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  • 1.
    Ekstrand, Britten
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    Hjort, Marie-Louise
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Lindahl, Ingrid
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Early education research: a question of the relationship to the school according to educational journals in Sweden. Paper presented at NERA's 35th Congress, Turkku2007Konferansepaper (Fagfellevurdert)
  • 2.
    Gustavsson, Laila
    et al.
    Högskolan Kristianstad, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik.
    Holmqvist, Mona
    Högskolan Kristianstad, Sektionen för lärande och miljö.
    What is the difference between a lesson study and a learning study?: empirical findings from an intended learning study that turned into a lesson study2004Konferansepaper (Fagfellevurdert)
  • 3.
    Holmqvist, Mona
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Gustavsson, Laila
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Wernberg, Anna
    Högskolan Kristianstad, Sektionen för lärande och miljö.
    Generative learning: learning beyond the learning situation2007Inngår i: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074, Vol. 15, nr 2, 181-208 s.Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article an educational action research study, based on a phenomenographic approach, is reported in which unexpected results have been possible to gather thanks to the inductive design of the study. The aim is to describe the ways in which contrasts of critical aspects of a learning object affect the students' generative learning found by analysing three learning studies based on the theory of variation. Variation is in this article defined as the varied ways a phenomenon can be discerned. By contrasting critical aspects (i.e. main features needed to understand a phenomenon) in a dimension of variation, the learning object (i.e. the targeted ability or knowledge taught) can change form and be experienced in different ways that influence the students' ability to learn. To investigate in which ways the contrasts affect the students' learning outcome was the primary focus of the study, but the results also show an interesting pattern of how students' learning outcomes in the short-term and long-term perspective are affected. In this study we have worked with learning study as a method, and the results are based on analyses of three learning studies made up of three lessons each. The results show how one pattern of contrasts allows the students to look critically upon their previous knowledge and make them find new ways of seeing the object of learning. This pattern has also been found to be more powerful in preparing students for future learning, since it seems to generate new learning (generative learning) after the learning situation itself. 

  • 4.
    Holmqvist, Mona
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Gustavsson, Laila
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Wernberg, Anna
    Högskolan Kristianstad, Sektionen för lärande och miljö.
    Variation theory: an organizing principle to guide design research in education2008Inngår i: Handbook of design research methods in education: innovations in science, technology, engineering, and mathematics learning and teaching / [ed] Kelly, A.E., Lesh, R.A., Baeck, J.Y., New York: Routledge , 2008, 111-130 s.Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 5.
    Thulin, Susanne
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Anthropomorphically speaking: on communication between teachers and children in early childhood biology education2011Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this study a particular kind of figurative language, so-called anthropomorphic speech, is analysed in the context of science activities in a preschool setting. Anthropomorphism means speaking about something non-human in human terms. Can any systematic pattern be seen with regard to when such speech is used? Do children and/or teachers introduce this kind of talking and how is it responded to by the interlocutor(s)? Of 128 instances of anthropomorphism found, 24 were made by the children and 104 by the teachers. Children sometimes respond in line with the introduction of such speech but they also at times reject this way of speaking. Anthropomorphic speech is discussed as a strategy for the teachers in handling the dilemma of how to connect with children’s experiences and terms, on the one hand, and developing children’s understanding, on the other hand.

  • 6.
    Thulin, Susanne
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Children's questions during a science activity in preschool2010Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this study children’s questions during a science activity concerning what soil is, are analysed. The empirical study has its background in research on children’s learning (Pramling Samuelsson & Asplund Carlsson, 2003, 2008) and a new view of the Swedish preschool’s commissions (Ministry of Education and science, 1998; memorandum U2008). Children are seen as active in their own learning and as developing on the basis of their own experiences in communication with the surrounding world (Pramling Samuelsson & Asplund Carlsson, 2003). In preschool, children shall develop knowledge about different contents, areas of knowledge. One such content is science (Ministry of Education and Science, 1998).  Through the history of preschool, the object of learning has seldom been in focus of the activity. Instead, methods and attitudes have been given precedence (Pramling Samuelsson & Asplund Carlsson, 2008).  The ideal of preschool education has over time been characterized as a tradition where children’s development of personality has been given priority over children’s knowledge development (Thulin, 2006). On the basis of Fritzell’s (2004) interpretation of the education concept, it can be expressed as preschool has had its focus on “who you will become” rather than “what you will know”. With the curriculum of preschool and the government’s claim about an emphasised pedagogically task for the preschool (memorandum U2008/6144/S) the concern on children’s learning of different contents in preschool has increased. For these reasons, there is a need of a discussion about what a changed commission can mean and what pedagogical consequences it may have for activities in preschools and teachers actions. Questions about what may constitute a relevant content and didactic are on the agenda (Persson, 2008; Pramling Samuelsson et al., 2008; Thulin, 2006). In teaching contexts, the importance of the teacher’s questions is often pointed out. Several researchers call attention to the importance of so-called open questions where the child generates a reply, in contrast to so-called closed questions where there is a correct and expected answer on behalf of the teacher (Doverborg & Pramling Samuelsson, 2003). In an investigation into what happens with the object of learning in preschool (Thulin, 2006), the analysis of the teacher-child conversation showed a discussing climate. However, when the communication was studied more in detail, a traditional pedagogy of an asking teacher and a replying child was visible. Questions by a child were often met by another (new) question from the teacher and the child’s question remained unanswered. The result of the study (Thulin, 2006) also showed that when the teacher’s questions seemed to get precedence in a learning situation, children risked to be left to their one own search after sense and meaning. The results imply the importance of a more close analysis of what children ask questions about during work with a specific content. In this study, children’s questions during a work with a scientific phenomenon (what soil is) in preschool are studied. Children’s questions are here seen as an expression of their experiences and search for sense and understanding (cf. Marton & Booth, 2000; Siraj-Blachford & Mac Leod-Brudenell, 2003). The empirical data of the study has been generated through video observations of scientific activities in preschool. Twelve children (3-5 years) and three teachers participate in the study. The results are presented on the basis of the focus of the children’s questions and discussed in relation to children’s perspectives, learning and the theme work over time. The results show that children to large extent have the actual (intended) content in focus and that children’s questions constitute an important didactic starting point when interacting about a specific content.

     

  • 7.
    Thulin, Susanne
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Teachers and children communicate about ecological phenomena in a Swedish prescool2010Konferansepaper (Fagfellevurdert)
    Abstract [en]

    On the basis of an increasing awareness about the importance of ecological questions and the need for a sustainable development, it has been argued that Swedish preschool children shall develop knowledge also about natural science. One important aspect of this is to make ecological phenomena visible in children’s every day life. The aim of the present paper is to report on a study of verbal communication between teachers and children in preschool about ecological phenomena. Children are here seen as active in their own learning and that develops on the basis of their own experiences in communication with the surrounding world. 21 children (3-6 years) and three teachers participate in the study. Six of the 21 children do not have Swedish as their first language.  A preschool unit was followed by video observation during two months when working on themes about life in a tree stump and decomposition of leaves. Focusing the verbal communication the data observations have been transcribed. Then the transcriptions were analysed from the know-what and the know-how aspect of learning. The result is presented on the basis of the communication of the what-perspective and is discussed in terms of what is noticed and how the children’s understandings are communicated.  Finally we discuss the connections between children’s ability to understand and communicate their observations, as well as the role of the preschool teacher and education for a sustainable development.

  • 8.
    Thulin, Susanne
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Jonsson, Agneta
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    An aesthetic dimension of children’s experienced world?2010Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this presentation we want to elucidate children’s own experiences and the other is an aesthetic dimension of learning. In modern education children’s experiences are considered to be a starting point for their learning and development. To take advantage of and make use of each child’s knowledge seems to be a pedagogical consequence in the learning processes. The concept of aesthetics has often got a one-sided interpretation as a methodical support for learning and development. The tendency is to view aesthetic expressions as a method related to children’s development and acquisition of knowledge. The purpose of this study is to find out how aesthetics can be seen as one dimension of children’s experienced world. The study took place in a pre-school setting with children 3-5 year of age. The data consist of video observations in situations where teachers and children work with science content or more specifically they investigated; “What is soil?” The data are analyzed qualitatively. Three categories of children’s experienced world can be discerned and seen as related to three different ways of acting. On a general level one conclusion is, that aesthetics is a natural part of children’s experienced world and that it is of importance for children equal right in their meaning making. Strong or weak aesthetics in a learning situation will be further discussed and problemized.

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