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Danielsson, Kristina, ProfessorORCID iD iconorcid.org/0000-0002-4842-7869
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Publications (10 of 78) Show all publications
Patron, E., Wernholm, M., Danielsson, K., Palmér, H. & Ebbelind, A. (2024). An Exploration of How Multimodally Designed Teaching and the Creation of Digital Animations can Contribute to Six-Year-Olds' Meaning Making in Chemistry. Education Sciences, 14(1), Article ID 79.
Open this publication in new window or tab >>An Exploration of How Multimodally Designed Teaching and the Creation of Digital Animations can Contribute to Six-Year-Olds' Meaning Making in Chemistry
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2024 (English)In: Education Sciences, E-ISSN 2227-7102, Vol. 14, no 1, article id 79Article in journal (Refereed) Published
Abstract [en]

Previous research shows that pupils’ participation in educational activities increases when they are allowed to use several forms of expression. Furthermore, digital media have become increasingly prominent as “carriers” of meaning in chemistry education. Based on that, this paper aims to explore ‘what is happening’ and ‘what is possible’ when six-year-old pupils participate in multimodally designed learning activities and create digital animations of water molecules and phase changes of water. This study is qualitative and draws on the frameworks of social semiotics and Designs for Learning, DfL, where teaching and learning are seen as a multimodal design. The Learning Design Sequence model, developed within DfL is used as a basis for the lesson design and as an analytical tool. The analyzed data were generated by filming when pupils participated in multimodal learning activities, created digital animations, and participated in meta-reflective discussions regarding their digital animations. The main findings are that multimodally designed lessons can increase pupils’ meaning making in chemistry, that the creation of digital animations may both increase pupils’ participation and support their meaning making, and that meta-reflection of pupils’ representations is an important part of the lesson design.

Place, publisher, year, edition, pages
MDPI, 2024
National Category
Didactics
Research subject
Education, Didactics
Identifiers
urn:nbn:se:lnu:diva-126327 (URN)10.3390/educsci14010079 (DOI)001149466500001 ()2-s2.0-85183092320 (Scopus ID)
Available from: 2024-01-10 Created: 2024-01-10 Last updated: 2024-02-14Bibliographically approved
Patron, E., Wernholm, M., Danielsson, K., Ebbelind, A. & Palmér, H. (2024). Meningsskapande i kemi genom multimodal undervisning. In: Helena Ackesjö & Katarina Herrlin (Ed.), Att undervisa barn i skolstartsålder: (pp. 129-142). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Meningsskapande i kemi genom multimodal undervisning
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2024 (Swedish)In: Att undervisa barn i skolstartsålder / [ed] Helena Ackesjö & Katarina Herrlin, Malmö: Gleerups Utbildning AB, 2024, p. 129-142Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2024
National Category
Didactics
Research subject
Natural Science, Science Education
Identifiers
urn:nbn:se:lnu:diva-125849 (URN)9789151110714 (ISBN)
Available from: 2023-12-01 Created: 2023-12-01 Last updated: 2024-01-03Bibliographically approved
Patron, E., Wernholm, M., Danielsson, K., Palmér, H. & Ebbelind, A. (2023). An exploration of how multimodal teaching and the creation of digital animations contribute to six-year-olds' meaning-making in chemistry. In: : . Paper presented at 31st EECERA annual conference, 30th August – 2nd September 2023, Cascais, Portugal.
Open this publication in new window or tab >>An exploration of how multimodal teaching and the creation of digital animations contribute to six-year-olds' meaning-making in chemistry
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2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper aims to explore how well-designed multimodal teaching affects pupils' meaning-making and ‘what’s happening’ and ‘what’s possible’ when pupils create multimodal digital animations of water molecules and phase changes of water. Previous research has shown that pupils’ participation in educational activities increases when they are allowed to use several forms of expression (Petersen, 2020). The project is qualitative and draws on the frameworks of social semiotics (e.g., see Kress et al., 2001) and Designs for Learning, DfL (Selander, 2008), where teaching and learning are seen as a multimodal design. The Learning Design Sequence model, developed within DfL is used as an analytical tool. Data has been generated by filming when pupils, in pairs or small groups, create digital animations in Chemistry. Afterwards, the children while showing their digital animations were asked about what they had been doing and what their intentions behind certain actions had been (cf. Wernholm & Reneland-Forsman,2019). The project adheres to the ethical considerations regarding informed consent, anonymity, and the right to withdraw participation without giving a reason. The researchers were sensitive and paid particular attention to the children’s nonverbal communication to ascertain genuine consent to participation. Preliminary results indicate that well-designed multimodal activities where pupils both create and reflect upon their digital animations appear to contribute to increased meaning-making in Chemistry. Thus, this project contributes with implications for early years of schooling by showing how using digital tools can create conditions for children’s participation and meaning-making in Chemistry.

Keywords
Designs for learning, digital animations, digital tools, Learning Design Sequence, multimodality, chemistry education
National Category
Educational Sciences Pedagogy
Research subject
Natural Science, Science Education; Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-124033 (URN)
Conference
31st EECERA annual conference, 30th August – 2nd September 2023, Cascais, Portugal
Projects
Digitala verktyg och digital kompetens i förskolans- och skolans undervisning
Available from: 2023-09-04 Created: 2023-09-04 Last updated: 2023-09-05Bibliographically approved
Danielsson, K., Bergh Nestlog, E., Jeppsson, F. & Tang, K.-S. (2023). Analysing Interaction in Science Classrooms: A Comparative Study of two Discourse Analysis Frameworks. Educare (1), 1-32
Open this publication in new window or tab >>Analysing Interaction in Science Classrooms: A Comparative Study of two Discourse Analysis Frameworks
2023 (English)In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1, p. 1-32Article in journal (Refereed) Published
Abstract [en]

One central issue for research in classrooms is to provide insights concerning characteristics of classroom interaction that can help teachers improve their teaching. In the present study, we analyse spoken interaction in one elementary physics classroom by the use of two different frameworks, targeting similar aspects of social communication, namely how discourse patterns shape the relations between participants. The two frameworks utilized are on the one hand analyses of the communicative approach according to Mortimer and Scott, combined with analyses of discourse patterns such as IRE-patterns, and on the other hand analyses related to the interpersonal meta-function in Halliday’s systemic-functional grammar, SFG. The aim was to highlight possibilities and limitations of the different frameworks. 

Our analyses reveal that the two analytical frameworks have partly the same, partly different affordances concerning what they can reveal about classroom interaction. The analyses of the communicative approaches have the potential of elucidating discursive patterns and power relations at a general level, while the analyses based on SFG can provide more details about the power relations in terms of how the participants actually structure their utterances. The results are also discussed regarding implications for education.

Place, publisher, year, edition, pages
Malmö universitet, 2023
Keywords
Classroom discourse, Communicative approach, Science education, Speech functions, Systemic functional linguistics
National Category
Didactics
Research subject
Education, Didactics
Identifiers
urn:nbn:se:lnu:diva-119562 (URN)10.24834/educare.2023.1.752 (DOI)
Funder
Swedish Research Council, 2017-03478
Available from: 2023-02-27 Created: 2023-02-27 Last updated: 2023-03-28Bibliographically approved
Ebbelind, A., Palmér, H., Selander, S., Danielsson, K., Wernholm, M. & Patron, E. (2023). Bedömning i förskolan. In: Bim Riddersporre, Susanne Kjällander och Jonas Stier (Ed.), Den utbildningsvetenskapliga kärnan för förskolan: (pp. 316-333). Natur och kultur
Open this publication in new window or tab >>Bedömning i förskolan
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2023 (Swedish)In: Den utbildningsvetenskapliga kärnan för förskolan / [ed] Bim Riddersporre, Susanne Kjällander och Jonas Stier, Natur och kultur, 2023, p. 316-333Chapter in book (Other academic)
Place, publisher, year, edition, pages
Natur och kultur, 2023
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences; Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-125946 (URN)9789127464872 (ISBN)
Available from: 2023-12-09 Created: 2023-12-09 Last updated: 2024-01-23Bibliographically approved
Danielsson, K. & Wernholm, M. (2023). Designs for learning and changing texts - demands for future of education: Pupils' positioning during joint multimodal text creation. In: Designing Futures: The 11th international conference on multimodality. Paper presented at ICOM 11 27-29 September 2023. London
Open this publication in new window or tab >>Designs for learning and changing texts - demands for future of education: Pupils' positioning during joint multimodal text creation
2023 (English)In: Designing Futures: The 11th international conference on multimodality, London, 2023Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In a project with an overall aim to explore ‘what’s happening’ and ‘what’s possible’ in terms of how pupils made meaning about different subject content and what signified their interaction with each other and with the tools provided, we let young pupils create multimodal texts in small groups in different subject areas. In one sub-study, we analysed how the pupils positioned themselves and each other (e.g., by taking leadership over one’s peers, or by refusing to take part in the activity) through their multimodal interaction when jointly creating fairy tales by use of different tools, such as papers, pencils and crayons, or a digital application for making animations. In the study, we followed the process when pupils in a grade 2 classroom during three different small-group activities i) created handwritten fairy tales, ii) drew images, and then, iii) transformed them into animated multimodal texts by using a digital application. Data was generated through video-recordings, pupils’ multimodal texts (writing and drawings), teaching materials, and lesson plans. The study is theoretically grounded in the designs for learning (DFL) perspective and the Learning Design Sequence Model was used as an analytical tool (see for example Björklund Boistrup & Selander 2022, Kress & Selander 2012, Selander 2008). One aspect of the model concerns how students are positioned and how they position themselves during the teaching and learning activities. The teacher’s design for learning - including her planned activities and the resources made available for the pupils - appeared to have a great impact on what happened and what became possible for the pupils in their design in learning and what competencies the pupils could (and chose) to draw upon in the different activities. An important result was that the pupils positioned themselves and each other in quite different ways during small-group activities, e.g., if someone took a leading position while others acted as followers, or if their positions were more equal. The ways that these positions differed between activities could partly be explained by the different affordances of the resources provided, as well as the teacher’s design. 

Place, publisher, year, edition, pages
London: , 2023
Keywords
multimodal knowledge representations, designs in learning, learning design sequences, social positioning
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-124945 (URN)
Conference
ICOM 11 27-29 September 2023
Available from: 2023-09-28 Created: 2023-09-28 Last updated: 2023-10-05Bibliographically approved
Nilsen, M., Petersen, P. & Danielsson, K. (2023). Digital högläsning för flerspråkande i förskolan. Utbildning & lärande, 17(4)
Open this publication in new window or tab >>Digital högläsning för flerspråkande i förskolan
2023 (Swedish)In: Utbildning & lärande, ISSN 1653-0594, Vol. 17, no 4Article in journal (Refereed) Published
Abstract [en]

This study examined the potential for children’s multilingual development supported by a digital e-book application (Polyglutt) used in Swedish preschools. The analysis focused on the app’s software design and the reflections of 17 preschool teachers in a large Swedish city, many of whom work with multilingual groups of children. A social semiotic perspective of multimodality was utilized to evaluate the app’s potential and a qualitative content analysis was employed to analyse the interviews. Findings indicated that the app was popular among the teachers and was considered an efficient tool for read-aloud activities, although the potential for multilingual purposes was rarely realized. The analysis shows that the app has potential for multilingual interaction, yet the design does not always make this clearly visible. Didactic implications of the use of the application are critically discussed.

Place, publisher, year, edition, pages
Högskolan Dalarna, 2023
Keywords
digital e-book app, multilingualism, preschool, multimodality, digital e-bokapplikation, flerspråkighet, förskola, multimodalitet
National Category
Didactics Pedagogical Work Languages and Literature
Research subject
Humanities, Swedish as a Second Language; Humanities, Swedish Didactics; Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-125764 (URN)10.58714/ul.v17i4.18253 (DOI)
Projects
Digitala verktyg och digital kompetens i förskolans och skolans undervisning
Available from: 2023-11-22 Created: 2023-11-22 Last updated: 2024-01-23Bibliographically approved
Wanselin, H., Danielsson, K. & Wikman, S. (2023). Meaning-Making in Ecology Education: Analysis of Students’ Multimodal Texts. Education Sciences, 13(5), Article ID 443.
Open this publication in new window or tab >>Meaning-Making in Ecology Education: Analysis of Students’ Multimodal Texts
2023 (English)In: Education Sciences, E-ISSN 2227-7102, Vol. 13, no 5, article id 443Article in journal (Refereed) Published
Abstract [en]

Teaching and learning in ecology depend on multimodality, involving semiotic resourcessuch as visual representations, subject-specific symbols, and written and spoken language. Furthermore, the ecology field involves complex processes and relationships, presenting student challenges.However, more research has yet to investigate how students design multimodal texts to representcomplex biological processes. For a holistic understanding of ecology, it is crucial to understanddifferent complex processes, such as the matter cycle, energy flow, decomposition, and their relations.Therefore, this study aims to, through multimodal text analysis based on systemic functional linguistics (SFL), identify how secondary students collectively present and combine such processes and howthey position themselves through their textual choices. Results indicate that representing biologicalprocesses comprises several challenges for students. One way in which this is shown is the unclearuse and meaning of arrows. Thereto, the students include various aspects uncommon in the fieldof ecology, for example, symbols inspired by comic books, values, and the role of humans, therebyrelating ecosystems to their interests and everyday life. Implications for teaching are discussed, forinstance, the importance of supporting students in terms of scientific content and how to represent it,which can be conducted through text discussions. 

Place, publisher, year, edition, pages
MDPI, 2023
Keywords
multimodal texts, systemic functional linguistics, ecology education
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-120547 (URN)10.3390/educsci13050443 (DOI)001009657300001 ()2-s2.0-85160109806 (Scopus ID)
Available from: 2023-05-05 Created: 2023-05-05 Last updated: 2023-08-09Bibliographically approved
Wernholm, M., Danielsson, K., Ebbelind, A., Palmér, H. & Patron, E. (2023). Pupils creating digital animations in the early years of schooling. In: : . Paper presented at NERA Conference 2023 15 – 17 March Oslo.
Open this publication in new window or tab >>Pupils creating digital animations in the early years of schooling
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2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Research show that the use of computers and other digital tools such as tablets, smartboards and game consoles is rapidly becoming a reality in early-childhood educational settings and in the early years of schooling in Sweden. Thus, an important question is what potential digital tools and digital resources has to increase pupils’ meaning making when integrated into educational practices. Therefore, the aim of this project is to explore ‘what’s happening’ and ‘what’s possible” when pupils in small groups create digital animations together. The theoretical base for the project is Designs for Learning (DfL), according to which teaching, and learning are seen as a form of multimodal design: the teacher stages, or designs, learning activities, thus giving the pupils access to different resources that enable meaning making, and the pupils in turn re-design their learning based on their previous knowledge, interests and experiences. As part of the DfL framework, a model – Learning Design Sequence (LDS) – has been developed for teachers to use to plan and evaluate their teaching, and for researchers to use as an analytical tool in research studies.This project is carried out in three currently running studies in which the creation of digital animations when learning different subjects is studied, based on LDS. The chosen subjects are Swedish, Mathematics and Science. The project adheres to the ethical considerations regarding informed consent, anonymity, and the right to withdraw participation from the study without giving a reason. Data has been generated by filming when pupils create digital animations together. In one of the studies the pupils’ talk about their digital animations were also filmed. Thereby, fine-tune details of pupils’ multimodal interaction could be captured and analyzed. Also, pupils’ multimodal texts (writing, drawings, digital animations), teaching material and teachers’ lessons plans were collected. The results also indicate that the highest level of engagement, in terms of negotiating, contributing, making suggestions, and making conscious choices of what signs to use, can be traced to learning activities where digital tools and digital resources were afforded. Thus, this project contributes with valuable knowledge to the field of Nordic educational research by showing how the use of digital tools and digital resources can create conditions for children’s participation, positioning and meaning making in the early years of schooling.

Keywords
Designs for learning, digital animations, digital tools, Learning Design Sequence, multimodal texts
National Category
Pedagogy Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-120283 (URN)
Conference
NERA Conference 2023 15 – 17 March Oslo
Projects
Digitala verktyg och digital kompetens i förskolans- och skolans undervisning
Available from: 2023-04-16 Created: 2023-04-16 Last updated: 2023-04-25Bibliographically approved
Danielsson, K., Wernholm, M., Ebbelind, A., Palmér, H. & Patron, E. (2023). Pupils creating digital animations in the early years of schooling. In: Designing Futures the 11th international conference on multimodality: Book of abstracts London Conference. Paper presented at The 11th International Conference on Multimodality, September 28-29, 2023 (pp. 76-77). UCL
Open this publication in new window or tab >>Pupils creating digital animations in the early years of schooling
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2023 (English)In: Designing Futures the 11th international conference on multimodality: Book of abstracts London Conference, UCL , 2023, p. 76-77Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The use of computers and other digital tools such as tablets, smartboards and game consoles is rapidly becoming a reality in early-childhood educational settings and the early years of schooling. Thus, an important question is what potential digital tools and digital resources has - when integrated in educational practices - to increase pupils’ meaning making. Therefore, the aim of this project is to explore ‘what’s happening’ and ‘what’s possible’ when pupils (6–8 years) are part of teaching and learning practices involving digital tools, in this case when jointly creating multimodal digital animations to communicate ideas and tell stories in the subjects Mathematics, Science, and Swedish.The theoretical base is Designs for Learning (DfL) (Björklund Boistrup & Selander 2022), where teaching and learning are seen as a form of multimodal design. According to that perspective, the teacher designs learning activities, giving the pupils access to different resources to enable meaning making, while the pupils’ meaning making process is seen as a kind of re-design, based on, e.g., available resources, interests and previous experiences. In our analysis, we utilize the Learning Design Sequence (LDS) model, developed within DfL. To enable fine-tuned detailed analysis of pupils’ multimodal interaction, classroom activities with pupils working in pairs were video-recorded. Moreover, the pupils’ multimodal texts (writing, drawings, digital animations, etc.) were collected. The analysis revealed, e.g., that the different material resources provided in the teachers’ design for learning (e.g., paper, pencils, crayons, or digital tools) to a great extent steered what happened and became possible for the pupils in terms of negotiating, contributing, making suggestions, and making conscious choices of signs to use in their multimodal texts (both paper-based and digital).

Place, publisher, year, edition, pages
UCL, 2023
Keywords
designs for learning, digital tools in education, multimodality, early schooling
National Category
Didactics
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-125086 (URN)
Conference
The 11th International Conference on Multimodality, September 28-29, 2023
Available from: 2023-10-07 Created: 2023-10-07 Last updated: 2023-10-12Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4842-7869

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