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  • 1. Eriksson Lindstrand, Anna
    et al.
    Hansson, Lina
    Olsson, Rebecka
    Ljung-Djärf, Agneta
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik.
    Playful learning about light and shadow: a learning study project in early childhood education2016Inngår i: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 7, nr 2, s. 333-348Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The purpose of the project was to explore how a learning study (LS) based on variation theory could support the development of playful physics learning in early childhood education. The study explored what patterns of variation used during a three-cycle LS challenged and developed children’s ways of discerning why a shadow occurred. The empirical material comprised a screening (n = 7), three video-documented interventions, and 78 individual pre- and post-test interviews (n = 39) at 4 - 5 years old. Three somewhat different patterns of variation were implemented within a playful frame in the three groups. The results indicate low and non/significant improvements in cycle A, somewhat higher and significant improvements in cycle B, and substantially higher and significant improvements in cycle C. The study indicates a promising ability to combine a playful approach with the variation theory perspective to stimulate children’s understanding of a quite advanced scientific phenomenon. The careful process of identifying potential critical aspects, the awareness of the relationship between the whole and its parts, and the concretization of simultaneity are discussed as key aspects of these findings.

  • 2.
    Holmqvist Olander, Mona
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Ljung-Djärf, Agneta
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Theoretical appropriation in pre-school teachers’ expressions after in-service training2013Inngår i: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 4, nr 7A2, s. 11-16Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Purpose: The aim of this article is to describe pre-school teachers’ learning of a theoretical framework, introduced in an in-service training by describing the ways they implicitly and explicitly appropriate the theoretical framework. Methods: This paper is the second analysis from a course evaluation that aimed to develop a group of 24 pre-school teachers’ knowledge and use of learning study. The empirical material was collected after a course funded by the Swedish National Agency of Education. The participants (n = 24) were all highly experienced pre-school teachers selected by their municipal employers. The course consisted of literature studies, theoretical discussions and practical work in the form of a learning study project focusing on the teachers’ own practices. They were divided into seven groups. Each group conducted one learning study. After the course, the pre-school teachers answered an evaluation and one of the questions analyzed here was: “Has your understanding of childrens learning developed during the course and, if so, in what way?” The answers were analyzed to show whether and how the theoretical framework was appropriated and expressed in their practice. Results: The result shows that all teachers understood the meaning of the concept of“variation” in the theoretical framework to mean variation of aspects of the content instead of variation of methods. Half of the teachers (n = 12) also used the concepts of variation theory properly, even if the question did not require them to do so. In total, 12 out of 24 participants used the concepts from the theoretical framework, namely: object of learning, critical aspects, variation, simultaneity and discernment.

  • 3.
    Ljung-Djärf, Agneta
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Holmqvist Olander, Mona
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Wennås Brante, Eva
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Patterns of variation: a way to support and challenge early childhood learning?2013Inngår i: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 4, nr 7A1, s. 33-42Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The purpose in this article is to elaborate on how the use of patterns of variation designed by variation theory can challenge and develop the early childhood education (ECE) practice. The analysis is based on six learning study (LS) projects conducted in Swedish ECE. A LS is a systematical, theoretical based de- velopment of teacher professionalism, often in close cooperation with researchers. The projects included 17 teachers, 140 children and 7 researchers. The video documented empirical material consists of 16 analysis meetings, 14 interventions and 407 pre-, post-, and delayed posttests. Each project is a concrete example of the use of patterns of variation to increase early childhood learning. In all cases a tendency of qualitative changes in children’s ways of discerning the object of learning could be noticed. The purpose is to search for how this can be understood from a variation theoretical perspective. The main focus is on changed ways of performing the interventions to search for how patterns of variation were used to create and capture the learning situations throughout the projects. One of our findings is that we have seen that it takes more than one intervention for the teachers to capture which aspects of the object of learning are critical in the targeted group, but as the iterative process allows them to try out the design more than once, they manage to find them. The second finding is that the teachers changed focus from taken for granted assumptions of each child to focusing on their own design to facilitate the child’s learning. Finally, the aspect supposed to be discerned has to vary against an invariant background to be discerned by the chil- dren, and to separate the principle from the representation is needed to be able to generalize their new knowledge.

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