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  • 51.
    Holmqvist Olander, Mona
    et al.
    Department of Pedagogical Curricular and professional Studies, University of Gothenburg.
    Olteanu, Constanta
    Department of Computer Science, Physics and Mathematics, Linnaeus University.
    Bridging the gap between theory and practice by the use of iterative processes2013Ingår i: Journal of Education and Learning, ISSN 1927-5250, Vol. 2, nr 1, s. 230-239Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study is to study learning the positional ten base notation by the increase of students’ test scores during the learning study process. Five teachers, one researcher and 53 students participated. Three research lessons in three different groups of students were conducted. The improvement in the third lesson (C) correlates with the more developed theoretical based assumptions the design is made, which resulted in a pattern of variation that stronger pointed out the aspect needed to discern to understand the object of learning in a new and more developed way. The differences in the third research lesson (C) was significant** p=0.005 while the differences in research lessons A and B were not significant.

  • 52.
    Ljung-Djärf, Agneta
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö.
    Holmqvist, Mona
    Högskolan Kristianstad, Sektionen för lärande och miljö.
    Learning study in preschool: some methodological conclusions and implications. Paperpresentation vid OMEP:s världskonferens, Hong Kong, 7-9 juli2011Konferensbidrag (Övrigt vetenskapligt)
  • 53.
    Ljung-Djärf, Agneta
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Holmqvist Olander, Mona
    Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD). University of Gothenburg.
    Using learning study to understand preschoolers’ learning: challenges and possibilities2013Ingår i: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 45, nr 1, s. 77-100Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article reports a meta-analysis based on a multiple case study of the use of learning study (LS) to understand children’s learning in Swedish preschool. The aim is to investigate whether and how the LS model can be developed, adjusted and used to meet contemporary demands placed upon preschool teachers for increased content focus and improved cognitive outcomes. The research questions are (1) How can the LS model be adapted to understand preschool children’s learning? and (2) What challenges and possibilities arise in such process? The material consists of video documentation of eight meetings, 10 interventions and 237 individual, hands-on interviews with preschoolers collected within five LS projects in Sweden including seven researchers, 10 teachers/student teachers and 86 children. Four features (approach to learning, way of guiding the children, content focus and assessment of children’s learning) found to be possibly challenging in the tension between the school based LS model and the preschool context are used to demonstrate changes made to the LS that allowed it to be adapted to preschool settings. We conclude that the LS model may be applied and adjusted to preschool settings to deepen the teachers’ understanding of children’s learning, but the tradition of seeing learning in preschool as doing, having fun or playing should be challenged and revised in a new way unique to this setting. An educational practice combining play with learning in a more purposeful way has to be developed along with better methods to assess children’s learning.

  • 54.
    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?2013Ingår i: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 4, nr 7A1, s. 33-42Artikel i tidskrift (Refereegranskat)
    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.

  • 55.
    Ljung-Djärf, Agneta
    et al.
    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).
    Holmqvist Olander, Mona
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    "A gigantic pedagogical leap": the process of shifts during three learning study projects in Swedish early childhood education2014Ingår i: Journal of Education and Training Studies, ISSN 2324-805X, Vol. 2, nr 1, s. 19-30Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Swedish early childhood education (ECE) offers a curriculum-based preschool for children aged one to five, and a preschool class for children aged six years. Activities in these programs have traditionally been based on play and having fun, avoiding structured activities with formal learning objectives. Due to indications that Swedish ECE has failed to use its resources to stimulate children’s learning, the revised ECE curriculum now contains discernible learning objectives. This study analyses the process by which preschool teachers shifted their emphasis when participating in an learning study based on three projects conducted in Swedish ECE practice. In total, 14 preschool teachers, 95 children (2–6-year-olds), and five researchers participated. The objects of learning were: (1) 3D geometrical forms (2–3-year-olds), (2) organic decomposition (4–5-year-olds), and (3) the concept ‘twice as" (6-year-olds). The empirical material comprises 278 pre-, post-, and delayed post-tests, twelve planning meetings, and nine teaching activities. The results indicate that, during the projects, the initial focus on mere play expanded to include a focus on the object of learning. Three modes of change were discerned in how (1) the activities were framed, (2) the learning was perceived, and (3) the learning activities were conducted.

  • 56.
    Olteanu, Constanta
    et al.
    Linnaeus University.
    Holmqvist, Mona
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Defining a non-complex learning object from preschool to upper secondary school2010Ingår i: Proceedings of the 4th Interntional Multi-Conference on Society, Cybernetics and Informatics / [ed] Carrasquero, J.V., Holmqvist, M., McEachron, D., Tremante, A. &. Welsch, F., Winter Garden, Fla: International Institute of informatics and Systemics , 2010, s. 18-23Konferensbidrag (Refereegranskat)
    Abstract [en]

    The aim of this article is to analyse the aspects that teachers intend to focus on in teaching mathematics and the students' needs, i.e. what is critical for student learning. The article develops an argument for the importance of identifying the “critical aspects” as a basis for the teachers to promote student learning of Mathematics from preschool to upper secondary school. The article concludes that what teachers believe that students need to be offered concerning a specific content of Mathematics does not correspond to students' needs. Gaps between the intended and the enacted object of learning show that both the way the object of learning is offered and the way this is communicated in a teaching situation could be improved.

  • 57.
    Olteanu, Constanta
    et al.
    School of Computer Science, Physics and Mathematics, Linnaeus University, Kalmar.
    Holmqvist, Mona
    Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg.
    Differences in success in solving second-degree equations due to differences in classroom instruction2012Ingår i: International journal of mathematical education in science and technology, ISSN 0020-739X, E-ISSN 1464-5211, Vol. 43, nr 5, s. 575-587Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The point of departure in this study is that differences in solving second-degree equations result from differences in what is presented to the students in a learning situation. However, the specified aim is to describe what kind of differences seem to be crucial for learning, and what does seem fruitless. The study is carried out in an upper secondary school in Sweden. Data consist of video-recorded lessons and tests. Two teachers and 45 students participated in this study. The analysis has been made with the aid of variation theory. The results show that the teachers focused on different aspects of a second-degree equation, and that this implied different learning outcomes as some of the aspects were not critical to promoting learning while others were.

  • 58.
    Olteanu, Constanta
    et al.
    Oskarshamn Local Authority.
    Holmqvist, Mona
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    The concept of function: critical aspects induced by teaching and textbook2009Ingår i: Proceedings 3rd International multi-conference on society, cybernetics and informatics: vol II / [ed] Callaos, N., Carrasquero, J. V., Oropeza, A., Tremante, A., Welsch, F., Orlando, FL: International Institute of Informatics and Systematics , 2009, s. 195-200Konferensbidrag (Refereegranskat)
    Abstract [en]

    Although students’ understanding of the concept of function has been studied by quite a number of researchers internationally, there has not been a lot of research on the subject in Sweden. This paper is an attempt to analyse what the students are offered to learn about the concept of function both in the classroom and in textbooks and what the students actually learn. The presentation is based on data collected while the same object of learning is treated in two classes, and it includes two teachers and 45 students. Among other things, the data consists of video-recordings of lessons and tests. In the analysis, concepts relating to variation theory have been used as analytical tools. From this perspective a fundamental role of teaching is to bring critical aspects of subject matter into focus. The study focuses on what the individual is doing and expressing in relation to the object of learning. The new way of understanding the relation between learning and teaching made it possible to find that some of the critical aspects in students’ learning are induced by teaching and textbook exposés. One of these critical aspects is the argument of the function, namely whether it is presented implicitly (y) or explicitly (f(x)).

  • 59.
    Sandberg, Birte
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö.
    Holmqvist Olander, Mona
    University of Gothenburg.
    Complex object of learning: how to improve learning democracy at school by the use of Variation Theory and Learning2012Ingår i: Abstracts book, 2012, s. 132-Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The aim of this study is to test in what way variation theory (VT) can serve as a guiding principle when learning an abstract concept like democracy. The model Learning study is used, which is a kind of lesson study in combination with the theoretical framework of a learning theory (LT). The iterative process means designing the forthcoming lessons based on the results and analysis of the data from the previous lessons. The data consists of pre/post-tests and video-observed lessons. The study contains four research sessions with four different groups of pupils in three different schools in grade 6 at the compulsory school. In total two teachers and 78 students participated during the four research sessions, one lesson per group. The first lesson (A) included 21 students, the second (B) 17 students, the third (C) 21 students, and in the final session (D) there were in total 19 pupils. The research sessions were 80 minutes each, and the planning was guided by the variation theory. The results show that the teachers' different ways of presenting aspects on the object of learning – democracy - different aspects where possible to discern. The different patterns of variation used are described in relation to differences in the students’ learning outcome. In all lessons democracy was contrasted against dictatorship. In order to facilitate learning different aspects of the object of learning were designed in a pattern of variation to see if and in that case what kind of differences this meant for the students. The results show that in group A the test scores increased by 63%, in group B the increase was 32%, group C 29% and in the last group (D) the test scores increased by 91%.

  • 60.
    Svederberg, Eva
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö.
    Holmqvist, Mona
    Högskolan Kristianstad, Sektionen för lärande och miljö.
    Hållbar lärare i en hållbar skola2011Ingår i: Skolan och läraruppdraget: att bli och vara lärare / [ed] Mona Holmqvist, Lund: Studentlitteratur , 2011, s. 287-300Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    Vid en högskola med lärarutbildning väcks frågor kring varför ännu en reform ska genomföras. Varför fanns det inga möjligheter att råda bot på bristerna i den befintliga utbildningen så att den uppfyller kraven? Andra röster menar att det är bra med en genomgripande reform så att lärarutbildningen kan förnyas från grunden. Samhället förändras och det vore befängt att tro att lärarutbildningen skulle bestå över tid. Och vad menas med hållbar i ett sådant perspektiv? Är det ens önskvärt eller möjligt med en hållbar lärarutbildning? Det beror på vad vi lägger i ordet hållbar. Den grundläggande innebörden i "hållbar" i diskussionen i samhället idag handlar om hänsyn till ändliga resurser. På en arbetsplats innebär ett hållbart arbetssystem att mänskliga resurser inte förbrukas, utan återskapas. Skolan som en hållbar arbetsplats för lärare och andra pedagoger förutsätter en balans mellan lärares resurser och arbetets krav, mellan lärarens fysiska och känslomässiga behov och lärararbetets möjligheter. Målet är hållbara lärare i en hållbar skola där arbetet är en källa till kreativitet och glädje, där lärares intellektuella och kreativa resurser kontinuerligt återskpas.

  • 61.
    Wennås Brante, Eva
    et al.
    University of Gothenburg.
    Holmqvist Olander, Mona
    University of Gothenburg.
    Nyström, Marcus
    Humanities Lab, Lund.
    Exploring the impact of contrasting cases in text and picture processing2013Ingår i: Journal of Visual Literacy, ISSN 1051-144X, Vol. 32, nr 2, s. 15-38Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Multimodal learning materials are frequently met in education assuming enhanced learning outcomes. This study examined whether contrasts in such materials are likely to support reading comprehension for all readers. Young adults (n=46) met either text-only or text+picture material. Participants (19 with low phonological awareness [PA] and 27 controls with high PA) thereafter answered open interview questions to check for reading comprehension. Learning materials were designed to focus readers on aspects critical to understanding the content by the use of contrasts; eye-tracking was used as method. Well-known pictures aided information recall, but contrasts described in the text were most effective for learning.

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