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  • 1.
    Aerila, Juli-Anna
    et al.
    University of Turku.
    Kokkola, Lydia
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Multicultural literature and the use of literature in multicultural education in Finland2013Inngår i: Bookbird: A Journal of International Children's Literature, ISSN 0006-7377, E-ISSN 1918-6983, Vol. 51, nr 2, s. 39-50Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper traces the presentation of these traditional minority groups in Finland and the emergence of literature incorporating the more recently arrived groups of immigrants in the history of Finnish language children’s literature. We contextualize the development of multicultural themes in children’s literature within the history of Finnish nation-building and the country’s struggles for independence. We conclude with a brief consideration of how these less than ideal books might, nevertheless, serve to promote pluralism.

  • 2.
    Aidantausta, Fanny
    Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik.
    Creative Writing in the Swedish EFL Classroom: The views of teachers in Years 7-9 and Upper Secondary School2023Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    The study highlights English teachers’ attitudes towards the teaching of creative writing in the English subject in Swedish compulsory school years 7-9 and upper secondary school. The data in this study was collected through a quantitative web survey answered by 13 respondents and qualitative, semi-structured interviews with four teachers selected from the survey respondents. The findings show that the teachers’ attitudes to creative writing as a part of English teaching are influenced partly by how important they think writing in English is but also by external factors, such as the school’s steering documents and the social environment.

    Fulltekst (pdf)
    fulltext
  • 3.
    Alanentalo, Jennifer
    Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik.
    Reading All American Boys (2015) in the Swedish Upper Secondary School English 6 Classroom2023Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    Young adult literature is enjoyed by both adolescents and adults. This genre of literature is often contemporary and tends to deal with real life issues, for example cultural and social aspects of young people’s lives. Such social issues can be, for example discrimination and racism, topics highly relevant to discuss in the Swedish upper secondary English classroom. This essay performs a didactic literary analysis of All American Boys, a young adult novel dealing with racism and police brutality in the USA. The primary focus in this essay is arguing for how literature, specifically, All American Boys, can be used to promote students’ critical thinking and intercultural awareness in the Swedish upper secondary school English classroom. The literary analysis of All American Boys found that the novel’s dual narrative offers a powerful and complex insight to social issues, making it suitable a suitable material to use in the Swedish upper secondary English classroom. The dual narrative in the novel can help students develop, not only reading comprehension in English, but also intercultural competence, as well as an opportunity to practice their critical thinking skills, specifically through working with comprehension constructors. 

    Fulltekst (pdf)
    fulltext
  • 4.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Det pedagogiska rummet: Om erfarenheter, känslor och den rumsliga gestaltningen2015Inngår i: Thule: Kungl. Skytteanska samfundets årsbok. 2016 / [ed] Roger Jacobsson, Umeå: Kungl. Skytteanska samfundet , 2015, s. 69-78Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    A university is among other things a building with its own spatial formations. These spatial formations can create expectations and be experienced as inspiring; they can create opportunities but also limitations. What then conveys the experience of these places? Based on the research study Places of a University, but also on previous studies about places of education, the overall aim of this article is to problematize and discuss the educational room. More specifically, I discuss how earlier experiences influence present experiences of educational rooms, but also the intertwined relationship between emotions and the spatial formations of a university. Student reflections exemplify the reasoning in the article.

  • 5.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Places and spaces for learning: cultural differences and similarities in north-south perspectives2016Konferansepaper (Annet vitenskapelig)
  • 6.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Places and spatiality in higher education2015Konferansepaper (Fagfellevurdert)
  • 7.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    The existential issues of children and youth when facing contemporary challenges2016Konferansepaper (Annet vitenskapelig)
  • 8.
    Alerby, Eva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Delaktighet för lärande2015Rapport (Annet vitenskapelig)
    Abstract [sv]

    De demokratiska värdena, elevernas delaktighet och inflytande, ska vara lika centralt i utbildningen som kunskaper i olika skolämnen. Det framgår tydligt i skollagen och läroplanerna.

    Denna kunskapsöversikt lyfter fram forskning som handlar om vad delaktighet och inflytande innebär och hur man kan arbeta med elevers inflytande över beslutsprocesser och elevaktiv undervisning.

    Kunskapsöversikten riktar sig i första hand till personal i grund- och gymnasieskolan och mot-svarande skolformer eller till dig som vill veta mer om elevdelaktighet och inflytande.

    Fulltekst (pdf)
    fulltext
  • 9.
    Alerby, Eva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Student Participation and Influence in Education: Possibilities and Challenges2016Inngår i: Successful Approaches to Raising Attainment and Tackling Inequity: CIDREE Yearbook 2016 / [ed] Stephen Edgar, Livingston: Education Scotland , 2016, s. 168-182Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    Education is one way for society to promote active engagement and participation as forms of civic responsibility. The decline in academic achievement in schools in Europe, and particular in Swedish schools, can be addressed through working with issues related to teaching, where student participation is an important part.

    In this article, we aim to illustrate and exemplify how student participation can be described and understood as a continuous process that includes both students’ influence over formal decision-making and student active education. The content of the text emerges from a research overview (Swedish National Agency for Education, 2015), in which current research about student participation and influence in schools was collected, illuminated, analysed and discussed.

    The article illustrates existing challenges and opportunities identified in educational research, relating to students’ influence over decision-making processes and students being active in their education. The article concludes with a few thoughts about the future, including how student voices are becoming a clearer part of school improvement. Furthermore, we discuss the need for staff training, organisational conditions for developing participation work and the importance of further educational research that will highlight student participation and influence. 

    Fulltekst (pdf)
    fulltext
  • 10.
    Alerby, Eva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Westman, Susanne
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Arndt, Sonja
    University of Waikato.
    Embodiment, Places and Relationships: Re-imagining creativity and innovation in the university2016Konferansepaper (Fagfellevurdert)
    Fulltekst (pdf)
    fulltext
  • 11.
    Anderson, Agnes
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    En funktionell tradition?2017Independent thesis Advanced level (degree of Master (Two Years)), 20 poäng / 30 hpOppgave
    Abstract [sv]

    Eftersom svensklärare i hög utsträckning förlitar sig på läromedel i formandet av grammatik-undervisningen bör dess innehåll och struktur ha betydelse för vilka kunskaper som lärs ut. Syftet med föreliggande undersökning är därför att analysera och problematisera hur läromedel för gymnasiets högskoleförberedande kurs Svenska 2 strukturerar de avsnitt som behandlar grammatik. Undersökningens empiriska material består av fem läromedel för gymnasiekursen Svenska 2, vilka analyseras utifrån kvalitativa textanalyser. Undersökningens resultat påvisar att läromedlen präglas av antingen en funktionell grammatik, där grammatiken ses som ett normativt verktyg för skrivandet, eller som en statisk och oproblematiserad begreppskunskap. Vidare påvisas även att många av undersökningens läromedel har brister och är långtifrån alltid helt i överensstämmelse med ämnesplanens mål. Det finns även en betydande skillnad mellan den skolgrammatik som presenteras i undersökningens läromedel och den som språkvetenskapen framhåller. Detta talar för att det är högst centralt att ifrågasätta läromedlens legitimerande funktion. Det som slutligen konstateras är att läromedlen bör komma bort från den traditionella grammatikbeskrivningen, så att lärare kan välja läromedel vars grammatikavsnitt liknar språkvetenskapens.

    Fulltekst (pdf)
    fulltext
  • 12.
    Andersson, Agnes
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Conceptualizations of grammar teaching as a means for revitalizing Swedish research on L1 grammar education2020Inngår i: ASLA-symposiet 2020: Abstraktsamling [The ASLA Symposium 2020 : Book of Abstracts], Göteborgs universitet, 2020, s. 12 (78)-Konferansepaper (Fagfellevurdert)
    Abstract [en]

    At present, Swedish law requires that teaching rest upon science and proven experience. These demands, conjoined with the fact that Swedish research on L1 grammar education is scarce, renders a vitalization of the field important. This paper seeks to do so by examining international research in relation to existing Swedish research.

    This paper accounts for a systematic literature review (Gough, Oliver & Thomas, 2017; EPPI-Centre, 2006) of peer-reviewed studies from English language international journals, concerning L1 grammar education published between 1999 and 2019. The aim of the review is to identify conceptualizations of grammar teaching in L1 education and, thus, offer guidance to future Swedish research on grammar education. The articles (n=33) are thematically analyzed in search for patterns within the field.

    Preliminary findings reveal that the prominent theoretical perspectives on grammar teaching are the descriptive, rhetorical and contextual, where grammar is conceived as a meaning making resource that fosters metalinguistic knowledge. Also, findings indicate that verbalized metalinguistic activity and procedural activity in the writing process are closely connected. Furthermore, teachers’ conceptualizations of grammar are mainly prescriptive, hence, studies stress the importance of cooperation between teachers and linguists.

    Finally, findings indicate that Swedish research tends to focus on whether or not grammar should be taught, whereas international research rather seeks to identify what poses as the key foundation of grammar education, namely metalinguistic activity. Drawing upon the results, recommendations for Swedish research include a shift in focus in order to explore other aspects of L1 grammar education.

  • 13.
    Andersson, Agnes
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Svenskläraren - den ofrivillige deskriptivisten2019Inngår i: Svenskläraren, ISSN 0346-2412, nr 3, s. 16-17Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 14.
    Andersson, Märtha
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Berättandets möjligheter: Multimodala berättelser och estetiska lärprocesser2015Konferansepaper (Fagfellevurdert)
    Abstract [sv]

    Läs- och skrivförståelse är centralt för att förstå andra ämnen än svenska. Internationella studier visar att undervisning med stöd av olika konstformer har stor inverkan på barns lärande och att det finns en tydlig koppling mellan konst och läs- och skrivutveckling. Att undersöka hur barn använder sig av olika typer av resurser i sitt berättande är angeläget i en tid då det skrivna ordet i allt högre grad får konkurrens med andra medier. Syftet med studien är att, med stöd av etnografiska metoder och teorier om berättande och multimodalitet, undersöka vilka meningsskapande resurser och strategier eleverna använder i sina multimodala berättelser, vilka skapats genom estetiska lärprocesser. Det empiriska materialet bygger på fem kultur- och berättarprojekt som bedrivits i samarbete mellan grundskolor och Kulturskolan. Målet i projekten var att stimulera till språkutveckling och språkanvändning med hjälp av fantasi och kreativitet, där elevernas eget skapande stod i centrum. Materialet bygger på egna observationer, loggboksanteckningar och intervjuer med lärare, pedagoger och elever samt elevernas egna bilder och texter. I mitt föredrag kommer jag att lyfta fram resultat som visar att eleverna i sina bilder och berättelser skapar mening genom att blanda fiktion med en för dem igenkännbar värld, där de fiktiva karaktärerna lever ett liv som de kan identifiera sig med. Meningsskapande strategier som framträder är främst identifikation, stereotypa könsmönster, humor, strukturer från skräck- och sagogenren och remediering. Jag kommer också att visa hur eleverna söker, tolkar och värderar information via olika kanaler som sedan synliggörs i deras berättelser.

    Referenser: Bruner, Jerome. (2002). Kulturens väv. Göteborg: Daidalos AB.Kress, Gunther. (2010). Multimodality. A social semiotic approach to contemporary communication. London: Routledge.Selander, Staffan. & Kress, Gunther. (2010). Design för Lärande – ett multimodalt perspektiv: Stockholm: Norstedts.

  • 15.
    Andersson, Märtha
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Berättandets möjligheter: Multimodala berättelser och estetiska lärprocesser2014Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    The purpose of this study is to investigate meaning-making in pupils' multimodal narratives that have emerged in aesthetic learning processes. To, with the support of ethnographic methods and theories of narrative and multimodality, study the resources and strategies used by the pupils. The study also examines how teachers and educators make use of aesthetic learning processes and multimodal narrative in practice-based reality. The empirical material is based on four cultural and narrator projects that have been conducted in a collaboration between nine-year compulsory schools and Kulturskolan (School of Culture) in a municipality in northern Sweden. The projects included pupils from the preschool level up to and including 5th grade in the compulsory school level. These projects were monitored for a total of three semesters. The pervading goal in all projects was to stimulate language development and language use with the help of imagination and creativity, where the pupils' own creation was the key focus. The empirical material consists of observations, log book entries and interviews with teachers, educators and pupils, as well as the pupils' own pictures and texts. The results show that the pupils exemplify from the fictional world. Although they do not directly say that they draw inspiration from computer, television and film media, this is made visible in and embodies their narratives. The pupils' multimodal narratives show that they create meaning by mixing fiction with a world recognisable to them, where fictional characters live a life that they can identify with. The meaning-making strategies that emerge in the pupils' narratives are: identification, gender stereotypes, humour, structures from the horror and fairy-tale genres and remediation. In the interviews with the teachers it is noted that the use of narrative has declined in teaching. Reasons cited include a lack of time and the stress of everyday life, as well as the individualisation which has led to a reduction in the collaboration between pupils and thus the use of narrative. The teachers, however, expressed great enthusiasm for providing pupils with the tools to develop different narrative forms, a way to create meaningful contexts for the pupils.

    Fulltekst (pdf)
    FULLTEXT01
  • 16.
    Andersson, Märtha
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Nyfikenhetens lov: Snooks detektivbyrå tar grepp om Norrbotten2015Inngår i: DramaForum, ISSN 1652-9286, Vol. 2015, nr 3-4, s. 6-8Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 17.
    Andersson, Ninnie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Teacher’s conceptions of quality in dance education expressed through grade conferences2016Inngår i: Journal of Pedagogy, ISSN 1338-1563, E-ISSN 1338-2144, Vol. 7, nr 2, s. 11-32Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of the study is to illuminate a teacher‘s conceptions of quality expressed through verbal and non-verbal actions in relation to summative assessments of dance knowledge. The following research questions are considered in the study: What conceptions of quality emerge during grade conferences? In what ways do teacher’s conceptions of quality reflect knowledge hierarchies? How do the teacher’s and student’s conceptions of quality relate to each other? To grasp the phenomenon, material was gathered during observations in a Swedish upper secondary school and from the teacher’s written reflections. Individual grading conversations were observed between the teacher and ten students attending a course called Dance technique 1. In the analytical process, the phenomenon was seen, broadened out, varied, and then condensed into two themes: conceptions of quality expressed through the teacher‘s focus on abilities and conceptions of quality expressed through views on the progression of dance knowledge.

  • 18.
    Anderström, Helena
    et al.
    Avdelningen för ämnesdidaktik och globala studier, Högskolan i Jönköping.
    Manderstedt, Lena
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Bäcklund, Johan
    Avdelningen för pedagogik och Psykologi, Högskolan i Jönköping.
    Sädbom, Rebecka Florin
    Avdelningen för ämnesdidaktik och globala studier, Högskolan i Jönköping.
    Lärarstudenters utsagor om kvalitetsaspekter i handledning under den verksamhetsförlagda delen av utbildningen2020Inngår i: Utbildning & Lärande, ISSN 2001-4554, Vol. 14, nr 1, s. 45-64Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Student teachers consider teacher training as an important part of teacher education. Despite this, students’ explicit descriptions of quality in mentoring have not been paid much attention in the Swedish context. This study aims to contribute with knowledge of student teachers’ expressions of quality in mentoring during the teacher training program. Two focus group interviews and seven individual interviews were conducted with student teachers specializing in teaching grades F–3 and 4–6, in teacher training schools that participated in the trial activities in Sweden. Their statements have been analysed based on the theory of social representations. The result shows that three social representations appear: Qualitative mentoring is characterized by a) student’s professional development, b) collegial cooperation, and c) trust. These social representations influence students’ expectations of mentoring and its design. Although the students want to be seen as colleagues, they expect mentors to decide when, where and how mentoring should be carried out, and to have a distinct feeling to use the right type of mentoring at the right time. The mixed professional roles, which is highlighted by the students but seem to be implicit, calls for different forms of mentoring strategies that need to be explicit for both the mentor and the student.

    Fulltekst (pdf)
    fulltext
  • 19.
    Arndt, Sonja
    et al.
    University of Waikato.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Westman, Susanne
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Higher education in transformation: Spaces, places and world-wide rooms2016Inngår i: Annual PESA Conference, Coral Coast, Fiji, December 8-12 2016, 2016Konferansepaper (Fagfellevurdert)
    Fulltekst (pdf)
    fulltext
  • 20.
    Aspvik Henriksson, Jonatan
    Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik.
    Energi tar inte slut, men vad händer med miljön?: En variationsteoretisk studie av undervisning om hållbar energihushållning2021Independent thesis Advanced level (professional degree), 20 poäng / 30 hpOppgave
    Abstract [sv]

    Syftet med den här studien var att vinna kunskap om hur elever i årskurs 4-6 kan utveckla sin förståelse för hållbar energihushållning. För att undersöka detta genomfördes tre lektioner med mig själv som lärare för att besvara studiens två forskningsfrågor. Dessa frågor var "vilka aspekter är kritiska för att elever ska utveckla sin förståelse för hållbar energihushållning i sin vardag?" och "hur kan undervisningen utformas för att synliggöra de kritiska aspekterna?". I bakgrunden behandlas skolans styrdokument, tidigare forskning om undervisning och elevers lärande inom begreppet energi och hållbar utveckling samt rollen som forskande lärare. I studien identifierades fyra kritiska aspekter som elever behöver kunna urskilja för att utveckla sin förståelse för hållbar energihushållning. Undervisningen i de tre lektionstillfällena utformades till att synliggöra de kritiska aspekter som identifierats utifrån förtest, intervjuer, undervisning och tidigare forskning. Studien var av kvalitativ karaktär och data samlades från totalt 19 elever. Resultatet visade att elevernas föreställningar till stora drag stämde överens med vad tidigare forskning visat gällande energiundervisning och hållbar utveckling. Sammanfattningsvis visar denna studie att elevernas förståelse för hållbar energihushållning främst påverkas av hur undervisningen utformas för att urskilja de kritiska aspekterna. Variationsteorin fungerade som ett verktyg i den här studien för att ge eleverna förutsättningar att utveckla sina kunskaper och därigenom uppnå de avsedda lärandemålen.

    Fulltekst (pdf)
    fulltext
  • 21.
    Backan, Mattias
    et al.
    Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, Pedagogik, språk och ämnesdidaktik.
    Nisell, Samuel
    Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, Pedagogik, språk och ämnesdidaktik.
    En studie om elevers prestationer ihomogena respektive heterogenagruppsammansättningar vid praktiskt arbete2021Student paper other, 10 poäng / 15 hpOppgave
    Fulltekst (pdf)
    fulltext
  • 22.
    Backsell, Ida
    Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik.
    Digitala verktyg i förskolan: Vårdnadshavares perspektiv2023Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Syftet med studien är att synliggöra vårdnadshavares uppfattning av fenomenet digitala verktyg i förskolan. Studien utgår från en fenomenografisk ståndpunkt, där deltagarnas individuella uppfattningar och erfarenheter står i fokus. Datainsamlingen genomfördes med hjälp av inter-vjuer där vårdnadshavarna fick dela med sig av sina upplevelser, åsikter och erfarenheter av digitala verktyg i förskolan. Studien utgår från tre vårdnadshavare som har barn i förskolan idag. Studien tar upp olika perspektiv på hur digitala verktyg kan användas i förskolan och olika syften för dessa i en förskolemiljö. Vidare diskuteras yngre barns (1–5 år) digitala kom-petensutveckling och hur den relaterar till det samhälle barnen växer upp i. Studien bygger på vårdnadshavarnas erfarenheter i relation till dessa aspekter. Resultatet av studien är att vård-nadshavarna har en överlag negativ syn på användningen av digitala verktyg i förskolan. Del-tagarna i studien menar att barnen kommer själva utveckla digital kompetens i och med det digitala samhälle de växer upp i. De menar att med tanke på barnens unga ålder är digital kom-petens inget förskolan bör lägga vikt vid. Vårdnadshavarna ser dock vissa möjligheter med användningen av digitala verktyg i förskolan och menar även på att en bra kommunikation med pedagogerna kan förändra synen på de digitala verktygen positivt då syftet med användningen delges dem.

    Fulltekst (pdf)
    fulltext
  • 23.
    Bakhtyar Ismail, Danya
    Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik.
    Särskild begåvning i matematik: Hur upptäcker och utmanar matematiklärare särskilt begåvade elever?2023Independent thesis Advanced level (professional degree), 20 poäng / 30 hpOppgave
    Abstract [sv]

    Syftet med studien är dels att undersöka och få en större uppfattning om hur lärare upptäcker elever som har en särskild begåvning i matematikämnet. Men även undersöka hur lärare utmanar och stimulerar elever med särskild begåvning i matematikundervisningen. Enligt Skolverkets undersökning beräknas 5% av Sveriges skolelever vara särskild begåvade men studier som är gjorda av andra forskare visar att särskilt begåvade elever inte fått tillräckligt stöd för att de ska kunna utveckla sin fulla kunskapspotential, vilket grundar sig i att de inte har blivit uppmärksammade och identifierade som särskilt begåvade av lärarna (Persson, 2010). I en forskningsstudie kom det fram att lärare kan bli osäkra på deras ämneskunskaper i jämförelse med vad eleverna redan kan. Vidare menar hon att detta kan leda till att dessa lärare förminskar elevernas förmågor när de ser att de kan mer än dem själva.

    De teoretiska ramverken som denna studie förhåller sig till är forskaren Renzullis egna teori om identifiering av särskild begåvade som han kallar för The three conception of giftedness och differentieringsmetoden som forskaren och författaren Liljedahl benämner ABC-metoden. Till studien har en kvalitativ metod använts och undersökningen genomfördes genom digitala semistrukturerade intervjuer av fem yrkesverksamma matematiklärare från olika grundskolor runt om i landet. Den insamlade data har genom en tematisk analys bearbetats och det visar att matematiklärarna som deltog använde egna observationer och iakttagelser i undervisningen för att upptäcka särskilt begåvade elever. Den mest vanliga metoden som lärare använde för att identifiera elevernas kunskapsnivå är genom att testa av dem i olika moment i

    matematiken för att veta varifrån de ska utveckla sin kunskap ännu mera. Iakttagelserna var baserade på lärarnas egna kunskaper om hur en särskilt begåvad elev ter sig, vilka egenskaper de har och hur de beter sig i undervisningen. Vidare visar studien att matematiklärarna som deltog i undersökningen hade ett tillvägagångssätt för att utmana särskilt begåvade elever. Detta i form av accelerering och berikning som till exempel att ge dem extra material, låta dem arbeta i matematikböcker för högre årskurser eller låta dem vidareutveckla sina befintliga kunskaper inom ett matematisk område med hjälp av digitala verktyg, så som programmering.

    Fulltekst (pdf)
    fulltext
  • 24.
    Barsk, Ellen
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande.
    EN MENINGSSKAPANDE PROCESS?: En studie om hur iscensättningen av skrivundervisningen underlättar elevers meningsskapande genom bild som språklig uttrycksform2018Independent thesis Advanced level (degree of Master (Two Years)), 20 poäng / 30 hpOppgave
    Abstract [sv]

    I dagens globala informations- och kommunikationssamhälle ställs det krav på att individer

    ska ha förmågan att kunna använda olika redskap för att kommunicera och därmed skapa

    sociala relationer. Inom svenskämnesdidaktisk forskning har olika språkliga uttrycksformer i

    relation till meningsskapande fått en större uppmärksamhet och förankring. Det som däremot

    saknas är hur lärare designar den skrift- och bildspråkliga lärmiljön för att underlätta

    meningsskapande. Syftet med följande undersökning var följaktligen att studera och

    problematisera hur lärare iscensätter skrivundervisningen för att underlätta elevers

    meningsskapande genom bild som språklig uttrycksform. För att bemöta undersökningens

    syfte och frågeställningar utgjordes det empiriska materialet av deltagande observationer och

    semistrukturerade intervjuer, inom en etnografisk inspirerad forskningsansats. Målgruppen

    för undersökningen var legitimerade grundskollärare som för tidpunkten undersökningen

    genomfördes arbetade i årskurs 1-3. Resultatet pekade på en huvudpunkt – att många lärare

    ger utrymme för olika språkliga uttrycksformer i undervisningen för att underlätta elevers

    meningsskapande, trots att deras uttalanden kring språksynen pekade åt ett annat håll. Vidare

    styrkte resultatet att genomförandet av den nuvarande skolreformen Lgr11 inte fått den

    stadiga implementeringen hos många av grundskollärarna som styrdokumentet strävat efter.

    Undersökningen bidrar därmed med ny kunskap och inblick i hur lärare förhåller sig till

    undervisningens design för att underlätta meningsskapande, i ett samhälle som ställer allt

    högre krav på människans förmåga att kommunicera.

    Fulltekst (pdf)
    fulltext
  • 25.
    Barza, Sorina
    et al.
    Department of Engineering Sciences Physics and Mathematics, Karlstad University, SE-651 88 Karlstad, Sweden.
    Johansson, Maria
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Persson, Lars-Erik
    Luleå tekniska universitet, Institutionen för teknikvetenskap och matematik, Matematiska vetenskaper.
    A Sawyer duality principle for radially monotone functions in Rn2005Inngår i: Journal of Inequalities in Pure and Applied Mathematics, E-ISSN 1443-5756, Vol. 6, nr 2, artikkel-id 44Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Let f be a non-negative function on ℝn, which is radially monotone (0 < f↓ r). For 1 < p < ∞, g ≥ 0 and v a weight function, an equivalent expression for sup ∫ℝ fg/f↓r(∫ℝn fp v)1/p is proved as a generalization of the usual Sawyer duality principle. Some applications involving boundedness of certain integral operators are also given. © 2005 Victoria University

  • 26.
    Bergman, Lotta
    et al.
    Malmö högskola.
    Hultin, Eva
    Örebro universitet.
    Molloy, Gunilla
    Stockholms Universitet.
    Lundström, Stefan
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Makt, mening, motstånd: litteraturundervisningens dilemman och möjligheter2009Bok (Annet (populærvitenskap, debatt, mm))
  • 27.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, Pedagogik, språk och ämnesdidaktik.
    Dahlbäck, Ann-Charlotte
    Svensby and Böle School, Piteå Municipality, Sweden.
    Hagström, Anna-Karin
    Music & Dance School, Piteå Municipality, Sweden.
    Viklund, Sara
    Department of Creative Studies, Umeå University & Piteå Municipality, Sweden.
    Leading with care: four mentor metaphors in collaboration between teachers and researchers in action research (Translated from the Swedish and revised by the authors)2023Inngår i: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Mentoring is a central aspect of action research processes and raises ethical issues concerning roles and responsibilities, particularly when teachers and researchers collaborate. The purpose of the study is to explore mentoring and the roles of mentors in action research from an ethical stance. The theoretical basis is the philosophy of care ethics developed by the American educational philosopher, Nel Noddings. Participants in the study included one researcher and three teachers with experience serving as mentors in action research. Data collection included written reflections and collegial conversations on mentoring. Thematic analysis and the domain interactional model were used in the analysis, where four mentor metaphors in action research emerged: the gardener, the shepherd, the teacher and the bridge-builder. All roles can be practiced at the same time; sensitivity determines when a mentor moves in and out of different roles. The study finds that care ethics can contribute to an increased understanding of mentoring as something situated and relational, where a symmetrical approach between mentor and mentee is emphasized. The goal of mentoring should not be to treat everyone equally, but instead to build relationships on the individual level in order to establish mutual trust based on individual needs. The study shows that the four mentor metaphors can serve as a useful tool for critical reflection on the complexity of the mentor role and accordingly, the renegotiation of stereotypical mentor roles in relation to the quality of teaching.

    Fulltekst (pdf)
    epub
  • 28.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Ekberg, Niclas
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Leonardson, Joakim
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Westerberg, Mats
    Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, Innovation och Design.
    Westman, Susanne
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Developing teachers for the 21st century by focusing on professional competences2017Konferansepaper (Fagfellevurdert)
    Fulltekst (pdf)
    fulltext
  • 29.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, Pedagogik, språk och ämnesdidaktik.
    Graeske, Caroline
    Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, Pedagogik, språk och ämnesdidaktik.
    Praktiknära forskning i förskola och skola - undervisning, forskning och utveckling i samverkan2022 (oppl. 1)Bok (Annet vitenskapelig)
  • 30.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Jonsson, Gunnar
    Karlstads Universitet.
    Nordlund, Marie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Lärarstudenter som medforskande aktörer i praxisnära ämnesdidaktisk forskning2014Inngår i: NU 2014: Umeå 8-10 oktober : abstracts, Umeå: Umeå universitet. Pedagogiska institutionen , 2014, s. 66-Konferansepaper (Fagfellevurdert)
    Fulltekst (pdf)
    FULLTEXT01
  • 31.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Kostenius, Catrine
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Hälsa och rehabilitering.
    Students’ Experiences of Meaningful Situations in School2018Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, nr 4, s. 538-554Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper focuses on school situations students experienced as meaningful and how these experiences can guide educational improvement. Participants included 15 students in grade 3 from a Swedish school. In this qualitative study, the data consisted of drawings, multimodal productions, interviews, and field notes. The analysis resulted in four themes: Having the opportunity to learn in different spaces; Being free and able to participate; Experiencing caring and sharing, and Recognizing one’s own growth and achievement. The findings suggest that situations students find meaningful involve aspects of both learning and wellbeing. The practical implication for these results is that student-generated qualitative data can help indicate needs for educational improvement.

  • 32.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Lundström, Stefan
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Manderstedt, Lena
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Palo, Annbritt
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Why become a teacher?: Student teachers’ perceptions of the teaching profession and motives for career choice2018Inngår i: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 41, nr 3, s. 266-281Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of the study is to discursively identify student teachers’ perceptions of the teaching profession early in their education and their motives for this career choice. Students wrote a letter sharing thoughts on why they want to become a teacher, how they regard the teaching profession and if someone inspired them in their career choice. The empirical data consists of 259 student texts from three Swedish teacher education programmes. The study employed a qualitative method denoting different categorizations compared to previous studies, emphasising the idea of multiple motives for career choice and the link to student teachers’ evolving pedagogical identity. Major differences can be distinguished among the programmes, emphasising different main motives and shifting incipient pedagogic identities. The results indicate the value of organising teacher education programmes drawing on multiple motives, which is expected to contribute positively to completion of teacher education and teacher retention in future profession.

    Fulltekst (pdf)
    fulltext
  • 33.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Mitra, Dana
    The Pennsylvania State University.
    McCormick, Paul
    State College School District.
    Developing the researcher’s ethical leadership when researching with students2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Increasingly, research in schools is carried out with students, teachers, and school leaders, i.e. participatory approaches. Central of this kind of research is, for example, listening to student experience and students’ active participation in the research process. This issue of student voice and participation in research has ethical dimensions affecting the overall well-being of students. Ethical research together with students should protect participants from harm, offer opportunities for them to have a say in matters affecting them, show respect for their views, trust their competency as well as facilitate all participants’ willingness to share their views and to participate actively.

     

    Thus, participatory research is carried out in close cooperation with the students and their teachers, building relationships between participants and researchers. The nature of such research makes new demands for how research is conducted, emphasizing the researcher’s ethical leadership. In this paper, we will explore and discuss different ways of acting as a researcher, exemplified by cases from our research with students. The discussion focuses on these questions: How can researchers handle different relationships with students, teachers, and researchers? How can researchers negotiate different power relations? How can researchers attend to formal ethical guidelines of confidentiality and informed consent and still create relationships important for the successful outcome of this kind of research?

     

    We argue, that a researcher’s ethical leadership can be developed through careful consideration on the researcher’s role and ethical values connected to the research process. Such leadership may be oriented towards students’ experiences and views, their self-understanding and individual agency, accompanied by the researchers’ self-understanding and awareness. 

  • 34.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Westman, Susanne
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Re-considering the epistemology of student engagement in higher education2016Konferansepaper (Fagfellevurdert)
    Abstract [en]

    We want to reconsider and explore the epistemology of student engagement in higher education as part of a democratic and sustainable education, going beyond neo-liberal groundings. In our exploration, we mainly draw on the philosophy of Gilles Deleuze and his co-writers Felix Guattari and Claire Parnet.

    In contemporary educational systems, teachers are often urged to work with student engagement in various forms due to the connection between academic success and student engagement. Student engagement is being perceived as an important factor in quality measurements – a trend which can be connected to the neoliberal marketization focusing on performance, individualization, competition, goal-rationality and linear progression. This neo-liberal agenda produces new demands on education, changing students’ and teachers’ possibilities to act and become within higher education. In addition, some theories are prioritized which lead to narrowed and limited epistemologies for higher education and accordingly student engagement.

    Deleuze’s way of thinking challenge linearity and dualistic views of subject/object and process/product when emphasizing becoming, appreciating multiplicities and the unpredictable; what has not yet come into being. When ”doing” Deleuze in teacher education, we have considered ‘pedagogical relations’ to involve both human and non-human relations - assemblages that are both intercorporeal and entangled. Such assemblages open, according to Deleuze, for a rhizomatic thinking about learning where events are created that bear possibilities for all actors involved to become-multiple-others for a while. These processes of becoming runs through on-going affective, entangled and moving relationships and modes of existence.

    Although our exploration is mainly philosophical, we will connect our exploration to an ongoing project at our university. This attempt to reconsider the epistemology of student engagement, challenges structures, power-relations and epistemological pre-assumptions in higher education by creating disruptions, openings and lines of flight?

    Fulltekst (pdf)
    fulltext
  • 35.
    Bergqvist, Erik
    Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, Pedagogik, språk och ämnesdidaktik.
    An inquiry of different interpretations of programming in conjunction with mathematics teaching2022Inngår i: Bringing Nordic mathematics education into the future: Proceedings of Norma 20, The ninth Nordic Conference on Mathematics Education / [ed] Nortvedt, G. A.; Buchholtz, N. F.; Fauskanger, J.; Hähkiöniemi, M.; Jessen, B. E.; Naalsund, M.; Nilsen, H. K.; Pálsdóttir, G.; Portaankorva-Koivisto, P.; Radišić, J.; Sigurjónsson, J. Ö.; Viirman, O.; Wernberg, A., Svensk förening för MatematikDidaktisk Forskning - SMDF, 2022, , s. 234s. 17-24Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This article discusses computational thinking and programming in mathematics teaching and aims to shed light on different interpretations of what programming entails. The literature review revealed that there are mainly two ways of approaching programming in an educational context either by a narrow interpretation or a broader interpretation of programming. These different interpretations of programming are manifested in different ways in mathematics teaching. The narrow interpretation is manifested in an activity that focuses on learning to write code on a computer, while the broader interpretation of programming is displayed in activities with a focus on learning how solve problems in such a way it can be executed by a computer or by a human. Also, this article explores an appropriate programming activity within the context of mathematics education in Sweden. 

    Fulltekst (pdf)
    fulltext
  • 36.
    Bergqvist, Erik
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Tossavainen, Timo
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Johansson, Maria
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    An Analysis of High and Low Intercorrelations between Mathematics Self-Efficacy, Anxiety, and Achievement Variables: A Prerequisite for a Reliable Factor Analysis2020Inngår i: Education Research International, ISSN 2090-4002, E-ISSN 2090-4010, Vol. 2020, artikkel-id 8878607Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper draws on data from a quantitative study of upper secondary students' general mathematical self-efficacy, anxiety towards mathematics, and their relationship to achievement in mathematics. The main objective of this article is to discuss the type of information that may be lost if potential problems of validity and extreme multicollinearity in exploratory factor analysis would be solved by only removing variables without doing a profound analysis. We also describe a method that treats Likert items in the questionnaire as ordinal variables that may represent the underlying continuous variable. Our study shows, for example, that removal of problematic variables without a profound analysis leads to a loss of significant information about test anxiety. Our qualitative analysis of problematic variables also led to an unexpected finding regarding the relationship between general mathematical self-efficacy and motivational values in mathematics.

  • 37. Bergsten, Christer
    et al.
    Botten, G.
    Fuglestad, A-B
    Grevholm, Barbro
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Background document: The Education and competence development of mathematics teachers in Norway and Sweden2004Inngår i: Educating for the Future: proceedings of an International Symposium on Mathematics Teacher Education : preparation of mathematics teachers for the future / [ed] Rudolf Stræsser; G. Brandell; B. Grevholm; O. Helenius, Stockholm: The Royal Swedish Academy of Sciences , 2004, s. 9-38Konferansepaper (Fagfellevurdert)
  • 38. Bergsten, Christer
    et al.
    Grevholm, Barbro
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Introduction Mathematics and language2004Inngår i: Mathematics and language: proceedings of MADIF 4 : the 4th Swedish Mathematics Education Research Seminar : [MADIF 4] / [ed] Christer Bergsten; Barbro Grevholm, Linköping: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2004, s. 1-6Konferansepaper (Fagfellevurdert)
  • 39.
    Bergsten, Christer
    et al.
    Linköping University.
    Jablonka, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Interpreting students' reasoning through the lens of two different languages of description: integration or juxtaposition?2010Inngår i: Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education: January 28th - February 1st 2009 / [ed] Viviane Durand-Guerrier; Sophie Soury-Lavergne; Ferdinando Arzarello, Institut National de Recherche Pédagogique , 2010, s. 1555-1564Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This contribution exemplifies the interpretation of a common set of data by using two languages of description originating from different theoretical perspectives. One account uses categories from a psychological and the other from a sociological perspective. The interpretations result in different explanations for the students' struggles with sense making. However, the results cannot be integrated into a combined insight, but only be juxtaposed.

    Fulltekst (pdf)
    FULLTEXT01
  • 40.
    Bergsten, Christer
    et al.
    Linköping University.
    Jablonka, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Klisinska, Anna
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    A remark on didactic transposition theory2010Inngår i: Mathematics and mathematics education: Cultural and social dimensions: Proceedings of MADIF7, Stockholm, January 26-27, 2010 / [ed] Christer Bergsten; Eva Jablonka; Tine Wedege, Linköping: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2010, s. 58-68Konferansepaper (Fagfellevurdert)
  • 41.
    Bergsten, Christer
    et al.
    Linköpings universitet.
    Jablonka, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Klisinska, Anna
    Reproduction and distribution of mathematical knowledge in higher education: constructing insiders and outsiders2010Inngår i: Proceedings of the Sixth International Mathematics Education and Society Conference / [ed] Uwe Gellert; Eva Jablonka; Candia Morgan, Berlin: Freie Universität Berlin , 2010, Vol. 1, s. 150-160Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The design and conduct of calculus courses has been and is an object of curricular debates and reforms. By the reconstruction of the establishment of the mathematical sub-area now called ‘calculus' and its fundamental theorem as a piece of institutionalized mathematical knowledge for the purpose of its reproduction, we reconsider the notion of knowledge recontextualization within the field of knowledge production by showing that standardization of knowledge evolves in a dynamic relationship with its production. Interviews with mathematicians suggest that they, as teachers, create different recontextualization principles. In undergraduate teaching calculus they suggest to include the criteria of the field of knowledge production (e.g. proof) for the future ‘insiders', while for those who will not pursue a career within this field, the ‘outsiders', the criteria change towards computational efficiency.

    Fulltekst (pdf)
    FULLTEXT01
  • 42.
    Bergström, Denise
    Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, Pedagogik, språk och ämnesdidaktik.
    Har gloslistan en plats i språkklassrummet idag?2023Inngår i: Lingua, ISSN 0023-6330, nr 2, s. 26-29Artikkel, forskningsoversikt (Annet (populærvitenskap, debatt, mm))
  • 43.
    Bergström, Denise
    Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, Pedagogik, språk och ämnesdidaktik.
    ‘Solve the crossword’: an analysis of task design in EFL materials from a vocabulary perspective2023Inngår i: Language learning journal, ISSN 0957-1736, E-ISSN 1753-2167Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Learning vocabulary is a central and time-consuming endeavour for a language learner and it has thus been suggested that the foreign language classroom has to supply explicit support for students’ vocabulary development. A major source of explicit word focus is vocabulary exercises in teaching materials and students’ learning can be facilitated if they are designed in a way that is conducive to learning. Few studies have so far sought to establish what learning opportunities tasks in materials provide. The present study reports an analysis of the vocabulary exercises in three series of Swedish intermediate EFL materials, focusing on target vocabulary and learning conditions. The target vocabulary was analysed in terms of frequency distribution in general English and the learning conditions provided were studied using a modified version of the Involvement Load Hypothesis. The results indicate that learning is facilitated through extensive retrieval opportunities in the material. However, it was also found that the exercises seldom require students to use the target vocabulary and that it comprises primarily high-frequency words, that is, words that the learners are likely to already know. It is therefore concluded that a more systematic approach to vocabulary has to be adopted by materials developers to ensure that word-focused tasks contribute significantly to students’ learning.

    Fulltekst (pdf)
    fulltext
  • 44.
    Bergström, Denise
    Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, Pedagogik, språk och ämnesdidaktik.
    What guides vocabulary instruction in the EFL classroom?: An analysis of teacher beliefs and teaching materials in Swedish secondary school2023Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Given the complexity of EFL vocabulary development, learners need structured support in this endeavor (e.g., Schmitt, 2008). School can play a central role in providing this support, as the classroom is the shared language learning environment for students. It is therefore important that the EFL classroom is organized in a way that facilitates vocabulary learning (Newton, 2020). Although there is a large body of research relating to how vocabulary is learned and what vocabulary students need to learn (cf. Nation, 2011), there is a considerable research gap relating to how vocabulary learning is approached and supported in the classroom and thus the learning opportunities provided to learners. This paper presents the results from a doctoral dissertation situated in Swedish secondary school that seeks to understand vocabulary instruction by studying factors impacting classroom practice, namely conceptualizations of vocabulary learning and learning support in EFL teaching materials. 

    This paper reports a synthesis of the results from four studies; two qualitative interview studies with Swedish EFL teachers and materials developers, one corpus-based analysis of the texts in EFL teaching materials and one analysis of vocabulary exercises in materials using word frequency and the Involvement Load Hypothesis (Laufer & Hulstijn, 2001) as analytical tools. The synthesis shows two main themes in the findings, namely that vocabulary instruction is not seen as a central concern for the classroom and that vocabulary instruction is not guided by a systematic approach. The paper discusses these findings in relation to contextual factors, such as communicative language teaching (Schurz & Coumel, 2020) and extramural English (Sundqvist, 2020), and their implications for the learning support provided in the classroom. As the results indicate a gap between vocabulary theory and EFL teaching practice, the paper also reflects on how this gap can be bridged by directing attention to the research community.  

     

    References:

    Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22(1), 1–26. https://doi.org/10.1093/applin/22.1.1

    Nation, I. S. P. (2011). Research into practice: Vocabulary. Language Teaching, 44(4), 529–539. https://doi.org/10.1017/S0261444811000267 

    Newton, J. (2020). Approaches to learning vocabulary inside the classroom. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp. 255–270). Routledge. 

    Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329–363. https://doi.org/10.1177/1362168808089921 

    Schurz, A., & Coumel, M. (2020). Grammar teaching in ELT: A cross-national comparison of teacher-reported practices. Language Teaching Research. Advance online publication. https://doi.org/10.1177/1362168820964137

    Sundqvist, P. (2020). Sweden and informal language learning. In M. Dressman & R. Sadler (Eds.), The handbook of informal language learning (pp. 319–322). John Wiley & Sons.

  • 45.
    Bergström, Denise
    Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, Pedagogik, språk och ämnesdidaktik.
    Words in school: A study of vocabulary learning support in the Swedish EFL classroom2023Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    Vocabulary is a central but difficult aspect of learning English. EFL students face a considerable challenge in acquiring a vocabulary sufficient for communication, which means knowing many words and having a deep and varied knowledge of them. Researchers therefore argue that students need support to succeed in this endeavor, especially in an instructional context, where time and language exposure are limited. Although vocabulary research has provided many insights as concerns the nature of vocabulary learning, little is known about vocabulary learning in school. This thesis investigates vocabulary learning support in the Swedish secondary school EFL classroom in four empirical studies. The overall purpose of the studies was to illuminate the vocabulary component in areas that structure and organize the EFL classroom. It comprises two qualitative interview studies with teachers (n = 14) and materials developers (n = 8) respectively, and two content analyses of teaching materials focusing on the target words and learning conditions provided in the reading texts and the accompanying vocabulary exercises. 

    The results illuminate how vocabulary is positioned and how the vocabulary component is treated in the classroom. The findings from the interview studies show that although the teachers and the materials developers stated that vocabulary is important, they attested to not perceiving vocabulary as a prominent aspect of the EFL classroom. This was found to be a result of their understanding of vocabulary development as an incidental process. Much in the same vein, the interviewees expressed that they do not prioritize working explicitly with vocabulary in class and rely on words to be acquired when students engage in other activities. The results also show that the vocabulary component in the classroom is mainly unplanned, both in regard to both target words and vocabulary learning activities. Neither the teachers nor the materials developers reported any systematic approaches to planning vocabulary instruction. Similarly, the teaching material analyses reveal that the vocabulary component is not structured in a way that is in accordance with research-based suggestions. The thesis indicates that the Swedish EFL classroom is unlikely to provide sufficient vocabulary learning support, which, in turn, can have considerable implications for students’ learning in school. The findings are discussed in relation to central contextual factors such as communicative language teaching, the Swedish curriculum and extramural English. 

    Fulltekst (pdf)
    fulltext
  • 46.
    Bergström, Denise
    et al.
    Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, Pedagogik, språk och ämnesdidaktik.
    Norberg, Cathrine
    Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, Pedagogik, språk och ämnesdidaktik.
    Nordlund, Marie
    Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, Pedagogik, språk och ämnesdidaktik.
    Recycled or just frequent?: A corpus-based analysis of recycling in Swedish EFL materials2022Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The importance of word frequency for vocabulary development is generally agreed on (e.g., Ellis, 2002; Webb, 2014): the more frequently learners encounter a lexical item, the more likely they are to acquire it. As a result, it has been argued that it is beneficial for language learning if vocabulary input is structured in a way that ensures repeated encounters with target vocabulary. In the foreign language classroom, where the language input is limited, it can be difficult for the individual teacher to ensure that learners are encountering target words frequently enough (cf. Schmitt, 2019). Teaching materials can thus play a valuable role in the language classroom by being the source of structured vocabulary input, where target vocabulary is systematically recycled. Studies have evaluated teaching materials and their function as learning tools by investigating the amount of recycling in the books, using either the raw frequency of words or a type-token ratio. However, given that some words are inherently more frequent in the language, figures representing the extent of recycling may be misleading, as the recycled items may be words already known to the target students. 

    This paper presents a corpus-based textbook analysis where recycling is investigated numerically and the nature of the recycled items is also considered, that is, how frequent the recycled items are in general discourse. The corpus encompasses the texts from five series of intermediate EFL materials used in Swedish secondary schools (years 7–9)­. Lemmas occurring ten or more times were considered frequently recycled and thus possible to learn from the exposure. As the target students are intermediate learners, particular attention was paid to the amount of recycled mid-frequency vocabulary (cf. Schmitt & Schmitt, 2014) in the materials.

    The results indicate that although a considerable proportion of the lexical input is recycled ten or more times in the materials, the vast majority of the recycled items are high-frequency words, which students are likely to already know. Considering the target students, this means that the recycling figures cannot be considered favorable for vocabulary development. It thus appears that investigations of the recurrence of words may have to be complemented with analyses of their frequency profile to understand the vocabulary learning opportunities in language learning materials.

  • 47.
    Bergström, Denise
    et al.
    Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, Pedagogik, språk och ämnesdidaktik.
    Norberg, Cathrine
    Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, Pedagogik, språk och ämnesdidaktik.
    Nordlund, Marie
    Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, Pedagogik, språk och ämnesdidaktik.
    “The text comes first” – Principles guiding EFL materials developers’ vocabulary content decisions2023Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 67, nr 1, s. 154-168Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    One core aspect of learning a language is developing vocabulary, an endeavor that requires a structured and principled focus in the classroom. As the EFL textbook has a central position in the language learning classroom, it should have an important role to play in structuring vocabulary development. Yet, what guides decisions concerning the vocabulary content in textbooks has not been thoroughly studied. This paper presents an interview study with eight Swedish materials developers of frequently used EFL teaching materials aimed at school years 7–9. The results show that the materials developers focus primarily on providing engaging texts and base the vocabulary content on end users’ opinions and their own intuition. The study also indicates that word lists are construed as a tool primarily for reading comprehension rather than for vocabulary learning. The study concludes that vocabulary research findings appear to have a limited impact on decisions about vocabulary content.

    Fulltekst (pdf)
    fulltext
  • 48.
    Bergström, Denise
    et al.
    Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, Pedagogik, språk och ämnesdidaktik.
    Norberg, Cathrine
    Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, Pedagogik, språk och ämnesdidaktik.
    Nordlund, Marie
    Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, Pedagogik, språk och ämnesdidaktik.
    “Words are picked up along the way”: Swedish EFL teachers’ conceptualizations of vocabulary knowledge and learning2022Inngår i: Language Awareness, ISSN 0965-8416, E-ISSN 1747-7565, Vol. 31, nr 4, s. 393-409Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Vocabulary is a core feature of language proficiency, requiring explicit attention in the language classroom. As teachers’ conceptualizations influence their teaching, their understanding of vocabulary deserves closer attention. Yet, few teacher cognition studies focus on vocabulary, and even fewer on non-native teachers’ conceptualizations of vocabulary. This paper presents an interview study with Swedish EFL teachers at secondary school level. Fourteen teachers were interviewed about their beliefs and practices in relation to vocabulary development in the classroom. The study shows that despite a general understanding of the importance of vocabulary in language learning among the teachers, vocabulary was not seen as a learning objective in its own right. Closely connected to this understanding, the teachers showed a great reliance on incidental vocabulary learning, where words were understood as “picked up along the way” while doing other things, such as reading and playing games. It was also found that although the teachers showed an awareness of the many aspects involved in word knowledge, they mentioned few methods to work with them. The study suggests a need for a more explicit focus on vocabulary instruction in the language learning classroom.

    Fulltekst (pdf)
    fulltext
  • 49.
    Bergström, Denise
    et al.
    Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, Pedagogik, språk och ämnesdidaktik.
    Nordlund, Marie
    Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, Pedagogik, språk och ämnesdidaktik.
    Are students given equal opportunities to develop vocabulary knowledge? Swedish EFL teaching materials from a lexical perspective2023Inngår i: National Forum for English Studies, 26-28 April 2023: Abstracts, Västerås: Mälardalen University , 2023Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    English proficiency is a core skill for Swedish students today, as is visible in the curriculum for compulsory school where it is stated that school has a responsibility for ensuring that each student can “communicate in English, both in the spoken and written language” (Skolverket,2022, p. 13, our translation). To reach English language proficiency a substantial knowledge of vocabulary, both in terms of size and depth (Nation, 2022), is necessary. Vocabulary is, however, not prominent in the syllabus for English in Swedish compulsory school and studies have indicated that Swedish EFL teachers do not prioritize vocabulary instruction (Bergström et al., 2022). It has also been found that vocabulary learning is facilitated by systematicity and structure (Schmitt, 2019). The teaching material used in the classroom can be of support in reaching this structure in vocabulary learning, if it provides well-planned input. We have carried out a number of analyses of the vocabulary learning opportunities provided in Swedish EFL teaching materials for compulsory school. Taken together, the results indicate that thereis a lack of systematic approach to vocabulary in textbooks throughout compulsory school. Combined with the vague writings in the curriculum, this questions the support given to students in this respect. In this paper, we report on the compiled research findings and discuss the implications for equal opportunities in Swedish schools. We also present future directions for lexical analyses of teaching materials, informed by advances in linguistic research.  

    References:

    Bergström, D., Norberg, C., & Nordlund, M. (2022). “Words are picked up along the way” –Swedish EFL teachers’ conceptualizations of vocabulary knowledge and learning. Language Awareness, 31(4), 393–409. https://doi.org/10.1080/09658416.2021.1893326

    Nation, I. S. P. (2022). Learning vocabulary in another language (3rd ed.). Cambridge University Press.

    Schmitt, N. (2019). Understanding vocabulary acquisition, instruction, and assessment: Aresearch agenda. Language Teaching, 52(2), 261–274. https://doi.org/10.1017/S0261444819000053

    Skolverket. (2022). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2022 [Curriculum for the compulsory school, preschool class and the recreation centre 2022].Skolverket. 

  • 50.
    Bergström, Denise
    et al.
    Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, Pedagogik, språk och ämnesdidaktik.
    Strandberg, Agnes
    Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, Pedagogik, språk och ämnesdidaktik.
    Extramural Swedish: What out-of-school learning opportunities are there for Swedish as a second language learners?2024Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Adolescents who have newly arrived in Sweden face a considerable learning task in trying to acquire substantial Swedish proficiency in as little time as possible. One potential source of learning input could be out-of-school (extramural) exposure to the language, which has been identified as a key factor for students’ learning of English (e.g., Sundqvist, 2009). While the Swedish field of language education has considerable knowledge about the extramural English exposure of Swedish students, little attention has been directed to learners of Swedish in Sweden. Given that newly arrived students learning Swedish do so in a Swedish context means that they should have vast potential exposure to the language outside of school, which could facilitate their learning. However, Nuottaniemi (2023), as an example, highlights that many learners have few Swedish-speaking arenas outside of the classroom. This raises the question of the extent of extramural Swedish exposure for these learners. 

    This study draws on the considerable knowledge base concerning the learning opportunities in informal out-of-school language exposure. This has been found in many studies focusing on extramural English and Swedish learners of English (e.g., Sundqvist, 2009; Sylvén & Sundqvist, 2012). It has also been suggested that extramural exposure poses challenges in the classroom, as students come with different levels of knowledge (e.g., Sundqvist & Olin-Scheller, 2013). Knowledge concerning the extent of extramural Swedish exposure could provide valuable insights about the realities of the Swedish as an L2 classroom and what learning opportunities students have that complement their Swedish classes in school. Extramural Swedish encounters could potentially occur not only in real world interaction but also in digitized contexts, such as online or in popular culture. Thus, the paper sheds light on language and communication in the digital age. Moreover, qualitative insights concerning students’ encounters with different languages offer additional perspectives on how the social realities of the students impact their extramural exposure and choices. 

    The purpose of the study is to map the extent and nature of extramural Swedish that immigrant learners attending the Språkintroduktion program encounter. In this way, a knowledge gap is addressed as regards the informal Swedish learning opportunities of this student group. In this paper, the results of a pilot study mapping extramural Swedish exposure is presented. The data was gathered using self-reports in the form of language questionnaires and language diaries as well as follow-up interviews with learners. The follow-up interviews are valuable in this context, given the sociopolitical factors that have major impact on this group of learners. The paper shares tentative results concerning the amount of extramural Swedish exposure, a discussion on the methodological difficulties in gathering data in multilingual classes and an outline for the upcoming large-scale study where data is gathered from a larger sample and teacher perspectives are elicited for a deeper understanding of the classroom.

     

    References:

    Nuottaniemi, A. (2023). Flerspråkighetens gränser: Språkdidaktik på (o)jämlik grund i migrationernas tid [The limits to multilingualism: Language pedagogy on (un)equal grounds in the age of migrations] [Doctoral dissertation, Umeå University].

    Sundqvist, P. (2009). Extramural English matters: Out-of-school English and its impact on Swedish ninth graders’ oral proficiency and vocabulary [Doctoral dissertation, Karlstad University].

    Sundqvist, P., & Olin‐Scheller, C. (2013). Classroom vs. extramural English: Teachers dealing with demotivation. Language and Linguistics Compass, 7(6), 329–338. https://doi.org/10.1111/lnc3.12031

    Sylvén, L. K., & Sundqvist, P. (2012). Gaming as extramural English L2 learning and L2 proficiency among young learners. ReCALL, 24(3), 302–321. https://doi.org/10.1017/S095834401200016X 

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