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  • 1.
    Lagergren, Anniqa
    et al.
    Halmstad University.
    Holmberg, Kristina
    Halmstad University.
    Learning “theory and methodology of science” in professional education – a case study2017Ingår i: INTED2017 Proceedings: 11th International Technology, Education and Development Conference: March 6th-8th, 2017 — Valencia, Spain: Conference Proceedings / [ed] L. Gómez Chova, A. López Martínez & I. Candel Torres, IATED , 2017, s. 6924-6929Konferensbidrag (Refereegranskat)
    Abstract [en]

    The aim of the project is to study students’ learning in a transformed course in Theory and Methodology of Science (TMS), a compulsory course in all teacher education programs in Sweden.

    The students perceive the course TMS as difficult and abstract. At the same time it offers an important foundation for their continued education such as their final thesis and other research-related courses. Hereby it’s important for students to successfully pass, not only for the course itself, but also for subsequent courses. In a wider perspective, it is also sigificant for the development of the educational field, and to the students’ future workplaces. Our students should be able to understand and apply research for years to come. Heavy courses can also be problematic for economic reasons. Since few students are passing, they do not generate as much money as courses that many students pass. There are also examples where teachers are asked by the management to lower the requirements to increase the pass rate.

    As teachers we have put a lot of effort into the course to support and help students learning. Despite this, only 35% passed the exam in spring 2016, which gave rise to the learning experiment we designed and studied this fall. The pedagogical idea is based on a problem-oriented learning, participatory learning and self-organized learning. This means that the students themselves are largely responsible for the organization of their learning. Teachers work with lectures and seminars, as well as coaching and scaffolding. The course is designed as an authentic empirical research project where both quantitative and qualitative data is used as a starting point. Students work in teams. They organize their work in the project by them selves and write a common research rapport. Through the reformed course, learning is combined with a great student responsibility, where students meaning making, socialization and co-learning are central. Hence, the most important research group work takes place is the project-office-rooms where the students’ main course work is performed. The organization of the course involves that students themselves designates project managers and that they take responsibility for their joint work, week by week. They can also request extra support from the teachers, if necessary.

    The result of the study shows that 86% of the students received a passing grade. The aspects that matter most to the success are: 1) common spaces, the project office, which creates opportunities to exchange knowledge and experience IRL, 2) problem-oriented learning, participatory learning and self-organized learning, increasing participation and motivation, 3) Collective responsibility for knowledge formation during the project period, and 4) Authentic approach of the course, which by its design as closely as possible should simulate real research projects.

  • 2.
    Sjöberg, Jeanette
    et al.
    Halmstad University.
    Lagergren, Anniqa
    Halmstad University.
    Holmberg, Kristina
    Halmstad University.
    Seen but not heard?! Children's participation in research about digital technology in preschool2017Ingår i: 27th EECERA Annual Conference: Social Justice, Solidarity and Children’s Rights’, Bologna, Italy, 29th August – 1st September 2017: Abstract Book, 2017, s. 45-45Konferensbidrag (Refereegranskat)
    Abstract [en]

    The aim of this study is to investigate norms and constructions of children in previous research concerning preschool children and digital technology. Digital technology is an important part of preschool activities. The number of children and preschool teachers who have access to computer tablets and clever boards in their everyday practice has increased in recent years (e.g. Couse & Chen, 2010, Edwards, 2013). This development has led to the need of extended knowledge concerning the critical contextual factors of digital technology use in preschool context (e.g. Lindahl & Folkesson, 2012). In the analysis of the material, social constructionism and discursive psychology (Wheterell & Potter, 1992, Potter, 1996) were used. This paper is based on a critical integrative literature review (Torraco, 2005) regarding research on preschool children and digital technology. The review draws from a number of scholarly research articles conducted between 2000-2015. Ethical considerations were met by showing respect and responsiveness to other researchers work (e.g. codex.vr.se). Preliminary results indicate that children often are marginalised in research and focus is more likely to be on an adult's point of view (such as the teacher or the parent). In this sense, children have a weak "voice" in research regarding digital technology use in preschool, therefore, the lack of the child's perspective is evident. The results, we argue, have important implications for researchers, preschool teachers and teacher educators in further discussions of how, when and for what purposes digital technology should be used in preschool children's activities.

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