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  • 1.
    Aa-Gaff, Gian
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Svenska skolungdomars reflektioner kring transnationella äktenskap2009Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
  • 2.
    Abrahamsson, Hanna
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Fridén, Karin
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Fler tänker bättre än en - eller?: en studie om lärares uppfattningar om grupparbete som arbetsform2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med vårt examensarbete har varit att undersöka vad lärare har för uppfattningar om grupparbete som arbetsform i skolan. Det har vi undersökt genom att göra kvalitativa intervjuer med åtta lärare på olika skolor. Resultaten visade att alla lärarna ställde sig positiva till arbetsformen, men de var också snabba med att poängtera att det är en krävande arbetsform som förutsätter mycket arbete. Många av lärarna såg bland annat gruppindelningen som krävande där de visade sig använda olika metoder för att sätta samman väl fungerande grupper. Det rådde även delade meningar om i vilket ämne lärarna främst föredrog att använda sig av grupparbete. Några av lärarna förespråkade det i SO och NO medan ett par av dem tyckte att det var givande i ett teoretiskt ämne som matematik. Vid intervjuerna framgick det också att lärarna främst fokuserade på och framhävde de sociala förmågor som kan tränas vid grupparbete, och att de i mindre grad betonade de ämneskunskaper som eleverna kan tillägna sig i grupp. Samtliga lärare poängterade de sociala vinsterna eleverna får vid ett grupparbete och menade framförallt att grupparbete främjar elevernas samarbetsförmåga.

    Trots lärarnas positiva syn på arbetsformen tog alla upp nackdelar och svårigheter med metoden. Efter att ha forskat i ämnet tror vi att lärare generellt behöver tillägna sig mer kunskaper om hur arbetsformen kan användas. Detta för att få erfara fler fungerande grupparbeten och därmed vilja använda sig mer av grupparbete i sin undervisning. Vi menar dock att det inte bara hänger på läraren, utan även eleverna behöver få mer träning i hur man arbetar och samarbetar kollektivt.

     

     

  • 3.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hur har du uppfattat det? En studie av den fenomenografiska ansatsen och dess förmåga att fånga elevens uppfattningar av lärobokstexter1998In: Papers, Uppsala: Department of Linguistics, Uppsala , 1998, Vol. 33, p. 39-72Chapter in book (Other academic)
  • 4.
    af Geijerstam, Åsa
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    ”I NO skriver man bara så man förstår.” Men hur skriver man, och hur förstår man? Expansioner och textrörlighet i elevtexter.2007Conference paper (Other academic)
    Abstract [sv]

    Att lära sig ett nytt ämnesområde innebär även att lära sig det språk som används inom det området. Tidigare forskning visar att det är nödvändigt att lära sig att skriva inom till exempel de olika naturvetenskapliga genrerna för att bli en kompetent elev inom detta område (se t ex Halliday & Martin 1993, Wignell, 1998).

     

    I denna presentation vill jag närmare diskutera expansioner i texter skrivna av elever i skolår 5 och 8 i NO och SO-ämnena. Genom expansioner byggs semantiska relationer mellan händelser genom satser som definierar (’alltså’, ’med andra ord’), bygger ut (’och’, ’men’) eller specificerar (’sen’, ’för att’) den inledande satsen (Halliday & Matthiessen 2004).  Expansioner har diskuterats som en viktig del av den vetenskapliga diskursen, både i sig själva och även som ett uttryck för elevernas förståelse av vad de skriver (Keys 1999). I presentationen diskuterar jag graden av expansioner i texterna i relation till hur eleverna talar om sina texter, deras textrörlighet. Det visar sig bland annat att framför allt högpresterande elever har en högre textrörlighet i de texter som även har en högre grad av expansioner.

  • 5.
    af Geijerstam, Åsa
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Kritisk kausalitet?: En undersökning av kausalitet i texter och frågor i PIRLS-provets informativa texter2011In: Åttonde nationella konferensen i svenska med didaktisk inriktning: Språket, kroppen och rummet - multimodala och digitala perspektiv på lärande. Södertörns högskola 25-26 november 2010 / [ed] Jenny Magnusson, Anna Malmbjer, Daniel Wojahn, 2011, p. 51-61Conference paper (Other academic)
    Abstract [sv]

    Med denna presentation vill jag närmare diskutera olika sätt att definiera och resonera kring kausalitet i texter.

    Tidigare analyser av expansionsrelationer i det internationella läsförståelseprovet PIRLS 2006 (ges för 10-åringar) har visat att uttryckta kausala relationer inte är särskilt vanliga i testets informativa texter.

    Med exempel ur frågor och bedömningsguide för PIRLS 2006 diskuteras nu till vilken grad frågorna uppmuntrar till kausala resonemang hos eleverna, och till vilken grad dessa frågor hänvisar till delar av texten där uttryckt kausalitet finns.  En vidare diskussion blir sedan vilken roll förklaringar och kausala relationer spelar i läromedel och uppgifter i grundskolans mellanår.

  • 6.
    af Geijerstam, Åsa
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Om skrivande i naturorienterande ämnen: "Hon skrev upp vad vi skulle ha med på labbrapporten och sen så skrev vi det. Så var det inte så mycket mer än så."2010In: Symposium 2009: genrer och funktionellt språk i teori och praktik / [ed] Mikael Olofsson, Stockholm: Stockholms universitets förlag , 2010, p. 176-188Conference paper (Other academic)
    Abstract [sv]

    I kapitlet diskuteras en undersökning om elevers skrivande i naturorienterande ämnen, hur texterna ser ut och hur eleverna talar om de texter de skrivit. Resultaten diskuteras i relation till sådant som ämnesspråk och förståelse.

  • 7.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Skrivande i NO-ämnet: en forskningsinventering och ett par svenska exempel2004In: Andra nationella konferensen i svenska med didaktisk inriktning. Göteborg 8-9 januari 2004., 2004Conference paper (Other academic)
    Abstract [sv]

    Åsa af Geijerstam diskuterar i sin artikel "Skrivande i NO-ämnet" elevers skrivande utifrån olika aspekter. Hon redovisar data från projektet Elevers möte med skolans textvärldar och tar sin utgångspunkt i bland annat kognitiva, konstruktivistiska och sociokulturella perspektiv. Vidare problematiserar af Geijerstam elevers skrivande i NO-ä,mnen utifrån frågor om anknytningar till textkulturer och utifrån frågor om dialogens betydelse i detta sammanhang.

  • 8.
    af Geijerstam, Åsa
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Specificering, utveckling eller bara en massa tillägg? Om expansionsrelationer i PIRLS-provetsinformativa texter2009Conference paper (Other academic)
    Abstract [sv]

    Att uttrycka exempelvis kausalitet, hänvisningar till tid och plats, exemplifieringar eller motsatsförhållanden är något som ofta diskuteras som centralt för en ”lyckad” text. Det visar sig dock att elever gör detta i varierande grad, och att graden av sammanhang i texterna i hög grad varierar med textaktiviteten (af Geijerstam, 2006). Det är också relevant att undersöka hur relationer av detta slag uttrycks i texter elever möter i test. I denna presentation fokuseras de informativa texter som ingår i läsförståelseprovet PIRLS 2006.

    Expansionsrelationer som uttrycks i texten samt vilka funktionella relationer som finns mellan satser diskuteras. Analysen av sammanhang i texten utgår från Hallidays system för satskoppling (Halliday 2004), och kompletteras med analys av de funktionella relationerna mellan enheterna (Mann & Thompson 1988, Evensen 2005).

  • 9.
    af Geijerstam, Åsa
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Edling, Agnes
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology.
    Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    En elev, en vecka och två texter - Perspektiv på mötet mellan elev och textkultur2002In: Svenskläraren, ISSN 0346-2412, Vol. 5, p. 14-17Article in journal (Other (popular science, discussion, etc.))
  • 10.
    af Geijerstam, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Folkeryd, Jenny W
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Elevtexter i grundskolan2006In: Textvård: att läsa, skriva och bedöma texter, Stockholm: Norstedts akademiska förlag , 2006, p. 141-Chapter in book (Other (popular science, discussion, etc.))
  • 11.
    Ahlstrand, Kajsa
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Ett livscentrerat eller kristocentriskt evangelium?1997In: Vår Lösen: Ekumenisk kulturtidskrift, ISSN 0346-4679, no 6/7, p. 409-415Article in journal (Other (popular scientific, debate etc.))
  • 12.
    Almqvist, Jonas
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Agents and artefactsConference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    The importance of the usage of artefacts is a central question within sociocultural perspectives on learning. In everyday life people use artefacts to be able do things they would not be able to do otherwise. Learning, in this respect, is a matter of appropriating ways of acting with artefacts. However, the nature of the relationship between artefacts and human action is, from a sociotechnical view, rather confusing. On the one hand we can emphasise the influence of artefacts on action. On the other hand we can emphasise that the meaning of artefacts is constituted in action. A third possibility is to emphasise the process in which individuals act with technology. In this paper I will focus on this confusion in a discussion of the concept of technological closure. The aim is to illustrate and discuss an approach that makes it possible to study the role of artefacts in ongoing meaning making processes. This is done from a sociocultural perspective on learning specified by a sociotechnical perspective on artefacts and inspired by the late writings of Wittgenstein. The approach is illustrated in a few case studies of video recorded educational settings where pupils use information technology.

  • 13.
    Almqvist, Jonas
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Artefaktanvändning i undervisningssammanhang: En privilegieringsanalys2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 3, p. 47-68Article in journal (Refereed)
    Abstract [en]

    The use of artefacts is a central part of many human activities. In education, for example, people use them to deal with didactic problems otherwise not possible to solve. However, even though often taken for granted and not explicitly thought of in most practices, the use of artefacts is not given beforehand. In fact, they are constituted in sociocultural contexts where different agents, including the users, may have contributed. Consequently, this is an issue possible to discuss and debate. The aim of this article is to describe an approach in studies of how the use of artefacts is constituted in educational settings. Examples from video recorded classroom situations illustrate how artefacts contribute to meaning making in practice. It is also argued that there is a need for further studies and discussions about the use of artefacts in education.

  • 14.
    Almqvist, Jonas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Habits, customs and purposes: On the use of information technology in science education2004Conference paper (Other (popular science, discussion, etc.))
  • 15.
    Almqvist, Jonas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    IT-användning i ett didaktiskt perspektiv2003Conference paper (Other (popular science, discussion, etc.))
  • 16.
    Almqvist, Jonas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    No-didaktisk forskning2003Conference paper (Other (popular science, discussion, etc.))
  • 17.
    Almqvist, Jonas
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Privileging in action: On the use of information technology in science education2005Conference paper (Refereed)
  • 18.
    Almqvist, Jonas
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Taking Teacher Education Seriously: Notes from a visit at Vassar College 20082009Report (Other academic)
  • 19.
    Almqvist, Jonas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Teknik i text och samtal: Ett diskursanalytiskt angreppssätt2003In: Erfarenhet och situation i handling: en rapport från projektet Lärande i naturvetenskap och teknik, Uppsala: Pedagogiska institutionen,Uppsala universitet , 2003, p. 71-87Chapter in book (Other academic)
  • 20.
    Almqvist, Jonas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Undervisning och/eller underhållning2002In: Utmaningar och e-frestelser.: IT och skolans lärkultur., Stockholm: Prisma , 2002, p. 77-96Chapter in book (Other academic)
  • 21.
    Almqvist, Jonas
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Utbildningsforskning för lärare: forskning med relevans för lärarutbildningen bedriven vid Uppsala universitet 1990-19951997Collection (editor) (Other academic)
  • 22.
    Almqvist, Jonas
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Bjork, Christopher
    McCloskey, Erin
    Liberal Arts and Teacher Education2009Conference paper (Refereed)
    Abstract [en]

    In this paper, we will compare different discourses about teacher education as expressed by students, departments and alumnae/i at liberal arts colleges in USA, with two contemporary texts about teacher education in Sweden. The studies show (1) that the decision to become a teacher is an active choice made by these students during their time at the college, (2) that education programs in liberal arts institutions in USA stress that teacher education should be intellectually demanding with strong connection between theory and practice, and have a critical focus, and (3) that the graduates found student teaching, the relationships they had with professors and their fieldwork experiences to have had a dramatic impact on their success as teachers. Liberal arts colleges are a central part of the educational system in USA. They provide undergraduate studies in various areas and are often characterized by high ambitions and aims concerning good practices of education. Compared to teacher education in Sweden this is very interesting because it seems as the same issues concerning teaching and research are being discussed in both places.

  • 23.
    Almqvist, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Eriksson, Eva-Lotta
    Hedfors, Margarita
    Jonsson, Lars-Erik
    Lindström, Kjell
    Verktyg som förändrar: en rapport om 48 skolors arbete med IT i undervisningen1999Report (Other (popular science, discussion, etc.))
  • 24.
    Almqvist, Jonas
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Jansson, Anders
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Kunskapssyn och IT-användning: Utvärdering av projektets två första år.1999Report (Other (popular science, discussion, etc.))
  • 25.
    Almqvist, Jonas
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Kronlid, David
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Quennerstedt, Mikael
    Hälsovetenskapliga institutionen, Örebro universitet.
    Öhman, Johan
    Pedagogiska institutionen, Örebro universitet.
    Öhman, Marie
    Hälsovetenskapliga institutionen, Örebro universitet.
    Östman, Leif
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Pragmatiska studier av meningsskapande2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 3, p. 11-24Article in journal (Refereed)
    Abstract [en]

    The overall aim of the article is to present a pragmatic approach for studies of meaning-making used in the articles of this issue. The approach, which is developed within the SMEDgroup (Studies of Meaning-making in Educational Discourses), mainly builds on the writings of John Dewey, Ludwig Wittgenstein and Michel Foucault. A common ambition for the researchers in SMED is to enable studies and discussions on questions concerning how meanings are made in people’s actions. Another ambition is to carry out these studies beyond assumptions of dualism, essentialism, causality and determinism. In this perspective learning and socialization are viewed in a communicative perspective. We argue in the article that our approach makes it possible, and important, to study meaning-making in action in different kinds of educational practices.

  • 26.
    Almqvist, Jonas
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Kronlid, David
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Quennerstedt, Mikael
    Örebro universitet.
    Öhman, Johan
    Örebro universitet.
    Öhman, Marie
    Örebro universitet.
    Östman, Leif
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Tema: Didaktiska undersökningar2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 3, p. 5-10Article in journal (Refereed)
  • 27.
    Almqvist, Jonas
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Lidar, Malena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Sex år av lärande: Några resultat från LärNoT-projektetConference paper (Other (popular science, discussion, etc.))
  • 28.
    Almqvist, Jonas
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Lidar, Malena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Situations and artefactsConference paper (Refereed)
    Abstract [en]

    During the last decades, researchers from a cognitive science tradition respectively a sociocultural perspective on learning have been discussing students’ mental models of the earth. In the study reported here, we elaborate questions discussed in this debate in relation to meaning making in educational settings. The aim is to develop and use an approach for analysing the role of earlier experiences in students’ meaning-making processes. In video recordings of twenty pairs of 8-11 year olds, we study what they discern as relevant questions, information etc. and what they re-actualise when answering questions. In their work, the children had access to various artefacts, as globes or maps. The analyses take point of departure in pragmatism and Ludwig Wittgenstein’s works. The results show that some of the problems that children have according to previous research do not appear as problems in our material. For example, that people can live on the other side of the earth is not problematic. They rather discuss where the other side is located. Also, our analyses illustrate that the meaning of artefacts is constituted within people’s actions. Differences between our and previous findings can be understood as differences between the situations that the children are working in.

  • 29.
    Almqvist, Jonas
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Lidar, Malena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Vad man kan lära sig av att studera elevers samtal om/i naturvetenskap: Några resultat från sex års forskning i LärNoT-projektet2005Conference paper (Other (popular science, discussion, etc.))
  • 30.
    Almqvist, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Lidar, Malena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Regler i praktikenConference paper (Other (popular science, discussion, etc.))
  • 31.
    Almqvist, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Lidegran, Ida
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Lundqvist, Eva
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Inspelningspraktik, teknik och forskningsetik2003In: Erfarenhet och situation i handling: en rapport från projektet Lärande i naturvetenskap och teknik, Uppsala: Pedagogiska institutionen, Uppsala universitet , 2003, p. 119-131Chapter in book (Other academic)
  • 32.
    Almqvist, Jonas
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Quennerstedt, Mikael
    Hälsovetenskapliga institutionen, Örebro uiversitet.
    Öhman, Johan
    Pedagogiska institutionen, Örebro uiversitet.
    Öhman, Marie
    Hälsovetenskapliga institutionen, Örebro uiversitet.
    Östman, Leif
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Pragmatic investigations -Studies of meaning making in educational discourses: Contribution to the NERA congress, March 6-9 in Copenhagen, Denmark2008Conference paper (Refereed)
    Abstract [en]

    The overall aim of this paper is to present and discuss a pragmatic approach for studies of meaning making in different educational practices. The approach – built on a framework developed within the SMEDgroup (Studies of Meaning making in Educational Discourses) at the universities of Uppsala and Örebro – is illustrated in a number of empirical studies. The main point of departure in the studies is taken in pragmatic curriculum theory and sociocultural perspectives on learning, and is inspired mainly by John Dewey, Ludwig Wittgenstein and Michel Foucault. A special focus is directed to communication practices and content selection within Physical education, Environmental education and Science education. A common ambition is to offer a language that enables studies and discussions on questions concerning how meanings are made in people’s actions. Another ambition is to make these investigations beyond assumptions of dualisms, essentialism, causality and determinism. In this perspective learning and socialisation is viewed in communicative perspective. Therefore, many of the studies are built on video recorded classroom conversations, but also on analysis of various kinds of written texts. We argue in the paper that this approach makes it possible to study meaning making – learning and socialisation – in different kinds of educational practices.

  • 33.
    Almqvist, Jonas
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Westlin, Anders
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Socialisation and artefacts – a sociotechnical perspectiveConference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    The relationship between individuals, technology and society increasingly attracts attention within different fields of research. For example, the focus on the interplay between man and technologies has given new and valuable perspectives on how sociocultural patterns penetrate human action. However, there is still much to do in educational research in relation to the ongoing discussion about the politics of technology. In this paper we will especially focus on the ethical and the political dimensions of technology within educational contexts. Taking the point of departure in our previous research on curricula, textbooks and videorecorded classroom situations, it is shown how a sociotechnical perspective can be used to give a deeper understanding of the relation between artefacts, human action and meaning making in educational settings.

  • 34.
    Almqvist, Jonas
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Westlin, Anders
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Teknik, politik och klassrumspraktik – ett sociotekniskt perspektivConference paper (Other (popular science, discussion, etc.))
  • 35.
    Almqvist, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Östman, Leif
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Privileging and Artifacts: On the use of information technology in science education2006In: Interchange, ISSN 0826-4805, E-ISSN 1573-1790, Vol. 37, no 3, p. 225-250Article in journal (Refereed)
    Abstract [en]

    The aim of this paper is to develop an approach that can be used in addressing the issue of the use of information technology and its importance in human meaning making. By using a combination of Wittgenstein’s work method, a sociocultural perspective on learning, and a sociotechnical perspective on artifacts a specific focus for analyses was discerned: the relation between the use-of-technology in meaning-making on one hand and the circumstances for this meaning-making on the other hand. The conversations of six groups of children, who worked with an assignment, that required that they doubted information they encountered, were video recorded and analyzed. The analyses were done in three interrelated steps. (a) The students use-of-technology in meaning making, (b) the meaning patterns that the students encounter on the web, and (c) students’ intentions and habits. Our findings show that, while the mode of reinforcement of the texts used by the students may have provided little opportunity for doubt or learning how to doubt, the students’ habits and intentions with their work determined the result of the interaction, namely copying information from the web. Taking our point of departure in this empirical illustration we discuss theoretical and methodological questions concerning the understanding of the use of information technology in educational settings.

  • 36.
    ALVAREZ MONTALBAN, FERNANDO
    Uppsala University, Faculty of Educational Sciences.
    Experiencia educativa internacional: "Bajo el cielo de Madrid"2010In: Participación educativa, no 14, p. 197-201Article in journal (Refereed)
    Abstract [en]

    The article relates an exchange between Swedish and Spanish teachers. The last were hosts and speakers; they held conversations and also put the Swedes up. The celebrations took place from April 7th to 11th. Academic ceremonies were held at the State School Council headquarters and two secondary schools in Madrid and the cultural, social and recreational activities, "under the sky of Madrid". The objectives were uppdating the knowledge of the language, culture and Spanish society of the Swedish teachers who participed and opening doors for future exchange projects among teachers from Spain and Sweden. According to the participants the experience was extremely positive and the course was able to integrate harmoniously form and content and to infer theoretical concepts through practical activities.

  • 37.
    Amaro Corpas, Inigo
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Cerruto, Tupac
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Genus i ämnet Idrott och hälsa2010Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Under vår verksamhetsförlagda utbildning har vi stött på fenomenet att pojkar och flickor behandlas som två homogena grupper, dvs. alla flickor lika, alla pojkar lika, som vardera åläggs olika krav och förväntningar av lärarna. Läroplanen för det obligatoriska skolväsendet anger att skolan aktivt och medvetet ska arbeta för att pojkar och flickor ska ha samma möjligheter. Tidigare studier visar att idrottsämnet präglas av en obalans i värderingen av manliga och kvinnliga aktiviteter och att dessa värderingar har sitt ursprung i de könsmönster som förekommer generellt i samhället. I vår studie har vi undersökt hur ett antal lärare resonerar kring genus, om de tar särskild hänsyn till genus i sin planering och hur de anser att genus påverkar deras arbete.Då syftet med studien är att lyfta fram lärarnas tankar och värderingar har vi genomfört samtalsintervjuer med lärare i idrott och hälsa, som sedan legat till grund för en kvalitativ analys.Vår undersökning har visat att lärarna ansåg genus påverka deras arbete framför allt i praktiskt genomförande av undervisningen och i hög utsträckning deras val av innehåll. Vidare fann vi att lärarna hade svårt att hålla isär vissa begrepp och att de generellt saknade kunskaper om genusvetenskap, vilket försvårade för dem att problematisera kring ämnet.

  • 38.
    Andersson, Annelie
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Har någon frågat eleven?: Ett arbete om två skolors insatser för elever med specialpedagogiska diagnoser2010Independent thesis Advanced level (professional degree), 60 credits / 90 HE creditsStudent thesis
    Abstract [sv]

    

  • 39.
    Andersson, Gudrun
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of History.
    Larsson, EsbjörnUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of History. Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.Winton, PatrikUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of History.
    Med börd, svärd och pengar: eliters manifestation, maktutövning och reproduktion 1650-19002003Collection (editor) (Other academic)
  • 40.
    Andersson, Joacim
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Garrison, Jim
    Östman, Leif
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Habit as intelligent action: A Learning Analysis of Dinghy Sailors Body techniques2015Conference paper (Refereed)
  • 41.
    Andersson, Karl-Jakob
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Sharengrad, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Ungdomars fritid2011Student paper other, 10 credits / 15 HE creditsStudent thesis
  • 42. Andersson, Peggy
    et al.
    Berg Svantesson, Elisabeth
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Fast, Carina
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Roland, Katarina
    Sköld, Majken
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Spökägget: att läsa och skriva i förskola och skola2000Book (Other (popular science, discussion, etc.))
  • 43. Andersson, Pernilla
    et al.
    Öhman, Johan
    Östman, Leif
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    A Business to Change the World - Moral Responsbility in Textbooks for International Economics2012In: A Business to Change the World - Moral Responsbility in Textbooks for International Economics., 2012Conference paper (Refereed)
  • 44.
    Armstrand, Helena
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Björk Lendel, Christine
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Förstår de det jag läser?: En undersökning om läsförståelse i samband med högläsning i förskolan.2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 45.
    Aro, Hanna
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Bilderbokens artefakter: En genusstudie av förekommande artefakter i bilderböcker som används vid högläsning i förskolan2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte var att undersöka vilka artefakter som finns representerade i bilderböcker barn möter vid högläsning i förskolan. Syftet var även att undersöka huruvida dessa artefakter förknippades med bilderbokskaraktärerna på ett könsstereotypt respektive gränsöverskridande sätt.

    Studien utgjordes av bildanalyser av 20 bilderböcker. Dessa bilderböcker var sådana som använts flest gånger vid högläsningen under första halvan av 2010 på två olika förskoleavdelningar, tio böcker från den ena avdelningen och tio från den andra. I studien kombineras kvalitativ och kvantitativ undersökningsmetod.

    Resultatet visar att könsstereotypt förknippade artefakter förekommer i bilderböckerna betydligt oftare än gränsöverskridande artefakter. Detta innebär att traditionella könsroller fortfarande befästs och reproduceras i bilderböcker som barn möter vid högläsningen i förskolan idag.

  • 46.
    Arvidsson, Anne-Frid
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Svedberg, Louise
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Gelman och Gallistels fem principer om uppräkning:  En observations- och intervjustudie på två förskoleavdelningar2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med undersökningen är att samla in data över barns räknande och räkning av antal samt över hur pedagoger uppmuntrar barn till räkning för att pröva om resultaten svarar mot Gelman och Gallistels fem principer.

    De metoder som användes var observation och kvalitativa intervjuer, vi observerade Gelman och Gallistels fem principer i samlingar, fria aktiviteter och i rutinsituationer. Vi intervjuade förskollärare om deras syn på matematik och deras arbetssätt i verksamheten.

    Våra resultat visar att de tre första principerna kommer till uttryck i barnens beteende i alla pedagogiska aktiviteter, medan den fjärde principen uttrycker sig tillsammans med de tre första. Den femte principen är svår att upptäcka hos barnen och används i mindre utsträckning.  

    De viktiga konsekvenserna vi ser i resultatet är pedagogens påverkan av barnens initiativtagande i deras spontana räkning.

  • 47.
    Asp, Susanne
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Malla-Mohammed, Evin
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Riksdagspartiernas syn på religionsundervisningen: En intervjustudie2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I oktober 2010 fastställde regeringen en ny läroplan med kursplaner för grundskolan som ska verkställas under hösten 2011. När det gällde kursplanen i religionskunskap föreslog Skolverket att alla fem världsreligionerna skulle få lika mycket fokus i undervisningen medan regeringen menade att fokus skulle vara på kristendomen även fortsättningsvis, precis som i den gamla kursplanen i religionskunskap. Detta är en viktig fråga att belysa då Sverige är och fortsätter att bli allt mer mångkulturellt.

    Denna religionsdidaktiska undersökning syftade till att jämföra vad representanter från de åtta riksdagspartierna i Sverige ansåg om den nya uppkommande kursplanen i religionskunskap samt religionsundervisningen överlag. Med hjälp av intervjuer fick vi tillgång till partiernas ståndpunkter gällande dessa frågor. Sammanfattningsvis kan vi säga att vi i slutsatsen kom fram till att de borgerliga partierna (M, FP, KD och C) samt sverigedemokraterna menade att den nya kursplanen med dess fokus på kristendomen var bra samt att de ansåg att lärare borde fokusera mer på kristendomen än övriga religioner i religionsundervisningen. Vidare höll det rödgröna blocket (S, V och MP) före att den nya kursplanen i religionskunskap inte var bra samt att lärare bör fokusera lika mycket på alla fem världsreligionerna i religionsundervisningen.

  • 48.
    Axelsson, Ann-Sofie
    et al.
    Chalmers Tekniska högskola.
    Carlhed, Carina
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Next Generation e-Researchers: Doctoral Students in Social Sciences and Humanities in Sweden and their Attitudes towards Open Access, Open Repositories and e-Research2009Conference paper (Refereed)
    Abstract [en]

    In Swedish research politics there are, at the moment, several actions taken to enhance existing and develop new research infrastructures (Axelsson and Schroeder 2007). As one example, the Swedish National Data Service (SND, http://www.snd.gu.se), an operative key actor, is currently working on coordinating existing data resources and increasing deposition of research data to the national data service and re-use of those data. SND has, as a part of this endeavour, recently conducted two survey studies, targeted at professors (N=549) and doctoral students within social sciences and humanities departments (N=1147) at Swedish universities and university colleges, in order to obtain knowledge regarding existing use and re-use of digital research data and archiving practices as well as obstacles to increased digital research data sharing. This paper focuses on the doctoral students’ data and the results are compared with the results from the parallel study of the professors and from a recent survey targeted at professors in various social sciences and humanities disciplines at Finnish universities (Kuula and Borg, 2008). The results from the current study show that doctoral students in general expressed a great uncertainty about questions of amounts of reusable digital data and effective interventions to enhance accessibility to digital research data. They identify research ethics as an important barrier to sharing digital research data, while professors emphasize lack of resources for researchers to document and make their data accessible to others as the most important obstacle. Concerning interventions to enhancing re-use of digital data, the majority of the doctoral students and the professors thought it should be effective to receive more information about accessible research data in data archives or databases. Nearly 100 % in both groups reported that also more of training in research methods, digital research databases and information about accessible e-tools would be effective interventions. The most effective interventions for enhancing accessibility to digital data were reported in terms of that research grants should include funds for preparing the data for sharing and archiving and that archiving data for use by the scientific community is acknowledged as a scientific merit. Surprisingly, when it comes to the degree of urgency in sharing their own data, the professors seem to be a bit more eager to share data than the doctoral students.

  • 49.
    Axelsson, Monica
    et al.
    Stockholms universitet.
    Björklund, Elisabeth
    Högskolan i Gävle.
    Fast, Carina
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Barns literacyutveckling: den sociokulturella och pedagogiska miljöns betydelse för barns literacyutveckling2005In: Utbildningsvetenskap 2005: resultatdialog och framåtblick, Stockhom: Vetenskapsrådet , 2005, , p. 7p. 6-11Chapter in book (Other academic)
  • 50.
    Bagge, Sara
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies. Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Lärares arbetssätt i matematik: Etnografiska fallstudier av fyra erfarna lärare2011Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här uppsatsen är att undersöka om erfarna lärare följer läroplanens intentioner om att använda sig av olika arbetssätt och arbetsformer för att främja elevernas kunskapsutveckling i matematik. 

    För att nå detta syfte använde jag en etnografisk inspirerad fallstudie som vetenskaplig metod. De datainsamlingsmetoder som har använts är observationer och intervjuer med fyra erfarna lärare från två skolor.

    Resultatet visade att lärarnas undervisning innehöll en rad gemensamma nämnare. De betonade alla en undervisning som innebär gemensamma genomgångar, repetition av kunskaper, sifferträning, utantillinlärning och gemensamma samtal i matematik i helklass och i mindre grupper. Lärarna var överens om att ordning och reda i klassrummet var viktigt för elevens inlärning. Möbleringen i klassrummen var liknande i klassrummen. Eleverna satt i par vända mot skrivtavlan.

    Denna undersökning har visat att lärarna är väl medvetna om läroplanens intentioner, då det visade sig att de använder sig av ett arbetssätt präglat av variation och att deras erfarenhet har varit av stor betydelse för hur de har valt att arbeta i sina klasser.

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