Educare - vetenskapliga skrifter最新文献_第2页

Educare - vetenskapliga skrifter Pub Date : 2022-05-16 DOI: 10.24834/educare.2022.3.8

Cathrine Norberg, Marie Nordlund

引用次数: 0

Teacher’s stories about teaching newly arrived refugee youths at a vocational upper secondary school in Sweden 教师在瑞典一所职业高中教新来的难民青年的故事

Educare - vetenskapliga skrifter Pub Date : 2022-05-13 DOI: 10.24834/educare.2022.3.7

Hamid Asghari

{"title":"Teacher’s stories about teaching newly arrived refugee youths at a vocational upper secondary school in Sweden","authors":"Hamid Asghari","doi":"10.24834/educare.2022.3.7","DOIUrl":"https://doi.org/10.24834/educare.2022.3.7","url":null,"abstract":"This article presents the stories of four teachers teaching newly arrived refugee youths at a vocational upper secondary school. The youths came to Sweden in 2015 and later, and they live in a so-called vulnerable area. This is a period when many unaccompanied children and adolescent refugees arrived in Sweden. The study aims to contribute to knowledge about teaching newly arrived refugee youths and the way these youths can influence teaching in a vocational school. The methodological and theoretical starting point for the study is based on a narrative perspective. The stories are analysed thematically and show that these students have great solidarity with each other, are ambitious, and create a good mood in the classroom. In addition, there is always “someone” who does not believe in democratic values, although most of the students value the Swedish democracy and equality between men and women. The expulsion decision that some students receive affects the teachers’ teaching as well, since it means that they also have to deal with teaching situations where their students’ lives and deaths are involved in the sense that they are refugees threatened by expulsion.","PeriodicalId":395881,"journal":{"name":"Educare - vetenskapliga skrifter","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125299591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Lärares iscensättning av stöttning vid nyanlända elevers digitala textproduktion

Educare - vetenskapliga skrifter Pub Date : 2022-05-13 DOI: 10.24834/educare.2022.3.6

A. Hell

{"title":"Lärares iscensättning av stöttning vid nyanlända elevers digitala textproduktion","authors":"A. Hell","doi":"10.24834/educare.2022.3.6","DOIUrl":"https://doi.org/10.24834/educare.2022.3.6","url":null,"abstract":"Previous studies describe scaffolding as fundamental for newly arrived students to understand and create texts. In this article, scaffolding students’ multilingual palette (the full range of multilingual resources) is vital for their meaning-making. This study aims to make linguistic diversity visible when scaffolding newly arrived students during digital text activities in narrative and retelling text in Swedish as a second language. The following research question guides the study: How do scaffolding processes during digital text activities contribute to opportunities for newly arrived students with varying backgrounds and experiences of the Swedish language to use their multilingual palettes? The data consists of ethnographic fieldwork in three primary schools (year 3), focusing on scaffolding during nine newly arrived students’ text activities. Through an iterative analysis process, scaffolding emerged to have the following functions: 1) to promote multilingualism, 2) to develop textual competence, 3) to support student space. Scaffolding of newly arrived students who did not yet speak Swedish contributed to all students being able to create text within the text types. However, the scaffolding did not support their use of multilingual resources during individual text activities. For students to develop multilingual resources, scaffolding must focus on translanguaging and non-verbal means of expression, even during individual activities. For this, using digital technology is advantageous.","PeriodicalId":395881,"journal":{"name":"Educare - vetenskapliga skrifter","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128756753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Elevperspektiv på vad som väcker intresse för litteraturhistoria

Educare - vetenskapliga skrifter Pub Date : 2022-03-22 DOI: 10.24834/educare.2022.3.5

J. Johansson

{"title":"Elevperspektiv på vad som väcker intresse för litteraturhistoria","authors":"J. Johansson","doi":"10.24834/educare.2022.3.5","DOIUrl":"https://doi.org/10.24834/educare.2022.3.5","url":null,"abstract":"Previous research on teaching and learning of literature has called for empirical investigations on classroom practice concerning literary history. As an answer to this call, the study aims to develop knowledge about what sparks students’ interest in the teaching of literary history in upper secondary school. In relation to the introductory lesson in literary history, students’ attitudes were collected through questionnaires and interviews. 286 students from ten classes in five different schools participated, all from various university preparation programmes. Thematic analysis was applied to analyse students’ responses. The analysis showed that themes of (1) content and (2) teachers’ ways of leading and organising the teaching, contributed to spark students’ interest in literary history in various ways. In relation to content, the students’ foregrounded students’ experiences; intertextuality; similarities and differences between different periods; epochs, authors and works; and aesthetic elements. Regarding teachers’ ways of leading and organising the teaching, the students emphasised passion and engagement, content legitimation, interaction and participation, variety, structure and delimitation and grades or de-emphasis on performance. These findings are discussed in relation to theories of interest and teaching.","PeriodicalId":395881,"journal":{"name":"Educare - vetenskapliga skrifter","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126341787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Deconstructing Video Clips in Class 解构视频剪辑在课堂上

Educare - vetenskapliga skrifter Pub Date : 2022-02-24 DOI: 10.24834/educare.2022.1.5

Lisa Molin

引用次数: 0

Teaching in Flexible Spatial and Digital Conditions 灵活空间和数字条件下的教学

Educare - vetenskapliga skrifter Pub Date : 2022-02-24 DOI: 10.24834/educare.2022.1.2

Sylvana Sofkova Hashemi, A. Hipkiss

引用次数: 0

Assessment in Transformation 转型评估

Educare - vetenskapliga skrifter Pub Date : 2022-02-24 DOI: 10.24834/educare.2022.1.6

Eva Insulander, P. Hernwall, Anna Åkerfeldt, Elisabeth Öhman

{"title":"Assessment in Transformation","authors":"Eva Insulander, P. Hernwall, Anna Åkerfeldt, Elisabeth Öhman","doi":"10.24834/educare.2022.1.6","DOIUrl":"https://doi.org/10.24834/educare.2022.1.6","url":null,"abstract":"Using data from focus group interviews, this study aims to analyze the perceived opportunities and challenges encountered by groups of secondary school teachers regarding the assessment of multimodal texts. Previous research has shown that digital technologies introduce new kinds of texts in the classroom. The possibility of combining verbal text with image, sound, and movement has an impact on students’ text production. However, the changing role of writing on the screen has left teachers uncertain of how to assess these new forms of texts. Apart from attending to digital competence, assessing multimodal texts may involve following writing conventions and organizing text using different resources and components. Quality in multimodal texts may concern using multimodal components to communicate complex ideas effectively, which may or may not be noticed by teachers. The data is based on group interviews with 11 secondary school teachers at two different schools. The study conducted a thematic content analysis using the analytical concepts of transformation, recognition, design, and form and meaning. Findings show that teachers find it challenging to acknowledge certain qualities in students’ multimodal texts without support from the steering documents. On the other hand, they notice opportunities to follow students’ learning processes. In addition, they stress an increased opportunity and need for shared assessment across school subjects. The article concludes with a discussion of tensions regarding opportunities and challenges when assessing students’ multimodal texts in relation to the different subject syllabuses.","PeriodicalId":395881,"journal":{"name":"Educare - vetenskapliga skrifter","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125600297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Students' Insights from Interactive Visualizations Arranged Multimodally in Knowledge Visualizations 知识可视化中多模态互动可视化的学生洞察

Educare - vetenskapliga skrifter Pub Date : 2022-02-24 DOI: 10.24834/educare.2022.1.3

Ulrika Bodén, Linnéa Stenliden, Jörgen Nissen

{"title":"Students' Insights from Interactive Visualizations Arranged Multimodally in Knowledge Visualizations","authors":"Ulrika Bodén, Linnéa Stenliden, Jörgen Nissen","doi":"10.24834/educare.2022.1.3","DOIUrl":"https://doi.org/10.24834/educare.2022.1.3","url":null,"abstract":"In this study, a visual analytics application is put into practice in Swedish secondary school social science classrooms. The application offers support to analyse vast amounts of data through interactive data visualizations. Previous studies have demonstrated that the visual interactive interface challenges the traditional practice in school, where students usually demonstrate their knowledge by means of written texts. Thus, this study examines what happens if students work with more malleable, adaptable, or fluid modes when attempting to express their conclusions from work with interactive data visualizations. It aims to detect patterns in how knowledge visualizations are produced and arranged multimodally. Inspired by design-based research, the study conducted two classroom interventions followed by video captures. It employed a socio-material semiotic approach, which enables the study of interactions between both social and material actors. Three patterns emerged when students’ insights were translated into knowledge visualizations – exploring, gathering, and inserting. It became obvious how different actors taking part of such a digital multimodal writing activity affect and change every actor/everyone/everything, which in turn transfers, relocalizes, reformulates, and re-presents the communicated message. Knowing how knowledge visualizations are produced might strengthen students’ visual abilities when transforming insights multimodally.","PeriodicalId":395881,"journal":{"name":"Educare - vetenskapliga skrifter","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126329785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The The Media Literacy of Teenagers 青少年的媒介素养

Educare - vetenskapliga skrifter Pub Date : 2022-02-24 DOI: 10.24834/educare.2022.1.4

P. Fastrez, Nathalie Lacelle, J. Bihl, Eve Gladu, Éric Delamotte, Catherine Delarue-Breton, Christophe Ronveaux, Denise Sutter Widmer

{"title":"The The Media Literacy of Teenagers","authors":"P. Fastrez, Nathalie Lacelle, J. Bihl, Eve Gladu, Éric Delamotte, Catherine Delarue-Breton, Christophe Ronveaux, Denise Sutter Widmer","doi":"10.24834/educare.2022.1.4","DOIUrl":"https://doi.org/10.24834/educare.2022.1.4","url":null,"abstract":"IIn this paper, we present the conceptual framework, objectives, and methodology of an interdisciplinary research program (2018–2022) on the media literacy competence of teenagers in French-speaking Belgium, Quebec, France, and Switzerland. The program is undertaken by researchers in four universities, one in each national context. Focusing on information search and multimodal production as core media literacy activities, this program develops a multi-level assessment method to measure media literacy competence at varying levels of complexity. Additionally, we relate task-based measures of competence with self-reported competence and practices and seek to document the influence of the students’ interpretation of the tasks contexts and purposes, their motivation and feeling of empowerment, and their collaborative practices on the exercise of their media literacy. Preliminary results reveal that students report substantially higher levels of competence in information search than in web production; however, this difference is reduced when students assess their ability to perform specific search-related or production-related actions. These results are discussed in light of the potential usefulness of the program for teachers and for curricular design.","PeriodicalId":395881,"journal":{"name":"Educare - vetenskapliga skrifter","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132650010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Texts, Information and Multimodality in the Digital Age 数字时代的文本、信息和多模态

Educare - vetenskapliga skrifter Pub Date : 2022-02-24 DOI: 10.24834/educare.2022.1.1

Anna-Lena Godhe, Sylvana Sofkova Hashemi, Linnea Stenliden

引用次数: 0