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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.
    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)
  • 3.
    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.

  • 4.
    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.

  • 5.
    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.

  • 6.
    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.

  • 7.
    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).

  • 8.
    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.))
  • 9.
    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.))
  • 10.
    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.

  • 11.
    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.

  • 12.
    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.))
  • 13.
    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.))
  • 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.
    No-didaktisk forskning2003Conference paper (Other (popular science, discussion, etc.))
  • 15.
    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)
  • 16.
    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)
  • 17.
    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)
  • 18.
    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)
  • 19.
    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.

  • 20.
    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.))
  • 21.
    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.))
  • 22.
    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.

  • 23.
    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)
  • 24.
    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.))
  • 25.
    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.

  • 26.
    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.))
  • 27.
    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.))
  • 28.
    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)
  • 29.
    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.

  • 30.
    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.

  • 31.
    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.))
  • 32.
    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.

  • 33.
    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]

    

  • 34.
    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)
  • 35.
    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
  • 36. 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.))
  • 37. 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)
  • 38.
    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)
  • 39.
    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.

  • 40.
    Berg, Elisabeth
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Andersson, Peggy
    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.
    Fortsatt läsning i teori och prak: lärarhandledning2005Book (Other (popular science, discussion, etc.))
  • 41.
    Berg, Elisabeth
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Andersson, Peggy
    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.
    Förberedande läsning i teori och praktik: lärarhandledning2003Book (Other (popular science, discussion, etc.))
  • 42.
    Berg, Elisabeth
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Andersson, Peggy
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    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.
    Myggan1997Book (Other (popular science, discussion, etc.))
  • 43.
    Berg, Elisabeth
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Andersson, Peggy
    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.
    Nybörjarläsning i teori och praktik: lärarhandledning2004Book (Other (popular science, discussion, etc.))
  • 44.
    Berglund, Jenny
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Department of Curriculum Studies.
    Det primära behöver inte vara att förstå: Koranundervisning i en svensk friskola2006In: Den mångtydiga skolan, Studentlitteratur, Lund , 2006Chapter in book (Other scientific)
  • 45.
    Berglund, Jenny
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Department of Curriculum Studies. Didaktik.
    Gröna svar på gröna frågor: Muslimskt miljöengagemang1999In: Svensk Religionshistorisk Årsskrift 1999, ISSN 0283-0302, Vol. 8, p. 319-Article in journal (Refereed)
  • 46.
    Berglund, Jenny
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Music and the struggle for space2007Conference paper (Other (popular scientific, debate etc.))
  • 47.
    Berglund, Jenny
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Muslim Swim Wear Fashion at Amman Waves on the Internet and Live2008In: Cyber Orient: Online journal of the Virtual Middle EastArticle in journal (Refereed)
    Abstract [en]

    When viewed on the internet, the waterslides and pools at Amman Waves look deserted, but when paying a visit they are filled with children, women and men in various kinds of swim wear. At Amman Waves women’s swim wear fashion ranges from small bikinis to swim-suits that cover every part of a woman’s body except the face, hands and feet. In this article these differences in covering are discussed and categorized in relation to Islamic law. It is argued that this variation in swim wear also has relevance for European societies since it shows possibilities for negotiations (agreement) between traditional Islamic ideals and ideals in modern Western societies.

  • 48.
    Berglund, Jenny
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Department of Curriculum Studies. Didaktik.
    Muslimska friskolor: Ett kontroversiellt fenomen i Norden2004In: Svensk Religionshistorisk Årsskrift 2004, ISSN 0283-0302, Vol. 13, p. 184-Article in journal (Refereed)
  • 49.
    Berglund, Jenny
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Muslimska friskolor i Norden2007In: Religiösa friskolor i Norden: Historiska och nutida perspektiv, 2007Chapter in book (Other (popular scientific, debate etc.))
  • 50.
    Berglund, Jenny
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Muslimskt baddräktsmode på Amman Waves2007Other (Other (popular scientific, debate etc.))
1234567 1 - 50 of 351
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