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  • 1.
    Alatalo, Tarja
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Johansson, Annie-Maj
    Dalarna University, School of Education, Health and Social Studies, Natural Science.
    ”Kan man köra en skottkärra med fyrkantigt hjul?”: Läs- och skrivutvecklande praktiker i teknikundervisning i förskoleklass2019In: Nordic Journal of Literacy Research, E-ISSN 2464-1596Article in journal (Refereed)
    Abstract [sv]

    I en rad svenska avhandlingsstudier har man funnit att läs- och skrivundervisningen i förskoleklass sker i formaliserade sammanhang och att utan att koppla till elevers erfarenheter. I den här studien är syftet att utveckla kunskap om läs- och skrivutvecklande sociala praktiker i teknikundervisning i en förskoleklass. Fyra tekniklektioner observerades med fokus på lärarens läs- och skrivutvecklande undervisning. Det teoretiska ramverket utgörs av Freebody och Lukes resursmodell som beskriver läs- och skrivkunnighet som en uppsättning sociala praktiker. Dessutom analyseras huruvida läs- och skrivundervisningen är formaliserad, funktionaliserad eller om den är balanserad, det vill säga genomförs i sammanhang där formaliserad och funktionaliserad undervisning är i samspel med varandra. Resultatet visar att teknikundervisningen skapar rikliga möjligheter för elever att medverka i de sociala praktikerna i Freebody och Lukes modell. Undervisningen är funktionaliserad och läraren undervisar inte explicit om språkets formaspekter eller om hur texters kommunikativa delar samspelar, utan det är oftast underförstått. Studien öppnar för en diskussion om förskoleklassens möjligheter att skapa läs- och skrivundervisning i balanserade sammanhang, för att stödja elevers läs- och skrivutveckling även när undervisningen har fokus på ämnesområden som teknik.

  • 2.
    Claesson, Anders
    et al.
    Dalarna University, School of Education and Humanities, Biology.
    Johansson, Annie-Maj
    Dalarna University, School of Education and Humanities, Biology.
    Hållbar utveckling i lärarutbildning vid Högskolan Dalarna: Några reflektioner och exempel på studenters arbete att identifiera undervisning om hållbar utveckling2006In: Från naturvetenskap och specialpedagogik till hållbar utveckling inom lärarutbildning, Vasa: Ped. fak. vid Åbo Akademi, Vasa , 2006, Vol. 3, p. 163-176Chapter in book (Other academic)
  • 3.
    Johansson, Annie-Maj
    Dalarna University, School of Education, Health and Social Studies, Natural Science.
    Hur kan lärandeprogression planeras och utvärderas?2014In: Lärande i handling: En pragmatisk didaktik / [ed] Britt Jakobson Iann Lundegård och Per-Olof Wickman, Lund: Studentlitteratur AB, 2014Chapter in book (Other (popular science, discussion, etc.))
  • 4.
    Johansson, Annie-Maj
    Dalarna University, School of Education, Health and Social Studies, Natural Science.
    Undersökande arbetssätt i NO-undervisningen i grundskolans tidigare årskurser2012Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis deals with the use of inquiry-based approaches in primary school science. The aim is to investigate the goals and purposes that are constituted by the curriculum and by the teachers in interviews and through their teaching in the classroom. The results are used to develop conceptual tools that can be used by teachers’ in their work to support students’ learning of science when using an inquiry-based approach. The thesis is comprised of four papers. In paper one a comparative analysis is made of five Swedish national curricula for compulsory school regarding what students should learn about scientific inquiry. In paper two 20 teachers were interviewed about their own teaching using inquiry. Classroom interactions were filmed and analyzed in papers three and four, which examine how primary teachers use the various activities and purposes of the inquiry classroom to support learning progressions in science. The results of paper one show how the emphasis within and between the two goals of learning to carry out investigations and learning about the nature of science shifted and changed over time in the different curricula. Paper two describes the selective traditions and qualities that were emphasized in the teachers’ accounts of their own teaching. The results of papers three and four show how students need to be involved in the proximate and ultimate purposes of the teaching activities for progression to happen. The ultimate purposes are the scientific purposes for the lesson (as given by the teacher or by the curriculum), whereas the proximate purposes are the more student-centered purposes that through different activities should allow the students to relate their own experiences and language to the ultimate purpose. The results show the importance of proximate purposes working as ends-in-viewin the sense of John Dewey, meaning that the students see the goal of the activity and that they are able to relate to their experiences and familiar language.

  • 5.
    Johansson, Annie-Maj
    et al.
    Dalarna University, School of Education and Humanities, Natural Science.
    Wickman, Per-Olof
    Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    A Pragmatist Understanding of Learning Progressions2011In: Beyond fragmentation: Didactics, Learning and Teaching in Europe / [ed] Hudson, B. & Meyer, M. A., Leverkusen: Verlag Barbara Budrich, 2011, p. 47-59Chapter in book (Refereed)
  • 6.
    Johansson, Annie-Maj
    et al.
    Dalarna University, School of Education and Humanities, Natural Science.
    Wickman, Per-Olof
    Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, Stockholms universitet.
    Selektiva traditioner i grundskolans tidigare år: Lärares olika betoningar av kvalitéer i NO-undervisningen2013In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 9, no 1, p. 50-65Article in journal (Other academic)
    Abstract [en]

    The aim of this study was to elucidate the selective traditions of Swedish primary school teachers in using inquiry-based learning.  Material from thirteen interviews where teachers described their own inquiry practice was used to study the selective traditions along with the qualities these traditions emphasized. Four different selective traditions were identified: the fact oriented, the activity oriented, the collaboration oriented and the community oriented traditions. Different qualities were emphasized in the different traditions, for instance regarding whether teaching and inquiry should be difficult, correct, free or fun.

  • 7.
    Johansson, Annie-Maj
    et al.
    Dalarna University, School of Education, Health and Social Studies, Natural Science. Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wickman, Per-Olof
    Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Syften som stöd för minne och lärande i undervisningen2011In: Lärande och minnande som social praktik / [ed] Roger Säljö, Stockholm: Norstedts Förlag , 2011, p. 91-106Chapter in book (Other academic)
  • 8.
    Johansson, Annie-Maj
    et al.
    Dalarna University, School of Education, Health and Social Studies, Natural Science.
    Wickman, Per-Olof
    Stockholms universitet.
    The use of organizing purposes in science instruction as a scaffolding mechanism to support progressions: a study of talk in two primary science classrooms2018In: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, Vol. 36, no 1Article in journal (Refereed)
    Abstract [en]

    Purpose: This study examines how different purposes can support teachers in their work with progressions as a part of a teaching sequences in science in primary school.

    Design/Method: The study was carried out in two classes working with inquiry and the events that took place in the classroom were filmed. In the study, we have chosen to use the technical term proximate purposes for the student-oriented purposes, and ultimate purposes for the scientific purposes. Together, these two types of purposes form the organisational purposes for the classes. Proximate purposes work in such a way that students can use their language and relate to their experiences as ends-in-view. To examine how organising purposes can be used to analyse progressions, we discuss examples from two different lessons.

    Result: The study shows the importance of proximate purposes working as ends-in-view and also demonstrates how the teacher and students may create continuity in teaching to enable progression as a part of a teaching sequence.

    Conclusions: To create continuity, it was essential that the teacher scaffolded the students in ways which allowed the students to explicitly differentiate between what was relevant or not, about the proximate purposes in relation to the ultimate purpose.

  • 9.
    Johansson, Annie-Maj
    et al.
    Dalarna University, School of Education, Health and Social Studies, Natural Science.
    Wickman, Per-Olof
    Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, Stockholms universitet.
    Using organizing purposes to support learning progressions: a study of talk in primary science classroomManuscript (preprint) (Other academic)
  • 10.
    Johansson, Annie-Maj
    et al.
    Dalarna University, School of Education and Humanities, Natural Science.
    Wickman, Per-Olof
    institutionen för matematikämnets och naturvetenskapsämnenas didaktik, Stockholms universitet.
    Vad ska elever lära sig angående naturvetenskaplig verksamhet?: En analys av svenska läroplaner för grundskolan under 50 år2012In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 8, no 3, p. 197-212Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to contribute to an understanding of which changes related to scientific inquiry have been made historically in curriculum documents. A comparative analysis is made of five Swedish national curricula– Lgr 62, Lgr 69, Lgr 80, Lpo 94 and Lgr 11 – during the last 50 years regarding what compulsory school students (school years 1–9) should learn about scientific inquiry. It focuses 1) what students should learn about carrying out scientific inquiries, and 2) what students should learn about the nature of science. All of the curricula examined have aims concerning scientific inquiry. The results show that during the period there have been many shifts in emphasis and changes of aims, for example from learning an inductive method to a more deductive one, and from an emphasis on carrying out investigations to an emphasis on more conceptual understanding of scientific investigations. Because teaching traditions tend to conserve aspects of earlier curricula, it is discussed how the results can help teachers, teacher students and curriculum developers to better see the consequences of the changes for teaching and learning.

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