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  • 1. Abrahamsson, A
    et al.
    Springett, J
    Karlsson, L
    Ottosson, T
    University of Borås, School of Education and Behavioural Science.
    Some Lessons from Swedish Midwives' Experiences of Approaching Women Smoker in Antenatal Care2005In: Midwifery, ISSN 0266-6138, E-ISSN 1532-3099, Vol. 21, no 4, p. 335-345Article in journal (Refereed)
    Abstract [en]

    OBJECTIVE: to describe the qualitatively different ways in which midwives make sense of how to approach women smokers. DESIGN, SETTING AND PARTICIPANTS: a more person-centred national project 'Smoke-free pregnancy' has been in progress in Sweden since 1992. Using a phenomenographic approach, 24 midwives who have been regularly working in antenatal care were interviewed about addressing smoking during pregnancy. FINDINGS: four different story types of how the midwives made sense of their experiences in addressing smoking in pregnancy were identified: 'avoiding', 'informing', 'friend-making', 'co-operating'. KEY CONCLUSION: the midwives' story types about how they approached women who smoke illustrated the difficulties of changing from being an expert who gives information and advice to being an expert on how to enable a woman in finding out why she smoked and how to stop smoking. IMPLICATIONS FOR PRACTICE: health education about smoking that is built on co-operation and dialogue was seen by the midwives as a productive way of working. The starting point should be the lay perspective of a woman, which means that her thoughts about smoking cessation are given the space to grow while she talks.

  • 2.
    Holmqvist, M.
    et al.
    University of Borås, School of Education and Behavioural Science.
    Ottosson, T.
    University of Borås, School of Education and Behavioural Science.
    Handledning här som handledning där, eller...? Den nationella forskarskolan i pedagogiskt arbete ur ett handledarperspektiv2005In: Forskningsarbete pågår / [ed] P-O Erixon, Umeå: Umeå universitet , 2005, p. 11-17Chapter in book (Other academic)
  • 3.
    Nilsson, L-E
    et al.
    University of Borås, School of Education and Behavioural Science.
    Eklöf, Anita
    Ottosson, Torgny
    University of Borås, School of Education and Behavioural Science.
    Cheating as a preparation for reality2004Conference paper (Refereed)
  • 4.
    Nilsson, L-E
    et al.
    University of Borås, School of Education and Behavioural Science.
    Eklöf, Anita
    Ottosson, Torgny
    University of Borås, School of Education and Behavioural Science.
    Copy-and-paste-plagiarism: technology as a blind alley or a road to better learning2005Conference paper (Refereed)
  • 5.
    Nilsson, L-E
    et al.
    University of Borås, School of Education and Behavioural Science.
    Eklöf, Anita
    Ottosson, Torgny
    University of Borås, School of Education and Behavioural Science.
    "I was just helping her understand": Malignant positioning as cheaters and the conflict between student culture and academic tradition in disciplinary hearings2005Conference paper (Refereed)
  • 6.
    Nilsson, L-E
    et al.
    University of Borås, School of Education and Behavioural Science.
    Eklöf, Anita
    Ottosson, Torgny
    University of Borås, School of Education and Behavioural Science.
    What's in software? Making use of project support in writing at senior high school2005Conference paper (Refereed)
  • 7.
    Nilsson, L-E
    et al.
    University of Borås, School of Education and Behavioural Science.
    Eklöf, Anita
    Ottosson, Torgny
    University of Borås, School of Education and Behavioural Science.
    What's so original? The discourse on education and dishonesty in the wake of a technological revolution2005Conference paper (Refereed)
  • 8. Nilsson, L-E.
    et al.
    Ottosson, Torgny
    University of Borås, School of Education and Behavioural Science.
    "But you're not supposed to rip it straight off": Technology, plagiarism and dilemmas of learning2007Conference paper (Refereed)
  • 9. Olteanu, C.
    et al.
    Ottosson, Torgny
    University of Borås, School of Education and Behavioural Science.
    Grevholm, Barbro
    A theoretical framework for analysis of teaching/learning processes in algebra2004In: Arbetspaper presentat vid Mathematics and Language. Proceedings of MADIF4 The 4th Swedish Mathematics Education Research Seminar, 21-22 Januari, Malmö / [ed] Christer Bergsten, Barbro Grevholm, Bergsten, Christer och Grevholm, Barbro , 2004, p. 203-211Conference paper (Refereed)
  • 10.
    Ottosson, T
    et al.
    University of Borås, School of Education and Behavioural Science.
    Abrahamsson, A
    Springett, J
    Karlsson, L
    Making Sense of the Challenge of Smoking Cessation during Pregnancy: A Phenomenographic Approach2005In: Health Education Research, ISSN 0268-1153, E-ISSN 1465-3648, Vol. 20, no 3, p. 367-378Article in journal (Refereed)
    Abstract [en]

    In general, most women are familiar with the need to stop smoking when they are pregnant. In spite of this, many women find it difficult to stop. Using a phenomenographic approach, this study explored Swedish pregnant and post-pregnant women's ways of making sense of smoking during pregnancy. A total of 17 women who either smoked throughout pregnancy or stopped smoking during pregnancy were interviewed. Five different story types of how they are making sense of smoking during pregnancy were identified: smoking can be justified; will stop later; my smoking might hurt the baby; smoking is just given up; smoking must be taken charge of. Based on the study it is argued that the approach used in health education in relation to smoking cessation in antenatal care needs to move from information transfer and advice-giving to the creation of a dialogue. The starting point should be the woman's knowledge, concerns, rationalizations and prejudices. A model is suggested in which a woman may move in a space on three axes depending on life encounters, dialogue and reflections on meaning. The goal in health education would be to encourage movement along three axes: 'increase of self-efficacy towards control', 'increase awareness by reflection on meaning of the smoking issue' and 'avoidance of defense of the smoking behavior'.

  • 11.
    Reis, Maria
    et al.
    University of Borås, School of Education and Behavioural Science.
    Emanuelsson, Jonas
    Ottosson, Torgny
    University of Borås, School of Education and Behavioural Science.
    The development of toddlers’ mathematical activity in preschool2009Conference paper (Refereed)
    Abstract [en]

    The focus of this paper is to describe and discuss what resources toddlers' use to develop basic mathematical competence in a preschool setting. This development is described from the point of departure of the theory of variation and a Gibsonian view on perception, in terms of differences and similarities in a temporal sequence of situations where toddlers work with concrete materials such as building blocks of different kinds. The data consists of video documentations of children's everyday activities. We argue that we can see that the children have different ways of handling the tasks and situations at hand. The children can often discern where an object should be placed in relation to other objects according to relative size, orientation and rotation. When the task is changed, to a large extent the children has to "start from the beginning" often and has difficulties in generalising previous experiences, and previously used resources when working with other tasks.

  • 12.
    Åberg-Bengtsson, Lisbeth
    et al.
    University of Borås, School of Education and Behavioural Science.
    Ottosson, Torgny
    University of Borås, School of Education and Behavioural Science.
    What lies behind graphicacy? Relating students’ results on a test of graphically represented quantitative information to formal academic achievement2006In: Journal of Research in Science Teaching, ISSN 0022-4308, E-ISSN 1098-2736, ISSN 0022-4308, Vol. 43, no 1, p. 43-62Article in journal (Refereed)
    Abstract [en]

    Based on studies carried out on qualitative data an instrument was constructed for investigating how larger numbers of students handle graphics. This test, consisting of 18 pages, each with its own graphic display(s) and a set of tasks, was distributed to 363 students, 15–16 years of age, from five different schools. The format of the questions varied, as did the format of the graphics. As students’ performance was expected to be multidimensional, confirmatory factor analysis was carried out with a structural equation modeling technique. In addition to the identification of a general graphicacy-test factor (Gen) and an end-of-test effect (End0), a narrative dimension (Narr0) was vaguely indicated. This model was then related to a six-factor model of students’ formal academic achievement measured by their leaving certificates from compulsory education. The strongest correlation obtained was between the general graphicacy-test dimension (Gen) and a mathematic/science factor (MathSc0) in the grades model. In addition, substantial relationships were detected between the Gen factor and both an overall school achievement factor (SchAch) and a language factor (Lang0) in the grades model.

  • 13.
    Åberg-Bengtsson, Lisbeth
    et al.
    University of Borås, School of Education and Behavioural Science.
    von Zeipel, Hugo
    Ottosson, Torgny
    University of Borås, School of Education and Behavioural Science.
    Beach, Dennis
    University of Borås, School of Education and Behavioural Science.
    Can we take young pupils’ understanding of Illustrations for granted? Investigating multi-modally presented learning-contents in school science and mathematics2011Conference paper (Refereed)
    Abstract [en]

    New ways of presenting information have affected both contemporary society and education. School textbooks and other teaching aids for young pupils nowadays typically include, or sometimes entirely build on, illustrations and visual information. During the latest decades our view on literacy has shifted towards also comprising, as a necessity, visual and multimodal literacies Kress (2003). When using visual information in education, the transparency of pictures and models is often regarded as unproblematic. However, transparency is not an innate quality of illustrations and cannot be taken for granted (Pintó & Ametller, 2002). On the contrary, visual information is always coded and interpretations are always related to culture and context, so we must always ask what aspects of illustrations are easily understood by our young pupils’ and what aspects may be stumbling blocks for them.

1 - 13 of 13
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