• Matematikkundervisning fra et variasjonsteoretisk perspektiv
  Holmqvist, Mona Eds: Klaveness, Elise; Karlsen, Lisbet; Kverndokken, Kåre   Book chapter in 101 grep for å aktivisere elever i matematikk : Matematikkdidaktikk i teori og praksis : Fagbokforlaget Serie: 101 serien; (2019)	Book chapter

  

  

  Swedish abstract:

  Denne artikkelen beskriver hvordan lærerne kan bruke teoretiske antakelser om læring – fra et variasjonsteoretisk perspektiv – som verktøy for å utvikle matematikkundervisningen i skolen. Lærernes undervisningsevne påvirkes både av deres forståelse av innholdet og av hvordan de forstår elevenes forståelse av dette innholdet. For å støtte lærernes arbeid ville det være ønskelig om de kunne benytte seg av godt underbygde resultater fra undervisningsutviklende forskning der for eksempel læring og undervisning er blitt studert systematisk i klasserommet. Ettersom dette området fortsatt er uutforsket på mange måter, mangler vi forskningsresultater som viser hva som kjennetegner betingelser for læring, og hvordan kunnskapsutvikling skjer i klasserommet. I Sverige er det gjennomført en grundig undersøkelse av hvilke forskningsresultater lærerstudenter får ta del i. Undersøkelsen viser at de møter få elementer av undervisningsutviklende resultater fra studier i klasserommet (Wahlström & Alvunger, 2015). I stedet er det først og fremst beskrivende og tolkende forskning som er blitt prioritert i pensumlitteraturen for lærerstudiet.

• Fabricating The Posthuman Child In Early Childhood Education and Care
  Sjöstrand Öhrfelt, Magdalena; Lindgren, Therese   Journal article in Philosophy of Education; : The Philosophy of Education Society (2019)	Journal article

  

  

  Fabricating.pdf   (320.0Kb)

  https://educationjournal.web.illinois.edu/ojs/index.php/pes/article/view/76

• What makes the difference? : An empirical comparison of critical aspe...
  Holmqvist, Mona; Selin, Per   Journal article in Palgrave Communications; : Springer Nature (2019)	Journal article

  

  

  English abstract:

  This study investigated differences and similarities in outcomes of analyses based on phenomenography and variation theory. We used the same data for both analyses to highlight the assumptions of each approach. Participants were 198 students (grades 7–9) who provided written answers to the question ‘What is learning?’. The phenomenographic analysis identified qualitatively different categories representing different ways participants’ conceptualised learning, separated by critical aspects that distinguished each category. This analysis found six categories, seeing learning as: extended skills, process, investment, feelings, object-knowledge, relationships, and feelings. The variation theory analysis identified aspects constituting the object of learning, with critical aspects being those not yet discerned by the learner. Aspects and features identified in this analysis were: learner (skills, abilities, pre-knowledge, attitudes), learning activities (brain, listen, repeat, practicing), learning source (teacher, school, learning materials, friends, Internet, places/persons outside school), content/ object of learning (facts, information, activity), and outcomes (job, enhanced future, development, performance, widening knowledge). Aspects and features not yet discerned are critical, and must be made discernable for the learner to enhance their understanding. This use of critical aspects differs from phenomenography, in which critical aspects identified qualitatively different ways of seeing learning (i.e., categories of collective experiences). In variation theory, aspects (dimensions) and features (values of the dimension) relate to individuals’ understanding in specific contexts (e.g., a school class). A major difference between phenomenography and variation theory is the perspective of collective- and individual-expressed discernments. In phenomenography, a person may belong to several categories, whereas in variation theory, the aspects an individual has discerned reflect the way that person understands the phenomenon. This means the outcome of variation theory can be used to design and test the outcome of instruction, whereas the outcome of phenomenography provides information about general assumptions of how a phenomenon can be discerned.

  Holmqvist_Selin_2019.pdf   (424.1Kb)

  https://doi.org/10.1057/s41599-019-0284-z

• A multiple-case study on students’ sourcing activities in a group task
  Wennås Brante, Eva   Journal article in Cogent Education; : Cogent OA (2019)	Journal article

  

  

  English abstract:

  Students need to apply evaluation strategies to find relevant and trustworthy information when completing open-inquiry tasks on the Internet. One such strategy, sourcing, implies attention to information about the sources of documents. This multiple-case study investigates how three small groups of secondary school students solved an open-inquiry task. The task took place after extensive instruction on how to benefit from the use of source information when selecting, reading, and integrating information. The multiple-case study aimed to ascertain how the taught sourcing skills were reflected in the different groups’ sourcing activities. Data consisted of observations, interviews, and documents. Results show that groups performed more sourcing activities than they displayed in their oral presentation. Though the integration of information from multiple documents was less prominent, teachers valued it highly. The findings suggest that instructions in school should not focus on the performance of sourcing activities but on discussions where students compare their selections and integration of information.

  Cogent Educatio ... vities in a group task.pdf   (713.8Kb)

  https://doi.org/10.1080/2331186X.2019.1651441

• Var framtiden bättre förr? : temporal orientering i skolpolitiska dok...
  Alvén, Fredrik   Journal article in Nordidactica : Journal of Humanities and Social Science Education; : Karlstad university (2019)	Journal article

  

  

  English abstract:

  This article presents a study of how the purpose of school in general and the civic education in particular has been told at the formal curricula. The used material are governmental documents about the compulsory school. The method used emanates from the concept of historical consciousness. It is however the concept´s narrative and temporal content that is the starting point, when David Carr´s theory of lived stories is used to understand temporal perceptions behind the formal curricula. Two time periods with different purposes for the school and the civic education, emanating from different temporal orientations, have been found, namely 1969-1980 and 1994-2011. During the first time period the temporal orientation was rather short in time, and the future vision clear. The purpose of school and civic education were told to prepare the citizens to cooperate in labour intensive workingplaces. Cooperation and willingness to defer to the collective, were the most important abilities. During the second time period the temporal orientation becomes more prolonged, a distant past was used to meet an uncertain future. The purpose of school and civic education were now told to foster a western moral cultural heritage together with a new creative entrepreneurial spirit.

  FULLTEXT01(1).pdf   (367.3Kb)

  http://kau.diva-portal.org/smash/record.jsf?pid=diva2%3A1342395&dswid=-9385

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