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  • 101.
    Mehrstam, Christian
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Under pälsen: Främmandegöringspedagogik och antropomorfa serier2010In: Att bygga broar - kulturella, språkliga och mediala möten: sjunde Nationella konferensen i svenska med didaktisk inriktning, Malmö 18-20 november 2009 / [ed] Adelmann, Kent, Uppsala: SMDI , 2010, p. 122-131Chapter in book (Other academic)
  • 102.
    Mehrstam, Christian
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Världen slutar med dig: Om betydelsen av deltagarperspektiv på läsning2010In: Tidskrift för litteraturvetenskap, ISSN 1104-0556, E-ISSN 2001-094X, no 3-4, p. 47-58Article in journal (Refereed)
  • 103.
    Mellgren, Jessica
    et al.
    University West, Department of Social and Behavioural Studies.
    Samuelsson, Sandra
    University West, Department of Social and Behavioural Studies.
    "Det är svårt att komma åt vad som var tröskeln, för just den eleven”: Lärares metodval för att frambringa skrivflyt hos elever i årskurs ett2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Det finns betydligt mer forskning kring läsundervisning än skrivundervisning, trots att skrivförmågan är lika viktig som läsförmågan, varför denna studie fokuserar på skrivundervisningen. I dagens samhälle har det blivit ovanligt att skriva längre texter för hand. Detta kan innebära att vårt allt mer digitaliserade samhälle påverkar lärares undervisning och utmanar de traditionella analoga arbetssätten i skolan. Till följd av detta skulle ett didaktiskt skifte för lärarkåren inom skrivundervisningen kunna vara i antågande. Forskare är inte överens i frågan om hur stort fokus handskrift bör ges. 

    Syfte: Studiens syfte är att kvalitativt analysera lärares arbete med skrivflyt. De frågeställningarsom besvaras är vilken eller vilka metoder lärare använder för att frambringa skrivflyt i den tidiga skrivinlärningen samt hur stort fokus som läggs på att eleverna ska lära sig skriva för hand respektive med IKT i årskurs ett.

    Metod: För det ovannämnda syftet har vi valt att använda oss av halvstrukturerade intervjuerdär vi intervjuat fyra legitimerade lärare verksamma inom samma lärarlag i årskurs ett.

    Resultat: Det framkommer att lärare i ett arbetslag inte nödvändigtvis arbetar enligt samma undervisningsmetod för att frambringa skrivflyt hos sina elever. Lärarna lägger också olika mycket undervisningstid avseende att skriva för hand respektive att skriva med hjälp av IKT.

  • 104.
    Moritzdotter, Ameli
    et al.
    University West, Department of Social and Behavioural Studies.
    Mellgren, Jessica
    University West, Department of Social and Behavioural Studies.
    Blir det eller är det?: En läromedelsanalys om hur olika läromedel i matematik för årskurs 1 behandlar likhetstecknet2023Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Inom matematikforskning är algebra ett omdebatterat ämne. Algebra är det områdetsom har fått minst utrymme i matematikundervisningen i de lägre åldrarna. Likhetstecknet är en av grundstenarna inom pre-algebra och forskning beskriver att elever ofta har missuppfattningar om likhetstecknets betydelse, vilket behöver övervinnas. Ett sätt att övervinna dessa är att genom variation i undervisningen lyfta fram och synliggöra missuppfattningarna. Forskning diskuterar även läromedlens styrande roll i matematikundervisningen och vilken effekt det har på elevers prestationer.

    Syfte: Syftet med studien var att utifrån variationsteorin undersöka hur läromedel i matematik ger elever möjlighet att skapa förståelse för likhetstecknets betydelse. Studien avgränsar sig till att undersöka läromedel i form av lärarhandledningar med tillhörande elevböcker för årskurs 1.

    Metod: Studien utgick från en kvalitativ läromedelsanalys. För att besvara studiens syfte och frågeställningar genomfördes en innehållsanalys ur ett variationsteoretiskt perspektiv i relation till operationell och relationell förståelse. Empirin samlades in genom att läromedlen systematiskt kodades.Resultat: Studiens resultat visar att de olika kritiska aspekterna behandlas i samtliga läromedelvilket innebär att olika missuppfattningar om likhetstecknet behandlas men att det görs i olika stor omfattning samt att läromedlen kan ge både en operationell och relationell förståelse för likhetstecknets betydelse.

    Resultatet visar även att variationsmönstret kontrastering blir tydligast när likhetstecknet ställs emot vad likhetstecknet inte är, att samtliga kritiska aspekter generaliseras och att fusion uppstår i ett antal uppgifter, framför allt i de uppgifter där svaretstår till vänster om likhetstecknet.

  • 105.
    Nehls, Eddy
    University West, School of Business, Economics and IT, Division of Business Administration.
    Nybörjarens guide till vetenskapligt tänkande2021Book (Other academic)
    Abstract [sv]

    Vetenskapligt tänkande är en förmåga som inte går att utveckla genom att läsa anvisningar eller följa tydliga instruktioner – vilket många studenter efterfrågar och lärare delar ut i akt och mening att underlätta arbetet. Problemet med reglerna och instruktionerna är att man lätt förleds att tro att kunskapsutveckling är en formalitet och att det räcker att förlita sig på andra för att resultatet ska bli bra. Det är ett fatalt feltänk.

  • 106.
    Nilsson, Galina
    et al.
    University West, Department of Engineering Science, Division of Land Surveying and Mathematics. University West, Department of Engineering Science, Division of Mathematics, Computer and Surveying Engineering.
    Luchinskaya, Elena
    Leeds Metropolitan University.
    Do We Deliver Effective Maths Support for Students?2012In: The European Conference on Educational Research 2012: Cadiz, 18-21 september 2012, 2012Conference paper (Other academic)
    Abstract [en]

    European countries are facing a crisis in preparing qualified staff for working in science and engineering. Declining numbers of students pursuing careers in these areas and poor quality of maths education in secondary schools are the principal factors contributing to this problem.

    Students entering universities have a diverse level of maths knowledge which is often below university requirements. University teachers often face a challenging and complex task of teaching such a diverse student body. One of the most common ways to tackle this problem and to raise the level of students' maths knowledge to the required standard is to introduce a maths foundation course before to mainstream teaching begins. However, this is not always possible because of academic staff availability and/or time and cost constraints. Another solution is to provide additional help with maths-related problems by running drop-in sessions, workshops and/or tutorials.

    This study analyses the efficiency of maths support provision in two universities: Leeds Metropolitan University, UK and University West, Sweden and is part of an ongoing research collaboration between the two universities. The present work reflects the first stage of this research and is focused on evaluating the efficiency of the maths support in these two institutions from the perspectives of academic staff. The next stage of our research will include the analysis of this provision from the students' perspectives.

    The literature on this topic is growing but limited and is mainly focussed either on quantitative indicators: the numbers of maths support centres and staff employed, hours when this support is available, numbers of students attending etc. [e.g.1, 2] or at the correlation between maths support session attendance and students' test or exam results [3].

    However, there has been little research about how the tutors who deliver this maths support evaluate the effectiveness of their work and what they think can be done to provide maths support which can successfully meet students' needs.

    In both universities the main part of maths support provision consists of drop-in workshops which are available throughout the week. Leeds Metropolitan University does not offer very maths intensive courses, however, maths elements are incorporated into a number of subject areas such as  nursing, business, sports science psychology, education etc. There are specific workshops for maths and statistics. Two dedicated members of staff from the maths support centre run these one hour sessions. University West offers both maths intensive courses such as engineering and computer science, and less maths intensive courses such as education and nursing. Its maths workshops are open to all students and cover all subject areas. Selected academic staff from the Maths department are appointed to run three-to-four hour sessions three times a week as part of their teaching load.

    One tutor from Leeds Metropolitan University and three tutors from University West participated in the study.

    MethodOur study is conducted in two stages and uses mixed methods for data collection: questionnaires for students, interviews with tutors and observations during the sessions. The combination of these methods will give us a fuller picture of the effectiveness of maths support in these two universities. At this stage of our research we collected information about which students used the sessions – their departments, year and course of study, why they attended and what problems they needed help with – which we then analysed. We also observed how tutors were coping with a wide range of maths topics and teaching methods. We conducted interviews with the tutors to understand in more detail how they work, the difficulties they face, the types of problems that arise and the ways students expect help to be provided as well as tutors' ideas about more effective ways of providing maths support. At the next stage of our research we will be analysing the feedback from students and their suggestions on how maths support provision can be improved. The two-stage approach will provide us with a better understanding of the students' real needs and will facilitate the deployment of more effective student support.

    Expected OutcomesThe academic staff from both universities noticed a broad variation in students' maths abilities. The majority of workshop attendees were first year students struggling with their assignments as well as undergraduates who failed their exams and wanted help as part of their resit preparation. High performing students sometimes came to perfect their knowledge. In Leeds, postgraduate students often attended the workshops, particularly on statistical data analysis. The students came from a wide range of subject areas and tutors found that sometimes it took extra time to answer the students' subject-specific questions. The number of attendees increased before exams or project submission deadlines. Based on the interviews and observations we concluded that students are often not fully engaged during the workshops, instead preferring a 'solve this for me' approach. However, implementing student-centred methods which increase students' engagement with the learning process (e.g. problem-based learning and peer-assisted learning [4-6]) can help.  Subject-specific workshops (e.g. for nurses, business students or teachers) help to focus on students' particular needs, and individual tutorials can accommodate other needs. The paper concludes with recommendations for improving the effectiveness of maths support for students and discusses the next stage of the research.

    References1. Perkin G. and Croft T. (2004), "Mathematics Support Centres – the extent of current provision", MSOR Connections, May 2004, Vol. 6 No 2 p 14-18. 2. Lawson, D.A. and Reed J. (2002), "University mathematics support centres: help for struggling students". In Ivanchev, D. and Todorov, M.D (eds.), Applications of Mathematics in Engineering and Economics. Heron Press, Sofia, pp.686-692 3. Pell G. and Croft T., (2008), "Mathematics Support – Support for all?" Teaching Mathematics and its Applications, 27 (4), pp. 167-173. 4. Anari M., (2006) An analysis of a maths workshop – students with mathematical difficulties. (in Swedish). Thesis. Mälardalen University, the Library of the Institute for Mathematics and  Physics. 5. Nilsson G. and Luchinskaya E. (2007), "Problem-based Learning and competence development: a Case Study of Teaching Mathematics to Computer Science Students", Journal of Research in Teacher Education, 2007, No 3. p 13-21. 6. Nilsson G. and Luchinskaya E. (2009), " Using Problem-based and Peer-assisted Learning in Teaching Mathematics to University Students: Focus on Competence Development." Paper presented at the European Educational Research Conference, ECER 2009, Vienna, Austria, September 2009.

  • 107.
    Nilsson, Lena A.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences. University West, Department of Health Sciences, Section for health promotion and care sciences.
    Att utveckla kunskap om matematiksvårigheter med utgångspunkt från lärares kunskap och erfarenhet2012In: VILÄR konferens  2012, Abstract: Interaktiv session, 2012, p. 10-Conference paper (Refereed)
    Abstract [sv]

    Många lärare deltar i kompetensutveckling. Tidigare var det ofta fristående ämneskurser på grund- eller fördjupningsnivå. Numera erbjuds masterprogram som ska ge fördjupade kunskaper för kvalificerad yrkesutövning eller förberedelse till forskarutbildning. Studien genomförs i kursen Matematik i specialpedagogiska perspektiv som behandlar matematiksvårigheter, ett komplext och nybildat forskningsområde (Lunde 2011).

    Det råder oenighet om hur matematiksvårigheter ska undersökas och hur stor andel det handlar om. Ca 1-3 % anses ha specifika matematiksvårigheter medan 40-50 % har bristande matematisk förståelse i något avseende vilket till viss del kan förklara försämrade resultat i internationella undersökningar som TIMSS (Skolverket 2010). Att öka elevers konceptuella förståelse är en central del i att motverka matematiksvårigheter.

    Kursdeltagarna har lång yrkeserfarenhet. Några undervisar elever med specifika matematiksvårigheter, andra är förskollärare med intresse för små barns matematik, klasslärare eller matematiklärare till exempel för vuxna i arbetsmarknadsåtgärder. Kursen ingår i ett masterprogram med inriktning mot specialpedagogik som är ett tvärvetenskapligt område där medicinska perspektiv till stor del dominerat. Det är angeläget att stärka pedagogiska och didaktiska perspektiv inom området specialpedagogik. Hur kan lärares kunskaper och erfarenhet främja elevers matematikförståelse? Hur kan lärares erfarenheter stärka det pedagogiska perspektivet i specialpedagogik?

    Kursens syfte är att öka förståelsen för komplexiteten i matematiksvårigheter och hur man kan arbeta för att främja matematikförståelse. Kursen utformas som "cogenerative learning" och dialogseminarier (Elden & Levin 1991; Lennerstad 2012) vilket innebär kommunikation mellan kursdeltagarna genom texter och examinerande seminarier. Vid seminarierna delas förberedda reflektioner utifrån litteratur och erfarenhet. En uppgift för seminariet är att formulera frågor till sin egen praktik. Frågor och idéer sammanfattas för fördjupat lärande och långsiktiga samtal mellan yrkeserfarna och forskare för att formulera praktikers kunskap för utvecklad praktik och frågor för fortsatt forskning i examensarbeten. Kursen genomförs under ht 12 och preliminära slutsatser presenteras.

  • 108.
    Nilsson, Lena A.
    et al.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences. University West, Department of Health Sciences, Section for health promotion and care sciences. Uppsala universitet.
    Sandström, Margareta
    Uppsala universitet.
    Lilja, Johnny
    Displaying Mathematical Literacy: Pupils' Talk about Mathematical Activities2013In: Journal of Curriculum and Teaching, ISSN 1927-2677, E-ISSN 1927-2685, Vol. 2, no 2, p. 55-61Article in journal (Refereed)
    Abstract [en]

    The aim of the study was to exemplify pupils’ mastering of mathematical literacy. The study is a comparative multiple case study. In pupils’ talk of mathematical activities aspects of mathematical literacy are discerned. A distinction is made between pupils: (1) pupils in mathematical difficulties, (2) pupils with another mother tongue than Swedish or (3) pupils without mathematical difficulties. The study was performed as a comparative multiple case study. The ”cases” were constituted by the three groups of pupils, and these were compared. Seventy-two pupils in grade 5 in six different primary schools in Sweden participated: twenty-four pupils in mathematical difficulties (twelve girls and twelve boys), twenty-four pupils with another native language than Swedish (twelve girls and twelve boys) and twenty-four pupils without mathematical difficulties (twelve girls and twelve boys). After each of the performed lessons in which the activities were carried out the pupils were interviewed (groupwise in the above defined groups) about their experience of the activities. In the analysis of the results three ideal types were described, on for each group of pupils. The idealt types were discussed with relation to mathematical literacy.

     

  • 109.
    Nordenstam, Anna
    et al.
    Luleå tekniska universitet.
    Andersson, Peter
    Holmberg, Per
    Lyngfelt, Anna
    Göteborgs universitet.
    Widhe, Olle
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Inledning2014In: Mångfaldens möjligheter: Litteratur- och språkdidaktik i Norden / [ed] Peter Andersson, Per Holmberg, Anna Lyngfelt, Anna Nordenstam, Olle Widhe, Göteborg: Nationella nätverket för svenska med didaktisk inriktning (SMDI) , 2014, p. 9-11Chapter in book (Other academic)
  • 110.
    Olofsson, Rasmus
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Why the fruckle should anyone be proud of being a goblin?": Racism in Terry Pratchett's Snuff2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 111.
    Orwehag, Monica
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Didaktik i fritidshemmet2020In: Fritidshemmets pedagogik i en ny tid / [ed] Haglund, Björn, Gustafsson Nyckel, Jan & Lager, Karin, Malmö: Gleerups Utbildning AB, 2020, Första, p. 139-170Chapter in book (Other academic)
  • 112.
    Orwehag, Monica
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Didaktik i fritidshemmet2024In: Fritidshemmets pedagogik i en ny tid / [ed] Haglund, Björn, Gustafsson Nyckel, Jan & Lager, Karin, Malmö: Gleerups Utbildning AB, 2024, 2., p. 143-174Chapter in book (Refereed)
  • 113.
    Osbeck, Christina
    et al.
    Göteborgs universitet.
    von Brömssen, Kerstin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Religionsunterricht in Schweden2020In: WiReLex: das wissenschaftlich-religionspädagogische Lexikon im Internet / [ed] Zimmermann, M., Lindner, H., Stuttgart: Deutsche Bibelgesellschaft , 2020, 6. uppl.Chapter in book (Other academic)
  • 114.
    Ottersten Nylund, Cecilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    MiddleReport: Initialfindings, mathematics2011Report (Other academic)
  • 115.
    Ottersten Nylund, Cecilia
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sofkova Hashemi, Sylvana
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Nordic Smart School Project: Project Design2010Report (Other academic)
  • 116.
    Parnevall, Emelie
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Pettersson, Sara
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Stavning i skolan: en studie av lärares uppfattning om stavningsundervisning och stavningsproblem i årskurs 4-92010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Vi har valt att titta på stavning utifrån två perspektiv. Det historiska perspektivet visar hur stavningen förändrats genom åren. Det är viktigt eftersom det än idag har betydelse för hur vi stavar. Nyare forskning visar olika forskares syn på stavning. En stor del i nyare forskning är skolverkets studie 2003 där de bland annat undersökt undervisningen i svenska och elevers kunskaper. Forskare visar att det finns yttre faktorer som påverkar vår stavning. Dialekter och datorn är två faktorer som påverkar stavningen både positivt och negativt. Stavning och skriftspråk har stor betydelse för varandra så vi har valt att plocka ut de delar som stämmer bäst överens med vår studie.

     

    Syfte: Syftet med vår studie var att undersöka elevers stavningsproblem ur ett lärarperspektiv i årskurs fyra till nio. Utifrån syftet skapades följande två frågeställningar:

     

    Finns det skillnader i stavningsundervisningen på de olika stadierna?

    Finns det skillnader i stavningsproblematiken mellan de olika stadierna?

     

    Metod: Vi använder oss i vår uppsats av en kvantitativ metod som delvis består av kvalitativa frågor. Vi använder oss av en enkät undersökning som riktar sig till pedagoger i årskurs fyra till nio. Pedagogerna som svarat på enkäten arbetar i en Västsvensk kommun. Det är totalt 12 skolor, varav 9 F–sex-skolor och 3 sju–nio-skolor. 29 pedagoger medverkade i vår studie. Enkäten består av 17 frågor, varav 14 kvantitativa och 3 kvalitativa frågor. Resultatet har behandlats i tre omgångar. Vi delade upp varje stadie för sig innan vi gjorde en jämförande analys. Vi kategoriserade respondenternas svar och sedan försökt hitta likheter och skillnader i dessa.

     

    Resultat: Resultatet behandlar stavning utifrån tre aspekter: Ordkunskap, inlärning och undervisning. Resultatet har delats upp i tre delar: årskurs 4–6, årskurs 7–9 och jämförande analys. Läsning, dialekter och kommunikationsverktyg har stor betydelse för elevers stavning. Läsning har positiv inverkan på stavning eftersom elever exponeras för ord. Oavsett elevers ålder kan man se att läsning spelar stor roll. Talspråk och skriftspråk har ibland en otydlig gräns. Elever stavar orden som de uttalas istället för att använda sig av skriftspråkets normer. Dialekter berikar vårt språk men kan samtidigt ses som en svårighet i stavningssammanhang. En stor del av vår vardag innebär kommunikation av olika slag. Barn och ungdomar kommunicerar bland annat genom sms och datorer. Vid denna typ av kommunikation använder de sig av ett förkortat språk. Dessa språk har stora influenser av talspråket men även av engelskan. Det har visat sig att elever använder sig av dessa språk även i skolan. Det påverkar deras stavning eftersom de hellre använder sig av dessa ord.

    Download full text (pdf)
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  • 117.
    Petersen, Ann-Louise
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Matematik behöver också en berättelse: ett pedagogiskt ledarskap med fokus på elevens motivation2012In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, E-ISSN 1504-9922, Vol. 6, no 1, p. 1-17Article in journal (Refereed)
    Abstract [sv]

    Svenska elever visar över tid i internationella jämförelser försämrade resultat i matematik (TIMSS, 2008; PISA, 2009; PISA, 2003). Detta har lett till att ledarskapet i lärarens pedagogiska utövning fått en ökad uppmärksamhet (Granström, 2007; Skolverket, 2009; Skolverket, 2010). Dessutom har regeringen gjort en särskild satsning i det så kallade matematiklyftet, en nationell fortbildning för matematiklärare med start hösten år 2012 (U2012/2103/GV).  Forskning har visat ett positivt samband mellan elevens självuppfattning eller självbild och elevens skolprestationer i ämnet matematik (Linnanmäki, 2002; Tapia & Moldavan, 2007). Däremot är det inte lika lätt att hitta forskning som handlar om hur ett ledarskap i matematikundervisning på klassrumsnivå utövas som bidrar till att stärka elevens självbild.  Frågeställningen i artikeln handlar om hur berättelsen som redskap i matematikundervisningen kan bidra till att stärka elevens självbild och därmed förändra elevens negativa attityder till ämnet. En studie, mattitydprojektet, har genomförts tillsammans med fyra matematiklärare som undervisar sex klasser i årskurs 1 på gymnasiet. Under ett läsår samarbetar forskare och lärare utifrån ett aktionsforskningsperspektiv. Som komplement till lärarens genomgångar och elevers räkneövningar ger läraren under matematiklektionen utrymme för berättelser i klassen utifrån en modell som presenteras i artikeln. Resultatet av projektet visar att lärarna i sitt pedagogiska ledarskap blivit mer medvetna om sammanhangets betydelse för att motivera eleverna att arbeta med matematik. De upplevde eleverna mer positiva på matematiklektionen. En attitydundersökning visar att eleverna generellt sett upplever matematikämnet som mer intressant efter projektet i jämförelse med innan. Antalet icke godkända betyg har minskat betydligt i jämförelse med motsvarande elevgrupp under tidigare läsår.

  • 118.
    Petersen, Ann-Louise
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Johansson Bunting, Leona
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Pedagogical Use of Laptops in a One-to-One Environment in a Swedish Primary School2012In: Contemporary Educational Technology, ISSN 1309-517X, Vol. 3, no 4, p. 249-264Article in journal (Refereed)
    Abstract [en]

    This article focuses on computing in teaching. It focuses on the differences between a traditional view of teaching and a view where the teacher no longer is the knowledge broker but more of a coordinator or a coach. The empirical examples stem from a research project called "One computer one pupil", a study of two classes in year three with children aged 9 and two classes in year five with children aged 11 in a Swedish primary school. When the project started the pupils had been using the computers for about 2,5 years. In contrast to the teacher in grade five, the classes in year three had teachers with a great interest in developing ICT. The children became very skilled in using ICT and working with the laptop was very popular. According to the theoretical model of Voogt (2008), features of a "traditional pedagogy", like prescriptions of the activities, were mixed with elements of an "emerging pedagogy", where the pupils in collaboration performed their tasks in a creative way. However, some of the classroom work was quite unfocused relative to the goals of the subject. Instead of using the technology to reach the goals of the subject, the technology more or less became a goal in itself. To follow up ten Brummelhuis’ and Kuiper’s (2008) terms technology push and educational pull, we have added the term "technology pull."

  • 119.
    Petersen, Karen Bjerg
    et al.
    Danmarks institut for Pædagogik og Uddannelse, Aarhus (DNK).
    von Brömssen, KerstinUniversity West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.Jacobsen, Gro HellesdatterSyddansk Universitet, Odense (DNK).Paulsen, MichaelSyddansk Universitet, Odense (DNK).Garsdal, JesperVIA university College, Horsens (DNK).Koefoed, Oleg(DNK).
    Rethinking Education in Light of Global Challenges: Scandinavian Perspectives on Culture, Society, and the Anthropocene2022Collection (editor) (Other academic)
    Abstract [en]

    This book directly addresses three interrelated global events and their implications for education as seen from Scandinavian perspectives: migration flows, increased cultural diversity, and (post)nationalism; the erosion of the welfare state and the global rise of neoliberalism; and the Anthropocene and environmental challenges arising in the wake of the global exploitation of natural ecosystems. In case studies, theoretical articles, and reflective studies, researchers from Nordic countries explore how education, education policy, and educational thinking in these countries are affected by these global trends, bringing to the fore the different roles education can play in addressing the various issues and different ways of reimagining education.

  • 120.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Identitet: att formas som människa2016In: Religioner, livsåskådningar och etik: för lärare årskurs 4-6 / [ed] O.Franck, C. Osbeck & K von Brömssen, Malmö: Gleerups Utbildning AB, 2016, p. 219-234Chapter in book (Other academic)
  • 121.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    The Hot Chair’: Negotiations on Views of Life and Identity among Upper Secondary Students during a drama lesson2015Conference paper (Other academic)
  • 122.
    Rydberg, Elizabeth
    University West, Department of Social and Behavioural Studies.
    Skrivdidaktiska diskurser i lärarsamtal om berättelseskrivande i årskurs 3: Sex lärares utsagor om sin undervisning och sina didaktiska val2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Bakgrund: Enligt ”Läroplan för grundskolan, förskoleklassen och fritidshemmet” (Lgr11, 2019) ska elever få kunskaper och utveckla förmågor inom ämnet svenska att skriva berättande texter med ”tydlig inledning, handling och avslutning”. Vidare syftar berättelseskrivande till att tillägna sig kunskap om den specifika genren och om språkets struktur, att utveckla den egna identiteten samt till att upptäcka och få förståelse för samhälle, historia, kultur och natur (Skolverket, 2019, s. 258 & Schmidt & Grönte, 2021). I tidigare forskning har det påvisats att de skrivdiskurser som är framträdande i undervisningen av berättelseskrivande i de lägre åldrarna är genrediskursen, processdiskursen, färdighetsdiskursen och kreativitetsdiskursen.

    Syfte: Sett utifrån Ivanič (2004) sex skrivdiskurser avser den här studien att, ur ett lärarperspektiv, ta reda på hur sex lärare resonerar kring hur de organiserar sin undervisning i berättelseskrivande i årskurs 3 samt hur de motiverar och resonerar sina didaktiska val. Studien avser även att ta del av vilka svårigheter som lärare upplever att eleverna kan ha när det kommer till berättelseskrivande.

    Metod: Genom kvalitativ intervju tar studien del av sex grundlärares utsagor om sin egen undervisning i berättelseskrivande i årskurs 3. Lärarnas resonemang är analyserade utifrån literacyforskaren Ivanič (2004) ramverk av skrivdiskurser.

    Resultat: Resultatet påvisar att de skrivdidaktiska diskurser som tydligast kommer till uttryck i lärarnas resonemang om sin undervisning i berättelseskrivande är genrediskursen, kreativitetsdiskursen och processdiskursen. Den socialpraktiska diskursen ses som tydligast i två av lärarnas utsagor samtidigt som det finns spår av just denna diskurs i övriga lärares resonemang. Färdighetsdiskursen har utifrån lärarnas utsagor lite utrymme i lärarnas undervisning. Den diskurs som inte synliggörs är den socio-politiska diskursen. Majoriteten av lärarna uppfattade att de svårigheter eleverna har i sitt berättelseskrivande är att få ihop sammanhanget i sina berättelser.

  • 123.
    Rönner, Anna-Clara
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. Department of Environmental and Life Sciences, Karlstad University, Karlstad (SWE).
    Jakobsson, Anna
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Gericke, Niklas
    Department of Environmental and Life Sciences, Karlstad University, Karlstad (SWE).
    “Bacteria are not viruses; viruses are more malicious”: young pupils’ understanding of bacteria and viruses in the aftermath of COVID-192023In: Journal of Biological Education, ISSN 0021-9266, E-ISSN 2157-6009, p. 1-14Article in journal (Refereed)
    Abstract [en]

    Recently, the COVID-19 pandemic impacted immensely on individuals and societies around the world. This study aimed at delineating Swedish middle school (10?12-year-old) pupils? understanding of bacteria and viruses, thereby illustrating the influence of the pandemic at schools and in society. Data was collected by semi-structured, individual interviews and by asking pupils to draw images. Thematic coding of interview transcripts and content analysis of pupils? annotated drawings were used. The morphology of microorganisms from the drawings was often 'corona-like', with a round shape and with protruding parts. Viruses were commonly considered larger than bacteria, but sometimes also similar in size. Interrelationships between bacteria and viruses were expressed with a superior microorganism. Pupils drew microorganisms as cell-like and never portrayed them as animals or with anthropomorphic features. Viruses were considered to cause a more severe disease than bacteria. Pupils seldomly tethered a specific virus to a specific infectious disease, and often named both (virus and disease) 'corona'. However, when they did make a connection, viruses were considered to cause flu and COVID-19, bacteria to cause cold and plague. In general, these results indicate that viruses received a more pronounced position amongst microorganisms in the minds of pupils in the aftermath of COVID-19.

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  • 124.
    Rönner, Anna-Clara
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. Department of Environmental and Life Sciences, Karlstad University, Karlstad, Sweden;Department of Educational Sciences, Individual and Society, University West, Trollhättan, Sweden.
    Jakobsson, Anna
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (SWE).
    In what ways has the pandemic influenced teaching and interest for contagions and infectious diseases: Swedish middle school pupils´ reflections in the backdrop of COVID-192022In: Contributions from Biology Education Research / [ed] Jörg Zabel, Kostas Kampourakis, Maria Pilar, Jimenez Aleixandre, Ute Harms, Michael Reiss, Niklas Gericke, Charbel Nino El-Hani, Vaille Dawson, Ross Nehm, William McComas, Cynthia Passmore, Marcus Grace, Marie-Christine Knippels, Springer Berlin/Heidelberg, 2022, p. 77-77Conference paper (Refereed)
    Abstract [en]

    For much of the past year the coronavirus 2019 (COVID-19) pandemic has had an enormous impact on the lives of individuals and communities around the world. The aims of the current study was to investigate (I) 10 to 12-year-old Swedish pupils´ views on how the ongoing COVID-19 pandemic influences their interests and understanding regarding contagion literacy (CL), and (II) from what source (biology education or informal settings) they perceive that their knowledge originates from. The study is based on the framework of CL that was defined as the health literacy required in daily life and that recommends what should be taught at compulsory schools. The framework specifies six content themes, of which four are used in the current study to outline middle school pupils´ comprehension. Data is collected by individual, semi-structured interviews with pupils´ at schools located in various socio-economic areas. The interviews were transcribed and analysed thematically. Preliminary results showed that pupils´ perceive the ongoing pandemic to prompt many student-initiated questions and is creating more interactive and interesting learning situations. Most pupils say they have no experience CL from their formal biology teaching and that their knowledge derives mostly from sources outside school, such as news programs for children. To conclude, the interviewed Swedish middle school pupils´ understanding of CL seems mainly to originate from informal domains, rather than from formal biology education. Hence, the results indicate that the COVID-19 pandemic spark interest among pupils for the topic and that there is a potential for exploiting this interest in developing biology education at this school level.

  • 125.
    Rönner, Anna-Clara
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. Department of Environmental and Life Sciences, Karlstad University, Karlstad (SWE).
    Jakobsson, Anna
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology,, Department of Environmental and Life Sciences, Karlstad (SWE).
    Middle school pupils’ understanding of bacteria and virus in the aftermath of Covid-192023In: Tepe 2023: Book of Abstracts, 2023, p. 20-20Conference paper (Refereed)
    Abstract [en]

    For the past couple of years, the COVID-19 pandemic had an immense impact on lives of individuals and societies around the world. The main purpose of this study was to delineate Swedish middle school (10-12-year-old) pupils’ understanding of bacteria and virus thereby illustrating the impact of the pandemic at schools and in society. Data were collected by semistructured, individual interviews and by asking participants to draw images of bacteria and virus. Thematic coding and content analysis of children’s annotated drawings were used. The morphology of the microorganisms from the drawings was analyzed by the deductively induced themes shape, surface texture and internal feature. Viruses were frequently considered larger than bacteria, but it was also common to view them being similar in size. Interrelationships between bacteria and viruses were expressed like a hierarchy with a “superior” microorganism, and as bacteria could generate viruses. Pupils drew microorganisms as cell-like and never portrayed them as animals or with anthropomorphic features, as reported in earlier research. Metaphoric aspects of drawings of viruses were summarized as being “bacteriophage-like” or “corona-like”. A virus was considered to induce the more grievous disease. Pupils seldomly tethered a specific virus to a specific infectious disease, and often named both "corona". However, when they did so, virus was tethered to flu and COVID-19 and bacteria to cold and plague. One ostensible suggestion for learning improvement would be to pay more attention to differences between microorganisms and their liaison to specific infectious diseases. This liaison is suggested as an important concept for developing contagion literacy. Furthermore, we recommend pathogenic bacteria and viruses to be explicitly taught in biology education at middle school or earlier in balance with knowledge about essential microorganisms. Finally, we propose the measures above to be integrated into the biology education of teacher´s education.

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  • 126.
    Samuelsson, Marcus
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Att hantera vardagsnära utmaningar mot ett socialt system: Ur blivande slöjdlärares perspektiv2019In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 39, no 3, p. 228-243Article in journal (Refereed)
    Abstract [en]

    In a case study, 36 future sloyd teachers, who have taken a leading role in working with pedagogical development, describe their experience of pupils' unmotivated and disruptive behaviour. It was revealed that the teachers were disturbed by pupils whose risk-filled behaviour was aggressive or destructive, as well as by pupils who were reluctant to take risks in their constructive or passive behaviour. It was also revealed that these types of behaviour occurred periodically or permanently, which in different ways challenged the sloyd lesson as a social system. From an ecological perspective, the teachers employed various strategies in their attempts to maintain a balance, social sustainability in the classroom. They had various strategies for directly handling challenges, such as attempting to keep the pupils in the classroom, and other strategies for indirectly handling challenges outside the classroom. In this way, the teachers hindered, stopped, brought back or removed pupils who were unmotivated or disruptive. It was also revealed that dealing with these challenges was energy- and time-consuming and that it shifted focus from the teachers' didactic management of sloyd class.

  • 127.
    Samuelsson, Marcus
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. Linköpings universitet, Linköping, Sverige.
    En digital anslagstavla för lärare i slöjd2017In: Slöjd i en digital skola / [ed] Martina Rylander Lundström, Stockholm: Lärarförlaget , 2017, p. 139-156Chapter in book (Other academic)
  • 128.
    Samuelsson, Marcus
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Pathfinders or Explorers: Student teachers' ways of handling the challenges of classroom management in a simulation2018In: Education in the North, ISSN 0424-5512Article in journal (Refereed)
    Abstract [en]

    Twenty-three Swedish student teachers volunteered to try to handle ordinary and difficult challenges of classroom management in a realistic, hypertext-based computer simulation. The point of departure for constructing this simulation was international classroom management research. The simulation offered the students an opportunity to choose from authoritarian, authoritative, democratic, and abdicated leadership styles as approaches to handling six teaching sequences. The results of the test showed that on the one hand, the students shifted between different leadership styles during the test, but on the other hand, that they used either a pathfinder or an explorative approach while doing so. Pathfinders acted as if they were searching for the shortest and fastest way through the simulation; while explorers looked into more or less all the options presented. Also shown was that none of them used the same leadership style to handle ordinary or difficult challenges. Almost all of the students used the authoritative and democratic leadership style, which could be understood as them (a) recognizing the greater validity of these two leadership styles, and therefore eliminating extremes like the authoritarian and abdicated ones, (b) selecting authoritative and democratic choices to reflect what they themselves experienced as pupils in school and as students during their practice teaching and (c) perceiving that these leadership styles are close to an ideal for the way they want to perform as teachers as soon as they start working.

  • 129.
    Samuelsson, Marcus
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    The same but somehow different: contemporary Swedish teachers' perceptions of troublesome behaviour2018In: Samhälle, genus och pedagogik: Utbildningsvetenskapliga perspektiv : vänbok till Inga Wernersson / [ed] Kerstin von Brömssen, Signild Risenfors & Lena Sjöberg, Trollhättan: Högskolan Väst , 2018, p. 177-194Chapter in book (Other academic)
    Abstract [en]

    An expanded focus on discipline and disorder classrooms

    In Sweden, we have over the last 15 years experienced a heightened concern with discipline, especially among politicians and debaters, who argue that problem with discipline has decreased in Swedish classrooms. Even so, the PISA results focusing on discipline in classrooms between 2000 and 2009 reported in some years (OECD, 2011, 2013) the opposite trend towards more orderly classrooms. According to that report, Sweden is one of the countries with more than 10 percentage points of improvement, based on students' reports of calm classrooms. From that, the report concludes:"By 2009, the quality of student-teacher relations was even better"(OECD, 2011, p. 3). Secondly, Swedish educational researchers have overthe last 10 years (cf. Bartholdsson, 2007; Granath, 2008; Wester, 2008;Samuelsson, 2008; Landahl, 2009; Karlberg, 2011) studied what happens in classrooms and how teachers' think about and handle disturbances and discipline. Thirdly, Sweden during 2010 passed a new Educational Act (Utbildningsdepartementet, 2010:800) with expanded disciplinary sanctions for teachers to use. With the passing of that act teachers and schools gained the possibility of suspending a student for three weeks, as well as moving a student to another school as a response to the disorder, troublesome behaviour or disrespect they have had to tolerate in the classroom. In light of the above mentioned, the aim of this study is to describe and understand the ways in which teachers have experienced students' troublesome behaviour during lessons.

  • 130.
    Samuelsson, Marcus
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sveider, Cecilia
    Linköpings universitet.
    Beyond Individual Matters: Sloyd Teachers posts in a Facebook group2019In: Techne series: Research in sloyd education and crafts science. A, ISSN 1238-9501, E-ISSN 1893-1774, Vol. 29, no 2, p. 1-11Article in journal (Refereed)
    Abstract [en]

    he reason for conducting this study was two-fold: sloyd teachers have over a period of time expressed a need for fellow sloyd teachers at their workplace in the beginning of 2016 felt that there had been an "attack" on their subject. Using thematic analysis, we studied 334 posts written by participants in a Facebook group called Nationellt Resurscentrum (National Resource Centre) during an "ordinary" month, April 2016. The results show that the posts were mainly concerned with the exchange of teaching experiences, functional discussions concerning matters such as internal and external conditions related to sloyd as a school subject, and information sharing related to the teachers' own continuing professional development, such as invitations to specific lectures. In terms of community of practice theory, the results of this study can be interpreted as demonstrating that this specific Facebook group strengthens the sloyd teacher community and allows them to initiate and assert ownership of discussions related to their profession. The result also shows that posts in this specific Facebook group made it possible for the members to transform individual competencies into a collectively possessed skills "toolbox" beyond individual matters

  • 131.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Bedömning av matematikkunskaper genom individuella utvecklingsplaner2017In: "Alla människors möte borde vara så": texter om bedömning : vänbok till Astrid Pettersson / [ed] Lisa Björklund Boistrup, Maria Nordlund & Eva Norén, Stockholm: Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, Stockholm universitet , 2017, p. 80-93Chapter in book (Other academic)
  • 132.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Den styrda läraren2012In: Uppdrag lärare: en antologi om status, yrkesskicklighet och framtidsdrömmar / [ed] Alexandersson, Mikael & Mathiasson, Leif, Stockholm: Lärarförbundets förlag , 2012, p. 53-61Chapter in book (Other (popular science, discussion, etc.))
  • 133.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Diskurs- och policyanalys: att se varför saker händer2021In: Vetenskapliga teorier för lärare / [ed] Serder, Margareta & Jobér, Anna, Stockholm: Natur och kultur, 2021, Första utgåvan, p. 184-205Chapter in book (Other academic)
  • 134.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Vygotskij goes neoliberal: Den ideala eleven och läraren i lärarutbildningens examinationspraktik2011In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, no 2, p. 49-72Article in journal (Other academic)
  • 135.
    Sofkova Hashemi, Sylvana
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Berättelser i wiki: Autentiskt författarskap och responsarbete i digitalt textskapande i grundskolan2011In: Texter om svenska med didaktisk inriktning: Nationella nätverket för svenska med didaktisk inriktning / [ed] Jenny Magnusson, Anna Malmbjer, Daniel Wojahn, Uppsala: Nationella nätverket för svenska med didaktisk inriktning , 2011, p. 133-144Conference paper (Other academic)
    Abstract [sv]

    Sociala medier erbjuder idag en aktiv produktion av innehåll online med ett digitalt textskapande som öppnar för nya didaktiska perspektiv på läsning och skrivning liksom utveckling av språkmedvetenhet. Det publika skrivandet i blogg och wiki erbjuder en autentisk publicering som kombineras dels med multimodala resurser och dels innehåller stöd för kommentering, diskussion och kontinuerlig loggning av text. I studien undersöks närmare den digitala textproduktionen i wiki och hur de omedelbara möjligheterna till kommentering, diskussion och loggning tillämpas i processen. Elevtexter i fyra wikiprojekt i årskurs fyra och sex i grundskolan har studerats och analyserats utifrån de skrivaktiviteter och redigeringsmönster som förekommer. Studien redovisar texternas omfång och mediala inslag, karaktären på instruktioner till skrivuppgiften, omfattningen av lärar- och kamratrespons och de skrivaktiviteter och redigeringsprocesser som förekommer. Resultaten visar att wiki som skrivarena inbjuder till en mer vidgad och synlig skrivprocess med multimodala resurser och stöd i responsarbetet, men också att miljöns funktionaliteter inte utnyttjas fullt ut och av alla deltagare. Den digitala miljön motiverade eleverna som hade lättare att komma igång med sitt skrivande. Eleverna främst skriver på och utvecklar texten där de slutade. De utövar skilda strategier i bearbetning av text, där instruktioner i skrivuppgiften påverkar tydligt deras texthandlingar. Lärarresponsen fokuserade på både innehållet i texten som på den språkliga formen och elevresponsen utnyttjades sporadiskt.

  • 136.
    Sofkova Hashemi, Sylvana
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Cross-class Online Talks: learning beyond classroom walls2014In: EDULEARN14 Proceedings, 6th International Conference on Education and New Learning Technologies, IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT, LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN , 2014, p. 1754-1754Conference paper (Refereed)
    Abstract [en]

    Social media provide opportunities for the production of content online and literacy practices that involve communication, publication and active participation. Children and young people are frequent writers in online digital environments in their leisure time. They develop experiences in digital communication and sharing of information, and they are creative in their use of language (e.g. Hård af Segerstad & Sofkova Hashemi, 2006; Crystal, 2009). Bringing social media arenas into the classroom, writing in school becomes increasingly visible, “real”, interactive and more of a dynamic process as opposed to print-based practice with the text as a static and linear artefact (Warschauer, 2010). Text messaging (SMS, chat) and status updates on blogs and web communities provide for an authentic form of text production where others can read and comment, shifting the focus to literacy as a social and cultural practice (Merchant, 2008). This multi-case study (Yin, 2012) explores online meaning-making and communicative practices in social media environment at three year-one-classes at three primary schools. Extending literacy practices with real-time interactive conversation online, the study focus is on the potentials of synchronous discussions for literacy learning in early years. In a cross-class project, the three classes conducted synchronous meetings, where the students in groups communicated in writing in the free service chat room Today’s Meet. Applying ethnographic methods, observations of the online communication and video recordings of the chat sessions conducted at each school comprise the data.Enabling learning connections beyond the boundary of classroom walls, the students exchanged information about their school culture (e.g. school lunches, activities during breaks), hobbies, films and computer games they like and on-going work in classes. In the synchronous text-dialogs the students were engaged in collaborative composing of the message. The cross-class interaction invited to further talk in the local classes about the message conveyed in the conversation, communicative structure and strategies how to address the recipient group. It also raised questions about the meanings of certain words, netiquette as well as the schools’ geographical location and peer’s cultural origin. A challenge with beginner readers was to keep up with the content thread of the online chat. In overall the study demonstrates the potential for early literacy education engaging students in online conversations developing awareness of audience, culture and social skills.References:[1]Crystal, D. (2009). Txtng. The gr8 db8. Oxford: Oxford University Press.[2] Hård af Segerstad, Y., & Sofkova Hashemi, S. (2006). Learning to Write in the Information Age: A Case Study of Schoolchildren's Writing in Sweden. In L. Van Waes, M. Leijten & C. Neuwirth (Eds.), Writing and Digital Media. Amsterdam: Elsevier.[3] Merchant, G. (2008). Digital writing in the early years. In M. K. J. Coiro, C. Lankshear & D. J. Leu (Eds.), The handbook of research in new literacies (pp. 751-774). New York: Lawrence Erlbaum Associates.[4] Warschauer, M. (2010). Invited Commentary: New Tools for Teaching Writing. Language Learning & Technology, 14(1), 3–8.Yin, R. K. (2012). Applications of Case Study Research. (3. ed.) Thousand Oaks, California: SAGE.

  • 137.
    Sofkova Hashemi, Sylvana
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Digitaliseringen skapar ett nytt sorts lärande2015In: Svenskläraren, ISSN 0346-2412, no 1, p. 16-17Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Digitala kombinationer av skrift, bild och ljud innebär en ny sorts läsning och skrivande. Det kräver en ny pedagogik som baseras på en kritisk hållning till media och olika kommunikativa medel. Det visar forskning på digitala satsningar på lågstadiet.

  • 138.
    Sofkova Hashemi, Sylvana
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Middle report: Interactive boards in teaching Swedish  –  Initial findings2011Report (Other academic)
  • 139.
    Sofkova Hashemi, Sylvana
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Textkompetenser och interaktion i teknikfyllda klassrum: Mot berikande och utvecklande ämnesdidaktik med interaktiva skrivtavlor i fokus (Slutrapport Nordic SMART – Sverige)2011Report (Other academic)
    Abstract [en]

    Nordic SMART School Project was initiated in August 2010 in Sweden on the initiative of Roskilde municipality in Denmark as a development of the project "IT - a school for everyone". Schools and researchers in Sweden and Norway were invited to the project. The report summarizes the experiences and results of the Swedish part in the project on the integration and use of interactive whiteboards in grade six in two schools in Uddevalla during the school year 2010-2011. The overall aim of the project was to study IT-enriched teaching and develop, test and implement new teaching methods in the subjects of Swedish and mathematics. The aim was to study and develop didactics in the subjects along with the introduction of interactive whiteboard with focus on inclusion and differentiation in teaching, collaborative learning and communication in the classrooms. The introduction of interactive whiteboard has developed towards a more IT-oriented practice in the classrooms and initiated teaching that is stimulating and active with students that participate, communicate, collaborate and learn from each other. The didactic development indicates that the board's potential for interactivity supports collaborative learning and encourages active, authentic and dialogical education. However, implementation of new technology in teaching takes time and above all requires that educators develop a user competence that allows them to develop more advanced forms of teaching.  

  • 140.
    Sofkova Hashemi, Sylvana
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Wiki-mediated Writing: design, media, writing strategies and feedback in online text production2013In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, E-ISSN 1504-9922, Vol. 7, no 1, p. Art. 8 : 1-21Article in journal (Refereed)
    Abstract [en]

    Bringing social media arenas, such as wikis, into the classroom invites teaching approaches that engage students in authentic, participatory and creative writing processes. This case study examines the online text production of primary school students in a wiki environment and how the key functionalities for commentary, discussion, logging skills of text and multimodal expression are utilized in practice to develop writing. Exploring the design of assignments and analysing the nature of final texts, writing strategies and feedback reveals an iterative process of writing dominated by strategies of expanding texts with new information and occasional surface editing. The students composed individual narratives on selected themes augmented by drawings, images, speaking avatars and video clips. Feedback was mainly provided by the teachers in the form of encouraging comments and corrective revisions directly in the students’ texts. Peer response was rare, in one project taking the form of discussion posts. Revising indicating increased language awareness was observed among second language learners. Overall, the study demonstrates a tension between instructional design, the affordances of the writing arena and the space for creativity when engaging students in advanced, participatory and reflective composing and revising of texts. 

  • 141.
    Sofkova Hashemi, Sylvana
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Andersson, Peter
    University of Gothenburg.
    Cederlund, Katarina
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lyngfelt, Anna
    University of Gothenburg.
    New literacies, multimodality and the challenges of change in literacy instruction2014Conference paper (Other academic)
  • 142.
    Sofkova Hashemi, Sylvana
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Johansson Bunting, Leona
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Text and Language Practices in One-to-one Environments in a Swedish Primary School.2012In: CALL: Using, Learning, Knowing / [ed] Bradley, Linda & Thouësny, Sylvie, Dublin: Research-publishing.net , 2012, p. 274-279Conference paper (Refereed)
    Abstract [en]

    Recent investments in schools in Sweden focus on increased availability of technology and ways to incorporate digital media in the classroom. Via the computer screen, students are involved in a new type of writing and communication culture that allows for new approaches in literacy instruction and learning (Lorenzen & Smidt, 2010). The purpose of the present study was to investigate how the availability and every day access to technology in a one-­to-­one laptop programme in primary school impact on text and language practices. The objective was to explore what text genres the students meet and what artefacts they use to facilitate their work, the modalities they engage in and if they work on their own or in collaboration. Also, what new demands are put on the instruction. The empirical results are based on classroom observations of a sample of lectures in two classes in year three and two classes in year five where the students had been using computers for about 2.5 years. In both year three and five the students expressed great enthusiasm for the work on computers. Narrative and expository strategies were prominent in the development of text and language competencies. New practices facilitating multimodal and digital expression occurred more on the students’ own initiative. The activities in year three provided opportunities for both individual and collaborative work, whereas year five mainly did individual work. The assignments in both years were mostly designed to result in products of the same type and were published on their computers for a restricted audience. We interpret these practices as being mainly teacher-controlled and for the benefit of the teacher and fellow classmates. This stands in contrast to previous analysis on changes in literacy processes in laptop classes that report on more student autonomous and public uses (e.g. Warschauer, 2008). 

  • 143.
    Sofkova Hashemi, Sylvana
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Spante, Maria
    University West, School of Business, Economics and IT, Divison of Informatics.
    Den didaktiska designens betydelse: IT-didaktiska modeller och ramvillkor2016In: Kollaborativ undervisning i digital skolmiljö / [ed] Sylvana Sofkova Hashemi & Maria Spante, Malmö: Gleerups Utbildning AB, 2016, p. 125-136Chapter in book (Other academic)
  • 144.
    Sofkova Hashemi, Sylvana
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Spante, Maria
    University West, Department of Economics and IT, Divison of Informatics.
    Didaktisk design och IT-didaktiska samarbetsmodeller i gränsöverskridande undervisning2015In: NGL 2015. Next Generation Learning Conference, 18-19 november 2015, Högskolan Dalarna Falun: Book of Abstract, 2015, p. B2-20Conference paper (Other academic)
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  • 145.
    Sofkova Hashemi, Sylvana
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Tynkkinen, Mona
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Att planera för textuell medvetenhet och språkliga upptäckter i teknik-medierad undervisning2015In: Next Generation Learning Conference (NGL2015), 18-19 november 2015, Högskolan Dalarna, Falun: Book of Abstract, 2015, p. C2-33Conference paper (Other academic)
    Abstract [sv]

    Dagens teknik tillgängliggör resurser för elever och lärare i skolan som gör det möjligt att förmedla och representera kunskap digitalt i samarbete med andra och i kombinationer av uttryck. Digitaliseringen innebär nya villkor för kommunikation och interaktion. Lärande idag är allt mer beroende av samarbete och utbyte av kunskaper. Textkulturen i skolan förändras och skriften har fått konkurrens av andra uttrycksformer. Syftet med vår presentation är att problematisera och visa på hur arbetet med svenskämnet i förändring gestaltas i samarbetsbaserad undervisning i digitala miljöer.

    Med bas i ett EU-finansierat projekt Gränsöverskridande Nordisk Undervisning (GNU, http://projektgnu.eu) mellan skolor i Sverige, Norge och Danmark har vi genom praktiknära och aktionsinriktade ansatser studerat och tillsammans med lärare bedrivit ett tre-årigt skolutvecklingsarbete med fokus på grannspråksundervisning.

    Utifrån teorier om design för lärande, multimodalt meningsskapande (social semiotik, multiliteracies) och elevforskning presenterar vi de didaktiska ansatserna i detta utvecklingsarbete i relation till vilka förmågor och kunskapskrav som fokuseras, vilkauttrycksformer som kommer till ytan i det meningsskapande arbete som bedrivs och vilka samarbetsformer synliggörs och utvecklas. Vi synliggör komplexiteten, utmaningar och mervärden i samarbetsbaserat, digital undervisning.

    Genom våra resultat illustrerar vi att digitala samarbetsformer kräver avancerade ämneskompetenser och medvetenhet om didaktisk design för att planera för språkliga upptäckter och utveckla textmedvetenhet. Det handlar om att utveckla ämnesspecifika och digitala kompetenser för det gemensamma arbetet vid skärmen som bidrar till ett aktivt och dialogiskt lärande. 

  • 146.
    Somi, Gabriella
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Normmedveten undervisning: En kvalitativ studie om didaktiska utmaningar2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med föreliggande uppsats är att undersöka vilka didaktiska utmaningar gymnasielärare i ämnet Samhällskunskap upplever med att undervisa om normmedvetenhet till gymnasieelever, med fokus på elevernas olika bakgrunder såsom socioekonomisk bakgrund som i föreliggande studie associeras med skolsegregation, men även etnicitet och kön. Frågeställningarna som besvaras i studien är vilka utmaningar lärare upplever i den didaktiska planeringen och hur lärare arbetar med den normmedvetna undervisningen grundat på elevernas olika uppfattningar, kring normrelaterade begrepp.

    Metoden är kvalitativa samtalsintervjuer som utfördes med fem gymnasielärare i Samhällskunskap. Lärarna arbetar på tre olika gymnasieskolor i centrala Göteborg. Samtalsintervjuerna utfördes under en vecka, en intervju i början av veckan, tre stycken i mitten av veckan och en i slutet av veckan. Transkriberingen genomfördes dagen efter respektive intervju, för att upptäcka om teman förekom i samtalen. När sista intervjun utfördes fick studien en variation i svaren.

    Resultatet visar att lektionsplaneringen påverkas av elevers känslor och detta leder till olika arbetsmetoder för den normmedvetna undervisningen. Respondenterna strävar efter att ingen elev ska bli kränkt under lektionen och det andra perspektivet är att planera så att undervisningen blir bred. Lärarna vill att eleverna ska uppleva någon slags relation till undervisningen genom vilka normer som valts ut. Utmaningarna i att utföra sådana lektioner blir att somliga elever kan känna en tillhörighet till vissa normer och därför kan känna sig anklagade. Planeringen påverkas även av elevsammansättningen då somliga elever är stökigare än andra och detta leder till enskilda arbeten istället för klassrumsdiskussioner. Ytterligare en utmaning är att somliga elever befinner sig i normen och dessa elever är omedvetna. Sådana elever menar somliga respondenter att man måste fokusera på.

  • 147.
    Spante, Maria
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Karlsen, Asgjerd
    Vestfold University College.
    Nortvig, Anne-mette
    University of Aalborg.
    Christiansen, Rene
    University College Zealand.
    Cross-border collaboration in History among Nordic students: a case study about creating innovative ICT-didactic models2013In: The European Conference on Technology in the Classroom Brighton, UK 2013 The European Conference on Technology in the Classroom Conference Proceedings 2013, Naka Ward, Nagoya, Aichi Japan: The International Academic Forum (IAFOR) , 2013, p. 137-149Conference paper (Refereed)
    Abstract [en]

    The larger Nordic project (GNU) aims at developing innovative cross-border teaching models in different subject domains i.e. math, language, science and social studies/history. This paper provides an in-depth description and analysis of how four social science/history teachers and their 70 students (5th-7th grade) worked together between November 2011 and December 2012. Previous research regarding use of ICT in history education in primary schools is limited (Haydn 2001, Lipscomb 2002) thus calling for contemporary investigations in this particular subject domain. The TPACK model, enhancing the combination of teachers pedagogical, content and technical competence (Koehler & Mishra 2006 and 2009) , was used as analytical framework together with nation specific curriculum and EU recommendations regarding students skills for lifelong learning (Recommendation 2006/962/EC).A range of empirical material was analyzed such as classroom observations, students video productions, texts and photos distributed and shared on a mutual blog, real time interaction (Adobe Connect) and teachers’ communication (e-mail, Google docs, wikis). The teachers tried out two ICT didactic models. In the asynchronous model, the major focus was on form and content of the video productions being shared whereas working with the synchronous model the major focus was on content and quality of the communication.Notwithstanding obstacles, cross-border collaboration provided added value. The nation specific differences triggered curiosity and motivation to produce digital presentations of history content to be understood by the students in the three nations and facilitating goal fulfillment in communication skills and digital competence. However, reaching subjectspecific goals in history persisted challenging.

  • 148.
    Spante, Maria
    et al.
    University West, Department of Economics and Informatics.
    Karlsen, Asgjerd
    Vestfold University College.
    Nortvig, Anne-Mette
    University of Aalborg.
    Christiansen, Rene
    University College Zealand.
    Cross-border collaboration in history among Nordic students: a case study about creating innovative ICT-didactic models2014In: IAFOR Journal of Education, ISSN 2187-0594, Vol. 2, no 2, p. 55-86Article in journal (Refereed)
    Abstract [en]

    Gränsöverskridande Nordisk Undervisning/Utdanelse (GNU, meaning Cross-Border Nordic Education), the larger Nordic project, under which this case study was carried out, aims at developing innovative, cross-border teaching models in different subject domains in elementary school, including mathematics, language, science, social studies and history. This paper provides an in-depth description and analysis of how four social science and history elementary school teachers and their 70 students (5th–7th grades) worked together between November 2011 and December 2012. Previous research regarding the use of information and communication technology (ICT) in history education in elementary schools is limited, thus calling for contemporary investigations in this particular subject domain.The Technological Pedagogical Content Knowledge (TPACK) model, enhancing the combination of teachers’ pedagogical, content and technical competence, was used as the analytical framework, together with nation-specific curricula and the European Union’s recommendations regarding students’ skills for lifelong learning. A range of empirical materials was analyzed, such as classroom observations, students’ video productions, texts and photos distributed and shared on a mutual blog, real-time interaction and teachers’ communication. The teachers tried out two ICT didactic models. In the asynchronous model, the major focus was on the form and content of the video productions being shared, whereas work with the synchronous model concentrated on the content and quality of the communication. Notwithstanding obstacles, cross-border collaboration provided added value. The nation-specific differences triggered curiosity and motivation to produce digital presentations of history content to be understood by the students in the three nations, facilitating goal fulfillment in communication skills and digital competence. However, achieving subject-specific goals in history remained challenging. 

  • 149.
    Sundberg, Bodil
    et al.
    School of Science and Technology, Örebro University, Örebro.
    Spante, Maria
    University West, School of Business, Economics and IT, Divison of Informatics.
    Stenlund, Jörgen
    School of Science and Technology, Örebro University, Örbro.
    Disparity in practice: diverse strategies among teachers implementing interactive whiteboards into teaching practice in two Swedish primary school2012In: Learning, Media & Technology, ISSN 1743-9884, E-ISSN 1743-9892, Vol. 37, no 3, p. 253-270Article in journal (Refereed)
    Abstract [en]

    This paper reports on a project aimed at identifying and exploring the development and implementation processes of teaching practices with interactivewhiteboards (IWBs) in two Swedish K-6 schools. The purpose of theproject was to generate results and insights of value when preparingstudent teachers for professional use of IWBs and to give school leadersguidelines when implementing IWBs. A range of methods were used tocollect rich and varied empirical materials in this exploratory project.Judging from our data, it was obvious that the implementation process ofIWBs, just like other information and communication technology initiatives, is very technology-oriented, but also dependent on attitudes. Overthe course of time in the project, different strategies emerged among the teachers regarding whether and how they used the IWBs in their lectures. Italso became increasingly clear during the study that there is a distinctionbetween technical interactivity and pedagogical interactivity. Our resultsfurther suggest that training is needed when introducing these boards forfuture users. This training should include both technical instructions andpedagogical discussions.Keywords: interactive whiteboards; primary teaching; ICT; implementationproces

  • 150.
    Sundling, Gustav
    et al.
    University West, Department of Social and Behavioural Studies.
    Andersson, Jennifer
    University West, Department of Social and Behavioural Studies.
    ”Vi satte på oss våra vita, långa rockar och lekte med bägare och pipetter som om vi hade en framtid”: en undersökning av den didaktiska potentialen som finns inom det skönlitterära verket Yaniutifrån dess gestaltning av mellanförskap2023Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    A study of the didactic potential found within the fictional work Yani. The aim of the study is to use text analysis to see how the work Yani can have a didactic potential, seen from the concept of betweenship. Our conclusion is that the work has great didactic value seen together with the basic values of the Swedish school. With high potential to collaborate with other subjects such as religion and social studies.

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