdóttir & Bob Perry, London: Routledge, 2019, p. 55-68Chapter in book (Refereed)
    Abstract [en]

    How do you become a schoolchild? What does it mean to become a schoolchild? For many children around the globe the path from early childhood education to school is probably quite clearly mapped out. Many countries, including Sweden, organize school in a way in which children typically follow their age group through their educational journey. Age is the primary organizing factor for the school class as well as for the content of school. Children attend school with other children in Sweden born the same year. They study school subjects with a content that is adapted to their age and is tested on this content in relation to their age. They are also expected to follow the school's progression in a specific order and in a specific rate. You are a preschool child who becomes a schoolchild, a first grader who becomes a second grader, and a primary school child who become a secondary school child. But what happens when this order is broken and a child does not follow this predicted order? What does it mean for children when they or others do not follow the norm of school progression? In addition, how can teachers work with children that can be said to ‘fail’ the timetable of school? This chapter explores children’s different experiences of transition focusing on children who can be said to derivate from the pace and rate of the transition to school – children with different experiences of starting school.

  • 526.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Expected futures: The role of expectations in transitions2015Conference paper (Refereed)
    Abstract [en]

    Education and children’s schooling can be said to be a place where time, and especially the future, is present. This is a consequence of how education is organized, and is partly due to the fact that the purpose of education is change. This makes expectations of the future an important part of schooling and of transitions in and between types of schooling. The aim of this presentation is to understand what expectations children express about the future in preschool class and how these expectations are used when children make sense of preschool class and the transitions to and from preschool class. The point of departure is to study how socializing activities contributes to transition, and to show how children act and shape their own and each other’s everyday-life (James, Jenks and Prout, 1998) in the preschool class.

    Preschool class is a voluntary type of schooling that Swedish children attend the year they turn six, between preschool and compulsory school. It is a type of schooling with a specific assignment to work with children’s transitions. The Swedish National Agency for Education (2014) stresses that this must be connected both to what children should be prepared for (compulsory school) but also to their past experiences (preschool). In an institution with such a clear preparatory mission, it is important to understand ideas about the future and the past and how these ideas are used in the everyday work with transitions.

    In a previous study Lago (2015) has demonstrated how temporal aspects, such as the future, is an important part of children’s schooling and that future and other temporal aspects are used by the children to create meanings about the specific context of preschool class. Future and change were present throughout the transition process. In this presentation this is studied further by using the concepts of socialization and anticipatory socialization to understand what expectations children have of the future and how these expectations is connected to past experiences and used by children to shapes activities in preschool class. To analyse transition an interpretive approach to socialization is used where socialization can be described as processes through which people understands and give meaning to their social contexts. The focus is on how they gain knowledge about norms of conduct and how they negotiate, as well as adapt to such norms (Corsaro 2005; Gaskins, Miller & Corsaro 1992). The specific activities that contribute to socialization are analysed, and the focus is on how socialization is done rather than on the result of socialization (Wentworth 1980). The notion of anticipatory socialization except this also includes how people adjust their conducts to expectations of the future (Corsaro & Molinari 2005; Wærdahl 2005) and how such expectations are connected to social practice and the expectations of others. The concepts of future orientation and children as “becoming” are also used to analyse the progression of school and transition (Adam, 1995; Hockey & James 1993).

    Methods: To study the transition process, ethnographic methods were used, mostly participant observations and interviews, while following a group of children during their transition from preschool class to first grade. This presentation primarily draws on the interview material since children’s expectations and experiences are in focus, but observed situations of how the children talked about their expectations with each other and their teachers are also used. With ethnographic methods come ethical considerations due to the closeness of the method and research with children. It is important to be sensitive to what the participants express and to the imbalance of power between researcher and participant as well as between adult and child. The closeness is, thus, crucial for an ethnographic approach, since it leads to a better understanding of, for example, how the processes of giving meaning to transitions is done and allows for thick descriptions of the field.

    Results: Being a preschool class child, having been a preschool child, becoming a first grader and doing transitions is not a matter of conforming to already existing contexts. Instead, the transition can be said to concern the creation and re-creation of social practices. Because the transition between preschool class and first grade was marked in different ways, transition became something that must be made sense of. The future and expectations as well as the past and experience become a part of this meaning-making. In the transition children expressed different expectations of how school could or should be like. The results show that although the children expressed excitement about starting school they also talked about school as difficult and boring. When interacting with the children, the teachers more often reinforced negative ideas than they draw on children’s excitement for school. This meant that the future in school was more often constructed as something difficult and boring which also reflected in the children’s ways of dealing the transition from preschool class to school. In line with this preschool was talked about as easier and more fun than preschool class. The children constructed a picture of a schooling that was constantly becoming more difficult and boring.

    The construction of the transition to and from preschool class is thus related to what school is and what it is expected to be. Understandings of children’s expectations are important to be able to work with children doing transition. Knowledge about children’s overall expectations of school is important to be able to work with negative expectations and reinforce children’s positive expectations since this may affect long-term results and attitudes towards education.

  • 527.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Learning to become a first grader: The preschool class as a time of transition2012Conference paper (Other academic)
    Abstract [en]

    In this presentation the transition from preschool class to the first compulsory school year will be analysed. The point of departure is to study what activities are carried through to mark the transition, and in what ways children themselves create meaning of the transition. Concepts such as rites of passage (van Gennep 1960, Turner 1977), status passage (Glaser & Strauss 1971), and priming events (Corsaro & Molinari 2005) will be used to analyse the transition. This is done using an ethnographic approach (mainly participant observations and interviews) by following a group of children during the above mentioned transition.

    The analysis demonstrates that the transition itself can be understood as a process with elements of separation and closure ending the year in preschool class. One such element was the use of expression such as “last time”. It can also be said to contain a liminal phase away from school (the summer holidays) and a phase of initiation in the beginning of first grade. During this period children and teachers together actively negotiated the content and meaning of being in the first grade. When analysing the ways in which the children themselves talked during interviews, a similar pattern emerges. The preschool class was talked about in vague terms and the children did not express a clear image of what it was. When asked to talk about it they used explanations like “It’s how you’re supposed to learn how you’re going to begin first grade”. One boy said, when asked to describe what a preschool class was, that you could call it “in between class”. In other words, the preschool class was talked about as a place for preparation. In this sense, the preschool class becomes the liminal phase between preschool and school. It is the place where children are taken away from one form of being, the preschool child, and are prepared for another form of being, the school child.  

  • 528.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Time for transition: children doing transition from preschool class to first grade2013Conference paper (Other academic)
    Abstract [en]

    The aim is to understand the meaning making process of children doing the transition from preschool class to first grade and activities and concepts used to mark and talk about it. The point of departure is to study how children act and shape their own and each other’s everyday life rather than seeing children’s life as shaped only by adults (James, Jenks & Prout 1998). The transition is analysed using theoretical perspectives on time (Hockey & James 1993, Adam 1995) together with concepts such as rites of passage (van Gennep 1960) and socialization (Gaskins, Miller & Corsaro 1992). The method used is ethnography. The material consists of participant observation and interviews from a case study of a group of children doing the transition. With this come ethical considerations due to the closeness of the method and research with children. The analysis shows how time is important for the meaning given to the transition from preschool class to first grade. Different aspects of time (past, present and future) are used to do and make sense of the transition. Understood as set in time, makes it possible to understand this transition in terms of passage. In order to make sense of transition, a movement forward, preschool class and first grade are also talked about in terms of similarity and difference. The time around children’s entrance to school is of recurring political interest in Sweden. Studies of children’s everyday life and understanding in relation to the transition at handare therefore ofimportance.

  • 529.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    ”Var ska jag vara då?”: Om platsens betydelse för att skapa mening om fritidshem, förskoleklass och årskurs ett2017In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 2, p. 81-102Article in journal (Refereed)
    Abstract [en]

    This article focus on how pupils and teachers understand preschool class, school and Leisure Time Centre (LTC) in relation to place. To understand how place is used the concepts of spatial integration and separation are used. The study builds on participant observations – following a group of children during their transition from preschool class to school – observed situations where children and adults talk about LTC are analyzed. The results show that the spatial integration of LTC and preschool class made the children understand them as more alike than the spatial separated LTC and first grade. The results also show that in addition to place, time was significante and that children and adults related time to place in different ways. Children primarily understood different school activities in relation to place and mobility, whereas adults more often refered to clock time in the meaning making processes.

  • 530.
    Söderman Lago, Lina
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Ackesjö, Helena
    Linnéuniversitetet, Växjö, Sweden.
    Persson, Sven
    Malmö universitet, Malmö, Sweden.
    Erkännandets dynamik: Förskoleklasslärarestolkningar av ny läroplanstext2018In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, Vol. 1, no 1, p. 7-25Article in journal (Refereed)
    Abstract [en]

    wedish preschool class got its first specific curriculum in <:;>. ecause of this, the preschool class can be said to face change where existing practice meets new policy. This study aims to analy+e how teachers in preschool classes do policy during this time of change by studying how teachers in preschool class relate the new curriculum to existing practice. ew institutionalism, theory of professionalism and policy enactment theory are used to understand this. The data used are conversations with teachers at three different schools. The re-­‐sults show that parallel processes of recontextuali+ation are initiated when new curriculum is confronted with the teachers6 interpretations of their as-­‐signment, i.e. a simultaneous process of adaptation and change of existing pedagogical practice take place. Teachers interpret the new curriculum and relate to it as a whole. They express a recognition in terms of a societal trust in the teaching they conduct. ven though the teachers express that the new curriculum gives them trust, professional exclusivity and legitimacy, they also inte rpret it as a recognition of things they want to change in the educational practice. It is through this recognition that the teachers interpret and do policy. The article discusses a shift of the position of the preschool class in the educa-­‐tion system.

  • 531.
    Söderman Lago, Lina
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Elvstrand, Helene
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Kamratrelationer i fritidshemmets uppdrag och praktik2019In: Fritidshemmets möjligheter: Att arbeta fritidspedagogiskt / [ed] Helene Elvstrand, Lina Lago & Maria Simonsson, Lund: Studentlitteratur AB, 2019, 1, p. 69-89Chapter in book (Other academic)
    Abstract [sv]

    Att arbeta med barns sociala relationer är en central del av fritidshemmets uppdrag. Kapitlet beskriver dels hur sociala relationer skrivs fram i fritidslärares uppdrag, dels hur fritidshemmet som arena skapar möjligheter och hinder för elevers sociala relationer. För att göra detta beskrivs hur sociala relationer kan förstås som begrepp men också hur sociala relationer formas och ges mening i fritidshemmets praktik.

  • 532.
    Söderman Lago, Lina
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Elvstrand, Helene
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Lek på fritidshem: ”Att ha roligt är att leka”2019In: Fritidshemmets möjligheter: Att arbeta fritidspedagogiskt / [ed] Helene Elvstrand, Lina Lago & Maria Simonsson, Lund: Studentlitteratur AB, 2019, 1, p. 115-139Chapter in book (Other academic)
    Abstract [sv]

    I kapitlet presenteras ett perspektiv på lek med fokus på lekens sociala dimensioner samt forskning om lek i fritidshem. Därefter presenteras två perspektiv på lek, ett lärarperspektiv och ett elevperspektiv. Hur kan lek i fritidshem förstås som ett pedagogiskt verktyg för fritidslärarna? Hur ser eleverna själva på sin egen lek i fritidshemmet? och Hur kan dessa båda perspektiv förstås i förhållande till varandra?

  • 533.
    Söderman Lago, Lina
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Elvstrand, Helene
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Pupils’ everyday transitions in school as a condition for social relations and activities in leisure time centres2017In: Early years, ISSN 0957-5146, E-ISSN 1472-4421Article in journal (Refereed)
    Abstract [en]

    This article focuses on how pupils’ everyday transitions constitute a condition for pupils’ activities and relationships, and how pupils understand and give meaning to their everyday transitions between different school settings (school and Leisure Time Centre). To examine this, we made participant observations in three different educational settings. The focus of these observations is on pupils in their everyday life in school and LTC, thereby gaining insight into the experiences of being a pupil in these settings. In regard to social relations, the changes brought about by daily transitions between educational settings create conditions for different activities and changes in the group. The changes in groups that occur in the different contexts of everyday transitions in school can be both an opportunity and an obstacle, depending on the situation and with whom pupils wish to engage in social interaction. Thus, it is clear that the transition from school to LTC often involves changes in the group, thereby changing the conditions of pupils’ opportunities to form relationships with each other.

  • 534.
    Söderman Lago, Lina
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Vladavic, Alma
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Elvstrand, Helene
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Ett fall framåt: Case i förskollärarutbildningen2016In: VENUE, ISSN 2001-788XArticle in journal (Other academic)
    Abstract [sv]

    Teori och praktik beskrivs ofta som varandras motsatser. Men i förskollärares vardag är de snarare en enhet. På Linköpings universitet används case i förskollärarutbildningens första termin för att koppla samman de teoretiska delarna av utbildningen med praktiken.

    Under hösten 2015 påbörjades ett arbete att på ett mer systematiskt sätt använda fallbeskrivningar (case)1 i förskollärarprogrammet. Arbetet med case har prövats i förskollärarprogrammets första termin genom att studenterna i terminens tre kurser har fått möta ett och samma case som de har fått diskutera och samtala om.

    Syftet med utvecklingsarbetet är att:

    • Ge studenterna möjligheter att reflektera över praktiken och koppla samman de teoretiska delarna av utbildningen med förskolans praktik.
    • Skapa förståelse för att olika aspekter blir viktiga i en pedagogisk situation beroende på vad förskollärare väljer att fokusera på.
    • Skapa kontinuitet mellan första terminens kurser genom att vi använder en genomarbetad och gemensam metod.  

    Vi kommer i artikeln redovisa arbetet med casemetodik och studenternas utvärdering av arbetet för att på så sätt se om case-metoden faktiskt bidrar med det som är tänkt enligt ovan.

  • 535.
    Thorell, Mia
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Finspång - en bit av folkhemmet: En nations värdefullaste tillgång är barnen2006In: Finspång - en bit av folkhemmet: Sju uppsatser om ett industrisamhälle under 1900-talet / [ed] Lars Lagergren & Annette Thörnquist, Linköping: Linköping University Electronic Press, 2006, p. 45-63Chapter in book (Other academic)
    Abstract [sv]

    Denna antologi vill lyfta fram en bit av den svenska 1900-talshistorien ur ett lokalt perspektiv. Syftet är att genom ett antal begränsade nedslag i en och samma lokala miljö belysa några drag i det svenska "folkhemmets" utveckling. Miljön är Finspång, ett av många svenska samhällen som byggdes upp kring stora industrier. Ett återkommande tema i kapitlen är samarbetet mellan arbetsmarknadens parter, myndigheter och folkrörelser, vilket problematiseras och diskuteras utifrån olika ansatser.

  • 536.
    Thornberg, Robert
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Elvstrand, Helene
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Children's experiences of democracy, participation, and trust in school2012In: International Journal of Educational Research, ISSN 0883-0355, E-ISSN 1873-538X, Vol. 53, p. 44-54Article in journal (Refereed)
    Abstract [en]

    The aim of this paper is to investigate children's views and experiences of democracy and pupil participation in relation to everyday school life, and to let their voices be heard on these issues. The data for this paper was derived from two ethnographic research projects conducted in three elementary schools in Sweden. In the classes investigated at two of the three schools, the adults are those who make decisions about school and classroom rules. Pupils are seldom given any opportunity to create, modify or repeal formal rules through open negotiations. In contrast, at the third school, children's influence and their ability to have a say are an important explicit goal for the teachers. Nevertheless, as well as in the two other schools, even in this school with the declared goal of working with democracy in this way, we found obstacles and limitations that counteracted school democracy: (a) discontinuity, (b) the long-term interaction pattern of teacher power and pupil subordination in the school organisation, which in turned encouraged and educated compliance with authority rather than deliberative democratic participation, (c) naive trust in teachers, (d) the school process of suppressing children's voices, and (e) unfair inconsistencies constructed by teachers.

  • 537.
    Thornberg, Robert
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Elvstrand, Helene
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Delaktighet eller anpassning: den svårfångade demokratin i skolan2013In: Lärares etik och professionella arbete: skolan som moralisk praktik : [en vänbok till Gunnel Colnerud] / [ed] Helene Elvstrand, Karin Forslund Frykedal, Marcus Samuelsson, Robert Thornberg, Linköping: Linköpings universitet, Institutionen för beteendevetenskap och lärande , 2013, p. 187-203Chapter in book (Other academic)
    Abstract [sv]

    Gunnel Colnerud, professor vid Institutionen för beteendevetenskap och lärande, vid Linköpings universitet har under den största delen av sitt yrkesverksamma liv varit engagerad i skolfrågor av olika slag. Ofta har fokus för hennes intresse och uppdrag legat i att förstå skolans vardagsliv och det komplexa uppdrag som läraryrket innebär. Gunnel fyller 67 år i januari 2015 och denna vänbok är en hyllning till henne från kollegor, både nationellt och internationellt, samt tidigare doktorander. Bidragen i antologin, Lärares etik och professionella arbete - skolan som moralisk praktik, är tänkt att spegla de områden som Gunnel i sin forskning varit engagerad i.

    Innan Gunnel påbörjade sin forskarutbildning i pedagogik var hon verksam som psykolog inom skolhälsovården. Denna erfarenhet av att ha mött barn och elevers utsatthet samt lärares ständiga arbete med att möta olika typer av förändringar och hantera en komplex yrkesroll är något som Gunnel burit med sig in i sin forskning, vilket inte minst syns i hennes outtröttliga engagemang i att vara en forskare som bidrar till skolans praktik.

    I mitten av nittiotalet Jade Gunnel fram sin avhandling som byggde på intervjuer med yrkesverksamma lärare och handlade om etiska dilemman lärare ställs inför i sitt yrkesutövande. Gunnel har allt sedan avhandlingsarbetet varit mycket engagerad i etiska frågor i relation till läraruppdraget och var en av de pådrivande krafterna i att tillsammans med Sveriges båda lärarförbund formulera gemensamma yrkesetiska principer, som kom att benämnas Lärares yrkesetik. I detta arbete gjorde Gunnel betydande insatser genom att problematisera yrkesetik som fenomen, medverka i otaliga utbildningsinsatser för lärare och lärarstudenter inom området och sist men inte minst bidra till att etablera yrkesetik som forskningsfält.

    Ett kännetecknande drag för Gunnels forskning har varit den starka viljan och övertygelsen om att forskning om skola behöver ske i relation till och med skolans praktik. Tillsammans med sin make och kollega professor Kjell Granström etablerade Gunnel en forskarmiljö med fokus på praxisnära forskning. Vi som är redaktörer för denna vänbok har alla haft förmånen att vara doktorander till Gunnel eller Kjell och fått möjlighet att växa som forskare i en forskarmiljö som präglats av kreativitet, engagemang och spännande diskussioner.

  • 538.
    Torstenson-Ed, Tullie
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Children's life paths through preschool and school: Letting youths talk about their own childhood - Theoretical and methodological conclusions2007In: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 14, no 1, p. 47-66Article in journal (Refereed)
    Abstract [en]

    This article is based upon two studies applying a life history approach, letting 15-to 16-year-olds reconstruct their own childhood in preschool and school, to see what meaning and importance children's experiences have in forming their self-concepts and philosophy of life. A combination of methods was used: written life stories, round tours in the educational settings and interviews. The round tour, a new method, helps the youths to remember and to work inductively, using later experiences, here called post-understanding, to analyse their childhood memories. The results show that relations both with people and content characterized by dialogue and reciprocity are crucial for development and learning, the project of learning and knowledge cannot be separated from the social interpersonal project. Meetings, good or bad, could become existential questions and lead to new choices and values in life. Memory plays an important part both methodologically and in forming the young people's self-concepts, values and philosophy of life. Childhood Copyright © 2007 SAGE Publications.

  • 539.
    Trofast, Tobias
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Haugum, Dag
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Lundberg, Jonas
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Nygren, Victoria
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Arts and Sciences.
    Nyström, Tommie
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Svensson, Gary
    Linköping University, Department of Culture and Communication. Linköping University, Faculty of Arts and Sciences.
    Thunborg, Maria
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Törnqvist, Tomas
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Utveckling av examination av examensarbeten på kandidatnivå2012In: 3:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar, Linköping, 2012, p. 11-16Conference paper (Other academic)
    Abstract [sv]

    Detta paper beskriver arbetet med att utveckla en modell för utveckling av examination av examensarbeten på kandidatnivå (UEX) vid Institutionen för Teknik och Naturvetenskap, Linköpings Universitet under läsåret 2010-2011.

    Modellen har utvecklats och testats vid utbildningsprogrammet Grafisk Design och Kommunikation (GDK), men med syfte att kunna appliceras även på andra kandidatprograms examensarbete.

    Det projektet prövat är om man kan höja kvaliteten på examensarbeten och effektiviteten i hanteringen av dessa jämfört med nuvarande modell. Modellen bygger på att tvärvetenskapliga kompetensgrupper med flera examinatorer granskar examensarbetenas kvalitet utifrån sina spetskompetenser. Vidare ersätts mycket av de individuella handledningarna med gruppseminarier för att få ett kunskapsutbyte mellan examensarbetena.

    Projektet har också mynnat ut i en gemensam bedömningsgrund för examensarbeten på kandidatnivå, samt en språkgranskningsmall som kan användas för att öka den språkliga kvalitén på examensarbetsrapporten.

    Genom enkätundersökningar både bland studenter, handledare och examinatorer har resultatet av modellen undersökts.

    Efter enbart ett års testande av modellen är det svårt att dra långtgående slutsatser. Resultatet har till viss del störts av förändringar av examensarbeteföreskrifterna vid Linköpings Universitet. De slutsatser som kan dras är att kompetensgrupperna med flera examinatorer skapar en kunskapsbrygga mellan examinatorerna samt en gemensam bedömningsgrund. En hel del slutsatser kan användas som rekommendationer för att ytterligare utveckla modellen.

  • 540.
    Tseng, Yuen-Hsien
    et al.
    National Taiwan Normal University, Taipei, Taiwan.
    Chang, Chun-Yen
    National Taiwan Normal University, Taipei, Taiwan.
    Chang Rundgren, Shu-Nu
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Rundgren, Carl-Johan
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Mining Concept Maps from News Stories for Measuring Civic Scientific Literacy in Media.2010In: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 55, no 1, p. 165-177Article in journal (Refereed)
    Abstract [en]

    Motivated by a long-term goal in education for measuring Taiwanese civic scientific literacy in media (SLiM), this work reports the detailed techniques to efficiently mine a concept map from two years of Chinese news articles (901,446 in total) for SLiM instrument development. From the Chinese news stories, key terms (important words or phrases), known or new to existing lexicons, were first extracted by a simple, yet effective, rule-based algorithm. They were subjected to an association analysis based on their co-occurrence in sentences to reveal their term-to-term relationship. A given list of 3,657 index terms from science textbooks were then matched against the term association network. The resulting term network (including 95 scientific terms) was visualized in a concept map to scaffold the instrument developers. When developing an item, the linked term pair not only suggests the topic for the item due to the clear context being mutually reinforced by each other, but also the content itself because of the rich background provided by the recurrent snippets in which they co-occur. In this way, the resulting instrument (comprised of 50 items) reflect the scientific knowledge revealed in the daily news stories, meeting the goal for measuring civic scientific literacy in media. In addition, the concept map mined from the texts served as a convenient tool for item classification, developer collaboration, and expert review and discussion.

  • 541.
    Vladavic, Alma
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Naturvetenskap, teknik och digitala verktyg på fritidshem2017Conference paper (Other academic)
  • 542.
    Vladavic, Alma
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    "Nu kommer tornados" -  naturvetnskap, teknik och digitala verktyg på fritidshem2017Conference paper (Other academic)
  • 543.
    Vladavic, Alma
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Simonsson, Maria
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Markström, Ann-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Förskoleföräldrars tankar om utvecklingssamtal2017In: VENUE, ISSN 2001-788X, Vol. 7, p. 1-6Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Hur upplever föräldrar utvecklingssamtal i förskolan? I denna artikel presenteras några resultat från ett större forskningsprojekt om utvecklingssamtal i förskolan. I intervjuer uttrycker föräldrar att de anser utvecklingssamtalen som meningsfulla på olika sätt. De kan säkerställa en känsla av tillit och trygghet med professionella pedagoger som i föräldrarnas ögon tycks framstå som ”barnexperter”. Vidare kan utvecklingssamtalen bidra till att bekräfta föräldrarnas egen bild av barnet och sitt föräldraskap.

  • 544.
    Wadensjö, Cecilia
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Community interpreting2011In: Routledge Encyclopedia of Translation Studies / [ed] Mona Baker,Gabriela Saldanha, London: Routledge , 2011, 2, p. 33-37Chapter in book (Other academic)
    Abstract [en]

      

    Praise for the previous edition of the Encyclopedia of Translation Studies:

    'Translation has long deserved this sort of treatment. Appropriate for any college or university library supporting a program in linguistics, this is vital in those institutions that train students to become translators.' – Rettig on Reference

    'Congratulations should be given to Mona Baker for undertaking such a mammoth task and...successfully pulling it off. It will certainly be an essential reference book and starting point for anyone interested in translation studies.' – ITI Bulletin'This excellent volume is to be commended for bringing together some of [its] most recent research. It provides a series of extremely useful short histories, quite unlike anything that can be found elsewhere. University teachers will find it invaluable for preparing seminars and it will be widely used by students.' – The Times Higher Education Supplement' ... a pioneering work of reference ...'– Perspectives on Translation

    The Routledge Encyclopedia of Translation Studies has been the standard reference in the field since it first appeared in 1998. The second, extensively revised and extended edition brings this unique resource up-to-date and offers a thorough, critical and authoritative account of one of the fastest growing disciplines in the humanities.

    The Encyclopedia is divided into two parts and alphabetically ordered for ease of reference.

    Part One (General) covers the conceptual framework and core concerns of the discipline. Categories of entries include:

    • central issues in translation theory (e.g. equivalence, translatability, unit of translation)

    • key concepts (e.g. culture, norms, ethics, ideology, shifts, quality)

    • approaches to translation and interpreting (e.g. sociological, linguistic, functionalist)

    • types of translation (e.g. literary, audiovisual, scientific and technical)

    • types of interpreting (e.g. signed language, dialogue, court).

    New additions in this section include entries on globalisation, mobility, localization, gender and sexuality, censorship, comics, advertising and retranslation, among many others.

    Part Two (History and Traditions) covers the history of translation in major linguistic and cultural communities. It is arranged alphabetically by linguistic region. There are entries on a wide range of languages which include Russian, French, Arabic, Japanese, Chinese and Finnish, and regions including Brazil, Canada and India. Many of the entries in this section are based on hitherto unpublished research. This section includes one new entry: Southeast Asian tradition.

    Drawing on the expertise of over 90 contributors from 30 countries and an international panel of consultant editors, this volume offers a comprehensive overview of translation studies as an academic discipline and anticipates new directions in the field. The contributors examine various forms of translation and interpreting as they are practised by professionals today, in addition to research topics, theoretical issues and the history of translation in various parts of the world.

    With key terms defined and discussed in context, a full index, extensive cross-references, diagrams and a full bibliography the Routledge Encyclopedia of Translation Studies is an invaluable reference work for all students and teachers of translation, interpreting, and literary and social theory.

  • 545.
    Wallner, Lars
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Framing Education: Doing Comics Literacy in the Classroom2017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Interest in comics as Swedish school material has risen in the last few years and the publication of comics for children and adolescents has also increased. Meanwhile, although research around new literacies has taken an interest in combinations of image and text, there is still little research on comics as a literacy material, especially as part of school practices. With comics’ rise in popularity, and their quality as examples of new literacies, this points to the relevance of exploring how meaning making with comics is done in schools. The purpose of this study is to contribute knowledge on how locally situated literacy practices are done, practices in which pupils and teachers make meaning with comics. The study combines literacy, comics and discursive psychology to investigate aspects of literacy not as individual, inner workings, but as part of participants’ social constructions, in line with New Literacy Studies. With this perspective, it is possible to investigate literary concepts such as narrative, and participants’ construction of story elements, through the way in which these aspects are utilized by participants to construct social action – what participants do with their utterances. To study this, video recordings have been made in one primary and one secondary school, in two different Swedish cities. The results of the study show constructions of a comics literacy, where participants engage with both visual and textual aspects of the material and negotiate focalization of narrative perspective and construction of narrative structure as well as narrative devices such as speech and thought bubbles. Furthermore, meaning making of comics literacy also includes the construction of discourses around comics as a specific type of story telling, either for material or literary reasons. The thesis discusses how participants construct classroom literature, and provides insight into how interaction around comics enables participants to construct and negotiate discourses around what comics literacy is and what it enables, as well as how to talk about, create, and read comics.

    List of papers
    1. Speak of the bubble - constructing comic book bubbles as literary devices in a primary school classroom
    Open this publication in new window or tab >>Speak of the bubble - constructing comic book bubbles as literary devices in a primary school classroom
    2016 (English)In: Journal of Graphic Novels and Comics, ISSN 2150-4857, E-ISSN 2150-4865Article in journal (Refereed) Published
    Abstract [en]

    This article investigates teachers’ and pupils’ use of speech and thought bubbles in a classroom literacy project involving comics. Through studying video data on naturally occurring classroom interaction whereby participants in Grade 3 (ages 9–10) talk about bubbles, the aim of this article is to increase knowledge of how bubbles are constructed as devices of literacy. The analysis focuses on the action-oriented aspects of discursive psychology: emphasis, word repetition, uptake and the use of signs, symbols, and text in the comics. Results show how participants negotiate combinations of shapes, symbols and text to construct common knowledge concerning bubbles. Furthermore, teachers use pupils’ drawn bubbles, adding to them a variety of multimodal expressions, thereby illustrating how narrative focalization and character prosody are constructed in the reading of comics. The study of how bubbles are constructed contributes to a larger theme of studying classroom instruction using comics as resources for doing literacy.

    Keywords
    classroom interaction, comics, discursive psychology, literacy didactics, speech bubbles
    National Category
    Pedagogical Work
    Identifiers
    urn:nbn:se:liu:diva-133848 (URN)10.1080/21504857.2016.1270221 (DOI)
    Available from: 2017-01-12 Created: 2017-01-12 Last updated: 2017-11-29Bibliographically approved
    2. Gutter Talk: Co-Constructing Narratives Using Comics in the Classroom
    Open this publication in new window or tab >>Gutter Talk: Co-Constructing Narratives Using Comics in the Classroom
    2019 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 6, p. 819-838Article in journal (Refereed) Published
    Abstract [en]

    This article combines theory on comics, narrative, and discursive psychology and analyses how the gutter is co-constructed for storytelling in classroom interaction. Closure of the gutter has previously been treated as a cognitive aspect. Here, interactional video data are analysed, with participants organizing ten separate comic panels. The analysis focuses on participants’ talk about the gutter, and how this constructs social actions. The results show how participants co-construct the gutter as meaningful space, hereby organizing time, actions, and events in narratives. The paper evinces that gutters are co-constructed as too narrow or too broad, relating chronologically and logically to surrounding panels. This contributes to sociocultural perspectives on literacy and use of comics for engaging with narratives in classroom practice.

    Place, publisher, year, edition, pages
    Routledge, 2019
    Keywords
    Classroom studies, Comic Books, Comics, Discursive Psychology, Education, Literacy, Multimodality, Narrative theory, Diskursiv psykologi, Klassrumsstudier, Litteracitet, Multimodalitet, Serietidningar
    National Category
    Pedagogical Work
    Identifiers
    urn:nbn:se:liu:diva-147607 (URN)10.1080/00313831.2018.1452290 (DOI)000479216200001 ()2-s2.0-85045421306 (Scopus ID)
    Projects
    Framing Education: Doings Comics Literacy in the Classroom
    Available from: 2018-04-26 Created: 2018-04-26 Last updated: 2019-08-26Bibliographically approved
  • 546.
    Wallner, Lars
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Gutter Talk: Co-Constructing Narratives Using Comics in the Classroom2019In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 6, p. 819-838Article in journal (Refereed)
    Abstract [en]

    This article combines theory on comics, narrative, and discursive psychology and analyses how the gutter is co-constructed for storytelling in classroom interaction. Closure of the gutter has previously been treated as a cognitive aspect. Here, interactional video data are analysed, with participants organizing ten separate comic panels. The analysis focuses on participants’ talk about the gutter, and how this constructs social actions. The results show how participants co-construct the gutter as meaningful space, hereby organizing time, actions, and events in narratives. The paper evinces that gutters are co-constructed as too narrow or too broad, relating chronologically and logically to surrounding panels. This contributes to sociocultural perspectives on literacy and use of comics for engaging with narratives in classroom practice.

  • 547.
    Wallner, Lars
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Speak of the bubble - constructing comic book bubbles as literary devices in a primary school classroom2016In: Journal of Graphic Novels and Comics, ISSN 2150-4857, E-ISSN 2150-4865Article in journal (Refereed)
    Abstract [en]

    This article investigates teachers’ and pupils’ use of speech and thought bubbles in a classroom literacy project involving comics. Through studying video data on naturally occurring classroom interaction whereby participants in Grade 3 (ages 9–10) talk about bubbles, the aim of this article is to increase knowledge of how bubbles are constructed as devices of literacy. The analysis focuses on the action-oriented aspects of discursive psychology: emphasis, word repetition, uptake and the use of signs, symbols, and text in the comics. Results show how participants negotiate combinations of shapes, symbols and text to construct common knowledge concerning bubbles. Furthermore, teachers use pupils’ drawn bubbles, adding to them a variety of multimodal expressions, thereby illustrating how narrative focalization and character prosody are constructed in the reading of comics. The study of how bubbles are constructed contributes to a larger theme of studying classroom instruction using comics as resources for doing literacy.

  • 548.
    Weatherall, Ann
    et al.
    Victoria University of Wellington, New Zealand.
    Danby, Susan
    Queensland University of Technology, Australia.
    Osvaldsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Cromdal, Jakob
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Emmison, Michael
    University of Queensland, Australia.
    Pranking in children's helpline calls2016In: Australian Journal of Linguistics, ISSN 0726-8602, E-ISSN 1469-2996, Vol. 36, no 2, p. 224-238Article in journal (Refereed)
    Abstract [en]

    Pranking can be understood as challenging a normative social order. One environment where pranking occurs is in institutional interaction. The present study examines a sample of pranking calls to telephone helplines for children and young people. Some cases had been posted on YouTube by the person doing the pranking; others were from a subcollection of possible pranks, extracted from a larger corpus of Australian children’s counselling helpline calls. Drawing on ethnomethodology and conversation analysis we aim to understand the inferential and sequential resources involved in pranking within telephone-mediated counselling services for children and youth. Our analysis shows pranksters know the norms of counselling helplines by their practices employed for subverting them. YouTube pranksters exploit next turns of talk to retrospectively cast what the counsellor has just said as a possible challenge to the perception of the call as anormal counselling one. One practice evident in both sources was the setting up of provocative traps to break a linguistic taboo. This detailed study of pranking in interaction provides documentary evidence of its idiosyncratic yet patterned local accomplishment in telephone-mediated counselling services aimed at children and youth.

  • 549.
    Wedin, Ann-Sofi
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Hultman, Glenn
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Schoultz, Jan
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Influens och konsistens: Om vad som påverkar handledningen under den verksamhetsförlagda perioden inom lärarutbildningen2012In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 17, no 1-2, p. 81-98Article in journal (Refereed)
  • 550.
    Wessbo, Simon
    et al.
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Educational Sciences.
    Rahm, Lina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Forsell, Johan
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Martín-Bylund, Anna
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Vestergren, Sara
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Editorial: Open issue2017In: Confero: Essays on Education, Philosophy and Politics, ISSN 2001-4562, Vol. 5, no 1, p. 5-10Article in journal (Other academic)
    Abstract [en]

    This open issue of Confero presents four essays that all relate to questions of education and power. Laila Nielsen and Ralph Leighton compare how conditions of citizenship regarding ethnicity, gender, and social class are understood, based on interviews with teachers and students in upper secondary schools in England and Sweden. The second essay is written by Rasoul Nejadmehr who gives a thorough account of the "scientific education" as the dominant educational paradigm of the present. Through a historical analysis, Nejadmehr shows how this paradigm is deeply embedded with racial, colonial, and Eurocentric biases. The third essay by Marcus Samuelsson analyzes offical and unofficial inspections of the classroom that takes place when authorities conduct audits, but also when pupils post videos on social media. In the fourth essay of this issue, Tomas Wedin discusses changes in the Swedish school during the period of 1946-2000. 

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