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  • 51.
    Ferlin, Maria
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Lässtrategier före läsning i ämnet biologi2016Other (Other academic)
  • 52.
    Ferlin, Maria
    University of Borås, School of Education and Behavioural Science.
    Vardagsanknytning i biologiböcker2013In: Paideia, ISSN 1904-9633, no 5, p. 52-61Article in journal (Refereed)
    Abstract [sv]

    Artikeln behandlar hur anknytningar till elevers liv utanför skolan görs i svenska biologiböcker. Ett socialsemiotiskt perspektiv anläggs på texter och böckerna studeras som multimodala produkter. Anknytningen till livet utanför skolan sker genom olika modaliteter och det som främst har studerats är hur direkt tilltal används. Resultatet visar att elever förväntas ha besökt många biotoper vid olika årstider för att kunna känna igen sig i böckernas exempel. Möjliga konsekvenser frö elever, lärare och läromedelsförfattare diskuteras.

  • 53.
    Frostlund, Jörgen
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Nordgren, Pia M
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Evidence-based teaching in Swedish compulsory schools for pupils with intellectual disabilities2023In: Journal of Interactional Research in Communication Disorders, Vol. 14, no 1, p. 154-188Article in journal (Refereed)
    Abstract [en]

    Background: This study aims to identify the evidence-based teaching programs regarding communication and interaction that underpin Swedish compulsory schools for pupils with intellectual disabilities (ID).

    Method: This quantitative census survey fills a gap in the existing research literature, in that all qualified teachers in the schools report on the use of evidence-based teaching programs regarding communication and interaction for pupils with ID.

    Results: Only a small proportion of the teachers received any formal teacher training on evidence-based teaching programs or participated in any continuing professional development (CPD) on these programs. We also evidenced a teaching gap among Swedish special schools, as commonly used teaching programs differ within Swedish compulsory schools for pupils with ID. In addition, some commonly used teaching programs do not always promote interaction and learning for pupils.

    Discussion/conclusion: The teaching profession is in need of scientific guidance, in order to create evidence-based teaching practice for pupils with ID, which should be a focus of future studies.

  • 54.
    Garrote Jurado, Ramon
    University of Borås, Faculty of Librarianship, Information, Education and IT. Institutionen för pedagogik och didaktik, Stockholm University.
    Educational Software in Engineering Education2015Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis contributes to the quality of engineering education and the accessibility of education worldwide by promoting computer-enhanced teaching and learning. It uses the epistemology of John Dewey (1859-1952) and the action research methodology first advanced by Kurt Lewin (1890-1947). A mixed methods approach that combines qualitative case studies with quantitative research methods is used.

    In the first of three case studies engineering students working on their final degree projects participated. To elicit interaction, a learning management system (LMS) was used and the students were strongly encouraged to discuss various aspects of their work.

    The second case focused on the barriers to a wider utilization of educational software in engineering education. The case is delimited to lecturers at the School of Engineering at the University of Borås. The investigation focuses on the lecturers’ reluctance to use educational technology and the slow uptake of new pedagogical methods in engineering education.

    The third case study covers three subsets of participants. A course intended to improve lecturers handling skills and motivation to utilize educational software in a pedagogically sound manner was given in Cuba, Guatemala and Peru.

    The first case demonstrated that computer-enhanced collaborative learning can improve the learning experience and performance of engineering students. The second case showed that LMS tools that facilitate traditional methods are used routinely, whereas lecturers often refrain from using features intended to facilitate collaboration and the creation of communities of learners.

    The third case study investigated the use of a complete course package, with all course material and software contained on the same USB drive (LiveUSB Mediated Education, LUME). It is asserted that LUME can facilitate constructivist pedagogical methods and help overcome the reluctance of lecturers to utilize educational software in a pedagogical sound way.

    Download (pdf)
    omslag
  • 55.
    Garrote Jurado, Ramon
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Pettersson, Tomas
    A digital tool for improving enrolment and completion rate of Masters' Studies2018Conference paper (Refereed)
    Abstract [en]

    This paper presents a project, funded by Erasmus +, Strategic Partnership and conducted in by three European universities from; Sweden, Spain and the UK, in cooperation with a software company. The project aims to remediate the problem of masters' students who do not get their degree within the allocated time or even drop out from universities. The underlying cause is identified as students that have the formal prerequisites to register for a master's programme may still lack crucial previous knowledge and/or abilities to manage the studies.

    The suggested solution was to develop learning resource modules for four different master's programmes in Europe and create a HTML5-platform to house them. The modules are intended to illustrate the different abilities and level of previous knowledge that applicants are supposed to bring into their studies by a suitable entry profile for the master's course identified by lecturers.

    The access modules provides potential students with a self-assessment test divided in twelve parts. A visualization of the level of the twelve different skills or field of knowledge are then compared to the suitable entry profile for the master's course. Whenever weak spots in the prospective students´ ability are identified, the students are presented with a series of learning interventions designed to remedy flaws in their ability.

    The authors argue that the use of similar access modules could improve enrolment, completion rate, time-to-degree and retention in a wide range of educations.

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  • 56.
    Garrote Jurado, Ramon
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Pettersson, Tomas
    Regueiro Gomez, Angel
    EDUCATIONAL SOFTWARE AND PEDAGOGICAL DEVELOPMENT: SUCCESS FACTORS IN TEACHERS TRAINING2016Conference paper (Refereed)
    Abstract [en]

    This article presents a staff development project, intended to increase the use of educational software in higher education. The data was collected in four Latin American countries where university teachers attended a course about Learning Management Systems (LMS) built on the LUME method. LUME is an acronym for LiveUSB Mediated Education, a method based on a complete course package executable from a portable memory device.

    The process of planning appropriate changes in a course is outlined by reflecting on previous results. Some critical aspects of teachers’ education are identified and the authors argue that pedagogical motivation and collaboration rather than technical skill decide the long-term results.

    The authors assert that educational software have the biggest impact on the students when it is used to facilitate social constructivist methods. In order to reap the pedagogical benefits of educational software teachers must understand how sharing the information and the collaborative learning can improve learning and teaching in high education.

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  • 57.
    Gustafsson, Tanja
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Sundler, Annelie Johansson
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Hedén, Lena
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Lindberg, Elisabeth
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Maurin Söderholm, Hanna
    University of Borås, Faculty of Librarianship, Information, Education and IT. University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Communication in home care—A feasibility study of an educational intervention in self‐efficacy and job satisfaction2023In: Nursing Open, E-ISSN 2054-1058, Vol. 10, no 3, p. 1375-1382Article in journal (Refereed)
    Abstract [en]

    Aim

    To explore the feasibility of evaluating a novel educational intervention on person-centered communication for nursing assistants (NAs) in home care.

    Design

    A feasibility study with pre- and post-assessments.

    Methods

    Feasibility was assessed pre- and post-intervention, including evaluation of data collection procedures, completion rates and missing data in two questionnaires: Self-efficacy Questionnaire measuring communication skills and Measure of Job Satisfaction, analysed descriptively and statistically.

    Results

    The questionnaires were feasible and acceptable for the NAs to complete and understand. The pre- and post-assessments showed 83% and 61% completion rates, respectively, and a low proportion of missing data. Barriers for not participating in data collection were stress caused by staff shortages and high workload. Preliminary analysis of the questionnaires showed no significant difference pre- and post-intervention, even though an overall tendency of increased communication self-efficacy was observed. The NAs' self-efficacy ratings also revealed a ceiling effect.

     

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  • 58. Heath, Jerome
    et al.
    Rittgen, Peter
    University of Borås, School of Business and IT.
    Co-designing an Information System with Internationally Distributed Teams2013Conference paper (Refereed)
    Abstract [en]

    Distance Education can have students in a course that are geographically and culturally distributed. This is also an issue resulting from common industrial practice of the use of outsourcing and corporations that are international in nature.

  • 59.
    Helming Gustavsson, Maria
    University of Borås, Faculty of Librarianship, Information, Education and IT. Högskolan i Borås.
    Läsengagemang vid fiktionsläsning: några svensklärares erfarenheter2021Conference paper (Refereed)
    Abstract [sv]

    Läsengagemang vid fiktionsläsning: några svensklärares erfarenheterDenna studie syftar till att ge en inblick i hur några lärare inom ramen för svenskundervisning i årskurserna 7-9 förhåller sig till läsengagemang vid fiktionsläsning. Studien, som är en del av ett större avhandlingsprojekt, fokuserar några svensklärares egen upplevelse och reception av fiktion och hur de själva närmar sig och möter litterärt innehåll. Centralt är också att belysa huruvida lärarna anser att läsengagemang är betydelsefullt vid fiktionsläsning, i form av att bli uppslukade och attached vid läsning (Felski, 2020), liksom vad som kan påverka deras engagemang vid fiktionsläsning.

    Få studier har gjorts i Sverige som berör läsengagemang inom ramen för svenskundervisning i årskurserna 7-9. Ämnet är dock ytterst relevant. Läskompetens bland barn och ungdomar i Sverige tenderar att minska och studier visar att intresset för läsning har minskat betydligt bland unga sedan början av 2000-talet (Kungliga Ingenjörsvetenskapsakademin, 2021; Nordlund, 2020; Statens Medieråd, 2019; Vinterek et al. 2020). Två av tre 15-åriga pojkar och nästan 50 % av alla flickor i samma ålder uppgav i PISA-studien 2018 (OECD, 2019) att de bara läser om de måste. För att visa hur svensklärare i årskurserna 7-9 själva förhåller sig till läsengagemang vid fiktionsläsning genomförs denna kvalitativa undersökning utifrån semistrukturerade intervjuer med svensklärare på tre skolor. Både individuella intervjuer och fokusgruppsintervjuer genomförs och analyseras tematiskt (Braun & Clarke, 2006) i syfte att komma nära såväl enskilda lärares uppfattningar som tankar som framträder i ett svensklärarkollegium.

    Aktuell studie förväntas bidra med några svensklärares förståelse av läsengagemang vid fiktionsläsning. I studiens preliminära resultat lyfter lärarna fram vikten av att ett möte sker mellan text och läsare för att ett läsengagemang ska uppstå liksom vikten av att hitta rätt litteratur.

  • 60.
    Helming Gustavsson, Maria
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT. Högskolan i Borås.
    Eliaso Magnusson, Josefina
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Schmidt, Catarina
    Svensklärares tankar om engagemang vid fiktionsläsning på högstadiet2022Conference paper (Other academic)
    Abstract [sv]

    Denna studie syftar till att belysa svensklärares uppfattningar av engagemang vid fiktionsläsning, inom ramen för svenskundervisning i årskurs 7–9 samt vilka förutsättningar för engagemang som de uppger finns i nämnd undervisning. Svensklärare har en viktig uppgift att stimulera elever till läsengagemang. Deras uppfattningar vad engagemang vid fiktionsläsning innebär speglas i den undervisning de bedriver, utifrån textval och läsaktiviteter. Att språka om litteratur vid litterära samtal är till exempel en sådan aktivitet som kan bidra till ett ökat engagemang, framgår det i innevarande studie. Således knyter denna studie an till temat ”Språk och litteratur – en omöjlig eller skön förening”, med betoning på skön förening.

    Studien har genomförts utifrån individuella intervjuer och fokusgruppsintervjuer, via zoom. Materialet har sedan analyserats tematiskt i syfte att se övergripande teman i lärarnas utsagor. Mot bakgrund av teoretisk utgångspunkt i hermeneutisk fenomenologi har innehållet i lärarnas utsagor tolkats för att få en inblick i lärarnas livsvärldar (Husserl, 2014) och förståelsehorisonter (Gadamer, 1997).

    Engagemang är enligt lärarna i denna studie betydelsefullt vid fiktionsläsning. De beskriver läsengagemang som sammansatt, där det handlar om att bli uppslukad, berörd, att vilja möta nya insikter samt att vilja samtala med andra om litterärt innehåll. Viktiga förutsättningar för läsengagemang i undervisning är enligt lärarna att välja fiktion som elever kan knyta an till, att ställa rätt frågor till texterna samt att undervisningsmiljön präglas av tillit och samarbete. Här behöver lärarna vägleda sina elever genom att hjälpa dem att hitta fiktion som engagerar och att lära dem ställa frågor till texterna. Detta behöver göras i en tillitsfull undervisningsmiljö där lärarna och eleverna möter fiktion och möts genom fiktion.

    Källförteckning

    Gadamer, H. (1997). Sanning och metod (i urval). Daidalos.

    Husserl, E. (2014). Ideas: General Introduction to Pure Phenomenology. Routledge.

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  • 61.
    Hermansson, Carina
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT. Umeå universitet, Institutionen för språkstudier.
    Lindgren, Eva
    Umeå universitet, Institutionen för språkstudier.
    Norlund Shaswar, Annika
    Umeå universitet, Institutionen för språkstudier.
    Skrivande och skrivdidaktik2022In: Skrivdidaktik i grundskolan / [ed] Eva Lindgren; Carina Hermansson; Annika Norlund Shaswar; Sofie Areljung, Lund: Studentlitteratur AB , 2022, 1, p. 21-41Chapter in book (Other academic)
  • 62.
    Hulthén, Ulla
    University of Borås, School of Education and Behavioural Science.
    Lässtuga2006Report (Other academic)
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  • 63.
    Håkansson, Per
    Jönköping University, Matematikdidaktisk forskning.
    Rate as the relation of changes in two quantities: A variation theory perspective of learning rate of change2020Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis comprises three original papers about learning rate of change in school mathematics. The overall aim of the thesis is to contribute with knowledge in this particular area of research. Within this aim, each of the original papers contribute with its own perspective. The theoretical framework used in the thesis is variation theory of learning (Marton & Booth, 1997; Marton, 2015), by which learning is seen as experiencing a phenomenon in a new way. This theoretical point of departure is reflected in the research question of the thesis: What is critical to discern to use and express rate as a measure of the relation of changes in two quantities? The empirical study was conducted as a learning study (Pang & Marton, 2003). A learning study is an iterative, interventional research arrangement in which teachers and researchers collaboratively explore a specific ability, the object of learning, worthwhile for the students to learn. The object of learning related to this thesis, ‘to express the quantitative rate of change of a linear relation’, was explored in a series of three research lessons at a secondary school. Data consists of students’ responses to written pre- and post-tests, and lesson videos. Some data have been analysed during the on-going empirical study and some data have been analysed after it was concluded. Principles from variation theory have been used as tools for analysis throughout the study. Main results of Paper I demonstrate how two critical aspects are identified and revised through the process of learning study. In Paper II the results indicate that qualitatively different questions in a task may affect students’ ways to relate changes in two quantities. The results of Paper III suggest how different perspectives of slope may promote homogeneity as an aspect of rate. Results also comprise six critical aspects of the object of learning, four of which was identified by revisiting the results of Paper II. In summary, the critical aspects also specify the meaning of a covariational perspective of rate. Results are discussed in relation to previous educational research about rate of change, covariation of quantities and students’ conceptions of rate and slope. Further research directions are suggested.

  • 64.
    Håkansson, Per
    et al.
    Jönköping University, Matematikdidaktisk forskning.
    Gunnarsson, Robert
    Jönköping University, Matematikdidaktisk forskning.
    Frågan är vad frågan gör: olika frågeställningars betydelse för hur elever uttrycker och använder förändringstakt i matematik2018In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 6, no 2, p. 44-62Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to compare the impact of different phrasings of questions as of how students relate and express relations between different quantities in student tasks concerning rate of change. Through a qualitative analysis we compare how students in ninth grade (age 15) respond to two different framings of questions, concerning how fast the volume of fluid in two medicine bags change. The analysis indicates that a comparing question (”which changes fastest?”) can open up a wide outcome space, in which we could observe five qualitatively distinct ways of solving the task. Furthermore, a question that requests a value (“how fast does it change?”) seem to encourage students to make multiplicative comparisons, which is close to the mathematical meaning of rate of change. Finally, we discuss the potential of each question for pointing to different aspects of rate of change, and how they could be used by teachers for different purposes in teaching situations.

  • 65.
    Håkansson, Per
    et al.
    Jönköping University, Matematikdidaktisk forskning.
    Gunnarsson, Robert
    Jönköping University, Matematikdidaktisk forskning.
    Key Aspects Of Expressing The Rate Of Change In Lower Secondary School Mathematics2017Conference paper (Refereed)
  • 66.
    Håkansson, Per
    et al.
    Jönköping University, Matematikdidaktisk forskning.
    Gunnarsson, Robert
    Jönköping University, Matematikdidaktisk forskning.
    What is critical in order to learn the average rate of change?2018In: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education: Vol. 5 / [ed] E. Bergqvist, M. Österholm, C. Granberg & L. Sumpter, Umeå: PME , 2018, p. 55-55Conference paper (Refereed)
  • 67.
    Jensen, Mikael
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Kommunikation i klassrummet2022 (ed. 2)Book (Other academic)
    Abstract [sv]

    gKommunikation är centralt i nästan alla mänskliga aktiviteter. I klassrummen är kommunikation en nödvändighet för att skapa ett positivt fysiskt och socialt klimat som grund för samspel och lärande. Det är dock möjligt att kommunicera på många olika sätt och forskningen, framför allt den internationella, kan nu visa vilka sätt att kommunicera som ger bäst resultat. Trots att kommunikation är så centralt i undervisning har ytterst få böcker på svenska tagit ett helhetsgrepp om detta intressanta och viktiga ämne. Boken behandlar bl.a.: • kommunikationsmönster i klassrummet • känslors betydelse för kommunikation och lärande • gruppkommunikation och lärande • multimodal kommunikation i klassrummet • hur frågor används på ett optimalt sätt • hur tydlighet och visualisering fungerar som hjälpmedel. Boken vänder sig till blivande och verksamma lärare inom grund- och gymnasieskolan samt andra yrkesgrupper med intresse för kommunikation och lärande inom utbildning.

  • 68.
    Jensen, Mikael
    University of Borås, School of Education and Behavioural Science.
    Kommunikation i klassrummet2012Book (Other academic)
  • 69.
    Jensen, Mikael
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Ledarskapsteorier2022In: Lärarens ledarskap - professionell pedagogisk praktik / [ed] Ann S Pihlgren & Mikael Jensen, Malmö: Gleerups Utbildning AB, 2022, 1, p. 19-42Chapter in book (Refereed)
    Abstract [sv]

    Ledarskap är mångfasetterat och går att betrakta från flera olika synvinklar. Hur man än väljer att se på ledarskap fångar man bara ett fåtal aspekter. Detta har medfört att ledarskapsforskning är ett av de mest omfattande forskningsområdena och dessutom ett av de mest omtalade. Enigheten kring vad ledarskap är, är ganska låg. Så vad är ledarskap egentligen? Svaret på den frågan kan beskrivas med någon av alla de ledarskapsteorier som finns. Ju fler ledarskapsteorier man tar del av, desto bättre förstår man fenomenets komplexitet. I detta kapitel presenteras ett urval av ledarskapsteorier med relevans för lärares undervisning. De representerar en rad olika synsätt för att du som läsare både ska kunna se bredden inom ledarskapsforskning och kunna fördjupa dig i de teorier som du finner användbara.

  • 70.
    Jensen, Mikael
    University of Borås, School of Education and Behavioural Science.
    Lärandets hur, vem, när och var2013In: Fritidshemmets didaktik / [ed] Ann Pihlgren, Studentlitteratur , 2013, p. 59-75Chapter in book (Refereed)
  • 71.
    Jensen, Mikael
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Undervisning och ett kommunikativt ledarskap2022In: Lärarens ledarskap - professionell pedagogisk praktik / [ed] Ann S Pihlgren, Mikael Jensen, Malmö: Gleerups Utbildning AB, 2022, 1, p. 59-76Chapter in book (Refereed)
    Abstract [sv]

    Lärare använder kommunikation på många sätt för att leda i sin undervisning. I detta kapitel ligger fokus specifikt på dialogen, eller samtalsstrukturen, och på hur läraren avsiktligt leder eleverna att ta till sig ett visst innehåll inom ramen för dialogen. För att leda eleverna behöver man som lärare till att börja med en god förståelse för hur samtalsstrukturen ser ut och för hur turregleringen i ett samtal går till. Därtill kan man använda sig av resurser som sin kropp, frågor och andra hjälpmedel för att nå fram med sina avsikter så tydligt som möjligt. Syftet med kommunikationen är att leda eleverna till lärande. Om man lyckas förfina och precisera sin kommunikation har man kommit en bra bit på vägen.

  • 72.
    Juvonen, Päivi
    et al.
    Linnéuniversitetet.
    Uddling, Jenny
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Språk- och kunskapsutvecklande arbete i språkligt heterogena klassrum2022In: Didaktikens språk: om skolundervisningens mål, innehåll och form / [ed] Andreas Nordin, Michael Uljens, Gleerups Utbildning AB, 2022, p. 121-136Chapter in book (Refereed)
  • 73.
    Klaar, Susanne
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Arguments for Early Childhood Science Education; a Review of Research Articles 2006-20162016Conference paper (Refereed)
    Abstract [en]

    The aim is to analyse research articles connected to Early Childhood Science Education (ECSE) with a specific focus on “why it is important to teach and learn science in preschool practices”.

    To teach and learn about science in preschool practices can be understood as e.g. learn to care for nature or to create knowledge about natural phenomena and processes. With a specific focus on Early Childhood Education, Hedefalk et.al (2015) and Somerville and Williams (2015) present surveys connected to Education for Sustainable Development, and Zohar and Barzilai (2013) present a review on research in Science Education in the field of metacognition.

    This present study will use curriculum theory to analyse and critically discuss teaching traditions and learning content (see Svennbeck 2003, Öhman 2006).  

    Words used in the ERIC database search was: early childhood, natural science,  science education.

    Approximately 90 articles from Early Childhood Journals and Science Education Journals will be scrutinized regarding arguments for ECSE, using a coding scheme based on introductions and purposes of the studies.

    Initial results from this ongoing review of articles show arguments that focus on ECSE as: i) laying the foundation for knowledge and interest in science, preparing for school, ii) making children able to engage in environmental issues, iii) offering children to explore everyday-science as lived experiences.  

    Only peer-reviewed articles were chosen, and the same words were used during the complete search.

    The result can be used in critical reflections on arguments for teaching and learning science in preschool, to create multifaceted teaching and learning environments.

  • 74.
    Klaar, Susanne
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Att väva samman lärande, fostran och omsorg när förskolebarn möter natur2015Conference paper (Other academic)
  • 75.
    Klaar, Susanne
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Ett mångfacetterat naturinnehåll och naturlärande i förskolan2016In: Naturvetenskap i ett förskoleperspektiv: Kreativa lärandeprocesser / [ed] Susanne Thulin, Malmö: Gleerups Utbildning AB, 2016, p. 49-65Chapter in book (Other academic)
  • 76.
    Klaar, Susanne
    Örebro universitet.
    Naturorienterad utbildning i förskolan: Pragmatiska undersökningar av meningsskapandets individuella, sociala och kulturella dimensioner2013Doctoral thesis, comprehensive summary (Other academic)
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  • 77.
    Klaar, Susanne
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    To challenge: one of many aspects when teachers teach science in preschool2015Conference paper (Refereed)
    Abstract [en]

    The overarching aim is to deepen the understanding about teaching processes when preschool children learn about nature. Research into the teaching and learning of science in the preschool tends to either focus on teaching for children’s conceptual development (Charlton, 2003; Zembylas, 2009) or practices that prioritises child-centred activities (Garbett, 2003; Thulin, 2011). Nature content in these practices can be either everything or nothing, but still, preferably cognitive. However, in my previous research into preschool children´s learning about nature, I show that teachers guide towards learning contents that intertwine cognitive, moral, aesthetical and practical learning qualities (Klaar and Öhman, 2013). In this study, teaching processes are investigated by the use of a methodology based on John Dewey’s pragmatic philosophy and the concept of transactions (Dewey and Bentley, 1949/1991; Garrison, 2001). Outdoor nature experiences of preschool children (aged one to three) were video-recorded, transcribed and analysed by the use of 'epistemological move analysis' (Lidar et al., 2006), here oriented towards teaching processes and teachers' guidance in children's nature learning. The preschool teachers and the parents gave their written approval and the participants were told that they could withdraw at any time during the recordings. The analyses show that the relations between teaching and nature-learning processes are intertwined and include education and care. The teachers’ guide towards different qualities in learning about nature by challenging, admonishing, instructional, confirming, generative, reorienting and reconstructing moves. The results contribute to nature-oriented teaching practice and nature-oriented preschool research when critically discussing teachers´ guidance in learning processes.

  • 78.
    Levinsson, Magnus
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Bodily aspects of becoming and being a teacher2017Conference paper (Refereed)
  • 79.
    Levinsson, Magnus
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Kan och bör systematiska översikter adressera frågor om vad som är utbildningsmässigt önskvärt?2017In: Nordisk tidskrift för allmän didaktik, ISSN 2002-1534, Vol. 3, no 1, p. 86-92Article in journal (Other academic)
  • 80.
    Levinsson, Magnus
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Slutreplik på två vitt skilda läsningar2017In: Nordisk tidskrift för allmän didaktik, ISSN 2002-1534, Vol. 3, no 1, p. 101-104Article in journal (Other academic)
  • 81.
    Levinsson, Magnus
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Hogedal, Liselott
    Liberg, Caroline
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Nemeth, Ulrika
    Tyrén, Lena
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Fixar Läsfixarna läsningen?2017In: Undersöka och utveckla undervisning: Professionell utveckling för lärare / [ed] Jonas Almqvist, Karim Hamza, Anette Olin, Lund: Studentlitteratur AB, 2017, p. 31-48Chapter in book (Other (popular science, discussion, etc.))
  • 82.
    Levinsson, Magnus
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Langelotz, Lill
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    'Making' a research user: Teacher de-professionalization in the name of educational research2017Conference paper (Refereed)
    Abstract [en]

    Over the past two decades there has been a strong push for evidence-based inclusive education. As an example, the European Union has co-funded projects that aim to develop the potential of evidence-based practice in inclusive educational approaches in schools across Europe. Critics emphasise, however, that there are democratic deficits in the evidence-based approach. One main argument is that the idea of evidence-based practice provides a framework for the role of research in educational practice that not only restricts educational decision-making to questions about ‘what works’, but also restricts the opportunities for participation in educational decision-making. It is emphasised that teachers have to be involved in continuing professional development as autonomous professionals to enhance the teaching and learning practice. The evidence-based practice movement has been regarded by numerous critics as a major threat to teacher professionalism that undermines efforts to increase teacher autonomy. The consequences of adopting an evidence-based approach have, however, not been the subject of much empirical research. The many controversies that have arisen between proponents and opponents have mainly taken place on a theoretical level.

    This study goes beyond previous controversies by investigating evidence-based inclusive education in practice. The study draws on data from an EU-financed education project aimed at implementing and developing evidence-based inclusive teaching strategies at the primary school level in five countries in Europe. In Sweden, one municipality took part in this project. Two project leaders, two school psychologists, three principals and sixteen teachers working at three different primary schools in the municipality were involved. One of the main purposes in the EU-project was to educate teachers on inclusive teaching strategies via education interventions (i.e. continuing professional development). Two researchers (the authors of this paper) were involved in continuous evaluative contract research ordered by the municipality to explore what kind of professional learning practices were constituted in the project, and how these practices promoted or impeded the development of inclusive teaching practices.

    In this paper, we present the part of this study that focuses on how the professional learning practices influenced teachers’ participation in educational decision-making.

    The study takes its point of departure in the practice theory terrain and more specifically in the theory of practice architectures. A practice is, from this point of view, an organised nexus of actions such as ‘sayings-and-doings’. Added to these actions is, according to the theory of practice architectures, ‘relatings’. People talk, act and relate to one another in certain ways in a site. These specific sayings-doings-relatings constitute a practice. Furthermore, a practice is historically, culturally, socially, politically and discursively constituted and it is enabled and constrained by its cultural-discursive, material-economic and social-political arrangements. The arrangements constitute the architectures of practices, although practices are not seen as determined by the arrangements: participants have an agency and the power to change practices. The theory is understood and used as an ontological, epistemological, methodological and analytical resource.

     

    Method

    According to the study’s theoretical point of departure, ethnographic methods have been adopted. The analysis mainly draws on data from participative observations of: - professional learning practices - teaching practices - practices of meetings: continuous meetings between project leaders and researchers (the authors) focusing on the progress of the development project.

    The first practice observed was organised as a continuing professional development practice. The project leaders planned and took responsibility for the content. Sixteen teachers from three different schools were gathered on six half-days over four months. These half-day sessions focused on conveying inclusive teaching strategies related to domains such as meta-cognition, peer-learning, formative assessment and learning styles. In view of the lessons learned from similar projects, the teachers were encouraged by the project leaders to make up their own action plans based on inclusive strategies which they had found particularly interesting.The teachers discussed their views on the different types of action suggested and how these strategies could be combined with specific techniques and materials to meet student needs and to develop more inclusive teaching practices. In total, six half-day sessions were observed. 

    The second professional learning practice was formalised as collegial learning aimed at follow up individual teaching (to put their action plans into practice) in the context of their local school.Taking part in these follow-up sessions were researchers, school psychologists, teachers from the local school, the principal and one project leader. The aim was to provide teachers with feedback on how they had implemented their action plans. In total, four follow-up sessions were observed at one of the participating schools. 

    Field notes were made by both authors and used for joint reflections and first analyses. Some of these reflections were discussed continuously with the project leaders as part of the contract between the municipality and the university. Some document material was also analysed. This included material such as PPT-files and PDF-documents that, among other things, contain information about the EU-project, the different inclusive teaching strategies promoted and various teacher assignments performed in the project.

    The theory of practice architectures has been used as a lens in the analyses of the empirical material to explore what enabled and constrained teachers’ possibilities of participating in educational decision-making. The analyses of the empirical material have been conducted by the authors as a team and any disagreement has been resolved by discussion.

    Result

    The results show how teachers’ possibilities for acting as autonomous professionals in the practices of professional learning were constrained in numerous different ways. One of the strongest constraints for the teachers’ possibilities for professional learning was the nature of the EU-project. The epistemological approach (cultural-discursive arrangement) in the project was clearly instrumental, which ultimately made teachers into research consumers rather than autonomous contributors to the practices of professional learning. As an example, the project leaders continuously had to report to the project owner (an EU-organisation) the progress of the education intervention, which explicitly was supposed to contribute to the knowledge-base on ‘what works’ in inclusive education. The project leaders expressed that they felt pressure to show ‘good results’ when reporting back. This focus on finding out what works, within in a limited time-frame (6 month [material-economic arrangements]), appeared to hinder any other approach to enhance inclusive teaching practices. When the teachers tried to discuss and problematize the meaning of ‘inclusion for all pupils’ they were fed with pre-defined inclusion concepts and evidence-based inclusive teaching strategies derived from the literature included in the EU-project. Consequently, the teachers’ experiences and knowledge of how inclusive teaching and learning practices might be formed were not asked for. Furthermore, the researchers (the authors) were several times used to justify the chosen approach. The project leaders turned to the researchers to confirm the evidence-based claims made during the half-day sessions. Even though the researchers tried, they found it extremely difficult to promote a completely different kind of professional learning practice within this context (social-political arrangements), and that is partly why this paper characterises the development project as ‘teacher de-professionalisation in the name of educational research’.

  • 83.
    Lindgren, Eva
    et al.
    Umeå universitet, Institutionen för språkstudier.
    Hermansson, Carina
    University of Borås, Faculty of Librarianship, Information, Education and IT. Umeå universitet, Institutionen för språkstudier.
    Boström, Per
    Umeå universitet, Institutionen för språkstudier.
    Nilsson, Anna
    Ström, Peter
    Umeå universitet, Institutionen för språkstudier.
    Sturk, Erika
    Umeå universitet, Institutionen för språkstudier.
    Skrivande för delaktighet och demokrati2022In: Skrivdidaktik i grundskolan / [ed] Eva Lindgren; Carina Hermansson; Annika Norlund Shaswar; Sofie Areljung, Lund: Studentlitteratur AB , 2022, 1, p. 43-67Chapter in book (Other academic)
  • 84.
    Loenheim, Lisa
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Konsten att hantera det sammansatta2023In: Språkbruk, ISSN 2343-0621Article in journal (Other (popular science, discussion, etc.))
  • 85.
    Norlund, Anita
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Four Ways of Expressing Differences of Opinion inside the Classroom2015In: Conference Publication:10th IAIMTE Conference 2015: Languages, Literatures, and Literacies, 2015, p. 216-217Conference paper (Refereed)
  • 86.
    Norlund, Anita
    University of Borås, School of Education and Behavioural Science.
    Läroboksbilden som resurs i svenskämnets debattundervisning2014In: Mötesplatser - texter för svenskämnet / [ed] Ann Boglind, Per Holmberg, Anna Nordenstam, Studentlitteratur , 2014, p. 155-177Chapter in book (Other academic)
  • 87.
    Norlund, Anita
    University of Borås, School of Education and Behavioural Science.
    Läroböckernas bilder och svenskämnets identitet2010Conference paper (Other academic)
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  • 88.
    Norlund, Anita
    University of Borås, School of Education and Behavioural Science.
    Skoldebatten i ett textdidaktiskt och sociologiskt perspektiv2011Conference paper (Refereed)
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  • 89.
    Norlund, Anita
    University of Borås, School of Education and Behavioural Science.
    ”Varför tycker du man ska ha dödsstraff, då?” Ett sociologisk-didaktiskt verktyg för analys av klassrumsdebatter2013In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1, p. 35-62Article in journal (Refereed)
    Abstract [en]

    Debates, as the discursive curriculum activities they are, are occasionally arranged in classrooms. Here, the aim is to offer a tool for analyses of such activities. By adopting a sociological-didactical perspective, this article takes Basil Bernstein’s conceptual pair vertical and horizontal discourse as its starting point. The ‘vertical discourse’ is roughly speaking school-oriented whereas the ‘horizontal discourse’ is more often played out in informal contexts. These two central concepts will be specified in particular relation to the classroom debate as curricular content. Two contrasting authentic classroom debates were intentionally selected in order to try out the ana-lytical tool. Both the debates deal with the same topic, i. e. death penalty. The debates, however, also differ from each other; they are put into prac-tice in remarkably different ways and in different contexts, although they are both collected from, in a sociological perspective, supposedly less ad-vantaged areas. I argue that the tool offered is a needed and fruitful way of capturing what happens in classroom debates.

  • 90.
    Norlund, Anita
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    "Varken en mirakelmedicin eller en farsot": en översikt över forskning om undervisningsteknologi i form av så kallade verklighetsmiljöer2017In: Paideia, ISSN 1904-9633, no 13, p. 6-16Article in journal (Refereed)
  • 91.
    Persson, Elisabeth
    University of Borås, School of Education and Behavioural Science.
    Thought style as analytical tool to understand mathematics education: limits and possibilities2007Conference paper (Other academic)
  • 92. Pihlgren, Ann S
    et al.
    Jensen, MikaelUniversity of Borås, Faculty of Librarianship, Information, Education and IT.
    Lärarens ledarskap: professionell pedagogisk praktik2022Collection (editor) (Refereed)
    Abstract [sv]

    Att läraren är en ledare, det är nog alla överens om. Men vad handlar ledarskapet egentligen om? Den här boken tar sig an det komplexa ledarskapet och dess praktik genom att belysa lärarens ledarskap ur en rad olika aspekter.

    Lärarens ledarskap är en förutsättning för att undervisningen ska leda till lärande. I undervisningssituationen ska läraren på samma gång balansera undervisning, relationer och ordningsfrågor. Detta förutsätter att den enskilde läraren har didaktisk och relationell kompetens samt kompetens att leda grupper. Samtidigt behöver läraren kunna avläsa och förstå de system som skolan omfattar, och vilka faktorer utanför lärarens dagliga verksamhet som kommer att påverka möjligheterna för läraren att leda och att utveckla sitt ledarskap. 

    I den här boken får läraren redskap för att utveckla ett gott ledarskap genom praktiknära exempel, kopplade till forskning inom varje område. I bokens olika delar speglas det komplexa samspelet mellan elever, lärare och den kontext de befinner sig i samt hur läraren kan navigera sitt ledarskap för att åstadkomma ett hållbart lärande hos eleverna. I ett antal innehållsrika forskningsbaserade kapitel med praktiknära resonemang belyser bokens författare flera olika aspekter av lärarens pedagogiska ledarskap. Här kan läsaren ta del av kapitel som bland annat behandlar ledarskapsteorier, relationellt klassrumsledarskap, konflikthantering, pedagogiskt ledarskap online och lärares ledarskap i en mångkulturell skola.

  • 93.
    Raivio, Magdalena
    et al.
    Department of Educational Studies, Karlstad University, 651 88 Karlstad, Sweden.
    Skaremyr, Ellinor
    University of Borås, Faculty of Librarianship, Information, Education and IT. Department of Educational Work, University of Borås, 501 90 Borås, Sweden.
    Kuusisto, Arniika
    Faculty of Educational Sciences, University of Helsinki, 00014 Helsinki, Finland.
    Discursive Norms and Incentives for Equipping Students with Religion and Worldview Literacy in Swedish Preschool Teacher Education Policy2023In: Religions, E-ISSN 2077-1444, Vol. 14, no 9, p. 1-15, article id 1194Article in journal (Refereed)
    Abstract [en]

    The increasing societal diversity of religions and worldviews (R&W) in Swedish preschools affects what competencies today’s preschool teachers need and what needs to be taught in Swedish Preschool Teacher Education (PTE). The study aims to investigate the content and discursive norms regarding religion and worldviews in Swedish PTEs on a national policy level and contribute to knowledge in the research field of Religious Studies and Higher Education. The PTE curricula of all the twenty Higher Education institutions offering PTE in Sweden in 2022 are investigated using text-centred discourse analysis, together with a theoretical and analytical tool for analyzing different dimensions of the PTEs and the potential for them to function as socially sustainable communities of care. The results show that even though there might be implicit incentives for teaching about R&W, all but one of the educational curricula of the twenty PTEs in Sweden lack explicit mention of ‘religion’. Based on the results, we can see that at a national policy level, the content of the educational curricula reproduces liberal secular and humanist worldviews as norms for the PTEs. There is also a lack of explicit policy-related incentives for the PTEs to promote social sustainability regarding equipping students with proper knowledge and skills for developing care-centered and norm-critical R&W literacy. 

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  • 94.
    Sturk, Erika
    et al.
    Umeå universitet, Institutionen för språkstudier.
    Hermansson, Carina
    University of Borås, Faculty of Librarianship, Information, Education and IT. Umeå universitet, Institutionen för språkstudier.
    Lindgren, Eva
    Umeå universitet, Institutionen för språkstudier.
    Elever berättar om skrivande: individ och kontext i samspel2022In: Fjortonde nationella konferensen i svenska med didaktisk inriktning: Didaktiska perspektiv på språk och litteratur i en globaliserad värld, Malmö 18–19 november 2020 / [ed] Pia Nygård Larsson; Cecilia Olsson Jers; Magnus Persson, Lund: Nationella nätverket för svenska med didaktisk inriktning , 2022, p. 231-247Chapter in book (Refereed)
    Abstract [sv]

    I dagens samhälle är skrivande en nyckelkompetens för deltagande i arbetsliv och samhällsliv. Ur ett demokratiperspektiv är förmågan att både vilja, våga och kunna skriva för att delta grundläggande – för alla elever. I den här artikeln lyssnar vi till mellanstadieelevers röster om hur deras skrivande tar form i ett samspel mellan individen och kontextuella resurser. I samband med en klassrumsintervention där skrivandet stod i fokus skrev eleverna loggbok och intervjuades om sina åsikter, tankar och erfarenheter av skrivande i och utanför klassrummet. Loggböckerna skrevs en gång per vecka och intervjuerna genomfördes dels individuellt, dels i fokusgrupper. Interventionen pågick i tre veckor och utvecklades av lärare och forskare tillsammans.

    Utgångspunkten för analyserna är att skrivande sker i ett samspel mellan individen och den kontext individen befinner sig i, såväl historiskt som pågående. I detta samspel skapar den som skriver ett avgränsat mål med skrivandet, vilket kan beskrivas som en meningsfull retorisk handling (Flower, 1989). Resultaten visar att elevernas skrivande kännetecknas av en samverkan mellan individen och olika kontextuella resurser såsom ord, modaliteter (bild och musik), struktur, skrivkamrat, mottagare, materialitet (mobiltelefon) samt elevens erfarenheter, åsikter, tankar och idéer. Dessa resurser används av eleverna för att skapa mål och mening med sitt skrivande; skrivandet blir relevant för dem.

  • 95.
    Sundberg, Bodil
    et al.
    Örebro universitet, Institutionen för naturvetenskap och teknik.
    Andersson, Magdalena
    Örebro universitet, Institutionen för naturvetenskap och teknik.
    The Role of Wonder in Students’ Conception of and Learning About Evolution2023In: Center for Educational Policy Studies Journal (C·E·P·S Journal), ISSN 1855-9719, E-ISSN 2232-2647, Vol. 13, no 1, p. 35-61Article in journal (Refereed)
    Abstract [en]

    Learning about evolution can be challenging for students, as a full understanding may require them to see the world in new ways, to master a disciplinary language and to understand complex processes. Drawing on a long line of theoretically grounded arguments of philosophers and researchers for including wonder in science teaching, we report on the results of an empirical study with the primary aim of investigating the role of wonder in students’ learning about evolution. The study was carried out through a formative intervention in which two researchers in science education collaborated with a seventh-grade teacher. Over a period of six weeks, 45 students participated in lessons and workshops aimed at eliciting a sense of wonder in relation to concepts that are known to impact the learning of evolution. We incorporated four ‘triggers’ to elicit students’ wonder in the science class: aesthetic experiences, defiance of expectations, agency and awareness of a mystery within the ordinary. Logbook entries and interviews with student pairs provided empirical material for a qualitative analysis of the role of wonder in the students’ meaning-making about, learning of and engagement in evolution. The results show that it is possible to design science teaching that triggers students’ wonder in relation to an intended learning object. The results also reveal that the participating students described their sense of wonder in qualitatively different ways and that they still struggled to make sense of the concept of evolution after six weeks of teaching.

  • 96.
    Sundberg, Bodil
    et al.
    Örebro universitet, Institutionen för naturvetenskap och teknik.
    Areljung, Sofie
    Department of Science and Mathematics Education, Umeå University, Umeå, Sweden.
    Due, Karin
    Department of Science and Mathematics Education, Umeå University, Umeå, Sweden.
    Ekström, Kenneth
    Applied Educational Science, Umeå University, Umeå, Sweden.
    Ottander, Christina
    Department of Science and Mathematics Education, Umeå University, Umeå, Sweden.
    Tellgren, Britt
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Understanding preschool emergent science in a cultural historical context through Activity Theory2016In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 24, no 4, p. 567-580Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to explore how cultural factors interact with preschool teachers’ shaping of activities with science content, and also how Activity Theory (AT) as a theoretical framework can be useful for examining interrelations within preschool systems. Qualitative data was collected from three preschools in the form of guided group discussions with preschool teachers, observations and video recordings of activities, and stimulated recall discussions based on the recorded practices. The preschools displayed diverse approaches for experiencing and learning science, some with great creativity. In all preschools learning was integrated with care, upbringing and play. To support children’s interest and confidence was central. How science activities were shaped mainly depended on how children’s interests were allowed to govern practice. The use of AT as an analytical tool was proven to be effective in identifying the elements, relationships and tensions crucial for understanding the framing of science activities. 

  • 97.
    Sundberg, Bodil
    et al.
    Örebro universitet, Institutionen för naturvetenskap och teknik.
    Areljung, Sofie
    Department of Applied Educational Science, Umeå University, Umeå, Sweden .
    Ottander, Christina
    Department of Science and Mathematics Education, Umeå University, Sweden .
    Opportunities for Education for Sustainability through multidimensional preschool science2019In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 3, no 15, p. 358-369Article in journal (Refereed)
    Abstract [en]

    In this article, we exemplify and discuss how preschool science education may contribute to Education forSustainability (EfS). We draw on data from science activities in fourteen Swedish preschools, in which wehave previously identified examples of ‘multidimensional science teaching’, hence, teaching that intertwineschildren’s science learning with multiple dimensions of children’s lives, such as emotions, fantasy,play and aesthetic modes of expressions. By re-analysing these activities through an EfS lense, we showseveral examples of how multidimensional science teaching provide opportunities for children to developagency and empowerment as well as connectedness with the environment, and some examples of creativeproblem solving. Yet, we advocate that teachers’ active participation is crucial for realising multidimensionalscience teaching in a way that contributes to EfS.

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  • 98.
    Sundberg, Bodil
    et al.
    Örebro universitet, Institutionen för naturvetenskap och teknik.
    Areljung, Sofie
    Umeå University, Umeå, Sweden.
    Skoog, Marianne
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Ottander, Christina
    Umeå University, Umeå, Sweden.
    Due, Karin
    Umeå University, Umeå, Sweden.
    Broar för naturvetenskap: kontinuitet i övergången mellan förskola, förskoleklass och årskurs 1-32018Conference paper (Refereed)
    Abstract [sv]

    Sessionen inleds med en presentation av de första resultaten från ett nystartat projekt som avser att synliggöra hinder och möjligheter för en kontinuitet i undervisning av naturvetenskap för yngre barn i de olika skolformerna förskola, förskoleklass samt åk 1-3.

    Projektets har två utgångspunkter: 1) de forskningsrön som indikerar att barns ämnesmässiga erfarenheter inte tas tillvara i samband med övergångar mellan skolformerna och 2) den speciella problematik som uppstår i samband med övergångar just mellan förskola, förskoleklass och skola där barnen övergår från en undervisningskultur till en annan. Kulturerna skiljer sig när det gäller synen på barnet, lärande och kunskap vilket i sin tur påverkar hur man formar aktiviteter med ett lärandeinnehåll. De olika skolformerna styrs också av två olika läroplaner: Lpfö 98 och Lgr 11 med olika krav på t.ex. barns deltagande och lärande.

    Projektet bygger på praktiknära forskningsmetoder utifrån tredje generationens verksamhetsteori och teorin om expansivt lärande (Engeström & Sannino 2010). Det genomförs via formativa interventioner (Penuel 2014) där forskare samarbetar med lärare från tre olika enheter som vardera omfattar förskola, förskoleklass och lågstadium.  Målet är att bidra med både generell kunskap om verksamhetsutveckling i pedagogiska miljöer, och specifik kunskap om hur barn/elever kan erbjudas ämnesmässig kontinuitet i samband med övergångar.

    Resultatpresentationen fokuseras till två av projektets fem huvudfrågor: 1) Vilka föreställningar har lärare i förskola, förskoleklass samt åk 1-3 om sitt uppdrag att undervisa i naturvetenskap och vad får det för betydelse för hur naturvetenskapliga aktiviteter formas i respektive utbildningskultur? 2) Vilka hinder och möjligheter finns för kontinuitet mellan skolformerna generellt när det gäller pedagogisk verksamhet och specifikt i samband med undervisning i naturvetenskap?

    Utifrån de resultat som presenteras inbjuds deltagarna till en diskussion om hur ämnesmässig kontinuitet kan främjas i samband med övergångar mellan skolformer.

  • 99.
    Sundberg, Bodil
    et al.
    Örebro universitet, Institutionen för naturvetenskap och teknik.
    Ottander, Christina
    Institutionen för naturvetenskapernas och matematikens didaktik, Umeå universitet, Umeå, Sverige.
    Science in Preschool – A Foundation for Education for Sustainability?: a View from Swedish Preschool Teacher Education.2014In: Research in Early Childhood Education for Sustainability: international perspectives and provocations / [ed] Susan Elliott, Julie Davis, Oxon: Routledge , 2014, p. 280-293Chapter in book (Other academic)
    Abstract [en]

    In this chapter we elaborate on how science encounters can be used within education for sustainability (EfS) in preschool practice as a means of empowering children to engage with sustainability. We acknowledge recent research arguing for a rethink of what science teaching in preschool can be. Such rethinking involves a shift from viewing science in preschool as mainly nature experiences towards introducing young children to science inquiry. By doing so, the interplay between knowledge, values and the ways in which humans build and make use of new knowledge can become visible thus, laying a foundation for EfS. Implementation of science inquiry processes in preschools would, however, necessitate changes in preschool teachers’ personal and professional views of science, nature and pedagogy. In our research we have explored how competence in inquiry-based teaching may, or may not, develop during pre-service preschool teacher education. We have also observed how competence can develop, but still not be realized in practice due to culturally and historically grounded attitudes and notions about science and about teaching. Drawing on these findings, we initiate discussion about how pre-service and in-service teacher education can support a broader view of teaching and science to fit the ‘community of practice’ of preschools and hence make a contribution to EfS. Our suggestions highlight the need for pre-service and in-service education to explore the historical/cultural contexts of preschool practices and teachers’ roles in raising children’s awareness of their own scientific observations and science learning processes. We also stress the need for stronger co-operation between teacher educators and teachers in practicum settings to ensure that pre-service students experience preschool environments where they have opportunities to challenge norms and practice inquiry teaching skills that are foundational for EfS. 

  • 100.
    Sundberg, Bodil
    et al.
    Örebro universitet, Akademin för naturvetenskap och teknik.
    Ottander, Christina
    Institution för matematik, teknik och naturvetenskapliga ämnen, Umeå universitet, Umeå, Sweden.
    The Development of Pre-school Student Teachers´ Attitudes Towards Science and Science Teaching During Their University Studies2010In: Contemporary science education research: pre-service and in-service teacher education. A collection of papers presented at ESERA 2009 Conference / [ed] Mehmet Fati̇h Taşar, Gültekin Çakmakci, Ankara, Istanbul: Ankara Pegem Akademi , 2010, p. 157-166Conference paper (Refereed)
    Abstract [en]

    Considerable concern has been raised in Sweden about decreasing interest in science among young people. One key to improving attitudes towards science is an early positive contact with science. Numerous studies have however shown that elementary and pre-school teacher generally have negative attitudes towards science and science teaching, as well as poor science content knowledge. As a consequence, science teaching in pre-schools often is fragmented. A pre-school teacher education that prepares student teachers for teaching science with confidence has therefore been put forward as a way of increasing quality science teaching in pre-schools.

    In this longitudinal study, attitudes towards science and science teaching of students enrolled in a science and art oriented pre-school teacher programme were followed during their first years of university studies.

    The results show that the socialization process into the scientific discourse takes time, and that one full year of exposure to activities with scientific content was needed for skeptical attitudes towards science to change. The results also indicate that dominant attitudes, norms and behaviors of the pre-school professional culture may clash with developing science teaching skills. Pre-school teacher education therefore also needs to communicate about these contradicting cultures.

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