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  • 1.
    Backman, Erik
    Gymnastik- och idrottshögskolan, GIH, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Friluftsliv: a contribution to equity and democracy in Swedish PE? : An analysis of codes in Swedish PE curricula2011In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 43, no 2, p. 269-288Article in journal (Refereed)
    Abstract [en]

    During the last decade, expanding research investigating school subject Physical Education (PE), indicates a promotion of inequalities regarding which children benefit from PE teaching. Outdoor education and its Scandinavian equivalent friluftsliv, is a part of the PE curriculum in many countries and these practices have been claimed to have the potential to contribute to more equity in PE teaching. Through an investigation of how stipulations regarding friluftsliv in the national Swedish PE curriculum are transformed and interpreted into 31 local PE syllabus documents, this paper investigates the possibilities for friluftsliv to fulfil this potential. In an analysis inspired by educational sociologist Basil Bernstein, I claim that Swedish PE teachers’ marginalised interpretation of friluftsliv indicates its weak classification when a part of PE. When friluftsliv is addressed in PE, the strong dominance of a performance code transforms it into mere sport activities. The results of this study highlight questions regarding PE teachers’ interpretation of learning aims and their work with text documents. It also discusses alternatives to implementing friluftsliv through PE and the role of teachers in curriculum reforms. 

  • 2.
    Backman, Erik
    Dalarna University, School of Education, Health and Social Studies, Sport and Health Science.
    Undervisning och bedömning i ämnet friluftsliv i ämnet idrott och hälsa2018Conference paper (Other academic)
  • 3.
    Berg, Mikael
    Dalarna University, School of Humanities and Media Studies, History. Karlstad universitet.
    Historielärares historier: Ämnesbiografi och ämnesförståelse hos gymnasielärare i historia2010Licentiate thesis, monograph (Other academic)
    Abstract [en]

    The overall aim of this study is to analyse history teachers’ understanding of the school subject history. The aim have also been to uncover what factors the history teachers say have affected their understanding of the school subject. Based on survey and interview methods, the question that this study deals with is: in the light of which general understanding of the school subject history, do the teachers make didactic choices on a daily basis?

    The first theme is biographical. The teachers’ life-history is taken into consideration and several factors in the teachers’ background and the school environment have been identified. It also seems as if the teachers’ understanding of the school subject goes from an elementary and searching approach to one that is more complex and convinced.

    The second theme is a more structural approach. The results shows three major orientations among the teachers’ general understanding namely, educational (bildung) orientation, critical orientation and identity orientation. Even though a main orientation can be seen among the teachers, an important result is also that the orientation is overall complex.

    At the most general level some patterns can be seen. First the connection between the teachers’ biography and their general understanding of the school subject. In the understanding of the school subject, it is also notable that teachers relate in different ways to history as science, history as identity and history from an ideological viewpoint. It is also possible to note some signs of change in the school subject history that follows a lager historiographical context.

  • 4.
    Berg, Mikael
    Dalarna University, School of Humanities and Media Studies, History.
    Historielärares historier: Ämnesbiografi och ämnesförståelse hos gymnasielärare i historia2012In: Forskning av och för lärare: 14 ämnesdidaktiska studier i historia och samhällskunskap / [ed] Hans Lödén, Karlstad: Karlstad University Press, 2012, 1, p. 33-50Chapter in book (Other academic)
  • 5.
    Berg, Mikael
    Dalarna University, School of Humanities and Media Studies, History. Karlstad universitet.
    Historielärares ämnesförståelse: Centrala begrepp i historielärares förståelse av skolämnet historia2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis focuses on four different aspects of history teachers’ comprehensiveunderstanding of the school subject history. More specifically, the aim is tostudy the comprehension of the subject as perceived by individual historyteachers. Special emphasis is placed on identifying the concepts of the field ofhistory that are central to the teachers’ understanding of the school subject history.The first aspect studied is the teachers’ biographical changes. In a life historyperspective it seems as if the teachers’ subject conception changes from anunproblematic and tentative approach to a more complex and confident understandingof the subject. The second aspect treated is the rationale behind theirgrasp of the purpose and content of the subject. Three major positions areidentified, namely educational (bildung) orientation, critical orientation, andidentity orientation.The third aspect studied is the teachers’ interpretation of a curriculumnew to them. The teachers placed the curriculum in the field of tension betweenan education policy position, emphasizing more precise knowledge, onthe one hand, and a history science position, emphasizing concepts of historicalconsciousness. The fourth aspect studied is five different conceptual tools displayedin the teachers’ remarks on having completed the teaching of a newcourse. These are termed ‘history as narrative’, ‘history as time-space’, ‘historyas explanation’, ‘history as perspective taking’, and ‘history as skills’At the general level the study shows not only that subject conception is ofimportance to the teachers’ understanding of their obligation as teachers of historybut also how it is formed and constantly transformed by many differentfactors. In this process it is clear that the concepts used by the teachers, althoughvariously defined, can be seen as specific to the school subject historyand essential to the construction of history as a school subject.

  • 6.
    Berg, Mikael
    et al.
    Dalarna University, School of Humanities and Media Studies, History. Västerbergslagens utbildningsförbund.
    Stolare, Martin
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik..
    Samuelsson, Johan
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik..
    Schüllerqvist, Bengt
    Is a scientific basis for subject specific teaching possible?: The example of history education2015In: Education: Opole University Annual, ISSN 2450-7121, Vol. 1, p. 135-151Article in journal (Refereed)
  • 7.
    Bergqvist, Tomas
    et al.
    Umeå universitet, Interaktiva medier och lärande.
    Lithner, Johan
    Umeå universitet, Institutionen för matematik och matematisk statistik.
    Sumpter, Lovisa
    Umeå universitet, Institutionen för matematik och matematisk statistik.
    Upper secondary students’ task reasoning2008In: International journal of mathematical education in science and technology, ISSN 0020-739X, E-ISSN 1464-5211, Vol. 39, no 1, p. 1-12Article in journal (Refereed)
    Abstract [en]

    Upper secondary students’ task solving reasoning was analysed, with a focus on grounds for different strategy choices and implementations. The results indicate that mathematically well-founded considerations were rare. The dominating reasoning types were algorithmic reasoning, where students tried to remember a suitable algorithm, sometimes in a random way, and guided reasoning, where progress was possible only when essentially all important strategy choices were made by the interviewer.

  • 8.
    Boström, Ulrika
    Umeå universitet, Institutionen för idé- och samhällsstudier.
    ”När man kollar på bilden tänker man så här”: en receptionsstudie av gymnasieelevers uppfattning om bilder som kunskapskällor i historieundervisningen2014Licentiate thesis, monograph (Other academic)
    Abstract [en]

    Images are used in history education for a variety of reasons, not least to generate interest through a better understanding of historical events and people. The aim of this study was to investigate how historical pictures, either illustrated or documentary/photographic, can be used as a resource for activating and improving pupils' historical empathy, in the way described by Stéphane Lévasque.

    I conducted a reception study on five different focus groups consisting of pupils from different upper secondary schools in Sweden. The pupils varied with regard to number of credits for admission to upper secondary school. A sixth group of pupils was interviewed as a contrasting control group in order to add perspective to the results. The discussions were based on the pupils' interpretations of 34 selected pictures, all of which were taken from the most common history textbooks. Each pupil was asked to choose the picture he/she felt was the most representative historical image. On the basis of the strategies used by the pupils when interpreting the pictures and discussing them, the material was analysed in accordance with Lévesque's categories: imagination, historical contextualisation and morals. The last category, morals, was further divided into three sub-categories: sense of justice, sympathy and progression.

    The reflections of the pupils and the degree of contextualisation varied. It appeared that the pupils were less inclined to discuss assumptions about the persons in the pictures; instead they chose to discuss the historical context in question. The pictures in this study did not seem to trigger the pupils to fabricate anachronistic reasoning about history; when they did produce lengthy reasoning, it was contextual, structural and metahistorical. In this context, the pupils who belonged to the group with the highest average of credits showed some signs of reflection on the basis of historical context and some criticism about the historical sources. On no occasion did any of the pupils choose a picture as a concrete expression of injustice.

    One of the questions this study aimed to explore was whether a lack of historical context affects how pictures trigger emotions and reasoning on the basis of moral aspects. Some of the pupils displayed moral standpoints, primarily the degree of morals concerning injustice. One possible interpretation could be that the feeling of being unfairly treated and subjected to insulting behaviour and social injustice was something the pupils could relate to. The group of pupils who had not yet studied history at upper secondary school, the control group, generally made reflections using this sort of reasoning when they discussed the historical aspects of the pictures.

  • 9.
    Cox Eriksson, Christine
    Dalarna University, School of Humanities and Media Studies, English.
    Att arbeta medvetet med ordförrådet2017Other (Other academic)
  • 10.
    Dahlgren Johansson, Anna
    et al.
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Sumpter, Lovisa
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Children’s conceptions about mathematics and mathematics education2010In: Current state of research on mathematical beliefs XVI: proceedings of the MAVI-16 Conference June 26-29, 2010, Tallinn, Estonia / [ed] Kirsti Kislenko, 2010Conference paper (Refereed)
    Abstract [en]

    This paper deals with younger students’ (grade 2 and 5) conceptions about mathematics and mathematics education. The questionnaire consisted of three parts: (1) statements with a Likert-scale; (2) open-end questions where the students could explain further their conceptions; and, (3) a request to draw a picture of yourself doing mathematics. The results from the statements were summarised and the pictures were analysed. Most students in grade 2 had a positive attitude towards mathematics whereas a larger proportion in grade 5 gave negative answers. All students presented mathematics as an individual activity with a focus on the textbook. The elder students narrow the activity down to calculating. A post-questionnaire confirmed the results.

  • 11.
    Danielsson, Helena
    et al.
    Dalarna University, School of Humanities and Media Studies, Art Education.
    Taflin, Eva
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Rapport från projektet Multimodala uppgifter och bedömning i matematik: Video och kollaborativa samtal som metod vid lärares bedömning av elevers matematiska kunskaper2015Report (Other academic)
    Abstract [en]

    This research will discuss some experiences from a four year school research study. It was conducted in cooperation with teachers from four municipalities in Dalarna. The aim of the research was to examine teachers´ professional development when they participated in collaborative discussions based on video recordings and video edited material from specific lessons in their own practice. The study had two foci one was to investigate methods and tools that teachers can use to develop their ability to assess their students while working on multimodal tasks. The other was to examine how video can be used by teachers wanting to obtain knowledge about assessing students. The study is based on several theories about when teachers collaborate to create new knowledge. The first is the design theoretical approach – where visual ethnography and a semiotic approach contribute to problematize the use and mixture of different modes. A basic assumption of the framework here is that meanings are made and communicated in mathematics through a wide range of semiotic modes. By using video as an essential tool in the research the framework theories concerning visual ethnography, video documentation and individuals as reflective practitioners were also needed. The findings can be divided into the following themes: the use of tasks for assessment, collaborative discussion, equipment, ethical dilemmas. Collaborative discussions were evaluated as a meaningful way of sharing knowledge. The use of video recordings in association with these discussions raised important ethical issues. Working with the assessment framework was of great interest to the teachers but it took a lot of time from their ordinary work. In this way the project highlighted more general aspects of school development. The research also concerns teachers´ use of collaborative discussions in assessment work, multimodal tasks in mathematics and video as a research tool in general.

  • 12.
    Dodou, Katherina
    Dalarna University, School of Humanities and Media Studies, English.
    Reading and the Profession: On the Literary Education of English School Teachers2018In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, ISSN 1504-9922, E-ISSN 1504-9922, Vol. 12, no 2, p. 1-17Article in journal (Refereed)
    Abstract [en]

    The article addresses the question of how English departments best can teach literature and literary reading to future upper-secondary school teachers of English. It approaches the question in terms of the literary scholar’s contribution to the professional education and practice of school teachers in Sweden. The article combines metacognitive analyses of disciplinary ways of thinking with profession theory to reflect on the literary content knowledge upper secondary school teachers need for their teaching practice. It outlines key differences between the understanding of what reading literature entails in academia and in upper secondary education, respectively, and it points out that current academic practices for teaching literature rely on a narrow understanding of what school teachers need to know about literature and literary reading to exercise their professional judgement concerning literature in the language classroom. Advocating a change in our academic teaching practices, the article proposes that literary debates over reading also be incorporated and that the principles and procedures underpinning professional modes of reading literature be explicitly articulated. This means verbalizing underlying theoretical assumptions about the value of literature and of reading it and explicating interpretative conventions and tools, alongside the skills, involved in literary reading. Such a teaching practice, the article posits, is not merely key to developing school teachers’ content knowledge regarding literature and reading. It is also a prerequisite for the development of their pedagogical reasoning when it comes to the uses of literature and to the affordances and limitations of literary reading in the school classroom.  

  • 13.
    Edling, Silvia
    et al.
    Uppsala universitet.
    Liljestrand, Johan
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Olson, Maria
    Högskolan i Skövde.
    Demokratiperspektiver i svensk lærarutdanning: Tre om svensk lærarutdanning2013In: Demokrati og lærerbevissthet: konferanserapport / [ed] Dag Fjeldstad og Rolf Mikkelsen, Oslo: Universitetet i Oslo. Institutt for laererutdanning og skoleforskning , 2013, p. 81-95Conference paper (Other academic)
  • 14.
    Engvall, Helen
    Dalarna University, School of Languages and Media Studies, French.
    Étude comparative entre l´enseignement de l´anglais en Suède et en France.: Quelles sont les différences des connaissances d´anglais entre les élèves de 12 ans dans les deux pays?2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 15.
    Eriksson, Kristina
    Dalarna University, School of Languages and Media Studies, French.
    Les Attitudes des élèves concernant le travail sur les textes2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [fr]

    Pour apprendre le français à l’école, en classe, on peut choisir plusieurs méthodes et stratégies différentes. Dans ce mémoire quatre différentes méthodes de travailler avec un texte en classe ont été examinées. Les attitudes des élèves concernant ces quatre méthodes ont été observées. Les élèves qui ont répondu aux questions ont fait des études de français au niveau 3 (steg 3), dans un lycée en Dalécarlie, en Suède. Dans leur manuel scolaire quatre textes courts ont été choisis. Les élèves ont lu les textes à la maison et en classe, pour ensuite travailler en classe avec le contenu. Pour le premier texte chaque élève a écrit un petit résumé, pour le deuxième texte ils ont répondu aux questions deux à deux, pour le troisième texte ils ont discuté le texte en petits groupes de quatre ou cinq personnes, et pour le quatrième et dernier texte ils ont répondu individuellement aux questions portant sur le texte.

      

    L’aspect le plus intéressant de l'étude a été de prendre connaissance de ce qui était perçu comme positif ou négatif concernant les quatre méthodes. Il semble qu'il soit difficile pour certains élèves de concentrer leur attention sur le travail s’ils travaillent en groupe. Certains élèves parlent d’autres choses et ne prennent pas leur responsabilité pour le travail. Parfois les élèves les plus compétents dans le groupe font le travail très vite sans faire attention aux élèves moins compétents. Ainsi les élèves moins compétents ne participent pas au travail et n’apprennent rien. 

  • 16.
    Fahlström, Magnus
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Less is more - how to communicate simple but distinct2014In: Summer School On Scientific Visualization And Presentation: Falun 16-18 June, 2014, 2014, p. 18-18Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    When you present something you want the recipients to perceive the content the way you intend without ambiguity. A picture is worth a thousand words is a famous phrase. If this phrase is true - how do one control the thousand words? In this session I will present some ideas for my research in the light of the theme- Scientific Visualization and Presentation. My research is about class room noise and the impact on students chance of learning as intended. I will address questions such as: In what way is it useful to transform future results to a form of: Wasted Learning Units?

  • 17.
    Fahlström, Magnus
    Dalarna University, School of Technology and Business Studies, Microdata Analysis.
    Mathematics teachers’ conceptions of the classroom environment2017In: Teaching and Learning in Maths Classrooms: Emerging Themes in Affect-related Research: Teachers' Beliefs, Students' Engagement and Social Interaction / [ed] Chiara Andrà, Domenico Brunetto, Esther Levenson, Peter Liljedahl, Springer, 2017, p. 141-151Chapter in book (Refereed)
    Abstract [en]

    This study explores mathematics teachers’ conceptions of how the physical environment in classrooms affects their students’ chances for learning. Semi structured interviews were performed with a few Swedish teachers with experience from tackling different physical settings when teaching mathematics. When analysing the interview transcripts preliminary findings are that: teachers appreciate flexibility and control over the physical settings in the classroom; inadequate acoustics are extra problematic in mathematical activities involving verbal interactions between students in small groups; mathematics task solving in peace and quiet is a common part of mathematics lessons and it easily gets disturbed by external noise.

  • 18.
    Fahlström, Magnus
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    The physical classroom environment: roles, conceptions, and preferences2016Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    The problem addressed in this thesis is that a considerable proportion of students around the world attend school in inadequate facilities, which is detrimental for the students’ learning outcome. The overall objective in this thesis is to develop a methodology, with a novel approach to involve teachers, to generate a valuable basis for decisions regarding design and improvement of physical school environment, based on the expressed needs for a specific school, municipality, or district as well as evidence from existing research. Three studies have been conducted to fulfil the objective: (1) a systematic literature review and development of a theoretical model for analysing the role of the physical environment in schools; (2) semi structured interviews with teachers to get their conceptions of the physical school environment; (3) a stated preference study with experimental design as an online survey. Wordings from the transcripts from the interview study were used when designing the survey form. The aim of the stated preference study was to examine the usability of the method when applied in this new context of physical school environment. The result is the methodology with a mixed method chain where the first step involves a broad investigation of the specific circumstances and conceptions for the specific school, municipality, or district. The second step is to use the developed theoretical model and results from the literature study to analyse the results from the first step and transform them in to a format that fits the design of a stated preference study. The final step is a refined version of the procedure of the performed stated preference study.

  • 19.
    Fahlström, Magnus
    et al.
    Dalarna University, School of Technology and Business Studies, Microdata Analysis.
    Sumpter, Lovisa
    Stockholm University.
    A model for the role of the physical environment in mathematics education2018In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 3, no 1Article in journal (Refereed)
    Abstract [en]

    In this paper, we develop an analytical tool for the role of the physical environment in mathematics education. We do this by extending the didactical triangle with the physical environment as a fourth actor and test it in a review of literature concerning the physical environment and mathematics education. We find that one role played by the physical environment, in relation to mathematical content, is to portray the content in focus, such as geometry and scale. When focusing on teachers, students, and the interaction between them, the role of the physical environment appears to be a precondition, either positive (enabling) or negative (hindering). Many of the findings are valid for education in general as well, such as the importance of building status.

  • 20.
    Fahlström, Magnus
    et al.
    Dalarna University, School of Technology and Business Studies, Microdata Analysis.
    Teledahl, Anna
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Students’ use of images for documenting their problem solving2017Conference paper (Other academic)
  • 21.
    Falkevall, Björn
    Stockholms universitet, Institutionen för didaktik och pedagogiskt arbete.
    Livsfrågor och religionskunskap: En belysning av ett centralt begrepp i svensk religionsdidaktik2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis focuses on “livsfrågor” (questions of life) a typical Swedish concept introduced in the RE syllabus in the curriculum for compulsory schools in 1969. The study poses three questions: what can qualify as a “livsfråga”, why are they regarded important, and how do they fit into teaching?

    The main purpose is to study differences of the concept in two materials. Primarily interviews with Teacher educators all over Sweden and, secondly in the R.E. syllabus for compulsory and secondary schools from 1962 until today. Finally, the two materials used, will be brought together, and foci are recognized with the help of a tool for thought.  The study is using the concept dialogicity from Bachtin. Syllabus are viewed as compromises in accordance with a German tradition.

    In the syllabus, “livsfrågor” is one within many different words used with none what so ever stringency. It is not necessarily the most important term, as “livsåskådningsfrågor” (questions within philosophies of life)  is often dominating in objectivities. Also “existential questions” etc is used. The relation between the words are never made clear.  The syllabus are in one sense monologial as different meanings of the word are not made explicit, and other utterances are not invoked.

    In the interviews the dialogicity is more obvious. Philosophy is mentioned, eg.. Martin Buber, Viktor Frankl, theology (Paul Thillich), but also literature (Lars Gyllensten) and existentialism in a general sence. Other words are not as frequent – but “livsåskådningsfrågor” are of course mentioned, eg. Faith vs. knowledge.

    In the last chapter “livsfrågor” is problematized with the help of Andrew Wright and his three metanarrativies within the modern R.E. And the assumption, especially in the syllabus, of “livsfrågor”, as common between cultures and over time is problematized with the help of . feministic theory of knowledge.

  • 22.
    Fernström, Richard
    Dalarna University, School of Humanities and Media Studies, Religious Studies.
    Den decentraliserade läromedelsgranskningen: En analys av läromedelsgranskningen i religionsämnet efter 1991- utifrån hermeneutisk ansats2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med examensarbetet är att undersöka vad som undersöks i läromedelsgranskningar inom religionskunskapsämnet gjorda efter att staten avslutade sin centrala granskning 1991. Fokus är vilket syfte forskarna har med sina läromedelsgranskningar samt vad som undersöks i utvalda granskningar av religionskunskapsläromedel mellan 1991-2015. En jämförelse mellan syftet och vad som undersöks efter 1991 med de riktlinjer staten hade mellan 1938 – 1991 kommer att göras. Med hjälp av en hermeneutisk ansats har fem granskningar av varierande storlek analyserats där jag systematiskt försökt besvara mina frågeställningar. Hermeneutisk ansats menas att jag som forskare tolkar utifrån min egen förförståelse. Problemet enligt mig är att lärare idag undervisar utifrån en lärobok som inte är granskad. Har man samma trygghet att luta sig mot efter att staten slutade granska läroböcker? Vad undersöks egentligen i dagens läromedelsgranskningar inom ämnet religion? Slutsatsen är att läromedelsgranskningen förändrats över tid och minskat i omfattning efter 1991. Det som undersöks i dagens granskningar är hur man framställer religioner och kulturer i läroboken, det urval som görs, samt lärobokens svårigheter. En annan slutats är att fokus hos granskarna nästan uteslutande ligger på religionerna islam, hinduism och buddhism. Granskningen av kristendomen och judendomen lyser med sin frånvaro.

  • 23.
    García Zamora, Wendy
    Dalarna University, School of Humanities and Media Studies, Spanish.
    Análisis crítico del libro ¡Vale 6!: Basado en los estilos de aprendizaje de Dunn & Dunn2012Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [es]

    En la actualidad, las escuelas suecas donde se enseña el español como lengua extranjera tienen la dificultad de que lo que los alumnos aprenden en clase es olvidado con mucha facilidad en corto tiempo. Para que el aprendizaje de los alumnos sea más efectivo, es necesario que estos aprendan esta nueva lengua con la ayuda de ejercicios que estimulen sus sentidos, de tal modo que la enseñanza favorezca a todos los tipos de aprendientes, según la teoría de los estilos de aprendizaje de Dunn & Dunn.

    El objetivo de este trabajo ha sido el de investigar la presencia de dicha teoría en el libro ¡Vale 6!, si los ejercicios presentes en este libro favorecen a algunos aprendientes más que a otros y qué aprendientes se benefician más con ellos. Para ello se realizó un estudio cuantitativo del contenido del libro.

    El resultado de este trabajo muestra que solamente ciertos aprendientes (visuales y auditivos) se benefician más con los ejercicios propuestos en ¡Vale6!, lo cual resulta en la necesidad de completar este material con ejercicios adicionales, enfocados en los estilos de aprendizaje rezagados (el kinésico y el táctil), para de este modo poder cumplir con los objetivos planteados por Skolverket.

  • 24.
    Grundén, Helena
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education. Linnéuniversitetet, Institutionen för matematik (MA).
    Diversity in meanings as an issue in research interviews2017In: Mathematics Education and Life at Times of Crises: Proceedings of the 9th International Conference of Mathematics Education and Society / [ed] Anna Chronaki, Volos, Greece: University of Thessaly Press , 2017, p. 503-512Conference paper (Refereed)
    Abstract [en]

    Taking the social, political, and ethical dimensions of mathematics education seriously means not only researching these issues, but also designing and assessing research with these dimensions in mind. When designing an interview study about planning in mathematics, diversity in meanings was recognized and participants and their voices were foregrounded. In this paper, the design is related to perspectives on interviews, meaning as both durable and transient, and quality criteria such as reproducibility and bias. Theoretical assumptions had consequences for how meaning was seen, but also for relevance of the chosen quality criteria. Findings suggest that not only design, but also assessment of quality in interview studies have to be discussed in relation to the theoretical assumptions the studies build on. 

  • 25.
    Hennius, Samira
    Mälardalens högskola, Utbildningsvetenskap och Matematik.
    "Vi kan skriva förargument och sedan motargument" ­­: Om deliberativa samtal i undervisning i svenska som andraspråk på högskolenivå2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    In the light of the twofold mission of Swedish schools, that is to say enabling pupils to develop both subject knowledge and a democratic attitude, the purpose of this thesis is to investigate to what extent adult higher education students from different language and social backgrounds, studying Swedish as a second language, are able to carry out joint writing assignments with the aid of deliberative discourse, and to what extent they thereby also develop a deliberative attitude. The twofold mission of education applies to them too. While there already exists a certain amount of research into deliberative discourse relating to education in schools, the perspective of higher education didactics in this research is still lacking. The present study is to be viewed as a first contribution to this research.

    The theoretical starting point of this study includes previous research into deliberative discourse by further developing an existing model regarding criteria for deliberative discourse, for example that there is a striving towards agreement, although the consensus may be temporary, that diverging opinions can be set against each other, that tolerance and respect for views other than one’s own are shown, and that traditional outlooks can be questioned. This model is supplemented by designations for a number of disruptive behaviours, such as ridiculing, ignoring, interrupting people and engaging in private conversations. The thus further developed model will thereafter act as a lens in the analysis of students’ discussions when writing joint texts. Another theoretical starting point is the view of education as communication, and of the possibility of communication creating a third place, thereby developing democracy in the here and now-situation.

    For this study, comprising 18 hours of observation of nine students, that is to say the discussions of three groups in connection with writing texts on different occasions, various ethnographic data collection methods have been employed, for example video recordings, participant observations, field notes and interviews in conjunction with the discussions.

    The analysis clarifies that the three groups developed their deliberation as the discussions about the joint assignment proceeded, and that most of the nine students furthermore expressed at least an openness towards a deliberative attitude for further discussions in the future. The disruptive behaviours mentioned in connection with the analytical model that could be identified in the discussions, for example interruptions and private conversations, proved not to constitute real disturbances; on the contrary they actually contributed towards the discussions developing, enabling them to continue. On the other hand, other and not previously identified disturbances occurred, for example a focus on grades, the lack of time and lacking language ability, which all in different ways affected the students’ attitudes towards their work. For any future didactical work on deliberative discourse in Swedish as a second language within higher education, these disturbances would need to be highlighted and made aware of for both teachers and students.

    Keywords: higher education didactics, communication, deliberative discourse, deliberative attitude, John Dewey, Tomas Englund, heterogeneity, ethnographic data collection methods.

  • 26.
    Högberg, Sören
    Dalarna University, School of Education, Health and Social Studies, Education.
    Att låta det oväntade ge rum åt det oförväntade: Möjligheter inom ramen för skolämnet samhällskunskap2017In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2, p. 25-43Article in journal (Refereed)
    Abstract [en]

    The aim of the article is to illuminate the opportunities for students in social studies to develop dispositions towards taking an active and responsible role in society when teachers are able to support the content of the subject to continuously come forward in an interactive, communicative and evolving process. Based on theoretical informed arguments the author claims that that the question of how the teaching process is carried out is deeply connected with these opportunities for creating meaningful pedagogical situations. Here, unforeseen events are discussed as desirable circumstances for engaging students in social issues. However, this also brings risk into the process since the content discussed and how it is discussed opens up for unexpected answers. These answers which become part of the course content, put the teacher in a position in which he or she needs to respond in one way or another. In such pedagogical situations, the moral dimension of teachers’ work becomes visible and obvious. The position is taken that risk is a crucial part of a teaching process in which one of the aims is for students to be and become active, responsible and engaged in social issues.

  • 27.
    Ip, Wei Hing
    Dalarna University, School of Humanities and Media Studies, Chinese. The Hong Kong Polytechnic University.
    Enhancing intercultural communication in teaching chinese as a foreign language: An action research study2015Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Over the past few decades, the rapid development of information communication technology, internationalization and globalization worldwide have required a shift in the focus of Chinese as a foreign language (CFL) towards competence in intercultural communication in which the role of culture in the acquisition of CFL and in the pragmatic use of the language is emphasized and promoted. However, most of the current research in this academic area remains only on a theoretical level. Practical examples, particularly with regard to distance learning/teaching of the Chinese language, are very limited. This motivated the implementation of an action research study which aimed at exploring the possibilities and limitations of integrating Chinese culture and applying intercultural communication theory into a contemporary distance CFL course for beginners. By observing and comparing the performance of subjects in the control and experimental groups, this action research study focuses on exploring three basic areas. Firstly, it discloses the cultural elements which underlie effective daily communication. Secondly, it investigates how students acquire cultural knowledge and develop their ability to competently communicate in the target course. And thirdly, it evaluates how the modified course syllabus could enhance students’ intercultural communicative competence. The findings of the research aim to serve as both a resource and reference for educators and researchers who are interested in carrying out reforms and research in this academic domain.

  • 28.
    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.))
  • 29.
    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.

  • 30.
    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)
  • 31.
    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)
  • 32.
    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.

  • 33.
    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)
  • 34.
    Johansson, Sverker
    Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Ämnesforskning.
    Vackrare värld med fysik2006In: Lärandets konst: betraktelser av estetiska dimensioner i lärandet, Lund: Studentlitteratur , 2006, p. 105-126Chapter in book (Other academic)
  • 35.
    Johansson, Viktor
    Stockholms universitet, Institutionen för pedagogik och didaktik.
    ‘In Charge of the Truffula Seeds’: On Children’s Literature, Rationality and Children’s Voices in Philosophy2012In: Philosophy for Children in Transition: Problems and Prospects / [ed] Nancy Vansieleghem and David Kennedy, Oxford: Wiley-Blackwell , 2012, p. 190-209Chapter in book (Refereed)
  • 36.
    Johansson, Viktor
    Stockholms universitet, Institutionen för pedagogik och didaktik.
    'In Charge of the Truffula Seeds': On Children's Literature, Rationality and Children's Voices in Philosophy2011In: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 45, no 2, p. 359-377Article in journal (Refereed)
    Abstract [en]

    In this paper I investigate how philosophy can speak for children and how children can have a voice in philosophy and speak for philosophy. I argue that we should understand children as responsible rational individuals who are involved in their own philosophical inquiries and who can be involved in our own philosophical investigations-not because of their rational abilities, but because we acknowledge them as conversational partners, acknowledge their reasons as reasons, and speak for them as well as let them speak for us and our rational community. In order to argue this I turn, first, to Gareth Matthews' philosophy of childhood and suggest a reconstruction of some of his concepts in line with the philosophy of Stanley Cavell. Second, in order to examine more closely our conceptions of rationality and our pictures of children, I consider the children's books, The Lorax and Where is My Sister? and Henrik Ibsen's play, The Wild Duck.

  • 37.
    Jonsson, Carin
    et al.
    Umeå universitet, Institutionen för språkstudier.
    Lundgren, Berit
    Umeå universitet, Institutionen för språkstudier.
    A glimpse through the keyhole into two primary literacy classrooms2015In: Språkdidaktik: researching language teaching and learning / [ed] Eva Lindgren and Janet Enever, Umeå: Umeå universitet , 2015, p. 157-169Chapter in book (Other academic)
  • 38.
    Jäder, Jonas
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier.
    Elevers möjligheter till lärande av matematiska resonemang2015Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    One of the main problems with learning difficulties in mathematics is that rote-learning becomes the very foundation of mathematics for many students. Procedural as well as conceptual knowledge is needed to build a broad mathematical competence. Students learn only what they get an opportunity to learn, which means that we must consider what opportunities to learn are given to school students. For the purpose of exploring what opportunities are available to learn to reason mathematically, a well established framework is used to analyze the reasoning required by textbook tasks as well as the reasoning used by students. The framework was used to refine the discussion of what type of knowledge is used by the students. Application of the framework distinguishes between creative mathematical reasoning, where a solution has to be created by the student, and imitative reasoning which is based on rote learning or following an existing template. Opportunities to learn depend on the classroom norms that have been negotiated between students and teacher. These norms are influenced by several factors. This thesis deals with the textbook, both as one of several pictures of the education, and in terms of how it is used in the classroom, as well as students’ beliefs about mathematics. There are three studies included in the thesis. In the first study, tasks in mathematics textbooks used in secondary school around the world are analyzed concerning the reasoning requirements. For the second study an analysis of students reasoning during textbook task solving in the classroom has been conducted. In the third study a thematic analysis has been used to explore students’ beliefs about mathematics and relate these beliefs to the reasoning used.

    Results from analyzing textbooks from twelve different countries paint a similar picture when it comes to the proportion of tasks requiring students to use creative mathematical reasoning. On average, only every tenth task required creative mathematical reasoning to a greater extent. Furthermore, students in the Swedish upper secondary school level mainly focus on solving the easier, earlier tasks and also mainly use imitative reasoning. Opportunities for students to use creative mathematical reasoning seem limited. When students guide each other during task solving, the main focus seems to be to reach a conclusion in terms of an answer corresponding to that given in the answer-section of the book. Moreover, guidance from a teacher does not seem to lead to anything other than imitation of a procedure. Students also indicate their beliefs by expressing that most tasks should be possible to solve using imitative reasoning, and that therefore, rote learning is a central part of mathematics education. This places pressure on teachers to carefully reflect on what tasks and textbooks they use in their teaching, and also what types of classroom norms they wish to present. The manner in which students work in the classroom also needs consideration, where a greater focus should be directed toward understanding.

  • 39.
    Jäder, Jonas
    et al.
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education. Linköping University.
    Sidenvall, Johan
    Linköping University; School Administration, Municipality of Hudiksvall.
    Sumpter, Lovisa
    Department of Mathematics and Science Education, Stockholm University.
    Students’ Mathematical Reasoning and Beliefs in Non-routine Task Solving2016In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, p. 1-18Article in journal (Refereed)
    Abstract [en]

    Beliefs and problem solving are connected and have been studied in different contexts. One of the common results of previous research is that students tend to prefer algorithmic approaches to mathematical tasks. This study explores Swedish upper secondary school students’ beliefs and reasoning when solving non-routine tasks. The results regarding the beliefs indicated by the students were found deductively and include expectations, motivational beliefs and security. When it comes to reasoning, a variety of approaches were found. Even though the tasks were designed to demand more than imitation of algorithms, students used this method and failed to solve the task. © 2016 Ministry of Science and Technology, Taiwan

  • 40.
    Klimplová, Lenka
    Dalarna University, School of Technology and Business Studies, Business Administration and Management.
    Reflections on flipping the classes in Business Administration and Management courses2016In: EDULEARN16 Proceedings, 2016, p. 2609-2618Conference paper (Other academic)
    Abstract [en]

    A “flipped classroom” pedagogical approach – a form of blended learning in which the traditionallecture and homework elements of a course are reversed – appears to be an effective and efficientway of learning/teaching both for students as well as for lecturers. This way of teaching definitely hasthe potential to provide the participants with a greater amount of interaction (among students as wellas between students and lecturers) than is available in a traditional classroom, and provide a morepersonalised/individualized approach to students’ studying needs.

    However, when implementing this approach some aspects need further consideration. For instance,one must efficiently communicate the concept of a flipped classroom so that the students comprehendthe differences between a flipped classroom and a traditional classroom. Another moment whichdeserves attention and thorough consideration is how to increase student engagement, theirattendance in classroom sessions and involvement in class activities. Other important elements of theflipped classroom approach which must be considered are pre-recorded lectures, and the questionhow their design can impact the student learning process.

    This paper aims to provide examples how these issues were addressed when implementing theflipped classroom in two courses in the study field of Business Administration and Management –Organisation Theory (undergraduate level) and Knowledge Management (graduate level). This paperwill reflect how various ways of implementation can influence student engagement, the learningprocess and learning outcomes. The assessment of the implementation of this learning/teachingapproach is based on student surveys/interviews, personal observations of the teacher as well as onquantitative data from the course management system Fronter and the examination results.

  • 41.
    Leblanc, André
    et al.
    Dalarna University, School of Humanities and Media Studies, French.
    Lindgren, Charlotte
    Dalarna University, School of Humanities and Media Studies, French.
    Development of on-line courses focusing on quality2013In: Proceedings - The Open and Flexible Higher Education Conference 2013. Hosted by the FIED and the UMPC in Paris: Transition to open and on-line education in European universities, Heerlen: EADTU , 2013Conference paper (Other academic)
    Abstract [en]

    The purpose of this paper is to show by which means quality in on-line education is achieved at Dalarna University. As a leading provider of online university courses in northern Europe, both in terms of number of students conducting their studies entirely on-line compared to the whole student body, (approximately 70% on-line students all subjects included), Dalarna University has acquired de facto extensive practical experience in the field of information technologies related to distance education. It has been deemed essential, to ensure that the quality of teaching reflects the principles governing the assessment of learning so that on-line education is deemed as comparative to campus education, both from a legal and cognitive point-of-view. Dalarna University began on-line courses in 2002 and it soon became clear that the interaction between the teacher and the student should make its mark in all stages of the learning process in order to both maintain the learners' motivation and ensure the assimilation of knowledge. We will illustrate these aspects by giving examples of what has been done in the recent years in on-line teaching of languages. As this method of teaching is not limited to learning basic language skills, but also to the study of literature, social issues and the language system of the various cultures, our presentation will offer a broad range of areas where the principles of quality in education are provided on a daily basis.

  • 42.
    Lifmark, David
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Implicit confessionality in non-confessional Swedish RE text books?2015Conference paper (Refereed)
  • 43. Liljekvist, Yvonne
    et al.
    Mellroth, Elisabet
    Olsson, Jan
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education. Umeå universitet.
    Boesen, Jesper
    Conceptualizing a local instruction theory in design research: report from a symposium2017In: ICT in mathematics education: the future and the realities. Proceedings of MADIF10. The tenth research seminar of the Swedish Society for Research in Mathematics Education. Karlstad, January 26–27, 2016 / [ed] Johan Häggström, Eva Norén, Jorryt van Bommel, Judy Sayers, Ola Helenius, Yvonne Liljekvist, Göteborg: SMDF/NCM , 2017, p. 119-128Conference paper (Refereed)
  • 44.
    Lindahl, Katarina
    Dalarna University, School of Humanities and Media Studies, English.
    Engelskdidaktik i ett omvänt klassrum2018In: Digitalisering av högre utbildning / [ed] Stefan Hrastinski, Lund: Studentlitteratur AB, 2018, 1, p. 163-167Chapter in book (Other (popular science, discussion, etc.))
  • 45.
    Lindahl, Katarina
    Dalarna University, School of Humanities and Media Studies, English. Göteborgs Universitet.
    Vocational English in policy and practice2015Licentiate thesis, monograph (Other academic)
    Abstract [en]

    The aim of this licentiate thesis is to examine how, and in what ways, vocational English is a part of English language teaching in the Building and Construc­tion Programme in Sweden, and what the influences are for such pedagogy. The main research question is how policy documents relate to the views of teachers and their educational practice regarding vocational English. The study consists of two parts: a textual policy analysis of the three latest upper secondary school reforms in Sweden (Lgy 70, Lpf 94, and Gy 2011), and semi-structured interviews with practicing English teachers in the Building and Construction Programme. The interviews are categorised by using Spradley’s (1979) semantic relationships and taxonomies. Balls’ (Ball, 1993) and Ozga’s (1990; 2000) concept of policy enactment is used in the analysis as well as Bernstein’s (1990; 2000) theoretical framework of classification, framing, and horizontal and vertical discourse.

    The results show that five of the six teachers in the interviews work with vocational English in some way. The study also shows that there is a distinct gap between policy and practice. Several of the teachers have the notion that they are supposed to work with vocational English and that it must be written down in policy somewhere. The greatest influence on the teaching for these teachers are their students, either indirectly or directly. Further, the study shows that different frame factors such as time poverty hinders the teachers from reading policy texts and cooperating with the vocational teachers in the Building and Construction Programme.

  • 46.
    Lindahl, Katarina
    Dalarna University, School of Humanities and Media Studies, English.
    Vocational English: The gap between policy and practice2017Conference paper (Other academic)
    Abstract [en]

    A new structure for upper secondary school was introduced in Sweden 2011. In light of this new educational policy reform, which has differentiated vocational programmes and academic programmes from each other, the relationship between policy and practice is relevant to explore. It could be argued that this differentiation is a part of an international trend towards marketization and internationalization. Subjects, such as English, are adapted to different programmes in order to contribute to the increased employability of students. The purpose of this paper is to explore the gap between policy and practice for teachers when working with vocational English, and how this can affect vocational education in the future. The study consists of a textual policy analysis of the three latest upper secondary reforms in Sweden and semi-structured interviews with six teachers in the Building and Construction Programme. The perspective policy enactment is used rather than policy implementation, since policy text is constantly struggled over through a complex and creative recontextualisation process (Ball et al., 2012; Ozga, 2000). Bernstein’s concepts of classification and horizontal and vertical discourse are also used. Classification, which can be strong or weak, refers to boundaries between categories based on power relations (Bernstein, 1999; 2000). Horizontal and vertical discourse explain how knowledge is divided in two forms: the everyday knowledge  and the more abstract, official knowledge (Bernstein, 1999). This becomes relevant for the analysis since the school systematically selects the knowledge it provides to students. The results show that the teachers in this study perceived their vocational students as unmotivated to study “theoretical subjects”, they described them as “theoretical or practical”, and some teachers placed lower demands on vocational students than on students in other programmes. This is not in line with current policies, which shows that there is a distinct gap between policy and practice.

  • 47.
    Lindgren, Charlotte
    Dalarna University, School of Humanities and Media Studies, French.
    Dépasser la dichotomie entre évaluation formative et sommative: l’évaluation en ligne au département de français de l’université de Dalécarlie2013In: Synergies Pays Scandinaves, ISSN 1901-3809, E-ISSN 2261-2807, no 8, p. 113-126Article in journal (Refereed)
    Abstract [fr]

    Il existe toute une série d’évaluations que les ouvrages de didactique des langues classent en général selon le moment où elles ont lieu et selon leur but ou fonctionnement, la distinction la plus fréquente étant celle qui oppose l’évaluation sommative à l’évaluation formative. Au département de français de l’Université de Dalécarlie, nous avons dû il y a quelques années faire face à un double défi : en plus de la réflexion didactique sur l’évaluation, adapter cette dernière à un enseignement entièrement en ligne. Cet article présente le travail effectué, en prenant différents exemples. Le but est de montrer qu’une évaluation de qualité est tout à fait compatible avec le système d’enseignement en ligne que nous utilisons et notamment les séminaires interactifs en temps réel.

  • 48.
    Lundgren, Berit
    Umeå universitet, Institutionen för språkstudier.
    Lust i läsandet: ett läsprojekt i samarbete mellan länsbiblioteket, skolor och lärarutbildningen i Västerbotten2007Report (Other academic)
    Abstract [sv]

    Lust i läsandet är ett utvecklingsprojekt som fokuserar lärares och bibliotekariers arbete med skönlitteratur. Projektets syfte är att främja arbete kring barnböcker och språklig utveckling, framförallt hur man kan koppla estetiska uttryck och lärprocesser - lek, drama, dans, bild, slöjd, film och musik - till läsande och skrivande. Nya utvecklande arbetsformer mellan lärre och bibliotekarier har fokuserats. Deltagarn, arbetslag från några skolor i Västerbottens län, har behandlat barn- och ungdomslitteratur utifrån olika teorier exempelvis receptions- och didaktikteorier. Varje arbetslag har via läsecirklar och boksamtal utvecklat det kreativa tänkandet kring litteratur. Projektet presenteras i denna rapport utifrån intervjuer med deltagare och elever, observationer i klassrum samt deltagarnas loggböcker som beskriver utvecklingsarbetet.

  • 49.
    Lundgren, Berit
    Umeå universitet, Institutionen för språkstudier.
    Retoriken i den pedagogiska praktiken2008In: Sjätte nationella konferensen i svenska mned didaktisk inriktning / [ed] Anne Palmér, Uppsala: Uppsala universitet , 2008, 1, p. 70-82Chapter in book (Other academic)
    Abstract [sv]

    Studien, som redovisas, lyfter fram betydelsen av styrdokumentens och lokala arbetsplaners utformning samt lärares undervisning för att utveckla elevers kommunikativa förmåga uttryckt i förberett tal. I studien görs en retorisk analys av en elevtext, ett manus till ett förberett tal, från en sydafrikansk kontext. I manuset kan tre topos urskiljas, byggnader, samhälle/familj och kroppen, vilka utgör ramen för den retoriska analysen. Vidare visar analysen att eleven i sin text, My name is HIV, tydligt använder sig av retoriska grepp på ett övertygande, intressant och associativt sätt. Avslutningsvis för jag en didaktisk diskussion om undervisning i tal i en svensk kontext, där jag menar att ett kritiskt reflekterande över skrivande och i synnerhet tal måste övervägas.

  • 50.
    Olson, Maria
    Stockholms universitet, Centrum för de humanistiska ämnenas didaktik (CeHum); Högskolan i Skövde, Institutionen för kommunikation och information.
    Att 'bilda sig' eller att 'bilda sig'?: Om religionslärarens frirum som medborgarbildare i den nya ämnesplanen för religionskunskap på gymnasiet2013In: Spänningsfyllda erfarenheter: ämnesdidaktik i skilda kontexter / [ed] Geir Skeie & Maria Olson, Stockholms universitets förlag , 2013, p. 51-70Chapter in book (Refereed)
    Abstract [sv]

     I den här texten lyfter jag fram den nya ämnesplanen i religionskunskap på gymnasiet. Syftet med detta är att sätta denna ämnesplan i relation till religionslärarens medborgarbildande uppgift. Med utgångspunkt i bildningsbegreppet diskuteras denna uppgift som en fråga om att se till religionslärarens frirum. Diskussionen utmynnar i ett resonemang om betydelsen av att läraren inte ensidigt ser till vissa bildningsmål i ämnesundervisningen på bekostnad av andra.

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