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Granklint Enochson, PernillaORCID iD iconorcid.org/0000-0003-3349-226X
Publications (10 of 16) Show all publications
Kraus, A., Granklint Enochson, P. & Björn Milrad, M. (2016). On the Field of Tension of Media-Related Visual Cultures and the Demands of School: Empowering Teenage Pupils (in Sweden), and the Seeing Glasses as a Development of Camera Ethnography. In: Presented at: 25th Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE) at the University of Kassel: „Spaces for Education. Spaces of Education“, Kassel, 13-16 March, 2016: . Paper presented at 25th Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE): „Spaces for Education. Spaces of Education“, Kassel, 13-16 March, 2016.
Open this publication in new window or tab >>On the Field of Tension of Media-Related Visual Cultures and the Demands of School: Empowering Teenage Pupils (in Sweden), and the Seeing Glasses as a Development of Camera Ethnography
2016 (English)In: Presented at: 25th Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE) at the University of Kassel: „Spaces for Education. Spaces of Education“, Kassel, 13-16 March, 2016, 2016Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Digital media and adolescents is an emotive issue of pedagogy and Youth Studies. However, there is a lack of empirical studies on the impacts of imaginaries of pupils respectively the way how they visualize being in a technology enhanced classroom and research on the ethical dilemma connected to it (cp. Livingstone 2009). We investigate such impacts in terms of the effects of gazes, creating pedagogically desirable or undesirable relations.

The ideal of a childhood and youth free from the influences of digital media is still alive, though it is deeply thwarted by reality, as adolescents are surrounded by media right from the birth and they extensively use it in many different ways. (Cp. http://www.soi2014.se/) As a rather short-circuited consequence they are widely regarded as “competent” users of, and even as pioneers in using digital media. (Cp. Carlsson 2010, Livingstone & Bovill 2001, et al.) This “competence” is extensively used in school by using PCs as a source of information and for ICT-enhanced learning (evaluation of the Swedish campaign “one PC per pupil” see: Fleischer 2013).

At the same time, the fast technological development of new digital means and applications leads to a successively reduced control of the contacts of the kids with digital media. There is thus a rather fragile pedagogical frame of the indication of emancipative potentials of digital media. (Cp. Ofcom 2012) This is a problem as there is some evidence that the inventiveness and creativity of the use of digital media by young people is rather restricted; we meet a strong merchandised way of consuming media applications (Livingstone 2009). Furthermore, adolescents easily expose or unmask a person or themselves e.g. in terms of cyberbullying. Beside the competent, routinized and creative use of digital media, there is thus a certain amount of misuse or uncontrolled use of it.

In cooperation with the project “Global Perspectives on Learning and Development with Digital Video Editing Media” (see: digitmed.wordpress.com), our qualitative empirical analyses focus the course and interchange of the gazes of pupils in school creating “visual cultures”, in which social in- and exclusions take place and narratives and learning unfold. These “visual cultures” get a digital dimension by being edited as a film. Theoretically, we stick to the growing interest for the “gaze” in digital contexts (Vlieghe 2011, Friesen et al. 2009 et al.) translating the consciously as well as unconsciously experienced field of tension real “gazes” generate (cp. Sartre 2003, Lacan 1981, Foucault 1999) to virtual contexts.

In her “camera-ethnographic” approach Mohn (2006) examines possible interactional patterns, interdependencies and entanglements etc. of the gazes within video-graphical social research. 

Methods and Aims

The Seeing Glasses are spectacles with an inbuilt digital, video and audio recording camera. It is a new way of collecting data within Youth Studies about the contexts on which the wearers of the glasses set their gazes, as well as about reciprocating gazes. During one week pupils of a 9th grade wear the Seeing Glasses during the school lessons (in Sweden). Then, the pupils edit the film material in order to create films about `our life at school´. A stationary camera and participating observations document the classroom context.

In our studies we will analyze the course of attention of the youngsters, captured by the Seeing Glasses and investigate their visualizations of eye contacts in editing the film material, recorded by the stationery camera and by participating observation in terms of the mis-én-scenes, and on the educational work connected to it. By doing this, the analytical tools of Camera Ethnography will be used, put at stake and further developed.

National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-68319 (URN)
Conference
25th Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE): „Spaces for Education. Spaces of Education“, Kassel, 13-16 March, 2016
Available from: 2017-10-12 Created: 2017-10-12 Last updated: 2019-02-22Bibliographically approved
Granklint Enochson, P., Redfors, A., Dempster, E. R. & Tibell, L. A. E. (2015). Ideas about the human body among secondary students in South Africa. African Journal of Research in Mathematics, Science and Technology Education, 19(2), 199-211
Open this publication in new window or tab >>Ideas about the human body among secondary students in South Africa
2015 (English)In: African Journal of Research in Mathematics, Science and Technology Education, ISSN 1028-8457, Vol. 19, no 2, p. 199-211Article in journal (Refereed) Published
Abstract [en]

In this paper we focus on how South African students’ ideas about the human body are constituted in their descriptions of three different scenarios involving the pathway of a sandwich, a painkiller and a glass of water through the body. In particular, we have studied the way in which the students transferred ideas between the sandwich and the painkiller compared with the students' ability to explain the water pathway. The study surveyed 161 ninth-grade students in five different schools in South Africa. Data collection methods used were: drawings, written questions (open-ended items) and interviews with selected students. The questions emerged from the three scenarios—what happens in the body when you eat a sandwich, swallow a painkiller and drink a glass of water. We report that it is difficult for the students to transfer knowledge of the digestive system horizontally from the sandwich scenario to descriptions of the painkiller and water scenarios. The integration of three organ systems (digestive, circulatory and excretory) to describe the water scenario was even more difficult for the students than the horizontal transfer from the sandwich scenario. The students also showed a diversity of non-scientific descriptions, especially concerning the water scenario. The paper discusses why a large percentage of the students (∼50%) included non-scientific ideas in their decriptions of the water scenario.

Place, publisher, year, edition, pages
Routledge, 2015
Keywords
Students’ ideas, organ system, biology, horizontal transfer, integration of body systems
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-43885 (URN)10.1080/10288457.2015.1050804 (DOI)000375526000008 ()2-s2.0-85006445965 (Scopus ID)
Available from: 2015-06-09 Created: 2015-06-09 Last updated: 2018-04-18Bibliographically approved
Granklint Enochson, P. (2015). Students’ Ideas about the Human Body among Secondary Students in South Africa and Sweden. In: Conference proceedings. HICE 2015, 13th Annual Hawaii International Conference on Education: . Paper presented at HICE 2015, 13th Annual Hawaii International Conference on Education, Honolulu, USA, January 5-8, 2015.
Open this publication in new window or tab >>Students’ Ideas about the Human Body among Secondary Students in South Africa and Sweden
2015 (English)In: Conference proceedings. HICE 2015, 13th Annual Hawaii International Conference on Education, 2015Conference paper, Published paper (Refereed)
Abstract [en]

Grade 9 students’ ideas of the pathway of food, water and painkiller were investigated. We found differences in pattern especially among the students with nonscientific explanations models. Concerning water: In the Swedish study does students described a tube transporting water from the mouth directly to the kidneys (~25% of the students). But in South African students who describe that water from the mouth passes through the lungs further to the stomach (~50% of the students)

National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-41977 (URN)
Conference
HICE 2015, 13th Annual Hawaii International Conference on Education, Honolulu, USA, January 5-8, 2015
Available from: 2015-04-09 Created: 2015-04-09 Last updated: 2015-11-10Bibliographically approved
Granklint Enochson, P., Davidsson, E. & Jakobsson, A. (2015). Teachers Using of Analogy in Science Classrooms in High and Low Achieved Schools in Sweden.. In: HICE 2015, Hawaii International Conference on Education, Honolulu USA: . Paper presented at HICE, Hawaii International Conference on Education, Honolulu USA.
Open this publication in new window or tab >>Teachers Using of Analogy in Science Classrooms in High and Low Achieved Schools in Sweden.
2015 (English)In: HICE 2015, Hawaii International Conference on Education, Honolulu USA, 2015Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The study investigates science teachers’ use of analogies in lesson introductions for 9th grade students and focuses on the level of abstraction and the extent of using analogies. Furthermore we compare the teachers’ lesson introductions and use of analogies from the perspective of high and low performing schools. Our preliminary results point to richer use of analogies in high performing schools. There seem also to be differences in what kind of analogies that are used.

National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-41914 (URN)
Conference
HICE, Hawaii International Conference on Education, Honolulu USA
Note

Ej belagd 20151110

Available from: 2015-04-09 Created: 2015-04-09 Last updated: 2016-01-08Bibliographically approved
Granklint Enochson, P. (2013). Ideas about the human body among secondary students. In: : . Paper presented at ESERA (European Science Education Research Association), Nicosia, Cyprus, September 2-7, 2013.
Open this publication in new window or tab >>Ideas about the human body among secondary students
2013 (English)Conference paper, Published paper (Refereed)
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-44719 (URN)
Conference
ESERA (European Science Education Research Association), Nicosia, Cyprus, September 2-7, 2013
Available from: 2015-06-17 Created: 2015-06-17 Last updated: 2015-06-18Bibliographically approved
Granklint Enochson, P. (2013). Recent Dissertations: Pernilla Granklint Enochson, 2012: About the organ systems and their function - analyse of students answers in Sweden and South Africa: Publicerad i: NorDiNa(2013) Vol 9, No 2, s 219.
Open this publication in new window or tab >>Recent Dissertations: Pernilla Granklint Enochson, 2012: About the organ systems and their function - analyse of students answers in Sweden and South Africa: Publicerad i: NorDiNa(2013) Vol 9, No 2, s 219
2013 (English)Other (Other academic)
Publisher
p. 1
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Pedagogics
Identifiers
urn:nbn:se:lnu:diva-38076 (URN)
Available from: 2014-11-06 Created: 2014-11-06 Last updated: 2016-04-28Bibliographically approved
Granklint Enochson, P., Redfors, A., Dempster, E. & Tibell, L. (2012). Ideas about the human body among secondary students in South Africa and Sweden. In: Science & technology education for development, citizenship and social justice: IOSTE XV, Tunisia 2012. Paper presented at XV IOSTE (International Organization for Science and Technology Education) International Symposium: "Science & Technology Education for Development, Citizenship and Social Justice", Hammamet, Tunisia, October 30-November 2, 2012. International Organization for Science and Technology Education
Open this publication in new window or tab >>Ideas about the human body among secondary students in South Africa and Sweden
2012 (English)In: Science & technology education for development, citizenship and social justice: IOSTE XV, Tunisia 2012, International Organization for Science and Technology Education, 2012Conference paper, Published paper (Refereed)
Abstract [en]

In both Sweden and South Africa, the science curriculum for the secondary level emphasizes learning about the functioning of the human body. Both curricula also emphasize the importance of living a healthy life. In this paper the focus is on how students’ ideas about the human body are constituted in explanations of three different scenarios, and in what way the students are transferring explanations between these scenarios. The study surveyed 161 9th grade students in five different schools in South Africa, and discusses the results in perspective of a previous study involving 88 students in Sweden. In both countries issues about body and health are discussed in several different subjects in school. The same data collection methods were used in both countries: drawings, written questions (open-ended and multiple-choice items), and interviews with selected students. The questions emerge from three scenarios: what happens in the body when you eat an open sandwich, drink water, and swallow a painkiller. We report that it is difficult for the students to horizontally transfer knowledge of the digestive system to other less well-known scenarios. In comparing the use of three systems in the painkiller-scenario to the horizontal transfer between the sandwich- and the painkiller-scenarios we see that the difference is much less pronounced in South African results compared to the Swedish study. There are more similarities than differences between the results of this South Africa study and results obtained in Europe, but there are also differences especially with regard to non-scientific ideas about the human body.

Place, publisher, year, edition, pages
International Organization for Science and Technology Education, 2012
Keywords
Students’ ideas, Organ systems, Horizontal and vertical transfer
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-44718 (URN)
Conference
XV IOSTE (International Organization for Science and Technology Education) International Symposium: "Science & Technology Education for Development, Citizenship and Social Justice", Hammamet, Tunisia, October 30-November 2, 2012
Available from: 2015-06-17 Created: 2015-06-17 Last updated: 2015-06-23Bibliographically approved
Granklint Enochson, P. (2012). Om organsystemens organisation och funktion: analys av elevsvar från Sverige och Sydafrika. (Doctoral dissertation). Linköping: Linköping University Electronic Press
Open this publication in new window or tab >>Om organsystemens organisation och funktion: analys av elevsvar från Sverige och Sydafrika
2012 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [sv]

Syftet med denna avhandling är att studera svenska och sydafrikanska elevers föreställningar om kroppens byggnad och funktion, samt hur dessa föreställningar påverkar närliggande frågeställningar. Datainsamling har skett genom att flera olika typer av enkäter samt intervjuer använts. Samtliga elever som deltog gick i årskurs nio. Det var 88 elever i den svenska och 166 i den Sydafrikanska datainsamlingen.

Resultaten visar att elever har en god förmåga att beskriva matspjälkningssystemet då de beskriver en smörgås väg genom kroppen, och de visar även god förmåga att koppla samman blodsystemet till matspjälkningsorganen för detta scenario. Däremot har eleverna svårigheter att överföra denna kunskap till ett nytt sammanhang då de skulle beskriva en värktabletts väg genom kroppen. Eleverna hade inte fått undervisning om värktablettens väg genom kroppen, så detta var ett nytt sammanhang för dem. Det visade sig vara än svårare för eleverna att koppla samman ytterligare ett organsystem, det vill säga urinorganen, när de skulle beskriva vattnets väg genom kroppen. Trots att urinorganen finns beskrivna i läroboken och eleverna hade fått undervisning om dessa. Det fanns också elever som visade icke vetenskapligt vedertagna modeller och beskrev vattnets väg genom kroppen genom att rita ett rör direkt från halsen till njuren. Dessa elever kunde inte beskriva njuren främsta funktion som är att rena blodet. En liknande studie genomfördes i fem Sydafrikanska skolor och det visade sig att den i Sverige, och i andra europeiska studier, vanliga icke vetenskapliga förklaringen med en direktkoppling mellan matspjälkningsorganen och njurarna var mycket ovanlig bland dessa elever. Nästan hälften av de sydafrikanska eleverna visade istället en föreställning om att vattnet passerar lungorna på sin väg till magsäcken. Det fanns även mindre mängd elever som även ansåg att maten skulle passera lungorna innan magsäcken. När det gäller vattenfrågan har en djupare analys gjorts på 5 av de svenska elevernas enkät- och intervjusvar. Det visade sig att elevernas föreställningar antingen var desamma eller förändrades till en mindre sofistikerad förklaringsmodell mellan enkät och intervjusvar då det gällde vattnets väg genom kroppen, detta skiljer sig från frågeställningen med smörgåsen där intervjun visade på liknande eller bättre resultat.

Abstract [en]

The purpose of this thesis is to study Swedish and South African students’ beliefs about the body and its functions, and how these ideas correlated with answers to associated questions. Data was obtained from several different types of surveys and interviews. All the students who participated in the studies were in grade nine. There were 88 students in the Swedish data collection and 166 in the South African data collection.

The results show that students have the ability to describe the digestive system when they describe a sandwich pathway through the body, and also the ability to link the circulatory system to the digestive system. However, students have difficulties to transfer this knowledge to a new context when they were asked to describe a painkiller’s pathway through the body. The painkiller pathway through the body had not been taught in school. But it was even more difficult for students to connect three organ systems, namely the excretory system, as was the case when they were asked to describe the pathway of water through the body. Although the excretory system is described in the textbook and the students had been taught about the same. There were also students using non-scientific ideas and drew a pipe directly from the throat to the kidney. These students found it more difficult to understand the function of the kidneys. A similar study was conducted in five South African schools where it was found, contrary to Sweden and other European studies, students describing that water is passing through the lungs on its way to the stomach, some students also said that the food would pass through the lungs before the stomach. Some of the students clarified that water and for that matter, the food, passes the lungs to purify it. A deeper analysis has been done regarding the water on five Swedish students' questionnaire and interview responses. It turned out that students' ides were either the same or changed to a less sophisticated explanation in the interview responses compared to the answer in the questionnaires when it came to the pathway of water through the body, this is different from the question of the sandwich where the interview showed similar or more sophisticated results.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2012. p. 102
Series
Studies in Science and Technology Education, ISSN 1652-5051 ; 51
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Pedagogics
Identifiers
urn:nbn:se:lnu:diva-38060 (URN)978-91-7519-960-3 (ISBN)
Public defence
2012-03-16, Aulan, Hus 7, Högskolan Kristianstad, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2014-11-06 Created: 2014-11-06 Last updated: 2016-04-28Bibliographically approved
Granklint Enochson, P. & Redfors, A. (2012). Students' ideas about the human body and their ability to transfer knowledge between related scenarios. European Journal of Health and Biology Education, 1(1 & 2), 3-29
Open this publication in new window or tab >>Students' ideas about the human body and their ability to transfer knowledge between related scenarios
2012 (English)In: European Journal of Health and Biology Education, ISSN 2165-8722, Vol. 1, no 1 & 2, p. 3-29Article in journal (Refereed) Published
Abstract [en]

Analyses of students’ ideas about the organ system in the human body and how these relate to their thoughts about living a healthy life are presented. The study concerns 9th grade students (15/16 years) in Sweden. The empirical data consists of drawings and answers to written questions, both open and multiple-choice, and interviews with students and teachers. Comparing explanations of a well known scenario (eating a sandwich) to other that are less often discussed (taking a painkiller and drinking water) we report that it is difficult for the students to transfer knowledge of pathways in the digestive system shown in explanations of the sandwich-scenario to the other scenarios. Most difficulties are shown for explanations of the drinking of water, since these explanations require connection of three different organ systems . More than half of the interviewed students believed that there is nutritious substance in water, but most of them were unable to specify what it would be. The students with the most developed understanding of the painkiller pathway were satisfied with taking medical substances to elude pain, and were not interested in other alternatives.

Keywords
students’ ideas, organ system, painkiller, horizontal transfer
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Pedagogics
Identifiers
urn:nbn:se:lnu:diva-38074 (URN)
Available from: 2014-11-06 Created: 2014-11-06 Last updated: 2016-04-28Bibliographically approved
Granklint Enochson, P. & Redfors, A. (2011). Fem elevers föreställningar om organsystem: vad händer i kroppen när vi dricker vatten?. NorDiNa: Nordic Studies in Science Education, 7(2), 160-178
Open this publication in new window or tab >>Fem elevers föreställningar om organsystem: vad händer i kroppen när vi dricker vatten?
2011 (Swedish)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 7, no 2, p. 160-178Article in journal (Refereed) Published
Abstract [en]

It has earlier been shown on a group level that it is difficult for 9th grade students (15-16 years old) in a Swedish school to understand how water is transported in the human body. The detailed analysis of five Swedish students in the 9th and final year of compulsory school concerning their ideas about water transportation is presented here. The empirical data consists of drawings, answers to a questionnaire with both open ended and multiple-choice questions, and student interviews. The analysis shows that all the students struggle to produce explanations involving the three organ systems: digestive, blood and excretion systems and they seem to use a variety of explanatory models as basis for their reasoning. Possible ways of understanding this are discussed together with implications for future teaching

National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Pedagogics
Identifiers
urn:nbn:se:lnu:diva-38073 (URN)
Available from: 2014-11-06 Created: 2014-11-06 Last updated: 2017-12-05Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3349-226X

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