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  • 1.
    Alerby, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Bengtsson, Jan
    Göteborgs universitet.
    Bjurström, Patrick
    Arkitekturskolan, KTH.
    Hörnqvist, Maj-Lis
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Kroksmark, Tomas
    Högskolan i Jönköping.
    Det fysiska rummets betydelse i lärandet2006In: Resultatdialog 2006: forskning inom utbildningsvetenskap, Stockholm: Vetenskapsrådet , 2006, p. 7-15Chapter in book (Other academic)
  • 2.
    Alerby, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Bengtsson, Jan
    Luleå tekniska universitet.
    Hörnqvist, Maj-Lis
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Kroksmark, Tomas
    Luleå tekniska universitet.
    Reflections on the signification of space in school from a life-world approach2002Conference paper (Other academic)
    Abstract [en]

    A school can be regarded from its spatial configuration. These spaces can create expectations and be experienced as inspiring, they can create opportunities but even limitations for the learning of teachers and pupils. Then, what conveys the impression of the spaces? How does the space formation affect the learning process? To what extent do the spaces in school give rise to human relations? What actions and thought space is constituted? A school building can from an architectural starting point be regarded from many perspectives, where perhaps the most prominent are the material characteristics. However, to understand a building only from material characteristics will not give a comprehensive view of the situation. Instead there are also both functional and aesthetic characteristics within a building. Added to that are complicated questions concerning the architecture formation in relation to the human. One way to approach these dimensions, from a scientific perspective, is to take the phenomenological movement as a point of departure, and to be more precise - the phenomenology of the life-world. We claim that it is possible to study and to make a theoretical set of concepts of the meaning of space within learning. This paper will discuss these questions from a life-world approach.

  • 3.
    Alerby, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Hörnqvist, Maj-Lis
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Det fysiska rummets betydelse i lärandet: möjlighet eller begränsning?2002Conference paper (Other academic)
  • 4.
    Alerby, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Hörnqvist, Maj-Lis
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Reflections from a school on a school2005In: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 6, no 2, p. 319-325Article in journal (Refereed)
    Abstract [en]

    School is one of the largest workplaces in Western society, and the school must be regarded as an important place in people's lives. A school materializes through the building, and today a lot of school buildings are in need of rebuilding and reorganization. A school does not get old only from a design and constructive perspective but also from a pedagogical perspective. In this paper we want to illuminate and discuss teachers' and pupils' reflections on significant spaces in the school. To develop an understanding of teachers' and pupils' reflections on the school building we gave some pupils and teachers the opportunity to use a digital camera to depict what they think are significant spaces within the school. With these photos as a point of departure the pupils and the teachers have been interviewed concerning their reflections on the space of the school. To conclude we want to emphasize that the architectural formation is experienced, interpreted and used in different ways by different people and that a building gets its significance first when people experience it, i.e., by looking at it, being in it, using it and reflecting on it.

  • 5.
    Alerby, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Hörnqvist, Maj-Lis
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Skolan som levt rum: rummets betydelse i lärandet i ljuset av livsvärldsfenomenologi2006In: Livsvärldsfenomenologi och hermeneutik: Aktuella humanvetenskapliga forskningsproblem, Helsingfors: Aleksanteri Institute , 2006Chapter in book (Other academic)
  • 6.
    Alerby, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Hörnqvist, Maj-Lis
    What does the school building mean?: teachers and students reflections on the school building2004Conference paper (Refereed)
  • 7.
    Hörnqvist, Maj-Lis
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Att uppleva sig duktig: ett parallellt lärande2000In: Lära om lärande, Lund: Studentlitteratur AB, 2000, p. 90-102Chapter in book (Other academic)
  • 8.
    Hörnqvist, Maj-Lis
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Developing competence: an interplay of local school and research1999Conference paper (Refereed)
  • 9.
    Hörnqvist, Maj-Lis
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Interspaces for learning?: A study of corridors in some Swedish schools in a historical perspective2011In: Educational dimensions of school buildings, Frankfurt: Peter Lang Publishing Group, 2011, p. 75-97Chapter in book (Other academic)
  • 10.
    Hörnqvist, Maj-Lis
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Physical interspaces in teaching and learning2004Conference paper (Refereed)
  • 11.
    Hörnqvist, Maj-Lis
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Plan för lärande: slutrapport från Projektet Lärande under eget Ansvar vid Bergaskolan i Smedjebacken1999Report (Other academic)
  • 12.
    Hörnqvist, Maj-Lis
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Upplevd kompetens: en fenomenologisk studie av ungdomars upplevelser av sin egen kompetens i skolarbetet1999Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this thesis is to understand young people’s experience of their own competence in schoolwork. The point of departure of the study has been a phenomenological perspective based on the lifeworld. A review of the research performed in the field of self-perceptions has been carried out. A total of nine classes in Form 8 of the Swedish compulsory school have participated in the study, which consists of two empirical parts. Part 1 is an interview survey. Part 2 consists of a letter survey. The empirical material was processed and analysed, initially each part on its own, and subsequently integrated in a combined presentation of results. The results present seven different thematic aspects of the experienced competence: a personal relationship, cognitive gain, controlling one’s actions, satisfaction with the product, acknowledgement, capacity, and being in phase. These themes are a means of capturing the meaning of the studied pupils’ experience of their competence in the schoolwork that they performed. The results are discussed on the basis of their significance for the pupils and their learning. Previous research in this sphere has been primarily related to traditional school subjects. The present results show that the pupils’ experience of their own competence focuses on much broader aspects of the learning process. Finally the thesis also elucidates different contextual aspects and their significance for experienced competence and learning.

  • 13.
    Hörnqvist, Maj-Lis (Editor)
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Kompetens att leda det goda lärandet: några bidrag i VFU-lärares kompetensutveckling2009Report (Other academic)
1 - 13 of 13
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Citation style
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  • de-DE
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  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
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  • text
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