1 - 7 of 7
rss atomLink to result list
Permanent link
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
  • Asghari, Hamid
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Technical knowledge in Industrial-technology program as it emerges from three vocational teachers’ life stories2017In: Education: Opole University annual, ISSN 2450-7121, Vol. 2, p. 155-165Article in journal (Refereed)
    Abstract [en]

    In this study, the focus is on three vocational teachers’ stories of their lives and teaching experiences. The research method that I use in this study is life story and the teachers are Johnny, Oscar and Omed. From the teachers stories emerge the technical knowledge that they believe that their students should learn during their Industrial-technology education.

    In terms of analytical method I focused on the stories content and I chose to do a thematic analysis of the stories, and through a holistic approach to see the different patterns which emerge from the stories. Based on Johnny’s, Oscar’s and Omed’s stories about their lives and teaching experiences, various themes of knowledge which their students should learn, became apparent. These themes are: knowledge about being a good citizen, knowledge of technology, knowledge about coping with life as an adult, knowledge which can be used in real life and knowledge which can lead to employment. In the article, I even discuss how these prominent aspects of knowledge can be understood in relation to Aristotle’s definition of the concept of knowledge Episteme, Techne and Phronesis. 

    Johnny’s, Oscar’s and Omed’s life stories show even an important thing. It shows that the technical knowledge that teachers believe that their students should learn are contractions. In these contractions, technical knowledge “creates” in the interaction between teachers, students and their environment. In addition, in this interaction teachers’ life experiences even have certain significance.

  • Samuelsson, Christopher Robin
    et al.
    Uppsala universitet.
    Elmgren, Maja
    Uppsala universitet.
    Haglund, Jesper
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics (from 2013). SMEER.
    Going through a phase: Teaching about energy transformations in phase changes with infrared cameras2018Conference paper (Other academic)
    Abstract [en]

    Students have difficulties understanding energy transformations involved in phase changes in physics and chemistry education. For example, with a predict-observe-explain set-up, we have found that students tend to intuit that when table salt is poured onto ice, the ice will melt and the temperature increase. They are surprised to see that although the ice melts (due to freezing-point depression), the temperature actually decreases. In this study, we explore how infrared cameras as a visualization technology can help students come to terms with such challenges.

    We have designed a teaching sequence for in-service science teachers on the topic of phase changes, with a focus on the central idea that it requires energy to break bonds between particles. In group discussions, students are encouraged to use this idea to explain how the temperature of water can be constant during phase change from solid to liquid, and from liquid to gas, and draw on their experiences that it feels cold when they walk out of the shower but hot when water is poured onto the stove in a sauna. With the help of an infrared camera, students can see how the temperature decreases as water evaporates from their body. With this technology, they can also see that the temperature of a piece of paper increases as moist air condenses on its surface, and that the temperature decreases when the water evaporates away in dry air. Through video analysis, we study students’ interactions with each other and the types of talk they engage in during the exercises. Early findings in a pilot study with secondary school students indicate that they tend to interpret condensation as release of energy due to particles colliding with a surface, rather than bond formation.

  • Fast, Karin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Geography, Media and Communication (from 2013).
    A Discursive Approach to Mediatisation: Corporate Technology Discourse and the Trope of Media Indispensability2018In: Media and Communication, ISSN 2083-5701, E-ISSN 2183-2439, Vol. 6, no 2, p. 15-28Article in journal (Refereed)
    Abstract [en]

    Hitherto, and mainly by way of ethnographic studies, mediatisation research has informed us regarding the relevance, influence, and role of media in various spheres of social life. Less is known, however, about how mediatisation is discursively constructed. The relevance of constructivist approaches to mediatisation has been explicated, e.g., by Krotz (2017), who calls for critical mediatisation studies that consider the economic interests of mediatisation stakeholders, including the ICT industry. Against this backdrop, this article scrutinizes what the alleged 'mobility revolution' entails according to some who would benefit most from such a revolution. More concretely, the article studies the discursive practices of three leading corporations in the mobile communications sector: IBM, Huawei,and Ericsson. Stimulated by critical mediatisation theory as well as related accounts of the (technology) discourse-reality relationship, the article asks: if mobile media changes 'everything' in life-whose lives are being changed? If mobile media are 'indispensable' to modern ways of living-what are they supposed to do? Ultimately, the article speaks to the theme of this thematic issue by interrogating how contemporary mobile technology discourse contributes to the (re-)production of social space. Findings suggest that mediatisation is constructed as the response to an internal human drive for connectivity and as an inexorable natural force. Three sub-discourses on mobile technology are identified: 'technologies of cosmos', 'technologies of self', and, ultimately, 'technologies of life'. Altogether, these sub-discourses disclose and reinforce the hegemonic nature of mediatisation by communicating the indispensability of mobile media in modern-notably, urban and privileged-lives. In addition to providing answers to the study's empirical questions, the article includes a discussion about the potential implications of existing discourse overlaps between ICT companies and mediatisation theorists, as well as a sketch for an agenda for the 'discursive turn' in mediatisation studies.

  • Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Under the teacher´s radar: Literacy practices in task-related smartphone use in the connected classroom2018In: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 18, p. 1-26Article in journal (Refereed)
    Abstract [en]

    In this article, we explore the role of smartphones in the classroom and how they interact with teaching. Drawing on examples of literacy events, we show how the students use the smartphone as a resource to exercise power and influence in the literacy practices in which they participate in the classroom, in relation to a teaching content. These actions take place without the teachers being aware of them, and thus theseprocesses dismantle the teacher’s authority in terms of access to, and overview of, the diversity of texts that are managed by the students in the classroom. The article concludes that it is evident that digital tools in general, and smartphones in particular, change the role of the teacher and the school, and thatthe students’ design of texts places new or altered demands on students as well as teachers.

  • Brouwer, Peter
    et al.
    Apeldoorn, The Netherlands.
    Staal, Klaas
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Karlstad Business School (from 2013).
    The Democracy of the Future: Do Voters Want It?2018In: Homo Oeconomicus, ISSN 0943-0180, Vol. 35, no 1-2, p. 133-141Article in journal (Refereed)
    Abstract [en]

    Frey (Homo Oeconomicus 34(1):1–9, 2017) makes several proposals to reform and extend democracy. In this contribution, we first consider the desirability of these proposals from the point of view of a rational self-interested individual. We then conduct a questionnaire to quantify the actual support among voters. It turns out that many proposals lack support in both cases. We conclude that in making such proposals, one has to take into account not only pre-existing democratic institutions but also the support such proposals can expect from rational self-interestedindividuals.

  • Lindblom, Sophia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Social and Psychological Studies (from 2013).
    Kognitiv behandling av livsstilskriminalitet: En utvärdering av programmen Ett nytt vägval och Nya utmaningar2018Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    The primary aim of this thesis was to make an initial evaluation of the cognitive-oriented treatment programs “A New Direction” for young people and ”New Challenges” for adult men. The treatment programs were examined in two studies mainly aimed at measuring treatment effects on criminal thought patterns and sense of coherence. In the study of the Youth Program (Paper I), pre- and post-measurements were made with the Psychological Inventory of Criminal Thinking Styles (PICTS) and the shortened version of Sense of Coherence (SOC-13). In addition, recidivism over a two-year period was analysed. The results show that the criminal thinking clearly decreases for participants in individual treatment for 9-30 weeks and that the rate of recidivism is lower compared with the control group. In the Adult Program (Paper II) study, pre- and post-measurements were made with PICTS, SOC-13, Positive and Negative Affect Schedule (PANAS) and Quality of Program Delivery (QPD). The result shows that criminal thinking is clearly reduced, and positive affect is increased for participants in cognitive treatment that included one-week group treatment, four weeks individual treatment and finally one-week further group treatment. The individual treatment for four weeks was combined with 12-step treatment. No significant results were shown for either control participants who received 12-step treatment or no treatment.  There is also a positive correlation between QPD and sense of coherence and between QPD and positive affect. The main conclusions are that the programs can reduce criminal thinking and improve salutogenic resources, which can help reduce criminal behaviour.

  • Bomström Aho, Erika
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Språkintroduktion som mellanrum: Nyanlända gymnasieelevers erfarenheter av ett introduktionsprogram2018Licentiate thesis, monograph (Other academic)
    Abstract [sv]

    Den här licentiatuppsatsen behandlar berättade erfarenheter av att vara elev på Språkintroduktion. Programmet är ett av fem introduktionsprogram i den svenska gymnasieskolan och tar emot nyanlända ungdomar i åldrarna 16 till 19 år. Utbildningen på Språkintroduktion har en tyngdpunkt på svenska språket samt andra ämnen som eleverna har behov av att studera. Sålunda ska undervisningen organiseras utifrån varje elevs förutsättningar och behov.

    Studien bygger på intervjuer med språkintroduktionselever. Analysen fokuserar följaktligen 22 elevers berättade erfarenheter av att vara elever på Språkintroduktion. Elevernas berättelser blir ett sätt att förstå hur deras erfarenheter av programmet flätas samman med tidigare skol- och arbetslivserfarenheter liksom med tankar om framtiden.

    I resultaten presenteras tre teman som framträder i berättelserna.  Det första temat gäller samtliga elever och behandlar erfarenheten av att inte kunna svenska. Det andra temat innefattar vissa elever och synliggör två elevidentiteter som särskilt framträder. Den första av dem handlar om att gå från att vara en högpresterande elev till att vara nybörjare och den andra om att gå från att vara en elev med kort eller ingen skolbakgrund till att äntligen vara elev. Slutligen handlar det tredje temat om hur Språkintroduktion tar form som ett mellanrum.