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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
Öppna denna publikation i ny flik eller fönster >>Preschool children’s knowledge about the environmental impact of various modes of transport
2019 (Engelska)Ingår i: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 189, nr 3, s. 376-391Artikel i tidskrift (Refereegranskat) 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.

Ort, förlag, år, upplaga, sidor
Routledge, 2019
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-24936 (URN)10.1080/03004430.2017.1324433 (DOI)000456811200002 ()
Anmärkning

Open Access APC beslut 12/2017

Tillgänglig från: 2017-05-12 Skapad: 2017-05-12 Senast uppdaterad: 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..
Öppna denna publikation i ny flik eller fönster >>The world moves in to the Everyday school
2019 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-30634 (URN)
Konferens
Den fjärde nationella konferensen i pedagogiskt arbete, 19-20 augusti, 2019, Umeå universitet, Umeå.
Tillgänglig från: 2019-08-25 Skapad: 2019-08-25 Senast uppdaterad: 2019-08-26Bibliografiskt granskad
diva2:1262439
Öppna denna publikation i ny flik eller fönster >>Amount of text read at school and the motivation for reading: a large scale study in grade 6 and 9
2018 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
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)  

Nyckelord
Reading, nonfiction, fiction, school subjects, motivation
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
Utbildning och lärande, Att läsa eller inte läsa: En studie av grundskolans läspraktiker
Identifikatorer
urn:nbn:se:du-28884 (URN)
Konferens
ECER, Bolzano, Italy, September 2018
Forskningsfinansiär
Vetenskapsrådet, 2016-04747
Tillgänglig från: 2018-11-12 Skapad: 2018-11-12 Senast uppdaterad: 2018-11-12Bibliografiskt granskad
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.
Öppna denna publikation i ny flik eller fönster >>The decrease of school related reading in compulsory school 2007–2017
2018 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
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.

Nyckelord
continuous text, fiction, grade 6, grade 9, non-fiction, Swedish school, reading
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
Utbildning och lärande, Att läsa eller inte läsa: En studie av grundskolans läspraktiker
Identifikatorer
urn:nbn:se:du-29035 (URN)
Konferens
Australian Association for Research in Education (AARE), Sydney, December 2-6 2018
Forskningsfinansiär
Vetenskapsrådet, 2016-04747_3
Tillgänglig från: 2018-12-09 Skapad: 2018-12-09 Senast uppdaterad: 2019-01-03Bibliografiskt granskad
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
Öppna denna publikation i ny flik eller fönster >>Children’s learning for a sustainable society: Influences from home and preschool
2017 (Engelska)Ingår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 8, nr 2, s. 151-172Artikel i tidskrift (Refereegranskat) 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.

Ort, förlag, år, upplaga, sidor
Routledge, 2017
Nyckelord
economic sustainability; environmental education; parental influence; social learning; SOLO Taxonomy
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-24940 (URN)10.1080/20004508.2017.1290915 (DOI)
Tillgänglig från: 2017-05-12 Skapad: 2017-05-12 Senast uppdaterad: 2017-12-01Bibliografiskt granskad
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
Öppna denna publikation i ny flik eller fönster >>International perspectives on teaching rival histories: Pedagogical responses to contested narratives and the history wars
2017 (Engelska)Bok (Refereegranskat)
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.

Ort, förlag, år, upplaga, sidor
Palgrave Macmillan, 2017. s. 92 Upplaga: 1
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
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)
Tillgänglig från: 2017-11-16 Skapad: 2017-11-16 Senast uppdaterad: 2017-11-16Bibliografiskt granskad
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
Öppna denna publikation i ny flik eller fönster >>Introduction: Epistemology of rival histories
2017 (Engelska)Ingår i: International perspectives on teaching rival histories: pedagogical responses to contested narratives and the history wars, Palgrave Macmillan, 2017, s. 1-14Kapitel i bok, del av antologi (Refereegranskat)
Ort, förlag, år, upplaga, sidor
Palgrave Macmillan, 2017
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
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)
Tillgänglig från: 2017-11-16 Skapad: 2017-11-16 Senast uppdaterad: 2017-11-16Bibliografiskt granskad
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
Öppna denna publikation i ny flik eller fönster >>Promoting a historiographic gaze through multiperspectivity in history teaching
2017 (Engelska)Ingår i: International perspectives on teaching rival histories: Pedagogical responses to contested narratives and the history wars, Palgrave Macmillan, 2017, s. 207-228Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Palgrave Macmillan, 2017
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
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)
Tillgänglig från: 2017-11-16 Skapad: 2017-11-16 Senast uppdaterad: 2017-11-16Bibliografiskt granskad
Vinterek, M., Donnelly, D. & Thorp, R. (2017). Tell us about your nation’s past: Swedish and Australian preservice history teachers’ conceptualisation of their national history. Yearbook (of the International Society for History Didactics), 38, 51-72
Öppna denna publikation i ny flik eller fönster >>Tell us about your nation’s past: Swedish and Australian preservice history teachers’ conceptualisation of their national history
2017 (Engelska)Ingår i: Yearbook (of the International Society for History Didactics), ISSN 1608-8751, Vol. 38, s. 51-72Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The Comparing our Pasts (COP) project aimed to determine what Swedish and Australian pre-service history teachers know, understand and believe to be important about their nations’ past. In this study pre-service history teachers were asked to write a short history of their nation in their own words without using outside sources of information. This article reports on a preliminary analysis of resulting texts, comparing and contrasting their conceptualisations of Sweden and Australia and what aspects of history were manifest in the analysed data. Given that the participant group is situated in two different national contexts, this study aims to analyse how the pre-service teachers’ narratives of the nation can be understood as influenced by the national historical cultures of Sweden and Australia. The results show that the respondents’ narratives expressed both similarities and differences that highlight the pertinence of a historical cultural approach to history education and pre-service history teacher training that may be linked to the differing national historical contexts. These results are then used to argue the importance of an awareness of historicity in order to highlight and stress how our views of and approaches to national history is contextually contingent. This poses a challenge to history teacher training both in Sweden and Australia.

Nyckelord
history didactics, teacher education, preservice history teachers’ national history, Australian, Swedish, compare, narration, historiedidaktik, lärarstudenter, lärarutbildning, historia, berättelser, nation, förståelse, förflutna, Australien, Sverige, jämförelse
Nationell ämneskategori
Pedagogiskt arbete Didaktik Pedagogik
Forskningsämne
Utbildning och lärande, Jämförelser av vårt förflutna [COP] Internationellt pilotprojekt
Identifikatorer
urn:nbn:se:du-29239 (URN)
Projekt
Comparing our past
Tillgänglig från: 2019-01-02 Skapad: 2019-01-02 Senast uppdaterad: 2019-01-03Bibliografiskt granskad
Borg, F., Vinterek, M. & Winberg, M. (2016). Assessing self-reported understanding and practices of sustainability issues among children in eco- and non-eco-certified preschools in Sweden. In: Leading education: The distinct contributions of educational research and researchers. 22-26 August, 2016.: . Paper presented at ECER (European Conference on Educational Research), 23-26 August 2016, University College Dublin, Ireland (pp. 1-165). Dublin: University College Dublin
Öppna denna publikation i ny flik eller fönster >>Assessing self-reported understanding and practices of sustainability issues among children in eco- and non-eco-certified preschools in Sweden
2016 (Engelska)Ingår i: Leading education: The distinct contributions of educational research and researchers. 22-26 August, 2016., Dublin: University College Dublin , 2016, s. 1-165Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

To promote sustainability, the 2030 Agenda for Sustainable Development emphasizes a need for developing knowledge and skills in all learners through education for sustainability (EfS) (UN, 2015). Environmental and sustainability education is stressed in the Swedish preschool curriculum, which states that all preschools should strive to ensure that each child develops respect for all forms of life as well as care for the surrounding environment (Skolverket, Lpfö 98 Rev. 2010). In Sweden, preschools can be awarded two different eco-certifications; about 1500 preschools are certified with ‘Green flag’ and about 200 schools hold ‘Preschool for Sustainable Development’ certification (Ärlemalm-Hagsér, 2013). However, no national evaluation strategy has been developed. In fact, there is a general lack of research on and evaluations of EfS program effectiveness in whole-school sustainability programs globally (Henderson & Tilbury, 2004). The aim of this paper is to describe the development of an instrument which was used to explore and compare the outcomes of eco- and non-eco preschools in terms of children’s understandings and practices of environmental and sustainability issues. ‘Eco-preschool’ refers to a preschool that works explicitly with EfS. The terms ‘sustainability’ and ‘sustainable development’ are used synonymously in this paper. Using a three-interlocking-circles framework, which portrays the equal importance and interdependency of environmental, social and economic dimensions (Elliott, 2013), the concept of sustainability Brundtland (1987) was operationalized in three themes: (i) transport use and recycling, (ii) consumption and (iii) resource sharing. Based on Bruner (1966) Iconic (age 1-6 years) mode of representation, which states that information stored in the form of images and illustrations can be helpful for children’s understanding of an issue, a semi-structured, illustrated interview instrument was developed. Children’s practices were explored through a play-based approach where children performed recycling activities. The instrument was pre-tested with eight children in order to finalize the question design, question wording, appropriateness of illustrations, interview techniques and timing, as well as to collect information on open-ended questions with a view of changing some of them into multiple choice questions. Applying a cross-sectional design, 53 children, aged five and six, were interviewed during February-June 2015. The interviews were audio recorded. Besides describing the development of the instrument, preliminary results from the interview will be presented at the symposium.

References

Brundtland, G. H. (1987). World Commission on environment and development: our common future. Oxford University Press. Bruner, J. S. (1966). Toward a theory of instruction (Vol. 59). Cambridge: Harvard University Press. Elliott, J. A. (2013). An introduction to sustainable development. London: Routledge. Henderson, K., & Tilbury, D. (2004). Whole-school approaches to sustainability: An international review of sustainable school programs. Report Prepared by the Australian Research Institute in Education for Sustainability (ARIES) for The Department of the Environment and Heritage, Australian Government. ISBN, 1(86408), 979. Skolverket. (Lpfö 98 Rev. 2010). Curriculum for the preschool. The Swedish National Agency for Education. Retrieved 08-03, 2013, from Skolverket website: http//www.skolverket.se UN. (2015). Transforming our world: the 2030 Agenda for Sustainable Development. Retrieved 02-12, 2015, from http://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=E, accessed 03-12-2015 Ärlemalm-Hagsér, E. (2013). Engagerade i världens bästa? : lärande för hållbarhet i förskolan. Göteborg: Acta universitatis Gothoburgensis.

Ort, förlag, år, upplaga, sidor
Dublin: University College Dublin, 2016
Nyckelord
assessment; eco-certification; evaluation, interview instrument; preschool
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-22929 (URN)
Externt samarbete:
Konferens
ECER (European Conference on Educational Research), 23-26 August 2016, University College Dublin, Ireland
Tillgänglig från: 2016-08-26 Skapad: 2016-08-26 Senast uppdaterad: 2016-08-26Bibliografiskt granskad
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0001-7561-7679

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