Preschool – an arena for children’s learning of social and cognitive knowledge     

Pia Williams  Sonja Sheridan  Anette Sandberg 《Early Years: An International Journal of Research and Development》2014,34(3):226-240

The aim is to investigate Swedish preschool teachers’ accounts of children’s learning in relation to the goals in the Swedish preschool curriculum. The research question is: “What do preschool teachers see as fundamental aspects of learning in preschool practice?” The study is based on interactionist perspectives founded in Urie Bronfenbrenner’s ecological systems theory in which individuals and environment influence each other in a dynamic, reciprocal interaction. The data consist of interviews. The results show two themes that describe what teachers express as fundamental learning aspects in preschool practice: children’s learning of social knowledge and children’s learning of social and cognitive knowledge as integrated. The results show that some preschool teachers view social knowledge as fundamental to children’s learning. Others have a broader learning-oriented approach, which is grounded in the Swedish preschool curriculum and in modern theories of learning. This is an integrated learning approach, which is assumed to promote children’s learning and development in a long-term perspective.  相似文献   

Older Adults' Memory for Verbally Presented Medical Information     

Sarah M. Bankoff  Elisabeth Hollister Sandberg 《Educational gerontology》2013,39(8):539-551

Previous research demonstrates that patients typically have difficulty remembering information presented during healthcare consultations. This study examined how older adults learn and remember verbally presented medical information. Healthy older adults were tested for recall in experimental and field settings. Participants viewed a five-minute video of a simulated healthcare consultation and completed free recall, cued recall, and recognition memory tasks. Differences in performance were observed between older and younger adults in the experimental condition on all memory tasks and in the field condition on the cued recall task; older adults tended to remember less information than younger adults. Though older adults had difficulty spontaneously recalling medical information, they were able to take advantage of cues to access verbally learned information. Findings of this study highlight the importance of developing and implementing measures to maximize the abilities of older adults to learn and remember important medical information communicated by healthcare providers.  相似文献   

ICT in the Classroom: Is Doing More Important than Knowing?   总被引：1，自引：0，他引：1  

Gunilla Jedeskog  Jörgen Nissen 《Education and Information Technologies》2004,9(1):37-45

The introduction of ICT in Swedish compulsory schooling and related changes in the curriculum include a greater focus on pupil activity and responsibility. At the same time the role of the teacher is expected to change. What changes are occurring under these ICT-related initiatives? This paper is based on an empirical study of the work with ICT in nine different schools. It points to at least two on-going trends. Firstly, a shifting of focus in education from content to form. Secondly, a dissolution of boundaries in terms of room, time and activity. This makes it even more difficult for teachers to exercise control over the learning process. This has created a situation where “to do” something with the computer seems to be more important than to understand the content in different subjects.  相似文献   

Students' conceptions of learning in different educational contexts     

Gunilla Eklund-Myrskog 《Higher Education》1998,35(3):299-316

The aim of this study is to investigate students' conceptions of learning in different educational contexts, and analyze to what extent conceptions are contextually dependent. Student nurses and car mechanic students are chosen as two groups, and qualitative similarities and differences between the students are described and explained in terms of the educational contexts: nursing education and car mechanic education.The study is 'qualitative by its nature, and the phenomenographic approach and grounded theory are taken as the points of departure. Data for the cross-section study were collected through individual interviews with student nurses (n = 60) and car mechanic students (n = 54). Different groups of students were interviewed at the beginning and at the end of the educational programs.As a result of the analysis, qualitative similarities and differences in students' conceptions were found. Differences among students within a program were, however, fewer than differences among students participating in different programs. In comparing groups of students within the programs, similar trends of development could be identified. Students within both programs used more developed conceptions at the end than at the beginning of the programs. The differences found within and between the student groups could be explained in terms of educational contexts. The results thus showed that conceptions were to some extent contextually dependent.  相似文献   

Language and literacy in nonvocal children with cerebral palsy     

Dahlgren Sandberg  Annika  Hjelmquist  Erland 《Reading and writing》1997,9(2):107-133

Metalinguistic and literacy abilities were studied in twenty-seven nonvocal cerebral palsied school children. The participants of the study were presented four tests of phonological awareness: rhyme recognition, sound identification, phoneme synthesis and word length analysis. Their verbal comprehension was measured using a semantic and a syntactic task. Two tests of nonverbal memory: the visual sequential task from ITPA and Corsi blocks and the Digit Span task from WISC, were also included. These measures were related to their reading and spelling ability. The nonvocal children performed on a lower level on the reading and spelling tasks than did the children of two comparison groups, one matched for mental age and one for mental and chronological age. There were no differences in phonological awareness or in verbal memory. The disabled children performed worse on the verbal comprehension task than the children in the comparison groups. Although the reading and spelling results were low in the nonvocal group there were children showing some literacy skills. A within-group analysis performed in the nonvocal group showed that the reading children performed better on all memory tests, and on the sound identification and the word length analysis tasks than the nonreading ones. They also showed better results on verbal comprehension, the semantic task and used more symbols in their communication. Synthetic speech was more often used in reading and spelling education in the reading subgroup than in the nonreading. Metalinguistic abilities and possibility of acoustic rehearsal are discussed as important factors in reading and spelling acquisition in the nonvocal population.  相似文献   

The CREDIT project: Towards a generic framework for assessment and accreditation—a prototype for childcare     

Jacobijn Sandberg  Anjo Anjewierden  Jolanda Groothuismink  Robert de Hoog  & Mascha Giebels 《British journal of educational technology : journal of the Council for Educational Technology》2000,31(4):277-294

Many individuals throughout Europe acquire knowledge and skills in an informal manner for which they find no official recognition. Procedures for assessment and accreditation are meant to help individuals in finding recognition of previously gained competencies. The CREDIT (Capabilities, Registration, Evaluation, Diagnosis and advice through Internet Technology) project develops a computer system that supports the assessment and accreditation process and provides advice on further training possibilities tailored to the level of knowledge and skills of individuals.  相似文献   

Are the social workers prepared to assist a changing population of dysfunctional parents in Sweden?     

Gunilla Larsson  Gunilla Ekenstein  Ewa Rasch 《Child abuse & neglect》1984,8(1):9-14

What kind of support can an affluent society as the Swedish offer dysfunctional parents in order to give the infants an optimal start in life? The purpose of the present study was to analyze the social situation in families precipitating the admission of infants to institutional care in 1970. 1975 and 1980. The results show that in 1980 more complex forms of parental dysfunction were common including mental disorders, criminality, abuse of alcohol and drug addiction. The reported incidence of domestic violence had increased significantly from 1970 to 1980 as well as the number of maltreated infants. The social welfare agencies had greater difficulties and to a larger extent lacked adequate methods of providing assistance to the dysfunctional parents in 1980 than in 1970.  相似文献   

Navigating the divide between scientific practice and science studies to support undergraduate teaching of epistemic knowledge     

Gunilla Öberg  Alice Campbell 《International Journal of Science Education》2019,41(2):230-247

There is an urgent need to strengthen undergraduate science students’ epistemic knowledge, which requires having the scientists qua teachers on board. The divide between scientists’ perceptions of science and the perceptions held by those who study science is in this context problematic. Even so, this remains a sorely understudied area. The aim of the study was to identify pragmatic ways that hold the potential to facilitate integration of scholarly studies of scientific knowledge production with experientially based knowledge held by scientists to support the teaching of epistemic knowledge content to undergraduate science students. Earlier studies suggest that trust building is a central component. Our exploratory case study focuses on instructor perceptions and is based on informal interviews, participatory observation and surveys with instructors in a first-year undergraduate science course under revision. We identified the following central components as central to successful navigation of the divide between the scientific practice and science studies: Explicit formulation of learning objectives tied to epistemic knowledge acquisition; Conscious attention to vocabulary that triggers scientists’ aversion to science studies; Careful selection of historic and contemporary cases; and Systematic scaffolding of course activities. The conclusion regarding a common vocabulary stands out: by ridding our instructions from the vocabulary that caused concern among science instructors we succeeded in engaging them in conversations with students about the knowledge-producing process and challenge the view of science as characterised by facts and truths, rather than a form of scholarly inquiry that aims to produce knowledge about the natural world.  相似文献   

Individualisation in Swedish Adult Education and the Shaping of Neo-liberal Subjectivities     

Andreas Fejes  Maria Olson  Lina Rahm  Magnus Dahlstedt  Fredrik Sandberg 《Scandinavian Journal of Educational Research》2018,62(3):461-473

In this article we have analysed the ways a discourse on individualisation is taking shape within adult education in Sweden, how it operates, and what effects it has in terms of shaping student subjectivity. Drawing on a post-structural theorisation we analyse interviews with teachers and students in municipal adult education and folk high schools (FHS). The analysis illustrates how both institutions contribute to the shaping of individualised subjectivities, although differently. At the end, a general question is raised about what happens with the democratic function of adult education in general when a discourse on individualisation operates in the ways described and, more specifically, asks what is happening to FHS as an educational practice that upholds its self-image as a last bastion of a collective notion of learning and subjectivity and nurturing an educational practice of learning democracy?  相似文献   

Dissonant futures: occupational trajectories,gender and class in contemporary municipal adult education in Sweden     

Magnus Dahlstedt  Fredrik Sandberg  Andreas Fejes  Maria Olson 《Journal of Education & Work》2018,31(1):16-27

The aim of this article is to problematize the ways class and gender are played out in adult students’ narratives about their occupational choice and future. Drawing on Beverly Skeggs, we analyse how students think about future occupations, what motivates them towards these and how they are able to form their future in relation to them. Taking on Sweden as a case, our results show that students’ narratives on their future occupations are classed as well as gendered. In their vision of future occupations, working-class students tend to focus on occupations helping and caring for others, while middle-class students tend to focus on work more as a means of fulfilling themselves as individuals. These differences are also gendered. Female students are more likely than their male counterparts to picture their future occupations in relation to having children and a family. This tells us that in the female students’ narratives, there tends to be a strong focus on caring – for their families as well as in future occupations.  相似文献