Department of Education / Institutionen för pedagogik och didaktik (-2010)

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Att utveckla naturvetenskaplig undervisning. Exemplet gaser och deras egenskaper
(Institutionen för pedagogik och didaktik, 1995) Andersson, Björn; Bach, Frank; Göteborgs universitet; University of Gothenburg
Running records. En metod att systematiskt följa barns läsutveckling
(Institutionen för pedagogik och didaktik, 1996) Sahlström, Beatrice; Göteborgs universitet; University of Gothenburg
Kunskapsutveckling hos elever med rörelsehinder. Delstudie 1. Resultat och erfarenheter från den nationella utvärderingen av grundskolan 1995
(Institutionen för pedagogik och didaktik, 1998) Malmqvist, Johan; Göteborgs universitet; University of Gothenburg
Encountering Parents. Professional Action Styles among Nurses in Pediatric Care
(1999) Söderbäck, Maja
Yrkeskulturer i möte : läraren, fritidspedagogen och samverkan
(Göteborg : Acta Universitatis Gothoburgensis, 1999) Hansen, Monica
In recent years, co-operation between teachers belonging to different teaching traditions or ”cultures”, has become common in Sweden, particularly within the first years of primary school, where teachers from a pre-school tradition (pre-school teachers, recreational pedagogues) work alongside primary school teachers. The thesis explores the relation between two different yet related professional cultures, teachers and recreational pedagogues, in their collaborative work in the Swedish primary school. It is an ethnographic case study of development of collaboration between the two teaching traditions, in two schools with somewhat different organisational structure. The emphasis is on the intersection between these two professions and their two professional cultures. The two categories of teachers have different conceptions of their professional identity, depending on which tradition they belong to. The primary school teacher focuses her function as a mediator in children’s learning, while the pedagogue, from the pre-school tradition, sees herself mainly as a model for the child. Teachers and recreational pedagogues also build and shape the physical and mental environment for their work with the children from different perspectives. These are summarised in the metaphors of “school as a work place” and “recreational centre as a home”. These differences in turn are mirrored in different strategies in collaborative situations, strategies that sometimes give rise to misunderstandings and overt or covert conflicts between the two groups, since the underlying conceptions of the professional identities are not brought to the surface. The teachers’ professional culture is here described as a culture with relatively strong classification and framing. A line of indicators point in the same direction in relation to their professional history. Correspondingly we can discern parallels between the weaker classification and framing that characterises the professional culture of the pedagogues and factors in the historical background and development of their professional practice.
Nationell utvärdering 98. Tema tillståndet i världen
(Institutionen för pedagogik och didaktik, 1999) Andersson, Björn; Kärrqvist, Christina; Löfstedt, Arne; Oscarsson, Vilgot; Wallin, Anita; Göteborgs universitet; University of Gothenburg
Understandings of understanding : an inquiry concerning experiental conditions for developmental learning
(Göteborg : Acta Universitatis Gothoburgensis, 1999) Helmstad, Glen
This thesis is about understandings of understanding and has developed from previous research on study skill and conceptions of learning among participants in various forms of education. The purpose was to investigate understandings of understanding as a phenomenon and the significance of understanding of understanding for learning. The investigation involved 101 persons between 12 and 75 years of age from four different forms of education. The data was produced in two steps. In the first, the participants wrote a narrative about an occasion when they experienced that they had understood something. In the second, 8–10 participants out of each group were selected and participated in a subsequent interview about the meaning of understanding. The results were constituted through two interpretative turns. Data was analysed with reference to forms of understanding, types and conceptions of understanding and a selection of the cumulated contribution of four participants was also analysed as expressions for differently advanced forms of consciousness of understanding and their significance. The enquiry resulted in a description of three different ways of understanding understanding as a phenomenon. Understanding emerged as: 1) a reception of new knowledge either through observation or information; 2) an acquisition of desired knowledge through relatively successful completion of deliberate learning activity; and: 3) realisation of a new truth on the basis of experience and interpretations of experience. This was the first part of the findings. Regarding the second, the different understandings expressed by four participants, this indicated that performance of learning activity that involves development of more advanced systematic understanding as an essential objective, requires relatively sophisticated understandings of understanding. It also suggests that the development of understanding is guided by the conversations about learning and understanding that are developed in different pedagogical practices. The conclusion is that relatively comprehensive and formal education, is a necessary but not sufficient precondition for the development of experiential prerequisites for deliberate developmental learning. In addition, the education must also make provisions so the learner may also realise that all human understanding is finite and contingent.
På spaning efter en skola för alla
(Institutionen för pedagogik och didaktik, 1999) Ahlberg, Ann; Göteborgs universitet; University of Gothenburg
Inclusive education. A New Phase of Special Education in Sri Lanka
(Institutionen för pedagogik och didaktik, 1999) Lopéz, Iréne; Göteborgs universitet; University of Gothenburg
Kunskapsutveckling hos elever med rörelsehinder. Delstudie II. Resultat på prov för elever med rörelsehinder vid arbete med anpassat provmaterial
(Institutionen för pedagogik och didaktik, 2000) Malmqvist, Johan; Göteborgs universitet; University of Gothenburg
Köns- och socialgruppsskillnader i matematik - Orsaker och konsekvenser
(Institutionen för pedagogik och didaktik, 2000) Reuterberg, Sven-Eric; Svensson, Allan; Göteborgs universitet; University of Gothenburg
En studie om barns skrivlärande
(Institutionen för pedagogik och didaktik, 2000) Gustafsson, Karin; Mellgren, Elisabeth; Göteborgs universitet; University of Gothenburg
Dilemmafyllda möten. Erfarenheter av pedagogisk handledning I samverkan mellan skola och högskola
(Institutionen för pedagogik och didaktik, 2000) Lendahls Rosendahl, Birgit; Rönnerman, Karin; Göteborgs universitet; University of Gothenburg
Cognitive abilities - aspects of structure, process and measurement
(Göteborg : Acta Universitatis Gothoburgensis, 2000) Carlstedt, Berit
The overall purpose of the thesis is to describe the development of the Swedish system of measuring cognitive abilities applied at enlistment of conscripts. The Enlistment Battery has been used for more than fifty years to classify 18-year old men into military positions for their compulsory service. Throughout the years the batteries have been influenced by the changes in the factor analytically derived models of cognitive abilities. Seven earlier versions of the battery are presented, as well as a review of the development of the models of the structure of intelligence from Spearman to the Scandinavian hierarchical model of Undheim and Gustafsson that equalizes general ability and Fluid intelligence. This most recent theoretical development has strongly guided the design and evaluation of the latest version (1994) of the battery. The multivariate charac¬ter of cognitive ability, of tests and of test performance was acknowledged in the way that latent variable esti¬mates of general intelligence, Crystallized intelligence and General visualization (as nested factors) comprised the test results in the first computerized version. This is reported in the second study. The first study examines the construct validity of the preceding version. A confirmatory factor analysis approach was used in which the orthogonal hierarchical structure was confirmed. The two last studies are directed towards a theoretical deepening concerning aspects of test performance and test evaluation. The impact of item sequencing on the construct vali¬di¬ty of complex problem solving tests was investigated. It was found that item sequencing that appeared to increase the opportunity to learn throughout the test produced a better Fluid intelligence test than an item sequencing that implied less opportunity to learn. From earlier empirical studies and from theories of intellectual development it was assumed that cognitive abilities are more differentiated in high ability subjects than in low ability subjects. This was studied empirically for the enlistment population through a multi-group latent variable approach and was supported by the results in that the broad ability factors Crystallized intelligence and General visualization captured more variance on higher levels of general ability than on lower levels. Implications for future advance in cognitive testing are discussed regarding aspects as the impact of item sequencing effects on adaptive testing, and the opportunity to make use of the multi¬dimen¬sionality of tests and even of test items in test construction and evaluation.
Att växa som pedagog. Utvärdering av ett aktionsforsk-ningsprojekt i förskolan
(Institutionen för pedagogik och didaktik, 2000) Rönnerman, Karin; Göteborgs universitet; University of Gothenburg
En fråga om frågor : hur lärares frågor i klassrummet gör det möjligt att få reda på elevernas sätt att förstå det som undervisningen behandlar i matematik och naturvetenskap
(Göteborg : Acta Universitatis Gothoburgensis, 2001) Emanuelsson, Jonas
This thesis reports results from a study that focuses on how teachers can learn about their students’ learning in mathematics and science. Current perspectives on learning are positioned in terms of the acquisition and participation metaphor. A third metaphor, the constitutive metaphor, is proposed and elaborated as an alternative for the current study. The theoretical framework draws upon and tries to further inform phenomenography and the ”theory of variation”. The empirical material was generated from audio-taped classroom interactions and follow-up interviews. With the aid of concrete examples, teachers were probed on their understandings of selected parts of the interaction observed. The results are described in terms of variant and invariant aspects of possible learning objects for the teacher. I pay particular attention to what the students possibly focus upon, and how they deal with the focused content in three different zones – the topical, the conceptual and the procedural zone. The outcome of the study is discussed in relation to teachers’ knowledge. Pedagogical content knowing is scrutinised and a complementary perspective where teachers’ knowledge is viewed as constituted by different contextualisations of the subject matter is used to illustrate the interdependency of content as a discipline, content as taught in school and content as understood by students. The result shows that teachers have, relatively speaking, small possibilities of making distinctions within the conceptual zone. In mathematics the topical zone dominates the interaction, in science the procedural. In other words, in mathematics the teachers mainly open for possibilities to learn, if their students remember facts and procedures; in science how they perform presentations and experiments. In both areas possibilities to make distinctions on qualities in how the students understand the content handled are rather small. The most important finding of the study is: In order to make distinctions in relations to other persons’ ways of understanding something, this something must be kept invariant and acts of knowing must be allowed to vary in relation to the invariant object of knowing.
Lärande med rörelsehinder. Studier av förutsättningar och möjligheter för kunskapsutveckling i skolan
(Institutionen för pedagogik och didaktik, 2001) Malmqvist, Johan; Göteborgs universitet; University of Gothenburg
Teaching and learning about the biological evolution: Conceptual understanding before, during and after teaching.
(Universidade de Santiago de Compostela, 2001) Wallin, Anita; Hagman, Mats; Olander, Clas
This study is part of a project with the main purpose of developing a teaching-learning sequence that enables the students to construct a scientific model of the biological evolution. Another purpose is to document the students’ conceptual development. Our theoretical background is the model of conceptual change initially proposed by Posner et al (1982). Here we focused on two key concepts in evolution – “variation” and “natural selection”. The development and the long-term retention of these concepts among Swedish students (16 – 19 years old) were studied. The students’ prior knowledge was investigated by a pre-test before teaching. During the teaching period some students were interviewed about these concepts, and small group discussions about the same concepts were videotaped. Approximately a year after teaching the students was given a delayed post-test. The majority of the students abandoned their prior ideas of strive and need, and adopted a more scientific view of these concepts. This was evident both in the interviews and in the post-test. The conceptual development of the interviewed students is discussed in the paper.
Om ljuset i tillvaron : ett undervisningsexperiment inom optik
(Göteborg : Acta Universitatis Gothoburgensis, 2001) Bach, Frank
The main purposes of this thesis were to study the students’ learning outcome and the teachers’ response to a proposed new way of teaching based on research in science education, in the field of optics. The theoretical frameworks for this work draw on Piaget and his genetic epistemology. According to this knowledge cannot be regarded as an object possible to acquire or to possess in a static sense. Neither can knowledge be transferred from books to a person or from one person to another. Instead knowledge is seen as something constructed by the subject in an indissociable subject-object relation and when studying learning it is therefore impossible to think about knowledge as something solely outside or inside a person. This theoretical platform together with the extensive research on pupils’ ideas in the field of optics published served as the starting point for the proposal of a new way of teaching optics. Eleven teachers were interviewed about their prior experience of teaching optics and five of them were actually trying the newly developed teaching sequence. These five teachers were also interviewed later on about their experiences of trying the teaching sequence. The pupils taught by these teachers performed a pre-test before the teaching sequence started and an unknown post-test at least six months after the end of the teaching period. The pupils’ answers to the test items were categorised and the categorisation from the pre-test was compared with the post-test. The categorisations were also compared with other investigations, e.g. national assessments (UG- 95), when possible. Most pupils answered the delayed post-test in a qualitatively better way than compared to their pre-test results. They also answered the questions significantly better than the "control-groups" of e.g. UG-95 (after “ordinary” teaching). This is a strong indication that the use of this teaching sequence stimulated the conceptual development of these pupils in a positive way. The interviews with the teachers showed some interesting results. Some teachers interpreted the teaching guide of the sequence as a proposal for pupils’ to work by themselves individually or in groups, and after a while the pupils should learn from their experiences and cooperation with their peers. On the other hand two teachers interpreted the teacher’s guide in almost the opposite way. For them, the main idea was to introduce a theory or model of light and after that the pupils should try to use it in various new situations.
Kunskapsutveckling hos elever med rörelsehinder. Delstudie III. Kognitiva strategier vid arbete med matematikuppgifter med spatialt innehåll
(Institutionen för pedagogik och didaktik, 2001) Malmqvist, Johan; Göteborgs universitet; University of Gothenburg

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