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  • 51.
    Bernmark-Ottosson, Ann
    Karlstad University, Faculty of Arts and Education, Avdelningen för utbildningsvetenskap.
    Tänkbara didaktiska konsekvenser av lärarstuderandes demokratiuppfattningar2009In: Ämnesdidaktiska brobyggen: didaktiska perspektiv inom lärande och forskning, Karlstad: Karlstad University Press , 2009, p. 90-98Chapter in book (Other academic)
  • 52.
    Bjurulf, Veronica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Teknikämnets gestaltningar: En studie av lärares arbete med skolämnet teknik2008Doctoral thesis, monograph (Other scientific)
    Abstract [en]

    The thesis deals with how technology as a school subject is presented to the pupils in the Swedish compulsory school at junior high school level. The main focus is on how teachers work with the subject matter in teaching, which is on the level of the enacted curriculum. The official documents established by the national school authorities, the intended curriculum, and the hidden curriculum are both of special interest in the study. The hidden curriculum refers to possible, but not intended consequences of the enacted curriculum for pupils’ understanding of technology as a school subject. 

              The empirical analysis of the study is based on a narrative analysis on the one hand and the variation theory on the other. The empirical data collection consists of data from: (a) interviews with five teachers and (b) a series of classroom observations, covering an entire section of each teacher’s course of the subject matter.

              The data from the interviews with these teachers indicated that they understood the concept of technology as human made artefacts aiming to satisfy practical needs. When it came to the understanding of technology as a school subject the teachers differed between understanding the aim of the subject as to: (1) practice craftsmanship, (2) prepare the pupils for future careers as engineers, (3) illustrate science, (4) strengthen girls’ technical self-confidence and (5) get the pupils interested in technology in order to become inventors in the future.

    The data from the classroom observations indicated that the teaching presented in technology gave the pupils the opportunity to develop three specific capabilities: (1) evaluate and test functionality, (2) be precise and accurate and (3) construct, build and mount. The three capabilities were possible to develop when accomplishing tasks of practical character. Results also indicated that technology as a school subject was taught in different ways depending on the teachers’ educational background, the physical learning environment and the size of the school class. Variation theory was applied as a tool in the analysis of the data from the classroom observations, i.e. the teachers’ ways of working with the subject matter. The analysis indicated that the most frequently used pattern of variation was ‘contrast’.  Through the contrast-variation the teachers managed to contrast better or worse alternatives of constructing and using artefacts. It can be argued that this pattern of variation, ‘contrast’, is the proper pattern when pupils are working with limited or expensive material.

              The overall conclusion of the study is that teachers’ interpretations of current intended curriculum and their choices of subject matter and teaching methods affect which abilities the pupils are offered to develop in technology as a school subject. Based on the results of the study it can be argued that the education and the teaching of technology lacks realism and the result is that technology as a school subject may be experienced by pupils as not very important. It is obvious that the school subject technology, as well as teaching in technology, in the Swedish compulsory school, demands more attention from the national school authorities, in order to develop the pupils’ understanding that technology as a subject is related to the future development of society and social welfare.

     

  • 53.
    Bjurulf, Veronica
    et al.
    Karlstad University, Faculty of Technology and Science, Department of Physics and Electrical Engineering.
    Kilbrink, Nina
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Segolsson, Mikael
    Ämnet teknik i grundskolan - med empiriska exempel2009In: Ämnesdidaktiska brobyggen: didaktiska perspektiv inom lärande och forskning, Karlstad: Karlstad University Press , 2009, p. 100-109Chapter in book (Other academic)
  • 54.
    Bladini, Kerstin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    About the question of responsibility2007Conference paper (Refereed)
  • 55.
    Bladini, Kerstin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Att tillsammans ta ett steg tillbaka2011In: Specialpedagogisk verksamhet i grundskolan / [ed] Eriksson Gustavsson, A-L., Göransson, K. & Nilholm, C (red.), Studentlitteratur, 2011, p. 55-72Chapter in book (Other (popular science, discussion, etc.))
  • 56.
    Bladini, Kerstin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Handledning som verktyg och rum för reflektion2006Conference paper (Refereed)
  • 57.
    Bladini, Kerstin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Vi ska inte prata något mer om barna, vi ska prata om oss.: En intervjuundersökning om några specialpedagogers handledningssamtal2001Conference paper (Refereed)
  • 58.
    Bladini, Kerstin
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Regionalt utvecklingscentrum, RUC.
    Naeser, MonicaKarlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Regionalt utvecklingscentrum, RUC.
    Det handlar om samtal: en essäsamling om ett kvalificerat samtalsuppdrag2012Collection (editor) (Other (popular science, discussion, etc.))
    Abstract [sv]

    Dessa essäer är skrivna av deltagarna i en kurs med namnet Specialpedagogen som kvalificerad samtalspartner vid Karlstads universitet. Antologin utgör ett bidrag till det gemensamma kunskapsbygget kring det kvalificerade samtalsuppdraget. I varje essä har författaren formulerat en tes som hon argumenterar för. De olika essäerna kommer på så sätt att belysa olika aspekter av det kvalificerade samtalet. Essäerna handlar om samtalets möjligheter att bidra till utveckling av deltagarnas sätt att tänka om och förstå pedagogiska situationer i förskola och skola. Vi menar att dessa samtal kan vara betydelsefulla och ha en stor potential för utveckling av den pedagogiska verksamheten för en inkluderande förskola och skola. Samtidigt pekar några av författarna på att mötas i samtal kan förstås som både skört och komplext.

    Essäerna i denna antologi fyller ett tomrum i diskussionen om det kvalificerade samtalsuppdraget och vår förhoppning är att texterna ska visa på variation och stimulera till fortsatta samtal och framskrivande av texter om det kvalificerade samtalsuppdraget.

  • 59. Bliding, M.
    et al.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Social exclusion and diversity. Childrens negotiations and agreements in school settings2002Conference paper (Refereed)
  • 60. Bliding, M.
    et al.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    When social exclusion is ok, mechanisms in acts of exclusion in peer-groups2003Conference paper (Other (popular science, discussion, etc.))
  • 61. Bliding, Marie
    et al.
    Holm, Ann-Sofie
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Kränkande handlingar och informella miljöer: Elevperspektiv på skolans miljöer och sociala klimat2003Report (Refereed)
  • 62. , Blossing
    et al.
    , Hagen
    , Nyen
    Söderström, Åsa
    Karlstad University, Faculty of Arts and Education, Department of Education.
    The Knowledge Promotion Reform from word to deed: Norwegian Reform Strategies for School Development2008Conference paper (Other (popular science, discussion, etc.))
  • 63. Blossing, U.
    et al.
    Hagen, A.
    Nyen, T.
    Söderström, Åsa
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Evaluering av "Kunnskapsløftet - fra ord til handling" Delrapport 12007Report (Refereed)
    Abstract [sv]

    Dette er første delrapportering fra evalueringen av programmet "Kunnskapsløftet - fra ord til handling". Formålet med notatet er å sette programmet inn i en videre utdanningspolitisk sammenheng og å presentere sentrale dimensjoner for analysen av effekter av programmet. Grunnlaget er 1) en gjennomgang av litteratur om skoleutvikling og organisatorisk endring og 2) en analyse av programdokumenter, herunder prosjektsøknader og innstillinger.



    Evalueringen skal: 1) Vurdere slutteffekter i et utvalg utviklingsprosjekter som inngår i programmets portefølje og vurdere disse opp mot målene i programmet, 2) vise om og eventuelt hvordan et samarbeid mellom skoleeier, skoler og kompetansemiljøer fungerer som et hensiktsmessig virkemiddel for å realisere målene i programmet, og 3) vurdere sekretariatets rolle som veileder i søknadsprosessen. Neste delrapportering vil være klar høsten 2008, mens sluttrapporten vil foreligge høsten 2009.



    Fafo gjennomfører evalueringen i samarbeid med Karlstads universitet.

  • 64. Blossing, U.
    et al.
    Lindvall, K.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Den nya lärarutbildningen: uppföljning av den första terminen2002Report (Other academic)
  • 65.
    Blossing, Ulf
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Blir skolor bättre på att klara av sitt uppdrag?: Ett socialpsykologiskt och organisatoriskt perspektiv på lärares lärande och skolors utveckling2008In: Läraren i blickpunkten: olika perspektiv på lärares liv och arbete / [ed] Carola Aili, Ulf Blossing & Ulrika Tornberg, Stockholm: Lärarförbundets förlag , 2008Chapter in book (Refereed)
  • 66.
    Blossing, Ulf
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Elterngespräche sind Pflichtaufgabe2009In: Klasse, die Evangelische Schule, ISSN 1614-094X, no 2, p. 18-19Article in journal (Other (popular science, discussion, etc.))
  • 67. Blossing, Ulf
    et al.
    Ekholm, Mats
    Karlstad University, Faculty of Arts and Education, Department of Education.
    A Central School Reform Programme in Sweden and the Local Response: Taking the Long Term View Works2008In: Urban EducationArticle in journal (Refereed)
  • 68. Blossing, Ulf
    et al.
    Ekholm, Mats
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Wirkungsanalyse der Schulentwicklung - eine Langzeitstudie aus Schweden2005In: Journal für SchulentwicklungArticle in journal (Refereed)
  • 69. Blossing, Ulf
    et al.
    Ekholm, Mats
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Schools as Curriculum Agencies2008Conference paper (Other (popular science, discussion, etc.))
  • 70. Blossing, Ulf
    et al.
    Hagen, Anna
    Nyen, Torgeir
    Söderström, Åsa
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Evaluering av Kunskapslyftet - fra ord till handling: Delrapport 22008Report (Refereed)
  • 71.
    Blossing, Ulf
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Hagen, Anna
    Nyen, Torgeir
    Söderström, Åsa
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Hvordan forbedre skolen?2010In: Bedre Skole, ISSN 0802-183X, no 3Article in journal (Other (popular science, discussion, etc.))
  • 72.
    Blossing, Ulf
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Hagen, Anna
    Nyen, Torgeir
    Söderström, Åsa
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Kunnskapsløftet fra ord til handling: Slutrapport fra evalueringen av et statligt program for skoleutvikling2010Report (Refereed)
  • 73.
    Blossing, Ulf
    et al.
    Göteborgs universitet.
    Nyen, Torgeir
    Söderström, Åsa
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Hagen Tønder, Anna
    Att kartlägga och förbättra skolor: Sex typskolor2012 (ed. 1)Book (Other academic)
  • 74.
    Blossing, Ulf
    et al.
    Göteborgs universitet.
    Nyen, Torgeir
    Söderström, Åsa
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Hagen Tønder, Anna
    Utvikling av skoler: Prosesser, roller og forbedringshistorie2012Book (Other academic)
  • 75. Blossing, Ulf
    et al.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Skolförbättring: en skola för alla2003In: Skolutvecklingens många ansikten / [ed] Berg, G & Scherp, H-Å, Stockholm: Liber Distribution , 2003Chapter in book (Refereed)
  • 76.
    Blossing, Ulf
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Teachers Competencies for School-Based Curriculum Development: European perspectives: The Swedish Case2009Conference paper (Other (popular science, discussion, etc.))
  • 77.
    Buskqvist, Ulf
    et al.
    Karlstad University, Faculty of Economic Sciences, Communication and IT, Department of Media and Communication Studies.
    Enochsson, Ann-Britt
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Digital kompetens som förutsättning och lärandemål i nätbaserad lärarutbildning (ingår som del i symposiet "Lærerkvalifiseringens dimensjoner og organisering")2012Conference paper (Refereed)
  • 78. Bäckman, B.
    et al.
    Grevér-Sjölander, AC
    Bengtsson, Karin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Persson, J
    Johansson, I
    Chldren with Down syndrome: Oral development after use of palatal plates between 6 and 48 months of age2007In: International Journal of Paediatric Dentistry, 2007 jan; (17(1):19-28Article in journal (Refereed)
  • 79. Calander, F.
    et al.
    Heikkilä, M.
    Karlsson, Marie
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Sahlström, F.
    Together. - on Swedish child care as a meeting place in Swedish society2001Conference paper (Refereed)
  • 80. Calander, F.
    et al.
    Karlsson, Marie
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Sahlström, F.
    Tillsammans? - om svensk barnomsorg som en samhällelig mötesplats2001Conference paper (Refereed)
  • 81. Calander, F.
    et al.
    Lindblad, S.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Sahlström, F.
    New Kids on the Block? Notes from a longitudinal research project on "the intergrative turn" in pre-school and school in Sweden2000Conference paper (Refereed)
  • 82.
    Carlman, Peter
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences.
    Augustsson, Christian
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Towards a New Logic of Sport Practice for Children: A Case Study of a “Sport for All” School Programme in Sweden2013In: The Swedish Journal of Sport Research, ISSN 2001-6018, Vol. 1, p. 4-25Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to study children and engaged adults’ experiences of participating in a Sport for All Programme in school (SAP). Fifteen individual interviews were conducted with one programme manager, three schoolteachers, two sport club leaders, and nine children (five girls and four boys aged 9-10). Bourdieu’s (1990) as well as Lave and Wenger’s (1991) theoretical models were used as the analytic tools to study the SAP. The analysis reveals that the organization and the practice of the activities are noticeably related to conventionally organized sport. The analysis also shows that the SAP is a new way of organizing and practicing children’s sport – with its own logic. The absence of organized competition, the less intensive activities, the greater flexibility and variation in the SAP appear to challenge the conscious and unconscious idea of the meaning and function of competitive sport, especially in children’s sport. Thus, the SAP concept calls for a new way of approaching children’s sport, and new demands on those who organize and lead the activities.

  • 83.
    Carlman, Peter
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    A sport for all programme in school: girls’ experience.2018In: Sport in Society: Cultures, Media, Politics, Commerce, ISSN 1743-0437, E-ISSN 1743-0445, Vol. 22, no 3, p. 416-431Article in journal (Refereed)
    Abstract [en]

    This article examines a Swedish Sport for All Programme (SAP) in school. We use a case study to discuss girls’ debut in alternative sports programme organized in collaboration between school and the sports movement. The empirical data are derived from repeated focus group interviews with one group of seven 10-year-old girls participating in one SAP. The analyses focus on their subjective experiences and how broader gender structures influence these experiences. Drawing on the results of this study, we argue that certain sports can be interpreted as oppressive activities that produce asymmetric power relationships between different groups of children. Simultaneously, the girls see the idea of sports as joyful activities, without male abuse and oppression or hierarchical gender relationships. Based on the girls’ accounts, we claim that both the leaders and the children actively reproduce gender stereotypes in the SAP.

  • 84.
    Carlman, Peter
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. Karlstad University, Faculty of Social and Life Sciences, Department of Health and Environmental Sciences. Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences.
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Gender regime in a Sport for All programme in school2017Conference paper (Refereed)
    Abstract [en]

    Introduction

    The aim of the study was to investigate children’s experiences of The Sport for All programme in school (SAP) (idrottsskolan). The specific purpose with this paper was to investigate if boys and girls have equality accessibility to participate in the SAP. The purpose of the SAP is to give children an opportunity to try different sports, with a focus on play and motor learning rather than organized competition.

    Methods

    This article is based on repeated focus group interviews with one group of 7 ten-year-old girls participating in a SAP in the western part of Sweden. The girls had no, or limited experience, of practice organized sport on their leisure time. The girl’s lived in a low socioeconomic district with a high proportion of immigrants. In the district there is few sports clubs.

    Results

    The result shows how the boys have the power to dominate the practice and influence the girls’ experiences of the SAP. And sometimes the boys take over and control the practice in so considerable proportions that the girls find it difficult to participate in the SAP. The study shows that the boys have a better opportunity to use their agency (Alanen, 2014), partly in cooperation with the leaders, and be a part of and influence the sport activities in the SAP.

     Conclusions

    The girls in the study felt that they were disparaged and excluded cause of the boys’ behaviour. Hence, it is absolutely necessarily that organizer of the SAP pay attention to gender issues and work out guidelines and strategies so that both girls and boys feel included in the SAP:s all activities. As has been discussed before (Flintoff, 2008), and according the results in this study, it requires more than to just start up sport activities and hope that more alternatives will boost more and new participants.

  • 85.
    Colic, Nerina
    Karlstad University, Faculty of Arts and Education, Department of Education.
    "Man tar en växt från Sydeuropa och försöker anpassa den till det här klimatet och misslyckas. Hur ska man då göra med människor?": Pedagogers uppfattning om skolans bemötande av tvåspråkighet2012Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    ABSTRACT

    There are classroom in the Swedish school whose students represent many different languages that mean various culture views and values. The language is the most front tool for the students' knowledge and social development. The intention with this work is to examine the teachers sights on bilingualism and theirs refuting of this diversity of languages in the school. The work comprises literature review that treats bilingualism, culture and identity, and six individual qualitative interviews of teachers that works on compulsory educations with international touch. The result shows that the teachers has a positive sight on the student’s bilingualism and tries through their work to lift up the students' different languages that access. All teachers consider that there be clear connection average languages, culture and identity and put-ons’ big value of well-function cooperation with the home. Cooperation with the mother tongue teachers is irregular and something poorer. Division of responsibility for bilingual students' language learning the average school and the home are clear, where the home takes hand about the mother tongue and the school about the Swedish language.

  • 86. Colnerud, Gunnel
    et al.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Etiska lärare - moraliska barn: Forskning kring värdefrågor i skolans praktik2004Report (Refereed)
  • 87. Colnerud, Gunnel
    et al.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Etiska lärare - moraliska barn: Forskning kring värdefrågor i skolans praktik2004Other (Other (popular science, discussion, etc.))
  • 88.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    A state-independent education for citizenship?: Assessing students in Swedish comprehensive and Steiner Waldorf schools on questions of civic and moral development2009Conference paper (Refereed)
    Abstract

    In the wake of globalisation, multiculturalism and the marketisation of schools the education-for-citizenship-question in relation to state and independent schools seems increasingly relevant. This paper is based on a comparison of the civic and moral development of students in Swedish state and Steiner Waldorf schools. The aim of the study was to evaluate the possible differences between the two types of schools regarding their effects on the civic and moral development of students. The study employed both qualitative and quantitative analyses of data from two different surveys and a strategic sampling of schools. In the first survey, the student sample was a cohort of pupils from grade 9 and from the last grade of the upper secondary school (grade 12 in Steiner Waldorf schools). The qualitative analyses were based on a responsive evaluation approach; that is, students were confronted with problems to which there were no given or correct answers. The qualitative data were analysed inductively and thematically. In the second survey, grade 9 students from Steiner Waldorf and state schools were compared regarding democratic attitudes, values and opinions about their school and their teachers. These data were only quantitative. Results of the two surveys showed some significant differences between students from the two school systems. The most striking result of the comparisons concerned the differences between the younger and the older students in their attitudes to social and moral questions. In the state schools, the interest and engagement in social and moral questions were approximately the same in both age-groups, but in Steiner Waldorf schools the older students showed more interest and engagement in social and moral questions. The Steiner Waldorf students also showed more positive attitudes already in grade 9. This result raises the question whether the pedagogical approach of Steiner Waldorf schools has more positive effects on moral and civic development

  • 89.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Bildning eller yrkesanpassning: En granskning av lärarutbildningen vid Högskolan i Karlstad1995Report (Other academic)
  • 90.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Bildning till verklighet och icke-representationell kunskap: Implikationer för pedagogiken?2012In: Studier i pædagogisk filosofi, ISSN 2244-9140, Vol. 1, no 1, p. 55-71Article in journal (Refereed)
    Abstract [en]

    This paper explores the educational significance of the critique of representationalism. As it includes the notion of non-representational knowledge, Rudolf Steiner’s epistemology is introduced and further linked to elements in Bergson and Deleuze. Humboldt’s idea of Menschenbildung as the central function of knowledge is brought in, since both Humboldt and Steiner emphasise knowledge as mediating the interplay between self and world, producing a deeper sense of reality. Such an education must respect the living nature of genuine concepts as well as the aesthetic aspects of learning. After a note on the educational abuse of language in discursive closures, some traits of Steiner’s practical pedagogy are presented as possible practical implications.

  • 91.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Critique of the Schema Concept2001In: Scandinavian Journal of Educational Research vol 45,No 3, 2001Article in journal (Refereed)
    Abstract [en]

    A basic concept in most theories in cognitive psychology, as well as in many versions of constructivism, is that of the schema. The questions behind this paper concern the nature of schemata and what role the concept plays in educational theory and practice

  • 92.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Den tunga vetenskapen: Aspekter av blivande NA-lärares föreställningar om naturvetenskap2002In: Pedagogisk Forskning i Sverige, ISSN 1401-6788Article in journal (Refereed)
  • 93.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Den tunga vetenskapen: Lärarstuderandes uppfattningar av naturvetenskap med kontroversen mellan Goethes och Newtons optik som utgångspunkt2002Report (Refereed)
    Abstract [sv]

    Science literacy, dvs förståelse för naturvetenskapens karaktär och innehåll, har i många länder under flera decennier varit ett övergripande mål för skolans undervisning i naturkunskap/ naturvetenskap. Huvudsyftet med denna rapport äratt undersöka, beskriva och diskutera blivande NA-lärares uppfattningar av vad som kännetecknar naturvetenskaplig kunskap. Rapporten syftar också till att belysa relationen mellan science literacy och bildning. Den utgår från ett hermeneutiskt- fenomenologiskt grundperspektiv, vilket tillämpas både på naturvetenskapen som sådan och på empiriska data. Det hermeneutiskt-fenomenologiska perspektivet på naturvetenskap exemplifieras med Johann W Goethes färglära

  • 94.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Didaktik i döda poeters sällskap: Existensfilosofiska perspektiv på didaktik1993Report (Refereed)
  • 95.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Didaktiken-bildningsväg eller socialisationsinstrument?1996In: Pedagogisk forskning i Sverige 1, s 153-164Article in journal (Refereed)
    Abstract [en]

    Artikeln diskuterar spänningen mellan två poler inom den svenska didaktiken

  • 96.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Does Waldorf education need particular methods of assessment and evaluation?2010In: Erziehungswissenschaftliche Zugänge zur Waldorfpädagogik / [ed] Harm Paschen, Wiesbaden: VS Verlag , 2010, p. 157-171Chapter in book (Refereed)
    Abstract

    In these days of both national and international comparative studies of so called learning outcomes it seems important to raise the question of appropriate methods and methodologies for the assessment and evaluation of educational processes. Present evaluation methods seem to focus more and more on curriculum-as-product at the expense of curriculum-as-process. However, it is in the latter that more holistic qualities like social, moral and spiritual aspects of development and learning are likely to emerge, since such qualities are embedded in everything that teachers and students are doing. And, as MacGilchrist, Myers, and Reed (2004) point out, it is important that we assess what we value, rather than value what we can easily measure

  • 97.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Education and psycho-utopianism - leaving no outsiders?2004Conference paper (Refereed)
    Abstract [en]

    Abstract: In the history of ideas some researchers have recently coined the term psycho-utopianism, denoting the notion that the ideal society presupposes a new man, i e, that the psychological nature of man must change before society can change. Cultural studies have noted this line of thinking also within the so-called New Age movement. However, the notion of a New Age is not really new, it occurred already at the beginning of the Modern Epoch; in 17th century Europe. In these times, the educational philosopher J A Comenius was writing his canonical work Didactica Magna and other texts on education, science and philosophy, with the ultimate aim of contributing to a new world order. Comenius was one of the first modern educators to argue for a general education of both boys and girls irrespective of social class. This all-inclusiveness actually seems to be an essential trait of educational psycho-utopian ideas. Three hundred years later, B F Skinner suggested psychological methods of education and upbringing, also with the ultimate aim to transform society. Skinner regarded operational conditioning as an educational mechanism applicable to everyone without exception, denying the significance of any inborn nature of the human psyche. In the paper I will look closer at the similarities and differences between these two thinkers regarding their psycho-utopian notions and their relation to the issue of insiders and outsiders. I will conclude with similar reflections on psycho-utopian tendencies in present discourses on ICT and education

  • 98.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Education for Citizenship in the Context of the State, the Market, and Civil Society ' where does it belong?2004Conference paper (Refereed)
    Abstract [en]

    ABSTRACT. The concept of education for citizenship is a contested one. Arguments about what education for citizenship ought to be must be balanced with a thorough analysis of what our social, cultural and political situation really is. The starting point of my reflections on our present politico-socio-cultural situation is the notion of a threefold social structure, based on the metaphors of the state, the market and culture. The idea of a threefold social structure has deep historical roots. In educational thinking it has been elaborated by Comenius and Steiner. Already after WWI, Steiner maintained the necessity to emancipate cultural life in general and education in particular from the state and the economy. More recently, Habermas and Cohen & Arato have argued for a similar emancipation of the cultural lifeworld and civil society, respectively. Against this background, some proposals for citizenship education are taken up, e.g. Nussbaums cultivating humanity and Schützs well-informed citizen. However, in proposing such educational ideals we must also consider the social conditions that work against them. The paper ends with the question of whether a genuine education for citizenship is possible in state-ruled schools, considering the corporate nature of modern states. In order to counteract alliances between government power and market forces, and to strengthen the development of democracy, perhaps education for citizenship is better taken care of by civil society

  • 99.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Education, History, and Be(com)ing Human: Two Essays in Philosophy and Education2006Report (Refereed)
  • 100.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    En skolskjutares självmordsbrev2012In: Livskunskap i skolan: Röster från klassrum och samhälle / [ed] Valentin Sevéus & Yvonne Terjestam, Stockholm: Seveus , 2012, p. 196-206Chapter in book (Other (popular science, discussion, etc.))
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