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  • 1.
    Abbas, Dalia
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Music and Art.
    Kero, Sanni
    Linnaeus University, Faculty of Arts and Humanities, Department of Music and Art.
    Hållbar bildutveckling: En bildlärare i Sverige och en bildkonstlärare i Finlands uppfattningar om undervisning inom hållbar utveckling2022Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Inom bild- och bildkonstämnet har sparsamhet och återvinning ständigt varit en grundläggande del. På grund av de globala klimatfrågorna har hållbar utveckling blivit aktuellt inom alla livsområden, utbildningsnivåer och läroämnen. Denna studie fokuserar på värdet av bild- och bildkonstutbildning som ett komplext verktyg för att lyfta fram hållbar utveckling och dess miljöaspekter. Syftet är att ta reda på vilka möjligheter två bild- och bildkonstlärare, från Sverige och Finland, ser på ämnet i relation till miljöundervisning. Studien fokuserar på två lärares uppfattningar om bild- och bildkonstämnets möjligheter samt de värderingar som styr urvalet för innehållet. Resultatet visar att ämnet bild- och bildkonst har många olika möjligheter när det gäller undervisning inom hållbarhet som ett verktyg för att få fram de nya perspektiv som konst kan erbjuda. Avslutningsvis visade studien att lärares intresse för miljöfrågor ger dem mer inspiration, dock påverkar detta inte direkt innehållet i undervisningen.

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  • 2.
    Abdalla, Marie
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Thörn, Amanda
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Flerspråkiga barns meningsskapande i mötet med den digitala plattan: En kvalitativ fältstudie i förskolan2022Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med detta självständiga arbete är att studera hur barn i en interkulturell förskola använder multimodala sätt att kommunicera med digitala och analoga spel för att skapa mening. Mer ingående handlar det om att bidra med kunskap om hur tecken inom lärande kan visas genom hur barnen använder och omskapar analoga samt digitala material utifrån sina egna intressen. Studien har inspiration från etnografi och metoden som har använts för att samla in material har genomförts med deltagande observationer i form av fältanteckningar. Analysen utgår från ett designorienterat perspektiv som används för att visa hur barn och förskollärare kommunicerar med olika teckensystem och uttryckssätt vid användning av en digital platta och analoga brickspel. Resultatet visar hur barnen skapar mening genom att titta, peka och tala, hur de använder analoga bilder för att transformera sin förståelse av siffror och antal och hur de ändrar sitt meningserbjudande. 

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  • 3.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Herrlin, KatarinaLinnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Att undervisa barn i skolstartsålder2024Collection (editor) (Other academic)
  • 4.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Persson, Sven
    Malmö University, Sweden.
    Den utvidgade undervisningsrepertoaren2024In: Att undervisa barn i skolstartsålder / [ed] Helena Ackesjö & Katarina Herrlin, Malmö: Gleerups Utbildning AB, 2024, 1, p. 15-30Chapter in book (Other academic)
  • 5.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Wernholm, Marina
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Barn som experter: övergångar i en digital barndom2024In: Att undervisa barn i skolstartsålder / [ed] Helena Ackesjö & Katarina Herrlin, Malmö: Gleerups Utbildning AB, 2024, 1, p. 157-176Chapter in book (Other academic)
  • 6.
    Adbo, Karina
    Linnaeus University, Faculty of Science and Engineering, School of Natural Sciences.
    Animism, anthropomorphism and teleology in students’ explanations2010Conference paper (Refereed)
  • 7.
    Adbo, Karina
    Linnaeus University, Faculty of Science and Engineering, School of Natural Sciences.
    Constructing the chemical bond concept2012In: Nankai University, 2012Conference paper (Other (popular science, discussion, etc.))
  • 8.
    Adbo, Karina
    Linnaeus University, Faculty of Health and Life Sciences, Department of Biology and Environmental Science.
    Emergent Chemistry: Using Visualizations to Develop Abstract Thinking and a Sense of Scale Within the Preschool Setting2022In: Active Learning - Research and Practice for STEAM and Social Sciences Education / [ed] Ortega-Sánchez, Delfín, IntechOpen , 2022Chapter in book (Refereed)
    Abstract [en]

    This chapter is a summary of 5-years of research regarding children’s emerging abstract concepts. A longitudinal study focusing on children’s conversations during a series of activities with a chemistry focus was designed and implemented. Results show that practical experience with magnifying glasses, microscopes, and the deconstruction of several items did not provide enough backdrop for the children to imagine what an even smaller world would look like. Instead, the children applied their experiences from the macroscopic world to describe what they saw. It was not until aminations, zooming in from the macroscopic to the atomic and molecular levels were used that the children’s concept of small began to develop. Results show that the next stage of concept development, besides using descriptions from everyday experiences was the realization these were new experiences, that it was in fact something new they were seeing. Animation technology also helped the children realize that atoms and molecules are everywhere in everything, suggesting that the time elapsed between the transition from the macroscopic level to the submicroscopic level also provided the children with a sense of scale.

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  • 9.
    Adbo, Karina
    Linnaeus University, Faculty of Health and Life Sciences, Department of Biology and Environmental Science.
    Emergent Science- A Swedish perspective2019Conference paper (Other (popular science, discussion, etc.))
  • 10.
    Adbo, Karina
    Linnaeus University, Faculty of Science and Engineering, School of Natural Sciences.
    Relationships between models used for teaching chemistry and those expressed by students2012Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis is focused upon chemistry as a school subject and students' interpretations and use of formally introduced teaching models. To explore students' developing repertoire of chemical models, a longitudinal interview study was undertaken spanning the first year of upper secondary school chemistry. Matter in its different states was selected as the target framework for this study. The results presented are derived from both generalisations of groups of students as well as a case study describing an individual learner's interpretation of formal content. The results obtained demonstrated that the formal teaching models provided to the students included in this study were not sufficient to afford them a coherent framework of matter in its different states or for chemical bonding. Instead, students' expressed models of matter and phase change were to a high degree dependent on electron movement (Paper I), anthropomorphism (Paper II) and, for one student, a mechanistic approach based on small particles and gravitation (Paper III). The results from this study place focus on the importance of learners' prior learning (previous experiences) and the need to develop a coherent framework of formal teaching models for the nature of matter and phase change.

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  • 11.
    Adbo, Karina
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Taber, Keith
    University of Cambridge, UK.
    Developing an Understanding of Chemistry: A case study of one Swedish student's rich conceptualisation for making sense of upper secondary school chemistry2014In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 36, no 7, p. 1107-1136Article in journal (Refereed)
    Abstract [en]

    In this paper, we report a case study of a 16-year-old Swedish upper secondary student's developing understanding of key concept areas studied in his upper secondary school chemistry course. This study illustrates how the thinking of an individual learner, Jesper, evolves over a school year in response to formal instruction in a particular educational context. Jesper presented a range of ideas, some of which matched intended teaching whilst others were quite inconsistent with canonical chemistry. Of particular interest, research data suggest that his initial alternative conceptions influenced his thinking about subsequent teaching of chemistry subject matter, illustrating how students' alternative conceptions interact with formal instruction. Our findings support the claims of some researchers that alternative conceptions may be stable and tenacious in the context of instruction. Jesper's rich conceptualisation of matter at submicroscopic scales drew upon intuitions about the world that led to teaching being misinterpreted to develop further alternative conceptions. Yet his intuitive thinking also offered clear potential links with canonical scientific concepts that could have been harnessed to channel his developing thinking. These findings support the argument that identifying students' intuitive thinking and how it develops in different instructional contexts can support the development of more effective science pedagogy.

  • 12.
    Adbo, Karina
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Natural Sciences.
    Taber, Keith S
    Constructing the chemical bond concept in Swedish high school: Insights from a case study2012In: ICCE ECRICE, 2012Conference paper (Refereed)
  • 13.
    Adbo, Karina
    et al.
    Linnaeus University, Faculty of Health and Life Sciences, Department of Biology and Environmental Science.
    Vidal Carulla, Clara
    Linnaeus University, Faculty of Health and Life Sciences, Department of Biology and Environmental Science.
    Designing play-based learning activities for a preschool setting2018In: EESERA, 2018Conference paper (Refereed)
  • 14.
    Adbo, Karina
    et al.
    Linnaeus University, Faculty of Health and Life Sciences, Department of Biology and Environmental Science.
    Vidal Carulla, Clara
    Linnaeus University, Faculty of Health and Life Sciences, Department of Biology and Environmental Science.
    Designing play-based learning chemistry activities in the preschool environment2019In: Chemistry Education Research and Practice, E-ISSN 1756-1108, Vol. 20, no 3, p. 542-553Article in journal (Refereed)
    Abstract [en]

    This study focuses on the design of play-based learning activities for chemistry in preschool. Viewing chemistry as a part of our past and present culture instead of as a subject, provides the backdrop for a more holistic approach to chemistry within this specific environment. A cultural-historical perspective, together with scaffolding, emergent science skills and sustained shared thinking, made up the framework for the design of the learning activities. Results show that when scaffolding and emergent science skills are used within the design, they provide good support for both the content and the teacher in the actual learning situation. Working with scaffolding was also beneficial for professional development. However, for a progressive and inclusive activity design, it is essential to take into account aspects of the immediate environment and methods for direct evaluation.

  • 15.
    Ademi, Blerina
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Transspråkande på lågstadiet: En intervjustudie om lärares erfarenheter av transspråkande i svenskämnet2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Abstract

    Studiens syfte är att undersöka lågstadielärares erfarenheter av användningen av transspråkande i svenskämnet. Den teoretiska utgångspunkten i studien är det sociokulturella perspektivet med fokus på scaffolding, proximalautvecklingszonen och de medierande redskapen. Studien bygger på semistrukturerade intervjuer av fyra lågstadielärare med erfarenheter av transpråkande i sin undervisning. Intervjuerna har bearbetats med hjälp av innehållsanalys för att på så sätt urskilja likheter och skillnader i lärarnasundervisning samt kunna se vad som är vanligt förekommande med transpråkande som arbetssätt. Det som framkom från intervjuerna och kunde belysas med hjälp av innehållsanalysen var att lärarna använder sig av olika hjälpmedel för att möjliggöra transspråkande i undervisningen såsom handledare, dator, lexikon. Digitala hjälpmedel så som olika appar, lärosajter på internet och google translate tycks vara det som används mestadels vid transspråkande. Nyanlända elever verkar vara dem elever som transpråkande används mest med för att utveckla deras svenska språket. Av resultatet går det också att urskilja olika utveckling hos elever genom användandet av transpråkande. De tar till sig olika ämnesbegrepp och uppnår en högrekunskapsutveckling. Studiens resultat visar att transpråkande i svenskundervisning gynnar flerspråkiga elevernas utveckling och stärker deras självförtroende. Transspråkande beskrivs som en förutsättning för att lyckas i svenskämnet särskilt för nyanlända elever.

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  • 16.
    Adolfsson, Jennie
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. Linneuniversitetet Växjö .
    Nilsson, Isabelle
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    ”Ibland känner jag vilken dålig lärare jag är, det är inte alls så här jag hade föreställt mig att det skulle vara”: En studie om lärares handlingsutrymme i klassrummet2023Independent thesis Advanced level (professional degree), 60 credits / 90 HE creditsStudent thesis
    Abstract [sv]

    Alla elever i skolan har olika förutsättningar och behov och trots det ska eleverna utvecklas utifrån de mål som är skrivna i läroplanen. Lärare har styrdokument att förhålla sig till, samtidigt som det finns en annan verklighet i klassrummet att ta hänsyn till. Därför var studiens syfte att identifiera vilka möjligheter och begränsningar lärare upplever att de har i arbetet med elevers olika behov i klassrummet. I studien intervjuades sju lärare i södra Sverige och för att nå en djupare förståelse för varje lärares erfarenheter och tankar användes ostrukturerade intervjuer. Den teoretiska utgångspunkten för studien är Bergs teori om handlingsutrymme samt frirumsmodellen. I studien används modellen för att låta lärare tolka och beskriva sin känsla av handlingsutrymmet i klassrummet. Studien visar att lärares handlingsutrymme är olika beroende på vad läraren anser påverkar deras frirum. Flera lärare menar att tiden inte räcker till för samtliga elever och hur läraruppdraget är splittrat med många olika moment som tar tid från det sociala i klassrummet. Lärarna menar att deras frirum begränsas av faktorer som lokaler, resursfördelning och klassammansättningar. Elevgrupperna förändras ständigt och likaså läraruppdraget och därmed behöver klassrummet varieras frekvent utefter elevernas olika behov. 

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  • 17.
    Adolfsson, Matilda
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Ek, Johanna
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Lundin, Frida
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Lexikala drag i elevtexter: En jämförande studie av elever utan och i lässvårigheter i årskurs 32018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie syftar till att synliggöra karakteristiska drag på lexikal nivå i narrativa texter skrivna av elever utan lässvårigheter samt likheter och skillnader på lexikal nivå mellan texter skrivna av elever utan och i lässvårigheter. Att undersöka skrivande på lexikal nivå hos elever utan lässvårigheter i jämförelse med elever i lässvårigheter är angeläget mot bakgrund av att både den språkliga förmågan och läsförmågan (däribland den lexikala kunskapen) utgör centrala komponenter i skrivandet. Studien tar sin teoretiska utgångspunkt i den interna processnivån i Chenoweth och Hayes (2001) modell av skrivprocessen: A Model of Written Language Production. Tjugofyra texter skrivna av elever utan lässvårigheter har analyserats utifrån fem olika mått på lexikal nivå: antal ord, lexikal densitet, adjektivdensitet, lexikal variation och andel felstavade ord. Medelvärden för dessa mått har beräknats. Som jämförelsematerial användes motsvarande lexikala mått för 40 elever i lässvårigheter i Levlin och Waldmann (2017). Statistiska analyser har genomförts för att fastställa signifikanta skillnader mellan elevgrupperna. Det övergripande resultatet som framkommer är att elever utan lässvårigheter uppvisar en högre lexikal nivå än elever i lässvårigheter. Det finns signifikanta skillnader mellan elevgrupperna för antal ord, adjektivdensitet, lexikal variation och andel felstavade ord. Lexikal densitet uppvisar däremot ingen signifikant skillnad mellan elevgrupperna. Våra resultat visar på att det är viktigt att inkludera stöttning av elevers läsförmågor i skrivundervisningen då läsförmågan är en betydande komponent i skrivutvecklingen.

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  • 18.
    Airey, John
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Initiating Collaboration in Higher Education: Disciplinary Literacy and the Scholarship of Teaching and Learning.2011In: Dynamic content and language collaboration in higher education: theory, research, and reflections / [ed] Jacobs, C., Cape Town: Cape Peninsula University of Technology , 2011, p. 57-65Chapter in book (Refereed)
  • 19.
    Airey, John
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages. Uppsala University.
    Lecturing in English: Comparing fluency and content in L1 and L22013In: ICLHE 2013: Integrating Content and Language in Higher Education. University of Maastricht, Netherlands, 11-13 April, 2013Conference paper (Refereed)
    Abstract [en]

    In recent years there has been a noticeable trend in many countries towards teaching university courses in English. However, from a research perspective, difficulties in obtaining comparative data have meant that little is known about what happens when lecturers change teaching language in this way.

    The work presented here follows eighteen lecturers of various disciplines from two Swedish universities who are in the process of changing their teaching language to English. The lecturers were all participants on a teaching in English training course (7.5 ECTS). As part of the course the lecturers gave ten-minute mini-lectures in their first language in a subject area that they usually teach. The following week, the lecturers gave the same lectures again in English.

    The lecture transcripts were analysed in terms of the content presented and comparative fluency. The majority of the lecturers present very similar content in both languages. However, all the lecturers speak more slowly and have shorter runs and more hesitations in their English lectures. There are a number of important differences in the ways in which lecturers dealt with this ‘slowing down’ in English, ranging from making changes to their pedagogical approach to running over time or cutting off the whole end of the lecture.

    In earlier studies lecturers who regularly teach in English suggest they do not notice much difference when teaching in one language or another. However, qualitative analysis of the 18 lecturers’ course reflections (approximately 60 000 words) shows that they were acutely aware of their limitations when teaching in English.

    This analysis provides further insights into the experiences of lecturers who are in the process of changing teaching language and a number of pedagogical recommendations are made.

  • 20.
    Airey, John
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Talking about Teaching in English: Swedish university lecturers' experiences of changing their teaching language2011In: Ibérica, ISSN 1139-7241, Vol. 22, no fall, p. 35-54Article in journal (Refereed)
    Abstract [en]

    This study documents the experiences of Swedish university lecturers when they change from teaching in their first language to teaching in English. Eighteen lecturers from two Swedish universities took part in a training course for teachers who need to give content courses in English. As part of the course the participants gave mini-lectures in their first language in a subject area that they usually teach. The following week, the lecturers gave the same lectures again, this time in English. The pairs of lectures were videoed and commented on by the lecturers themselves and the whole course cohort in an online discussion forum (an input of approximately 60 000 words). In addition, twelve of the lecturers were interviewed about their experiences of changing language in this way (total of 4 hours of recorded material).

     

    The paper presents a qualitative analysis of the thoughts and experiences expressed by the lecturers in their online discussions and in the interviews concerning the process of changing the language of instruction to English. These results are presented as nine themes. Nine recommendations for teachers changing to teaching in English are also presented. The findings replicate those of earlier studies with one notable exception: the lecturers in this study were acutely aware of their limitations when teaching in English. It is suggested that this may be due to the lecturers’ relative inexperience of English-medium instruction.

     

  • 21.
    Airey, John
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages. Uppsala University.
    Berge, Maria
    Umeå University.
    Music and physics don’t mix!: What the humorous misuse of disciplinary-specific semiotic resources can tell us about disciplinary boundaries.2014In: The 5th International 360 Conference. Encompassing the multimodality of knowledge, May 8-10 2014, Aarhus University, Denmark, Aarhus: Aarhus University , 2014, p. 21-Conference paper (Refereed)
    Abstract [en]

    Becoming part of an academic discipline has been described both in terms of becoming fluent in a disciplinary discourse (Airey 2009; Airey & Linder 2009; Northedge 2002) and achieving disciplinary literacy (Airey 2011, 2013; Geisler 1994). In this paper we investigate disciplinary boundaries by documenting the responses of academics to a semiotic disciplinary hybrid. The hybrid we use is the Physikalisches Lied, a bogus piece of sheet music into which disciplinary-specific semiotic resources from the realm of physics have been incorporated to humorous effect.

    The piece is presented to three distinct disciplinary focus groups: physicists, musicians and a group of academics who have had little contact with either discipline. In order to elicit disciplinary responses that are free from researcher prompts, each focus group is first asked the simple, open-ended question What do you see here? Once discussion of this question is exhausted the focus groups are asked to identify as many puns as they can—essentially all the disciplinary items that they feel have been misappropriated—and to attempt to explain what this means from a disciplinary standpoint. The differences in the responses of the three groups are presented and analysed.

    We argue that the semiotic resources focused on by each of the three groups and the nature of the explanation offered provide evidence of the degree of integration into the disciplines of physics and music. Our findings shed light on the process of becoming a disciplinary insider and the semiotic work involved in this process.

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  • 22.
    Airey, John
    et al.
    Uppsala University.
    Berge, Maria
    Umeå University.
    That's Funny! The humorous effect of misappropriating disciplinary-specific semiotic resources2014In: The first Conference of the International Association for Cognitive Semiotics, Lund, Sweden, 25-27 Sept 2014, 2014, p. 50-51Conference paper (Refereed)
    Abstract [en]

    The socialization of disciplinary outsiders into an academic discipline has been described both in terms of becoming fluent in a disciplinary discourse (Airey, 2009; Airey & Linder, 2009; Northedge, 2002) and achieving disciplinary literacy (Airey, 2011, 2013; Geisler, 1994). In this paper we investigate disciplinary boundaries by documenting the responses of academics to a semiotic disciplinary hybrid. The hybrid we use is the Physikalisches Lied, a bogus piece of sheet music into which disciplinary-specific semiotic resources from the realm of physics have been incorporated to humorous effect.

    The piece is presented to three distinct disciplinary focus groups: physicists, musicians and a group of academics who have had little contact with either discipline. In order to elicit disciplinary responses that are free from researcher prompts, each focus group is first asked the simple, open-ended question What do you see here? Once discussion of this question is exhausted the focus groups are asked to identify as many puns as they can—essentially all the disciplinary items that they feel have been misappropriated—and to attempt to explain what this means from a disciplinary standpoint. The differences in the responses of the three groups are presented and analysed.

    We argue that semiotic material focused on by each of the three groups and the nature of the explanation offered, provide evidence of the degree of integration into the disciplines of physics and music. Our findings shed light on the process of becoming a disciplinary insider and the semiotic work involved in this process.

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  • 23.
    Airey, John
    et al.
    Uppsala University.
    Eriksson, Urban
    Uppsala University.
    Fredlund, Tobias
    Uppsala University.
    Linder, Cedric
    Uppsala University.
    On the Disciplinary Affordances of Semiotic Resources2014In: Book of Abstracts: The First Conference of the International Association for Cognitive Semiotics (IACS-2014), September 25-27, 2014, 2014, p. 54-55Conference paper (Refereed)
    Abstract [en]

    In the late 70’s Gibson (1979) introduced the concept of affordance. Initially framed around the needs of an organism in its environment, over the years the term has been appropriated and debated at length by a number of researchers in various fields. Most famous, perhaps is the disagreement between Gibson and Norman (1988) about whether affordances are inherent properties of objects or are only present when they are perceived by an organism. More recently, affordance has been drawn on in the educational arena, particularly with respect to multimodality (see Linder (2013) for a recent example). Here, Kress et al. (2001) have claimed that different modes have different specialized affordances. Then, building on this idea, Airey and Linder (2009) suggested that there is a critical constellation of modes that students need to achieve fluency in before they can experience a concept in an appropriate disciplinary manner. Later, Airey (2009) nuanced this claim, shifting the focus from the modes themselves to a critical constellation of semiotic resources, thus acknowledging that different semiotic resources within a mode often have different affordances (e.g. two or more diagrams may form the critical constellation).

    In this theoretical paper the concept of disciplinary affordance (Fredlund et al., 2012) is suggested as a useful analytical tool for use in education. The concept makes a radical break with the views of both Gibson and Norman in that rather than focusing on the discernment of one individual, it refers to the disciplinary community as a whole. Put simply, the disciplinary affordances of a given semiotic resource are determined by those functions that the resource is expected to fulfil by the disciplinary community. Disciplinary affordances have thus been negotiated and developed within the discipline over time. As such, the question of whether these affordances are inherent or discerned becomes moot. Rather, from an educational perspective the issue is whether the meaning that a semiotic resource affords to an individual matches the disciplinary affordance assigned by the community. The power of the term for educational work is that learning can now be framed as coming to discern the disciplinary affordances of semiotic resources.

    In this paper we will briefly discuss the history of the term affordance, define the term disciplinary affordance and illustrate its usefulness in a number of educational settings.

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  • 24.
    Airey, John
    et al.
    Uppsala University.
    Eriksson, Urban
    Uppsala University.
    Fredlund, Tobias
    Uppsala University.
    Linder, Cedric
    Uppsala University.
    The Concept of Disciplinary Affordance2014In: The 5th International 360 Conference. Encompassing the multimodality of knowledge, May 8-10 2014, Aarhus University, Denmark, 2014, p. 20-Conference paper (Refereed)
    Abstract [en]

    Since its introduction by Gibson (1979) the concept of affordance has been discussed at length by a number of researchers. Most famous, perhaps is the disagreement between Gibson and Norman (1988) about whether affordances are inherent properties of objects or are only present when perceived by an organism. More recently, affordance has been drawn on in the educational arena, particularly with respect to multimodality (see Linder (2013) for a recent example). Here, Kress et al (2001) claim that different modes have different specialized affordances.

    In this theoretical paper the concept of disciplinary affordance (Fredlund et al., 2012) is suggested as a useful analytical educational tool. The concept makes a radical break with the views of both Gibson and Norman in that rather than focusing on the perception of an individual, it focuses on the disciplinary community as a whole. Put simply, the disciplinary affordances of a given semiotic resource are determined by the functions that it is expected to fulfil for the discipline. As such, the question of whether these affordances are inherent or perceived becomes moot. Rather, the issue is what a semiotic resource affords to an individual and whether this matches the disciplinary affordance. The power of the term is that learning can now be framed as coming to perceive the disciplinary affordances of semiotic resources.

    In this paper we will discuss the history of the term affordance, define the term disciplinary affordance and illustrate its usefulness in a number of educational settings.

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  • 25.
    Airey, John
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages. Uppsala University.
    Larsson, Johanna
    Uppsala University.
    What Knowledge Do Trainee Physics Teachers Need to Learn?: Differences in the Views of Training Staff2014In: International Science Education Conference ISEC 2014, National Institute of Education, Singapore, 25-27 November, 2014, Singapore: Ministry of Education, National Institute of Education , 2014, p. 62-Conference paper (Refereed)
    Abstract [en]

    Although the impact of disciplinary differences on teaching and learning has been extensively discussed in the literature (e.g. Becher 1989; Becher and Trowler 2001; Lindblom-Ylännea et al. 2006; Neumann 2001; Neumann and Becher 2002), little research has explored this issue in relation to teacher training. In particular, we know of no work that examines differing views about the knowledge that trainee teachers need to learn across different settings. In this paper we analyse differences in the expressed views of staff involved in the training of prospective physics teachers in three environments: the education department, the physics department and schools. We analyse these differences in terms of two constructs: disciplinary literacy goals (Airey 2011, 2013) and disciplinary knowledge structures (Bernstein 1999).

    In terms of disciplinary literacy we find a stronger emphasis on learning goals for the academy expressed by informants from the physics and education departments. This can be contrasted with the view that the needs of the workplace are paramount expressed by school practitioners.

    Then, using Bernstein’s knowledge structures, we also identify clear differences in views about the nature of knowledge itself with a more hierarchical view of knowledge prevalent in the physics department and the more horizontal view of knowledge prevalent in the education department.

    The study highlights the often-conflicting signals about what constitutes useful knowledge that prospective physics teachers need to negotiate during their training. We tentatively suggest that more attention should be paid to both the theory/practice divide and potential epistemological differences in the training of prospective teachers.

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  • 26.
    Airey, John
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages. Uppsala University.
    Linder, Anne
    Uppsala University.
    Mayaba, Nokhanyo
    Nelson Mandela Metropolitan University, South Africa.
    Webb, Paul
    Nelson Mandela Metropolitan University, South Africa.
    Problematising Disciplinary Literacy in a Multilingual Society: The Case of University Physics in South Africa2013In: 21st Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education, University of the Western Cape, Bellville, South Africa, 14 - 17 January, 2013, 2013Conference paper (Refereed)
    Abstract [en]

    Over a decade has passed since Northedge (2002) convincingly argued that the role of the university lecturer should be viewed as one of leading students on excursions into the specialist discourse of their field. In his view, disciplinary discourses have come into being in order to create and share disciplinary knowledge that could not otherwise be appropriately construed in everyday discourse. Thus, Northedge’s conclusion is that in order for disciplinary learning to occur, students will need explicit guidance in accessing and using the specialist discourse of their chosen field. Building on this work, Airey (in press) argues that all university lecturers are, at least to some extent, teachers of language—even in monolingual settings. A radical approach to this claim has been suggested by Wickman and Östman (2002) who insist that learning itself be treated as a form of discourse change.

    In an attempt to operationalise Wickman and Östman’s assertion, Airey (2011b) suggests that the goals of any undergraduate degree programme may be framed in terms of the development of disciplinary literacy. Here, disciplinary literacy is defined as the ability to appropriately participate in the communicative practices of a discipline. Further, in his subsequent work, Airey (2011a) claims that all disciplines attempt to meet the needs of three specific sites: the academy, the workplace and society. He argues that the relative emphasis placed on teaching for these three sites will be different from discipline to discipline and will indeed vary within a discipline depending on the setting. In the South African setting two questions arise from this assertion. The first is: For any given discipline, what particular balance between teaching for the academy, the workplace and society is desirable and/or practicable? The second question follows on from the first: Having pragmatically decided on the teaching balance between the academy, workplace and society, what consequences does the decision have for the language(s) that lecturers should be helping their students to interpret and use? In order to address these two questions we conducted an interview-based case study of the disciplinary literacy goals of South African university lecturers in one particular discipline (physics). Thus, our overarching research question is as follows: How do South African physics lecturers problematise the development of disciplinary literacy in their students?

    The data collected forms part of a larger international comparative study of the disciplinary literacy goals of physics lecturers in Sweden and South Africa. A disciplinary literacy discussion matrix (Airey, 2011a) was employed as the starting point for conducting in-depth, semi-structured interviews with 20 physics lecturers from five South African universities. The choice of these five universities was purposeful—their student cohorts encompassing a range of different first languages and cultural backgrounds. The interviews were conducted in English, lasted between 30 and 60 minutes, and were later transcribed verbatim. The transcripts were then analysed qualitatively. This involved “working with data, organizing it, breaking it into manageable units, synthesizing it, searching for patterns, discovering what is important and what is to be learned, and deciding what you will tell others” (Bogdan & Biklen, 1992:145).

    The main finding of this study is that all the lecturers mentioned language as being problematic in some way. However, there were a number of important differences in the ways the lecturers problematise the development of disciplinary literacy both across and within the different university physics departments. These differences can be seen to involve on the one hand, the lecturers’ own self-image in terms of whether they are comfortable with viewing themselves as language teachers/literacy developers, and on the other hand, their recognition of the diverse linguistic and cultural backgrounds of their students. The differences will be illustrated and discussed using transcript excerpts. These findings are in contrast to parallel data collected in Sweden. In that particular (bilingual) setting, language was viewed as unproblematic, and the most striking characteristic was the very similarity of the responses of physics lecturers (Airey, in press). It is thus suggested that the differences in findings between Sweden and South Africa are a product of the latter’s diverse multilingual and multicultural environment. One pedagogical conclusion is that, given the differences in approach we find, inter- and intra faculty discussions about undergraduate disciplinary literacy goals would appear to have the distinct potential for reforming undergraduate physics. Similarly, an administrative conclusion is that a one-size-fits-all language policy for universities does not appear to be meaningful in such a diverse multilingual/multicultural environment.

    Finally, it should be mentioned that our choice of physics as an exemplar in this study has important implications for the interpretation of the findings. Drawing on Bernstein (1999), Martin (2011) suggests that disciplines have predominantly horizontal or hierarchical knowledge structures. Here it is claimed that physics has the most hierarchical knowledge structure of all disciplines. Thus, the findings presented here should be taken as illustrative of the situation in disciplines with more hierarchical knowledge structures (such as the natural and applied sciences). Kuteeva and Airey (in review) find that the issue of the language of instruction in such disciplines is viewed as much less problematic than in disciplines with more horizontal knowledge structures (such as the arts, humanities and, to some extent, social sciences). See Bennett (2010) for a provocative discussion of language use in such disciplines.

  • 27.
    Airey, John
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages. Uppsala University.
    Linder, Cedric
    Uppsala University, Sweden.
    Social semiotics in university physics education: Leveraging critical constellations of disciplinary representations2015In: Science Education Research: Engaging learners for a sustainable future / [ed] Jari Lavonen, Kalle Juuti, Jarkko Lampiselkä, Anna Uitto, Kaisa Hahl, European Science Education Research Association , 2015Conference paper (Refereed)
    Abstract [en]

    Social semiotics is a broad construct where all communication is viewed as being realized through signs and their signification. In physics education we usually refer to these signs as disciplinary representations. These disciplinary representations are the semiotic resources used in physics communication, such as written and oral languages, diagrams, graphs, mathematics, apparatus and simulations. This alternative depiction of representations is used to build theory with respect to the construction and sharing of disciplinary knowledge in the teaching and learning of university physics. Based on empirical studies of physics students cooperating to explain the refraction of light, a number of theoretical constructs were developed. In this presentation we describe these constructs and examine their usefulness for problematizing teaching and learning in university physics. The theoretical constructs are: fluency in semiotic resources, disciplinary affordance and critical constellations.

    The conclusion formulates a proposal that has these constructs provide university physics teachers with a new set of meaningfully and practical tools, which will enable them to re-conceptualize their practice in ways that have the distinct potential to optimally enhance student learning.

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  • 28.
    Airey, John
    et al.
    Stockholm University, Sweden.
    Patron, Emelie
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice. Linnaeus University, Faculty of Health and Life Sciences, Department of Chemistry and Biomedical Sciences.
    Wikman, Susanne
    Linnaeus University, Faculty of Health and Life Sciences, Department of Chemistry and Biomedical Sciences.
    Making the Invisible Visible: The role of undergraduate textbooks in the teaching and learning of physics and chemistry2023In: Designing futures: The 11th International Conference on Multimodality; Book of abstracts, London Conference, London: UCL , 2023Conference paper (Refereed)
    Abstract [en]

    As disciplines, undergraduate physics and chemistry leverage a particularly wide range of semiotic systems (modes) in order to create and communicate their scientific meanings. Examples of the different semiotic systems employed are: spoken and written language, mathematics, chemical formulae, graphs, diagrams, sketches, computer simulations, hands-on work with experimental apparatus, computer simulations, etc. Individual semiotic resources within this range of semiotic systems are coordinated in specific constellations (Airey & Linder, 2009) in order to mediate scientific knowledge. In this Swedish Research Council project, we are interested in the representation of scientific phenomena that cannot be seen. The question we pose is: How is scientific knowledge mediated when we cannot directly interact with the phenomena in question through our senses?  We adopt a social semiotic approach (Airey & Linder, 2017; van Leeuwen, 2005), to investigate the ways in which two phenomena—electromagnetic fields and chemical bonds—are presented in undergraduate textbooks. To do this we carried out a semiotic audit (Airey & Erikson, 2019) of eight textbooks (four in each discipline). We note that the individual resources used have a mixture of affordances—whilst the majority retain high disciplinary affordance, others are unpacked (Patron et al. 2021) providing higher pedagogical affordance. We discuss the ways in which the resources have been combined and orchestrated (Bezemer & Jewitt, 2010) in order to attempt to make visible that which is invisible, and identify a number of potential problems. In earlier work, Volkwyn et al. (2019) demonstrated how experimental work with physics devices can make the Earth’s magnetic field accessible to students through chains of transduction. Thus, we propose that encouraging transductions across the semiotic resource systems provided in textbooks may help students to experience the invisible.

    References

    Airey, J. (2006). Physics students' experiences of the disciplinary discourse encountered in lectures in English and Swedish (Licentiate dissertation, Department of Physics, Uppsala University).

    Airey, J. (2009). Science, language, and literacy: Case studies of learning in Swedish university physics (Doctoral dissertation, Acta Universitatis Upsaliensis).

    Airey, J. (2015). Social Semiotics in Higher Education: Examples from teaching and learning in undergraduate physics. In In: SACF Singapore-Sweden Excellence Seminars, Swedish Foundation for International Cooperation in Research in   Higher Education (STINT) , 2015 (pp. 103). 

    Airey, J., & Eriksson, U. (2019). Unpacking the Hertzsprung-Russell diagram: A social semiotic analysis of the disciplinary and pedagogical affordances of a central resource in astronomy. Designs for Learning, 11(1), 99-107.

    Goodwin, C. (2015). Professional vision. In Aufmerksamkeit: Geschichte-Theorie-Empirie (pp. 387-425). Wiesbaden: Springer Fachmedien Wiesbaden.

    O’Halloran, K. (2007). Mathematical and scientific forms of knowledge: A systemic functional multimodal grammatical approach. language, Knowledge and pedagogy: functional linguistic and sociological perspective, 205-236.

    Patron, E. (2022). Exploring the role that visual representations play when teaching and learning chemical bonding: An approach built on social semiotics and phenomenography(Doctoral dissertation, Linnaeus University Press).

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  • 29.
    Airey, John
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages. Uppsala University.
    Urban, Eriksson
    Uppsala University ; Kristianstad University.
    A Semiotic Analysis of the Disciplinary Affordances of the Hertzsprung-Russell Diagram in Astronomy2014In: The 5th International 360 Conference, Encompassing the multimodality of knowledge, May 8-10 2014, Aarhus University, Denmark, Aarhus: Aarhus University , 2014, p. 22-Conference paper (Refereed)
    Abstract [en]

    One of the central characteristics of disciplines is that they create their own particular ways of knowing the world through their discourse (Airey & Linder 2009). This process is facilitated by the specialization and refinement of disciplinary-specific semiotic resources over time. Nowhere is this truer than in the sciences, where it is the norm that disciplinary-specific representations have been introduced and then refined by a number of different actors (Airey 2009). As a consequence, many of the semiotic resources used in the sciences today still retain some traces of their historical roots. This makes the aquisition of disciplinary literacy (Airey, 2013) particularly problematic (see Eriksson et al. 2014 for an example from astronomy).

     In this paper we analyse one such disciplinary-specific semiotic resource from the field of Astronomy—the Hertzsprung-Russell diagram. We audit the potential of this semiotic resource to provide access to disciplinary knowledge—what Fredlund et al (2012) have termed its disciplinary affordances. Our analysis includes consideration of the use of scales, labels, symbols, sizes and colour. We show how, for historical reasons, the use of these aspects in the resource may differ from what might be expected by a newcomer to the discipline.

    We suggest that some of the issues we highlight in our analysis may, in fact, be contributors to alternative conceptions and therefore propose that lecturers pay particular attention to the disambiguation of these features for their students.

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  • 30.
    Airey, John
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages. Uppsala University.
    Urban, Eriksson
    Uppsala University ; Kristianstad University.
    What do you see here?: Using an analysis of the Hertzsprung-Russell diagram in astronomy to create a survey of disciplinary discernment.2014In: The first Conference of the International Association for Cognitive Semiotics, Lund, Sweden, 25-27 Sept 2014, 2014, p. 52-53Conference paper (Refereed)
    Abstract [en]

    Becoming part of a discipline involves learning to interpret and use a range of disciplinary-specific semiotic resources (Airey, 2009). These resources have been developed and assigned particular specialist meanings over time. Nowhere is this truer than in the sciences, where it is the norm that disciplinary-specific representations have been introduced and then refined by a number of different actors in order to reconcile them with subsequent empirical and theoretical advances. As a consequence, many of the semiotic resources used in the sciences today still retain some (potentially confusing) traces of their historical roots. However, it has been repeatedly shown that university lecturers underestimate the challenges such disciplinary specific semiotic resources may present to undergraduates (Northedge, 2002; Tobias, 1986).

    In this paper we analyse one such disciplinary-specific semiotic resource from the field of Astronomy—the Hertzsprung-Russell diagram. First, we audit the potential of this semiotic resource to provide access to disciplinary knowledge—what Fredlund et al (2012) have termed its disciplinary affordances. Our analysis includes consideration of the use of scales, labels, symbols, sizes and colour. We show how, for historical reasons, the use of these aspects in the resource may differ from what might be expected by a newcomer to the discipline. Using the results of our analysis we then created an online questionnaire to probe what is discerned (Eriksson, Linder, Airey, & Redfors, in press) with respect to each of these aspects by astronomers and physicists ranging from first year undergraduates to university professors.

    Our findings suggest that some of the issues we highlight in our analysis may, in fact, be contributors to the alternative conceptions of undergraduate students and we therefore propose that lecturers pay particular attention to the disambiguation of these features for their students.

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  • 31.
    Alanen, Emmi
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Sport Science.
    Bock, Julia
    Linnaeus University, Faculty of Social Sciences, Department of Sport Science.
    ”Man måste ändå någonstans bry sig om sina elever och vara genuint intresserad av att lära känna dem”: Gymnasielärares beskrivningar av relationsskapande i ämnet idrott och hälsa2024Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Tidigare forskning visar att goda relationer mellan lärare-elev och elev-elev har stor betydelse för elevers lärande, motivation och välmående i skolan (Aspelin 2015). Denna studies syfte var att undersöka idrott och hälsa lärares syn på relationsskapande i ämnet idrott och hälsa och dess betydelse för lärande inom ämnet samt hur lärarna beskriver att de arbetar med relationsskapande i undervisningen av idrott och hälsa. Studien genomfördes med en kvalitativ ansats i form av en semistrukturerad intervjustudie med sex verksamma lärare i idrott och hälsa på gymnasiet. Empirin analyserades med hjälp av Nel Noddings (2015) teori om omsorgsfulla relationer samt begreppen modellering, dialog, praktik och bekräftelse. Studiens resultat visar att samtliga lärare är överens om att relationer är oerhört betydelsefulla i ämnet idrott och hälsa och har stor betydelse för elevernas deltagande och kunskapsutveckling.  Lärarna möjliggör relationsskapande mellan sig själva och elever genom samtal, engagemang och omsorg samt genom att intressera sig av eleverna och deras intressen. Gruppindelningar, samarbetsövningar och organiserande av aktiviteter identifierades som strategier för att bygga relationer mellan eleverna sinsemellan i undervisningen. Slutsatser som kan dras av studien är att relationsskapande är en ständigt pågående process som också visar komplexiteten kring relationsskapande och dess utmaningar i skolans värld.

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  • 32.
    Alatalo, Tarja
    et al.
    Dalarna University.
    Meier, Joanna
    Dalarna University.
    Frank, Elisabeth
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Information Sharing on Children’s Literacy Learning in the Transition From Swedish Preschool to School2017In: Journal of Research in Childhood Education, ISSN 0256-8543, E-ISSN 2150-2641, Vol. 31, no 2, p. 240-254Article in journal (Refereed)
    Abstract [en]

    Collaboration and continuity between school types are important factors

    that favor long-term learning and that need to be given attention in the

    transition between early childhood school institutions. This study highlights

    teachers’ experiences of information sharing during the transition from

    Swedish preschool to preschool class (i.e., from the child care to school)

    with regard to children’s literacy learning. To find out and evaluate the

    individual child’s development, the child’s actual and proximal development

    zones needs to be taken into account in the transition. It appears that

    some preschool teachers wish to share information on children’s literacy

    learning, but it is mainly about the children’s interest in literacy activities.

    Also the preschool class teachers’ wishes to know more about the children’s

    literacy learning are too much on a general level to be able to provide a

    good enough basis for planning literacy activities that fit every individual

    child. A large part of the outcomes derives from the preschool tradition that

    has viewed care as being core to its work and considered learning and

    achievement as domains associated with compulsory school. This article

    discusses whether the training of teachers in early childhood education

    needs a stronger focus on literacy learning.

  • 33.
    Alestam, Nina
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Inkludering i fritidshem: En kvalitativ studie om hur nyanlända elever inkluderas i fritidshemmet2020Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att beskriva och klargöra hur lärare inom fritidshem arbetar för att bidra till inkludering av nyanlända elever i elevgruppen på fritidshem. Studien synliggör även vilka svårigheter lärarna möter i arbetet med inkludering av nyanlända elever. Studien utgår från en kvalitativ metod genom semistrukturerade intervjuer med fem utbildade lärare i fem olika fritidshem belagda på olika delar i landet. Intervjuerna utfördes för att ta del av lärarnas erfarenheter i fritidshemmen samt exempel utifrån verksamheten. Studiens resultat visar att det skiljer sig markant i både kunskap om, och hur man arbetar med inkludering av nyanlända elever mellan olika fritidshem. I resultatet redogörs olika arbetssätt på hur lärare i fritidshem arbetar med inkludering av nyanlända elever. Studien redogör även de svårigheter lärare i fritidshem möter i arbetet med inkludering av nyanlända elever. Det framkommer om vikten av en trygg miljö och en aktiv lärare i arbetet med inkludering av den nyanlända eleven.

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  • 34.
    Alexandersson, Alexandra
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Från E till A i samma text: Hur sju svensklärares och fem svensklärarstudenters bedömning av en elevtext varierar i helhet och detalj.2017Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study was to investigate how Swedish teachers and student teachers of Swedish vary in their assessment of a pupil’s text, in judging both the text as a whole and its parts. In the study the informants were asked to assess a pupil’s text (a text presenting an argument) from the national examination in Swedish 1 with the aid of an assessment matrix and then complete a questionnaire assessing the text as a whole and in its parts. The responses to the questionnaire were analysed statistically with a focus on how the assessments varied. A sociocultural and situated perspective was applied in the study, along with psychometry and the theory of discourses of writing, to give more perspectives on the results. The study found that the assessments varied between grades C and A for the text as a whole and between E and A for the aspects of argumentation, content and critical reading, contextual signals and reference connectors, introduction, conclusion, situational adaptation and self-sustaining. The study also found that the student teachers were generally stricter in their assessment. The greatest variations in the student teachers’ assessment were found to concern aspects of the communication discourse, while in the teachers’ assessment it was aspects of the construction discourse that revealed the greatest variation. The greatest difference between the two groups concerned aspects of the correction discourse.

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  • 35.
    Alfredsson, Ida
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Molina Marchese, Bianca
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Att lyfta språken är ett sätt att visa respekt: En kvalitativ studie om hur förskollärare uppfattar arbetet med inkludering av barns modersmål i förskolan.2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte är att bidra med kunskap om vilka strategier och redskap som yrkesverksamma förskollärare använder i arbetet med att inkludera barns modersmål. Två forskningsfrågor har formulerats utifrån syftet; Vilka specifika strategier och redskap använder förskollärare för att inkludera barns modersmål? och Vilka utmaningar upplever förskollärare att de ställs inför i arbetet med att inkludera barns modersmål? En kvalitativ metod används för att besvara syfte och forskningsfrågor och semistrukturerade intervjuer används som datainsamlingsverktyg. För att analysera datan har ett sociokulturellt perspektiv använts och ett antal sociokulturella begrepp har valts ut; scaffolding, artefakt, proximala utvecklingszonen och mediering. I studiens resultat framkommer att förskollärarna använder en rad strategier och verktyg i arbetet med barns språk. Utifrån analysen kan en slutsats dras gällande att endast ett fåtal av respondenterna använder specifika strategier och verktyg med avsikt att inkludera barns modersmål i utbildningen. De övriga arbetssätt som framkommer i resultatet ämnar underlätta i kommunikation och språkutveckling på ett mer generellt plan i relation till det svenska språket. En ytterligare slutsats är att de socioekonomiska områden som respondenternas arbetsplatser är belägna i kan tolkas ha en påverkan på i vilken utsträckning barns modersmål inkluderas i utbildningen. Avslutningsvis visar resultatet att samtliga respondenter anser att barns modersmål bör lyftas fram i utbildningen, trots det framkommer även ett antal utmaningar i arbetet med modersmålen.

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  • 36.
    Alfredsson, Ulrika
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Johansson, Åsa
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Muntligt berättande som språkutvecklande verktyg för flerspråkiga barn: Förskollärares erfarenheter och kunskaper om muntligt berättande2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att bidra med kunskap om hur förskollärare upplever att muntligt berättande påverkar språkutvecklingen hos flerspråkiga barn. Studien utgår från en kvalitativ metod. Empirin samlades in genom fem semistrukturerade intervjuer. Fyra förskollärare intervjuades individuellt och två förskollärare deltog i en gruppintervju. Förskollärarna arbetade i fyra olika mångkulturella förskolor samt i en förskoleklass. Urvalet var målstyrt genom att handplocka informanter med lång yrkeserfarenhet med flerspråkiga barn. Empirin som framkom i intervjuerna kategoriserades systematiskt utifrån studiens olika frågeställningar. Resultatet analyserades därefter utifrån tidigare forskning och ett sociokulturellt perspektiv för att hitta mönster, likheter och skillnader i förskollärarnas svar. I resultatet framkom att muntligt berättande som en språkutvecklande metod främjar språkutvecklingen hos flerspråkiga barn men utförs med varierande tillvägagångssätt. Vidare framkom det att muntligt berättande främjar barnens ord- och begreppsförråd, språkuppbyggnad och innehållsförståelse. Däremot visar resultatet skillnader på förskollärarnas upplevelser av miljöns betydelse för det muntliga berättandet, om det ska vara en uppbyggd miljö eller inte.

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  • 37.
    Algulin, David
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Sandberg, Jesper
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Hur undervisar lärare elev- respektive lärarcentrerat i matematik?: En kvalitativ intervjustudie om hur lärare i årskurs 4-6 undervisar elev- respektive lärarcentrerat om triangelns area.2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna kvalitativa intervjustudie syftar till att undersöka hur elev- och lärarcentrerad undervisning kommer till uttryck i årskurserna 4 till 6. Empirin samlades in genom semistrukturerade intervjuer där lärarna fick berätta om sina pedagogiska planeringar för matematikområdet areaformeln för triangeln. I studien intervjuades totalt tio verksamma matematiklärare, och empirin analyserades sedan utifrån det teoretiska ramverket framskrivet av Trigwell, där undervisning kan kategoriseras som elev- eller lärarcentrerad. I resultatet framkom en stor variation inom en av nivåerna vilket förhandledde att två nya kategorier inom nivån skapades, och genom det utvecklades teorin för att möta studiens behov. Slutsatsen är att både elev- och lärarcentrerad undervisning kommer till uttryck med en stor variation och det framträder en bild av att det finns behov av utbildning inom området.

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  • 38.
    Alhoghazy, Raneen
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Benbouzid, Adel
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Pedagogisk syn på lek: En kvalitativ studie om hur fritidslärare resonerar kring lek i fritidshemmet2024Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie undersöker hur fritidslärarna resonerar kring lek samt deras roll i barnens lekaktiviteter. Genom en kvalitativ forskningsstudie baserad på semistrukturerade intervjuer av sex fritidslärare som arbetar på olika skolor har vi försökt att närma oss lek som metod och hur lärare uppfattar och använder lek i sin praktik. Resultaten av studien belyser den spontana lekens betydelse i det sociala samspelet för att barn ska känna sig som en del av gruppen. Vad beträffar lärarens roll framställer resultaten den noggranna balansen mellan att stödja den spontana fria leken samtidigt som lek introduceras som en pedagogisk metod som kan vara av betydelse för barns interaktion och mediering av samhällets normer. Det mesta i denna studie tyder på att lek inte är fri utan snarare står i en nära relation till den miljö som omger barn vilket gör att leken blir mer styrd än fri. Leken framställs i resultaten som en process där barn är viktiga medaktörer. Fritidslärarens ansvar för att skapa en passande lekmiljö och deras roll i att styra leken för att garantera ett förutbestämt resultat blir framträdande. Lek blir i detta avseende ett viktigt redskap som kan hjälpa läsaren att förstå hur dessa processer fungerar och kan utvecklas till en effektiv metod inom fritidshemmets verksamhet.

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  • 39.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature. Linnaeus University, Linnaeus Knowledge Environments, A Questioned Democracy.
    Att dräpa och att känna skuld: Ungdomsdystopiers gestaltningar av unga dräpares skuldkänslor i klassrummet2021In: LDN konferens 11-12 november 2021: Litteraturdidaktiskt nätverk, Litteraturdidaktik och känslor, 11–12 november 2021, Kristianstad, Litteraturdidaktiskt nätverk , 2021Conference paper (Refereed)
  • 40.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Barn- och ungdomslitteraturvetenskapligt ämnesspråk: En läroboksanalys av svenska läroböcker om barn- och ungdomslitteratur för högskolor och universitet2019In: HumaNetten, E-ISSN 1403-2279, no 42, p. 156-179Article in journal (Refereed)
  • 41.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature. Linnaeus University, Linnaeus Knowledge Environments, A Questioned Democracy.
    Bristen på social hållbarhet i ett framtida Europa: Ungdomsdystopin Eleriatrilogins didaktiska potential avseende hållbarhetsfrågor2019In: LDN2019: Litteraturstudiers samhällsrelevans: Sammanfattningar, Litteraturdidaktiskt nätverk, LDN , 2019, p. 6-6Conference paper (Other academic)
    Abstract [sv]

    I ungdomsdystopin Eleriatrilogin (2012–2014) av den österrikiska författarinnan Ursula Poznanski gestaltas en värld som har råkat ut för en omfattande miljökatastrof. Detta har resulterat i en strikt uppdelning där de så kallade sfärsamhällena har skapat ett högteknologiskt samhälle som har gott om resurser, vilka dock kontrolleras starkt av de styrande, medan befolkningen i klansamhällen utanför de skyddande sfärerna lever under mycket svåra och fattiga förhållanden i den fördärvade miljön. I min presentation undersöker jag trilogins didaktiska potential i skolans värdegrundsarbete avseende miljöperspektiv, kulturmöten och maktrelationen mellan barn, ungdomar och vuxna. Jag argumenterar för att Poznanskis trilogi problematiserar hållbarhetsbegreppet genom att belysa hur en icke-hållbar miljö påverkar de sociala relationer som uppstår och begränsar möjligheterna till en försoning mellan de två samhällen som strider mot varandra i en kamp om naturresurser. Synliggörandet av hur ekologisk, ekonomisk och social hållbarhet går in i varandra gör Eleriatrilogin till ett effektivt verktyg för att aktualisera hållbarhetsfrågor i skolans värdegrundsarbete.

  • 42.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature. Linnaeus University, Linnaeus Knowledge Environments, A Questioned Democracy. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Bristen på social hållbarhet i framtiden: Ungdomsdystopin Eleriatrilogins didaktiska potential2020In: Didaktiska perspektiv på hållbarhetsteman i barn- och ungdomslitteratur / [ed] Corina Löwe, Åsa Nilsson Skåve, Stockholm: Natur och kultur, 2020, p. 164-185Chapter in book (Other academic)
  • 43.
    Allen, Christopher
    University of Kalmar, School of Human Sciences.
    Problem, Tasks and Language Teaching2000In: LMS : Lingua, ISSN 0023-6330, Vol. 2, p. 25-30Article in journal (Other academic)
  • 44.
    Allen, Christopher
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Hadjistassou, Stella
    University of Cyprus, Cyprus.
    Remote tutoring of pre-service EFL teachers using iPads2018In: ELT Journal, ISSN 0951-0893, E-ISSN 1477-4526, Vol. 72, no 4, p. 353-364Article in journal (Refereed)
    Abstract [en]

    With the availability of portable and relatively inexpensive audiovideo recording devices in the form of iPads and other mobile technologies in combination with increasing bandwidth, the remote observation and training of pre-service EFL student teachers without the physical presence of a tutor in the classroom is now a viable proposition. This paper reports on a novel initiative to provide remote feedback to a group of primary EFL pre-service teachers on teaching practice placement in Africa from a tutor based in Sweden via iPad minis and the training institution’s Moodle virtual learning environment. The feedback was assessed in relation to the Cambridge English Teaching Framework. Results suggest that the combination of recorded audiovideo material during the pre-service teachers’ teaching practice and Moodle feedback from the remote tutor can provide a valuable basis for tutorial support, formative assessment, and reflection for student EFL teachers on teaching practice.

  • 45.
    Allen, Christopher
    et al.
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Richardson, David
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Exploring Digital Literacy in Student Teacher ICT Projects2012In: Using, Learning, Knowing, EUROCALL Conference, Gothenburg, Sweden, 22-25 August 2012, Proceedings / [ed] Linda Bradley and Sylvie Thouësny, Research-publishing.net, 2012, p. 5-9Conference paper (Other academic)
    Abstract [en]

    his paper reports on the evaluation of student teacher information and communications technology (ICT) projects in English language didactics in accordance with recently proposed frameworks of digital literacy in both language-teaching and wider working and educational contexts (Dudeney, Hockly, & Pegrum, forthcoming; Hockly, 2012; Pegrum, 2011). The challenge for teachers, regardless of what stage they are at in their careers, is to be able to operationalize in Hockly’s (2012) terms the notion of digital literacy in the foreign language classroom while at the same time encorporating these concerns into a task-based framework in which communication is balanced with a focus on linguistic form. Students in their second term of studies in language didactics were given the task of creating an ICT-based project in English, encorporating both internet and classroom-based inquiry activities aimed at either lower or upper secondary levels in the Swedish school system. The project brief given to the student teachers more VSHFL¿FDOO\DGGUHVVHGWKHLUDELOLW\WRSODQDQGRUJDQL]HDVHWRIOHDUQLQJDFWLYLWLHVDURXQGan extended webquest in addition to demonstrating the procedural usage of a wide range of ICT tools such as wikis, blogs, podcasts, etc. in English language teaching (ELT). The four areas of language-, information-, connection-, and re-design-based digital literacies, as proposed by Pegrum (2011), form the basis for the evaluation of the projects.

  • 46.
    Alstad, Edgar
    et al.
    Nord University, Norway.
    Berre, Maren
    Nord University, Norway.
    Nilsson, Per
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Exploring spherical units as perceptual clues in enumerating 3D arrays2023In: Mathematics Education Research Journal, ISSN 1033-2170, E-ISSN 2211-050XArticle in journal (Refereed)
    Abstract [en]

    This study continues an investigation of how spherical units, compared to cubical units, can facilitate students’ units-locating and organizing units in composites. We analyze how Norwegian grade 3 students enumerate 3D arrays with cubical and spherical units. Our results show how spherical units can act as perceptual clues that facilitate cognitive processes, underlying students’ strategies in the enumeration of 3D arrays. In particular, the results show how spherical units facilitate the units-locating process, which, in turn, supports processes of organizing-by-composites and spatial structuring of the array, in the action of developing a proper iterative strategy such as layer-based thinking.

  • 47.
    Alstad, Edgar
    et al.
    Nord University, Norway.
    Berre, Maren
    Nord University, Norway.
    Nilsson, Per
    Nord University, Norway;Örebro University, Sweden.
    Exploring units-locating in enumerating units of 3D arrays: linking units-locating to units-representation2023In: Mathematics Education Research Journal, ISSN 1033-2170, E-ISSN 2211-050X, Vol. 35, no 3, p. 583-605Article in journal (Refereed)
    Abstract [en]

    The aim of the present study is to explore strategies in enumerating units of three dimensional (3D) arrays. We analyse enumeration strategies of students in grade 3 (ages 8 to 9) in situations of cubical and spherical representations of units of 3D arrays. By exploring students’ strategies in these two situations, we find that difficulties in enumerating units in 3D arrays can be traced to difficulties in units-locating, with the consequence of applying double and triple counting. Our results also indicate that spherical units can serve as perceptual clues in units-locating and in assembling units into relevant composites. With input from our findings, we suggest research to investigate the following three hypotheses: (i) spherical units can turn students away from double and triple counting, (ii) spherical units can support students’ units-locating process and their ability to assemble units into relevant composites and (iii) teaching of enumerating 3D arrays should start with spherical units before cubical units.

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  • 48.
    Alvunger, Daniel
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Wahlström, Ninni
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Understanding Transnational Curriculum Policies and Curriculum Making in Local Municipal Arenas - The Case of Sweden2021In: Curriculum Making in Europe: Policy and Practice Within and Across Diverse Contexts, Emerald Group Publishing Limited, 2021, p. 223-245Chapter in book (Refereed)
    Abstract [en]

    In this chapter, the interest is directed towards how transnational policy messages (supra-level) can be tracked down through analyses of curriculum policy discourses at the national (macro-level) and municipal level (meso-level) in the Swedish school system. Drawing on discursive institutionalism, and organizational and institutional theory, we analyse central policy messages in the introduction of the national Swedish standards-based curriculum reform for compulsory school from 2011, focusing on discourses of communication between local authorities (meso-level) and schools (micro-level) within their area of responsibility for curriculum making. Two main features emerge. The local curriculum reform agenda is significantly shaped by the argument that explicit standards together with systematic governance through evaluation and accountability will increase students' performance. The second feature underlines strong accountability as a prerequisite for equity and equivalence and the importance of the local school authority for the organization of schooling, structural support and interventions for curriculum making in schools. Equity and equivalence are a challenge for the local authorities. They have problems to support curriculum making which tends to create considerable variations in how the curriculum reform is enacted in the different schools of the municipality.

  • 49.
    Alvén, Fredrik
    et al.
    Malmö universitet, Sweden.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Dansk historieundervisning i relation till svensk: Kommentarer till Eskelund Knudsen & Haue, ´Historieundervisning i Danmark: epokale tendenser, kontinuitet og forandring i lærebøger og læremidler´2023In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, ISSN 2000-9879, Vol. 1, p. 28-34Article in journal (Other academic)
  • 50.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    Att spegla världen: Läromedelsstudier i teori och praktik2011Collection (editor) (Other academic)
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