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Vinterek, M. (2019). Att reflektera över texter om lekresponsiv undervisning med hjälp av ett lekminne. Forskning om undervisning och lärande, 7(1), 98-102
Åpne denne publikasjonen i ny fane eller vindu >>Att reflektera över texter om lekresponsiv undervisning med hjälp av ett lekminne
2019 (svensk)Inngår i: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 7, nr 1, s. 98-102Artikkel i tidsskrift (Annet vitenskapelig) Published
Emneord
barn, didaktik, lek, lekresponsiv, undervisning
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-31700 (URN)
Tilgjengelig fra: 2020-01-22 Laget: 2020-01-22 Sist oppdatert: 2020-01-22bibliografisk kontrollert
Alatalo, T., Tegmark, M., Vinterek, M., Winberg, M. & Liberg, C. (2019). Läsning och motivation i årskurs 6 och 9: elevers syn på läspraktiker i och utanför skolan. In: : . Paper presented at Skriv! Les! 2019 - Nordisk forskerkonferanse om lesing, skriving og literacy 7-9 maj 2019, Stavanger, Norge..
Åpne denne publikasjonen i ny fane eller vindu >>Läsning och motivation i årskurs 6 och 9: elevers syn på läspraktiker i och utanför skolan
Vise andre…
2019 (svensk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [sv]

Läsförmågan hos elever i den svenska grundskolan är långt under vad den var 20 år sedan, samtidigt som fritidsläsandet fortsätter att minska. Skolan har därför ett viktigt kompensatoriskt uppdrag då vi vet att det krävs rikligt med läsning för att bli en god läsare (Kuhn & Stahl, 2003). Elever behöver också läsa olika typer av texter för att utveckla ordförrådet inom olika ämnen (Biemiller, 2001). Dessutom måste elever kunna läsa längre texter för att utveckla kunskap genom läsning (Topping et al., 2007; Merisuo-Storm & Soininen, 2014). Forskning visar också att längden läsning i skolan och på fritiden korrelerar positivt med läsförmågan (Taylor et al., 1990).

Studien utgår från självbestämmandeteorin (SDT) vilken betonar att typen av motivation är viktigare än mängden motivation (Ryan & Deci, 2000). Ju mer autonomt reglerad elevers motivation är, desto bättre är förutsättningarna för att de ska vilja läser mer. Forskning har visat på ett rekursivt samband mellan autonom motivation och synen på den egna läsförmågan (Guthrie & Wigfield, 2000).

Syftet är att visa på relationen mellan hur mycket eleverna läser och deras motivation till läsning, attityd till läsning och synen på den egna läsförmågan. Följande frågor är i fokus:

*Hur många sidor sammanhängande text läser elever i årskurs 6 och 9 i svenska, engelska, historia och kemi under en dag i skolan?

*Vad är elevernas generella attityd till läsning?

*Vilken motivation uttrycker elever för läsning av skönlitteratur och sakprosa i skolan?

*Hur ser eleverna på sin egen läsförmåga och skolans såväl som sina egna läspraktiker?

 

Analyserna bygger på data från 3408 webbaserade elevenkäter från 144 grundskolor i 18 kommuner. Dessutom genomfördes 194 strukturerade elevintervjuer i sex klasser valda utifrån grad av motivation och mängden skolrelaterad läsning.

Resultatet visar att elever i årskurs 6 läser mer i skolan än elever i årskurs 9 och att elever i årskurs 6 visar en högre grad av inre motivation än elever i årskurs 9. Elever i årskurs 6 har också en mer positiv attityd till läsning av såväl skönlitterär som sakprosatext än elever i årskurs 9. Analyser pågår gällande relationen mellan hur mycket eleverna läser och deras motivation till läsning i de olika ämnena. Preliminära resultat pekar mot att det finns en potential i elevernas förhållande till läsning som skolan skulle kunna ta tillvara i än högre grad.

Studiens storskaliga ansats med både kvantitativa och kvalitativa data bidrar med ny kunskap om skolans läspraktiker o

Emneord
elevers självuppfattning som läsare, årskurs 6 och 9, skolrelaterad läsning
HSV kategori
Forskningsprogram
Utbildning och lärande, Att läsa eller inte läsa: En studie av grundskolans läspraktiker
Identifikatorer
urn:nbn:se:du-31617 (URN)
Konferanse
Skriv! Les! 2019 - Nordisk forskerkonferanse om lesing, skriving og literacy 7-9 maj 2019, Stavanger, Norge.
Forskningsfinansiär
Swedish Research Council, 2016-04747
Tilgjengelig fra: 2020-01-16 Laget: 2020-01-16 Sist oppdatert: 2020-01-16bibliografisk kontrollert
Borg, F., Winberg, M. & Vinterek, M. (2019). Preschool children’s knowledge about the environmental impact of various modes of transport. Early Child Development and Care, 189(3), 376-391
Åpne denne publikasjonen i ny fane eller vindu >>Preschool children’s knowledge about the environmental impact of various modes of transport
2019 (engelsk)Inngår i: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 189, nr 3, s. 376-391Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This study explored Swedish preschool children's knowledge about the environmental impact of various transport modes, and investigated whether or not eco-certification has any role to play in relation to this knowledge. Additionally, this study examined children's perceived sources of knowledge. Using illustrations and semi-structured questions, 53 children, aged five to six years, from six eco-certified and six non-eco-certified preschools were interviewed. Qualitative and quantitative data were analysed using content analysis and Orthogonal Partial Least Squares Discriminant Analysis (OPLS-DA), respectively. Findings revealed that most of the children had acquired some knowledge about the environmental impact of various transport modes, although some children were not familiar with the word 'environment'. Although the complexity of children's justifications for the environmental impact of different modes of transport tended to be higher at eco-certified preschools compared to non-eco-certified preschools, no statistically significant differences were found. Parents were reported to be a major source of knowledge.

sted, utgiver, år, opplag, sider
Routledge, 2019
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-24936 (URN)10.1080/03004430.2017.1324433 (DOI)000456811200002 ()
Merknad

Open Access APC beslut 12/2017

Tilgjengelig fra: 2017-05-12 Laget: 2017-05-12 Sist oppdatert: 2019-02-14
Lindqvist, G. & Vinterek, M. (2019). The world moves in to the Everyday school. In: : . Paper presented at Den fjärde nationella konferensen i pedagogiskt arbete, 19-20 augusti, 2019, Umeå universitet, Umeå..
Åpne denne publikasjonen i ny fane eller vindu >>The world moves in to the Everyday school
2019 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-30634 (URN)
Konferanse
Den fjärde nationella konferensen i pedagogiskt arbete, 19-20 augusti, 2019, Umeå universitet, Umeå.
Tilgjengelig fra: 2019-08-25 Laget: 2019-08-25 Sist oppdatert: 2019-08-26bibliografisk kontrollert
Alatalo, T., Vinterek, M., Tegmark, M. & Winberg, M. (2018). Amount of text read at school and the motivation for reading: a large scale study in grade 6 and 9. In: : . Paper presented at ECER, Bolzano, Italy, September 2018.
Åpne denne publikasjonen i ny fane eller vindu >>Amount of text read at school and the motivation for reading: a large scale study in grade 6 and 9
2018 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

This paper reports on some preliminary results from the project “To read or not to read: A study of reading practices in compulsory school” funded by the Swedish Research Council. The aim of the project is to develop knowledge of existing reading practices and to find out what kind of teaching that promotes such practices in a way that enables students to learn from reading. The decline in students’ reading literacy is something that concerns and worries many European and other Western countries. But surprisingly it is difficult to find large scale studies focusing on how much students read at school. To be a good reader one needs to practice (Kuhn & Stahl, 2003; Campell et al., 2001); it takes more than 5000 hours of reading to achieve a well-functioning reading capacity (Lundberg & Herrlin, 2005). To learn from text one needs to be able to read a longer text (Topping et al., 2007; Merisuo-Storm & Soininen, 2014). Prior research in the field further shows that it is important for students to read different types of texts (Kuhn & Stahl, 2003) and thus develop vocabulary and reading skills in many subjects (see, for example, Biemiller, 2001).The amount of reading, at school or at leisure, correlates positively with reading ability (Anderson et al., 1988; Cunningham & Stanovich, 1997; Taylor et al., 990). In our study we therefore are interested in the total amount of coherent and continuous text students read during an average school day in all their subjects, with a particular focus on reading habits in Swedish (L1), English (L2), Chemistry and History. We also want to find out how the amount of reading correlates with the students’ self-assessed motivation for their school-initiated reading activities. In the first part of the project there is a predominantly quantitative focus in which we seek to find out the extent to which students read continuous prose texts – fictional as well as non-fictional – as part of their everyday school work, and how their reading is related to different types of motivation. The second part of the project has a predominantly qualitative focus where a limited number of groups will be selected for a series of closer classroom studies of teachers as well as students through observations, interviews and questionnaires in order to find out what characterizes the reading practices of these schools and classes. This paper will report on some preliminary results from the first part of the project where the following research questions are to be answered:

  • To what extent do students in years 6 and 9 read continuous prose text—fiction as well as nonfiction— as part of their school work?
  • What kind of motivation do students express for reading nonfiction and fiction texts in different school subjects?
  • What is the nature of the relationship between students’ reading motivation and the extent of their reading in school?
  • What differences in the interest of reading and in the reading habits among females and males, between school years 6 and 9, and between schools can be detected?

The overall framework of the study is the didactic triangle and the meeting between the teacher, the student and the subject matter in terms of meaning making and reading activities that occur in this meeting (Uljens, 1997; Hudson & Meier, 2011; Liberg et.al. 2002.) We also draw on motivation theories that stress the importance of constructing classroom practices that support student reading motivation by fulfilling the basic needs of autonomy, competence and relatedness (Deci & Ryan, 2008; De Naeghel et al, 2014)  

Emneord
Reading, nonfiction, fiction, school subjects, motivation
HSV kategori
Forskningsprogram
Utbildning och lärande, Att läsa eller inte läsa: En studie av grundskolans läspraktiker
Identifikatorer
urn:nbn:se:du-28884 (URN)
Konferanse
ECER, Bolzano, Italy, September 2018
Forskningsfinansiär
Swedish Research Council, 2016-04747
Tilgjengelig fra: 2018-11-12 Laget: 2018-11-12 Sist oppdatert: 2018-11-12bibliografisk kontrollert
Vinterek, M., Alatalo, T., Tegmark, M. & Winberg, M. (2018). The decrease of school related reading in compulsory school 2007–2017. In: : . Paper presented at Australian Association for Research in Education (AARE), Sydney, December 2-6 2018.
Åpne denne publikasjonen i ny fane eller vindu >>The decrease of school related reading in compulsory school 2007–2017
2018 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

In this paper we will report some results from a project (funded by the Swedish Research Council) with an aim to develop knowledge of existing reading practices to better understand what kind of support students receive at school to develop reading skills. In this we lean on earlier research that stresses the importance of many hours of diverse reading practice to develop necessary reading skills to be an active part of a democratic society. 

Data were collected 2017 and relate to the findings of a similar study conducted in 2007. The main research questions addressed in this paper are:

  • To what extent do students in grade 6 and 9 read continuous text, nonfiction as well fiction, as part of their school work?
  • What differences in the amount of reading between grade 6 and 9, among boys and girls respectively, can be detected?
  • What can be noticed about changes in students´ reading at school during the last decade?

In the year 2017 data were collected by a questionnaire, distributed to schools with grade 6 and grade 9 in a mid-Swedish region, the same was done in 2007 for all students in grade 5 and 8 in one of Sweden’s largest municipalities.  Students were asked to estimate how many pages of continuous text, fiction and non-fiction, they had read in class during the day of the questionnaire. For the 2017 study we also asked about the amount of text read out of school as some kind of school assignment (e.g. homework). In total 1526 (2007) and 3289 (2017) answers remained after data cleaning.

We found that reading at school has declined substantially the last decade (e.g. 22% had read less than one page in 2007, 30% in 2017). An even higher percentage of students don’t read any pages of continuous school texts in grade 9 compared to grade 6, and girls still read more than boys. We also found that the amount of text read as part of the students’ schoolwork out of school (2017) is lower than for text read at school. These patterns are the same for non-fiction as well as for fiction.  

In the next part of the study we are taking a closer look at the actual reading practices in a selection of these classrooms trying to understand the results. There is also a need for more studies of the amount of text read at school.

Emneord
continuous text, fiction, grade 6, grade 9, non-fiction, Swedish school, reading
HSV kategori
Forskningsprogram
Utbildning och lärande, Att läsa eller inte läsa: En studie av grundskolans läspraktiker
Identifikatorer
urn:nbn:se:du-29035 (URN)
Konferanse
Australian Association for Research in Education (AARE), Sydney, December 2-6 2018
Forskningsfinansiär
Swedish Research Council, 2016-04747_3
Tilgjengelig fra: 2018-12-09 Laget: 2018-12-09 Sist oppdatert: 2019-01-03bibliografisk kontrollert
Borg, F., Winberg, M. & Vinterek, M. (2017). Children’s learning for a sustainable society: Influences from home and preschool. Education Inquiry, 8(2), 151-172
Åpne denne publikasjonen i ny fane eller vindu >>Children’s learning for a sustainable society: Influences from home and preschool
2017 (engelsk)Inngår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 8, nr 2, s. 151-172Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Although parents and preschool play important roles in developing children’s behavior and attitudes, little is known about their influences on children’ s learning of environmental, social and economic aspects of sustainability. This study investigated the influences of home- and preschool-related practices and factors on children’s declarative and functional knowledge of sustainability issues, and the extent to which eco-certified preschools promote beneficial practices. ‘Eco-certified preschools’ refers to schools that explicitly work with education for sustainability. Children (n=53), aged five to six years, and the directors (n=7) at six eco-certified and six non-eco-certified preschools were interviewed, while guardians (n=89) and teachers (n=74) filled out questionnaires. Children’s responses were categorized and classified using SOLO Taxonomy. Multivariate analyses were performed in SIMCA P + 14. The findings indicate a positive relationship between children’s declarative and functional knowledge of sustainability issues and the involvement of teachers and guardians in sustainability-related discussions and activities. Teachers’ verbal interaction with children about sustainability issues, and the perceived high value of these issues among teachers and directors seem to be more beneficial for children’s declarative knowledge than their functional knowledge. No statistically significant differences between eco- and non-eco-certified preschools in terms of children’s declarative and functional knowledge were found.

sted, utgiver, år, opplag, sider
Routledge, 2017
Emneord
economic sustainability; environmental education; parental influence; social learning; SOLO Taxonomy
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-24940 (URN)10.1080/20004508.2017.1290915 (DOI)
Tilgjengelig fra: 2017-05-12 Laget: 2017-05-12 Sist oppdatert: 2017-12-01bibliografisk kontrollert
Elmersjö, H. A., Clark, A. & Vinterek, M. (2017). International perspectives on teaching rival histories: Pedagogical responses to contested narratives and the history wars (1ed.). Palgrave Macmillan
Åpne denne publikasjonen i ny fane eller vindu >>International perspectives on teaching rival histories: Pedagogical responses to contested narratives and the history wars
2017 (engelsk)Bok (Fagfellevurdert)
Abstract [en]

This book presents a survey of approaches to dealing with 'rival histories' in the classroom, arguing that approaching this problem requires great sensitivity to differing national, educational and narrative contexts. Contested narratives and disputed histories have long been an important issue in history-teaching all over the world, and have even been described as the 'history' or 'culture' wars. In this book, authors from across the globe ponder the question "what can teachers do (and what are they doing) to address conflicting narratives of the same past?", and puts an epistemological issue at the heart of the discussion: what does it mean for the epistemology of history, if it is possible to teach more than one narrative? Divided into three sections that deal with historical cultures, multicultural societies and multiperspectivity, the chapters of the book showcase that dealing with rival histories is very much dependent on context, and that diverse teaching traditions and societal debates mean that teachers' abilities in engaging with the teaching of rival narratives are very different. The volume will be compelling reading for students and researchers in the fields of education, history, sociology and philosophy, as well as practising teachers. © The Editor(s) (if applicable) and The Author(s) 2017.

sted, utgiver, år, opplag, sider
Palgrave Macmillan, 2017. s. 92 Opplag: 1
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-26556 (URN)10.1057/978-1-137-55432-1 (DOI)2-s2.0-85032693618 (Scopus ID)9781137554321 (ISBN)
Tilgjengelig fra: 2017-11-16 Laget: 2017-11-16 Sist oppdatert: 2017-11-16bibliografisk kontrollert
Elmersjö, H. A., Clark, A. & Vinterek, M. (2017). Introduction: Epistemology of rival histories. In: International perspectives on teaching rival histories: pedagogical responses to contested narratives and the history wars: (pp. 1-14). Palgrave Macmillan
Åpne denne publikasjonen i ny fane eller vindu >>Introduction: Epistemology of rival histories
2017 (engelsk)Inngår i: International perspectives on teaching rival histories: pedagogical responses to contested narratives and the history wars, Palgrave Macmillan, 2017, s. 1-14Kapittel i bok, del av antologi (Fagfellevurdert)
sted, utgiver, år, opplag, sider
Palgrave Macmillan, 2017
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-26555 (URN)10.1057/978-1-137-55432-1_1 (DOI)2-s2.0-85032689425 (Scopus ID)9781137554321 (ISBN)
Tilgjengelig fra: 2017-11-16 Laget: 2017-11-16 Sist oppdatert: 2017-11-16bibliografisk kontrollert
Nygren, T., Vinterek, M., Thorp, R. & Taylor, M. (2017). Promoting a historiographic gaze through multiperspectivity in history teaching. In: International perspectives on teaching rival histories: Pedagogical responses to contested narratives and the history wars (pp. 207-228). Palgrave Macmillan
Åpne denne publikasjonen i ny fane eller vindu >>Promoting a historiographic gaze through multiperspectivity in history teaching
2017 (engelsk)Inngår i: International perspectives on teaching rival histories: Pedagogical responses to contested narratives and the history wars, Palgrave Macmillan, 2017, s. 207-228Kapittel i bok, del av antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Palgrave Macmillan, 2017
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-26546 (URN)10.1057/978-1-137-55432-1_10 (DOI)2-s2.0-85032704498 (Scopus ID)9781137554321 (ISBN)
Tilgjengelig fra: 2017-11-16 Laget: 2017-11-16 Sist oppdatert: 2017-11-16bibliografisk kontrollert
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0001-7561-7679