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  • 1.
    Alzhanova-Ericsson, Alla T
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Boberg, Karin
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Björkman, Dawid
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies.
    Landwehr Sydow, Alfred
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies.
    Kelmendi, Behram
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies.
    Esso, Sleyman
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies.
    Ahnoff, Örjan
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies.
    Sundbäck, Sandra
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies.
    Dinnétz, Patrik
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Multidisciplinary and Multimodal Approaches in Teaching and Learning Mathematics, Music and Language Based on the Flipped Classroom Model2020In: The 5th International Scientific and Practical Conference Languages and Contemporary Problems of Education [Язык и актуальные проблемы образования]: The International Academy of Pedagogical Educational Sciences and Moscow State Regional University, MGOU, Moscow, Russia. January 21-22, 2020 : Section 2. Language and culture of speech: traditions and perspectives. Language training and speech culture of the teacher / [ed] Artamonova, E.I.; Ushakova, O. S., Moscow, Russia: The International Academy of Pedagogical Educational Sciences and Moscow State Regional University , 2020, p. 182-192Conference paper (Refereed)
    Abstract [en]

    Digitalization and multidisciplinary approach are the new trends in Teaching and Learning theory and practice. The article lays emphasis on mathematics teaching and learning knowledge, based on Action Research Theory, New Learning Theory and Variation Theory. Preservice early elementary school teachers created audiovisual video films (AV) and Podcasts (PD) lessons integrating Mathematics, Music and Language during a university course in teacher education. These multidisciplinary lessons were used as intelligent tutors in a flipped classroom model. The lessons are dealing with proportionality, one of the most difficult items in elementary school mathematical curriculum. For explaining proportionality, the preservice teachers have used multiple representations such as manipulatives, fiction stories, videogame Minecraft, “Smash up” in tennis table, musical intervals, self-composed, self-written and self-performed songs about mathematical rules in easy to remember rap-style. Preservice teachers have shown their AV or PD lessons to elementary school students followed by joint discussions and exercisers in solving of mathematical problems. Preservice teachers analyzed their work in an essay-form report describing creation of their intelligent tutors for elementary school students’ knowledge development in mathematics, music and language, including pronunciation, explanation and understanding of mathematical terminology. The multipart flipped classroom approach promoted prospective teachers’ professional growth. For future analysis the described multipart flipped classroom model can be further developed in international collaboration.

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  • 2.
    Bergström, Jonny
    et al.
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Åkerlund, Jonas
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Hårda pojkar och mjuka flickor: En kvalitativ studie om lågstadieflickors relation till skolgårdens fotbollsplan2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    With the background of girls being underrepresented on the schoolyard football field, this study explores how gender is involved in girls’ relation to the place. According to previous studies, the football field is a location where girls often fail to integrate. This phenomenon is explained as a consequence of traditional and masculine norms of the place. The study has been carried out using a social constructive method and have investigated elementary school girls´ possibilities and strategies to adapt to the schoolyard’s football field. The results were analyzed based on Judith Butler´s performative perspective of gender, together with the gender system and place theory. The study is based on surveys and interviews with elementary school students from two different schools. The analysis shows how girls' difficulties to get on the football field are due to multiple factors that can be linked to the place´s masculine norm of hardness and indifference that doesn´t correlate with the girls´ perception of gender. The study identifies how the girls who conform to the location characterized by masculine dominance use different strategies, including a combination of being successful at the game and having stable friendships with the other participants. As a solution to make the football field more inviting, inclusive and dynamic, the study highlights how the masculine character of the football field needs to be redefined. The climate of hardness and individualism needs to be replaced and renegotiated by new values, where cooperation and consideration become more defined. 

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  • 3. Biesta, Gert
    Konst som undervisning: Konstundervisning "efter" Joseph Beuys2021Book (Other academic)
    Abstract [sv]

    Gert Biesta, ledande utbildningsteoretiker, professor i pedagogik vid Maynooth University i Dublin och vid University of Edinburgh, presenterar i denna bok ett annorlunda sätt att se på undervisningen i de estetiska ämnena genom att visa vilka unika möjligheter konsten erbjuder att komma i dialog med den omgivande världen. Undervisningen ses som en visandets process, där läraren visar eleven vad som kan vara bra, viktigt och meningsfullt i världen att ägna sin uppmärksamhet åt. Med hjälp av Joseph Beuys happening från 1965, Hur man förklarar bilder för en död hare, från vilken många bilder finns med i boken, redogör Biesta för hur den processen tar form. Med ett särskilt efterord till den svenska utgåvan, hans fjärde titel på svenska.

    Gert Biesta har beskrivit sina tankar om utbildning som sfär för subjektets och demokratins tillblivelse i ett antal standardverk inom nutida pedagogisk teori. När nu denna bok om konstens undervisande kraft finns tillgänglig på svenska är förhoppningen att den kan bidra till en djupare förståelse hos alla som intresserar sig, från politiker och beslutsfattare, skolledare och lärarutbildare till den enskilda lärarstudenten och pedagogen, för konstens betydelse för en pedagogik och en utbildning för vår (fram)tid.

  • 4.
    Björkqvist, Johanna
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Musikspår: En studie av musik i förskolan2023Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    Title: Musical tracks – A study of music in preschool

    This study is based on my professional experience of music being played in a preschool context. The aim of the study is to examine if and how music played at preschool could be a “meaning-making” activity. The theoretical starting point is the concept of musicking developed by Christopher Small (1998, p. 9). In this concept the meaning of music is created through musical activities such as listening, performing and dancing. I have focused on how listening expresses itself in children's activities when music is played in the background. The data was gathered at two Swedish preschools in the spring of 2023. Through observations of children's activities when recorded music was playing in the background, I discovered different “meaning-making” in the children’s actions, words and drawings. I also used drawing as a method to gather data while observing the music activities. The results are presented through two categories, passive and active listening. Passive listening is described as activities that produced a more subtle bodily resonance and when a resistance to the background music or a preference for silence was expressed. Active listening is described when the listening is manifested through music such as sound images, dance, performance and/or creation of music. The study shows how creation of meaning occurs between children, preschool teachers, rooms, and materials where relationships are explored together with music. The results are analysed and discussed based on previous research where music selection is highlighted, which can be seen as one of the preparatory activities of musicking. Focus is on relational and subjective listening. In conclusion, the research, show along with the concept of musicking, that the view of music education can be broadened.

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  • 5.
    Burman, Anders
    et al.
    Södertörn University, School of Historical and Contemporary Studies, History of Ideas.
    Lundberg Bouquelon, PetraSödertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    I rörelse: Estetiska erfarenheter i pedagogiska sammanhang2022Collection (editor) (Refereed)
    Abstract [sv]

    ”Utifrån min egen erfarenhetshorisont finner jag denna bok nyskapande i det att den omfattar reflektioner kring estetisk erfarenhet kopplat till just olika pedagogiska sammanhang. Den lyfter ett flertal olika idéer och bidrar även med olika, mer eller mindre, konkreta tips för hur man som lärare och lärarutbildare kan arbeta med och inom detta område.”

    Eva Alerby, professor i pedagogik vid Luleå tekniska universitet

    Den estetiska erfarenheten, som startar – men inte slutar – med konsten, är en erfarenhet som motiverar, engagerar och stimulerar. Den sätter oss i rörelse, får oss att utmana gränser och vända upp och ner på våra invanda föreställningar. Det som undersöks i den här antologin är hur man kan förstå relationen mellan sådana estetiska erfarenheter och den pedagogiska verksamheten vid bland annat skolor och universitet. Vart och ett av de femton bidragen – skrivna av både praktiker och teoretiker – lyfter på sitt eget sätt fram den estetiska erfarenhetens villkor, problem och potential i olika pedagogiska sammanhang. Med en stor variation av utgångspunkter och slutsatser bildar texterna en mångfacetterad helhet som får läsaren att reflektera vidare på egen hand om vad konst och estetiska erfarenheter inte bara är utan vad de faktiskt kan göra.

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    I rörelse: Estetiska erfarenheter i pedagogiska sammanhang
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  • 6.
    Dahlin, Marianne
    et al.
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Kaasik Lindblad, Aire
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Jag skulle hellre vilja göra det här.: En kvalitativ studie om hur pedagoger i fritishem, resonerar kring elevinflytande och hur de integrerar den i verksamheten.2023Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate how educators in leisure time centers reason about student influence. More specifically, how seven educators feel that student influence is integrated into teaching si analysede. Access to school har existed in Sweden since the 11th century when the church stood as the source of knowledge. Today’s leisure time centers have their origins in 19th-century workhouses where children would learn a craft and get away from begging. The leisure center must rest on a democratic foundation and the students must receive both care and learning. The leisure time center is governed by the Convention on the Rights of the Child, the School Act and the Curriculum for primary school, pre-school and leisure time center, where teaching must be based on the students' interests, needs and experience. Swedish researchers write about student influence, how students are made to participate in the leisure time center. The experience for this qualitative study has been gained through seven interviews with educators in leisure time centers. The theory used for the analysis of the empirical evidence is childhood sociology with the concepts of child perspective, children's perspective and power. The results show that the respondents think it is important that the students are allowed to make their voices heard and that their time at the leisure time center is valuable. Even so, the respondents can see that some students feel that their voice is not being heard, as their choice was not the one chosen by the majority. The educators use a children's perspective in the activities as they start from what they think the students want to learn about.

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  • 7.
    Ferm Almqvist, Cecilia
    et al.
    Södertörn University, Teacher Education, Education.
    Björkman, Lotta
    Södertörn University, Teacher Education, Education.
    Lundberg Bouquelon, Petra
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Den meningsfulla (äldre dansande) kroppen: sammanflätad, gränsöverskridande och hemmahörande2023In: Nordic Journal of Art & Research, ISSN 2535-7328, Vol. 12, no 1, p. 1-25Article in journal (Refereed)
    Abstract [en]

    Having the possibility to experience meaning in artistic settings is a human right. However, several studies show that structures and norms may prevent human beings from participating in artistic and cultural activities. Moreover, it is not given that all forms of participation offer meaningful experiences, something which puts a great responsibility upon organizers of artistic events. The current study is based in a project where elderly people were given the chance to participate in processes of development and performance of collaborative contemporary dance. The specific aim of the study was to describe and analyse the phenomenon of the meaningful body based on a phenomenological approach. To get access to the dancers’ lived experiences, six participants were interviewed. The transcribed interviews were analysed in a phenomenological manner. The analysis resulted in three themes, which together describe the phenomenon of the lived body, namely: the intertwined body, the border-crossing body, and the body feeling at home. The themes are related to phenomenological philosophy regarding aging, awareness, existence, and aesthetic experience, as well as to art education situations and societal norms.

  • 8.
    Fredricson Flodin, Fia
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Interkulturalitet och improvisation: att genom dansimprovisation synliggöra ochundersöka interkulturella spänningsfält2020In: Perspektiv på interkulturalitet / [ed] Helena Hill, Huddinge: Södertörns högskola, 2020, p. 69-83Chapter in book (Other academic)
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  • 9.
    Garcia, Judith
    et al.
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Holm, Martin
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Alla våra samtal...: En vetenskaplig essä om kollegialt lärande, relationer och språk2023Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Title: All our conversations…- A scientific essay about collegial learning, relations and language. The purpose of this essay is to examine collegial learning, relational perspectives and language in the context of school-age educare. This essay is based on our own working experiences to be able to reflect over our own problematic behavior. The reason for this is to find tools to deal with complicated conversations. The methods we used to examine this are the writings of a scientific essay and a participant observation. To support this we have used three theoretical perspectives; collegial learning, relational pedagogy and social constructivism. Our conclusions are that through our reflections we could see the positive effects of collegial learning, the importance of working with relations in the college and the part language plays in different relational constellations.

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  • 10.
    Gerhardt, Karin
    et al.
    Sveriges lantbruksuniversitet, Sverige.
    Wolrath Söderberg, Maria
    Södertörn University, School of Culture and Education, Rhetoric.
    Lindblad, Inger
    Södertörn University, School of Social Sciences, Social Work.
    Diderichsen, Öjvind
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Gullström, Martin
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Dahlin, Maria
    Södertörn University, School of Culture and Education, Rhetoric.
    Köping Olsson, Ann-Sofie
    Södertörn University, School of Social Sciences, Business Studies.
    Lehtilä, Kari
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Rasoal, Chato
    Södertörn University, School of Police Studies.
    Dobers, Peter
    Södertörn University, School of Social Sciences, Business Studies.
    Johansson, Johanna
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Berndt, Kurt D.
    Södertörn University, Teacher Education, Mathematics Education.
    Karlholm, Dan
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Kjellqvist, Tomas
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Lalander, Rickard
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Vallström, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Alvarsson-Hjort, Jesper
    Södertörn University, School of Social Sciences, Psychology.
    Sjöholm, Cecilia
    Södertörn University, School of Culture and Education, Aesthetics.
    Lönngren, Ann-Sofie
    Södertörn University, School of Culture and Education, Comparative Literature.
    Bydler, Charlotte
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Färjsjö, Eva
    Södertörn University, Teacher Education, Mathematics Education.
    Porseryd, Tove
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Sio, Miriam
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Yazdanpanah, Soheyla
    Södertörn University, School of Culture and Education, Gender Studies.
    Pihl Skoog, Emma
    Södertörn University, School of Historical and Contemporary Studies, Archive Studies.
    Sörbom, Adrienne
    Södertörn University, School of Social Sciences, Sociology.
    Gallardo Fernández, Gloria L.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Wadstein MacLeod, Katarina
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Garrison, Julie
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Andrén, Elinor
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Svärd, Veronica
    Södertörn University, School of Social Sciences, Social Work.
    Hajighasemi, Ali
    Södertörn University, School of Social Sciences, Social Work.
    Spånberger Weitz, Ylva
    Södertörn University, School of Social Sciences, Social Work.
    Elmersjö, Magdalena
    Södertörn University, School of Social Sciences, Social Work.
    Persson, Sara
    Södertörn University, School of Social Sciences, Business Studies.
    Borevi, Karin
    Södertörn University, School of Social Sciences, Political Science.
    Carlsson, Nina
    Södertörn University, School of Social Sciences, Political Science.
    Löfgren, Isabel
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Ghose, Sheila
    Södertörn University, School of Culture and Education, English language.
    Bonow, Madeleine
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Podolian, Olena
    Södertörn University, School of Social Sciences, Political Science.
    Grahn, Mats
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Gunnarsson Payne, Jenny
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Kaun, Anne
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Faber, Hugo
    Södertörn University, School of Social Sciences, Political Science.
    Cederberg, Carl
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Gradén, Mattias
    Högskolan Dalarna, Sverige.
    Nog nu, politiker – ta klimatkrisen på allvar2022In: Aftonbladet, no 2022-08-25Article in journal (Other (popular science, discussion, etc.))
  • 11.
    Hedin, Jessica
    et al.
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Makdissi Altun, Esther
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Problematiskt språkbruk bland elever i skolan och på fritidshemmet: En studie om fult språk och svordomarur ett elev- och pedagogperspektiv2024Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    We are constantly surrounded by language, which affects our view of ourselves and the world around us. Children are especially affected by their language environment and will often adapt their speech to fit in among their friends. Nowadays it seems like cursing and insults has become more common among young students in the school environment, which worries us. This study presents our research on what we call problematic language, it is specified on students in middle school and their experience of the use of curses and insults around them. Our research was done by qualitative interviews with both students and teachers as the aim was to get different perspectives on how the students are affected. We have chosen to take the social perspective of language in our study together with the perspectives of previous research in the field of offensive language. What we discovered was that the students have a different view of the language use than teachers do. How words are perceived is very individual, it depends on the situation and the relations to those around. What is clear is that students get affected by their language environment and therefore need support and guidance in order to understand the effects of problematic language use. With this study we intend to bring awareness and knowledge that can benefit a healthy language environment for students in school and after school care

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    E.Makdissi Altun & J.Hedin - Problematiskt språkbruk bland elever i skolan och på fritidshemmet
  • 12.
    Holmgren-Theodore, Loudridge
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Titta vad jag säger fröken!: En utforskning av förhållandet mellan estetiskt uttryck i teatern och icke-verbala förskolebarn.2024Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    I in this study aim to investigate the connection between aesthetic expression in theatre and nonverbal communication among preschool children, grounded in Vygotsky's artefact and mediation theories. Theatre, with its rich visual and performative elements, serves as a medium for artistic expression and imaginative exploration. Within early childhood education, understanding how theatre influences children's nonverbal communication skills is essential for promoting children development and social interaction. Lev Vygotsky’s theories of artefacts and mediation provide a valuable framework for examining the role of theatre in children's socioemotional development. Artefacts, such as costumes, props, and stage settings, serve as cultural tools that scaffold children's learning and cognition. Theatre acts as a mediating artefact that facilitates children's exploration of emotions, roles, and relationships through dramatic play and performance. Theatre can provide an environment where children can experiment with these nonverbal communication skills in a supportive and creative context.

    I seek to elucidate how exposure to theatrical experiences impacts the nonverbal communication abilities of young children. By examining the perspectives of educators working closely with young children, this research aims to uncover nuanced understandings of how aesthetic experiences in theater contribute to the development and learning of preschoolers.

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  • 13.
    Jahanmahan, Farhad
    et al.
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Persson, Cecilia
    Sheikhmous, Omar
    Den som inte talar finns inte: kurdiska krigsskadade flyktingars livsberättelser2021Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Kurdiska flyktingar i Sverige och andra delar av världen lever i ofrivillig exil. I denna exil ska flyktingarna erövra nya språk, kulturella koder, integreras och långsamt lära sig att leva som medborgare i ett nytt land. De ska även utstå fördomar, rasism och stora okunskaper om Kurdistan och landets historia samt nuvarande situationer, spridda i förskingring eller förföljda i olika delar avKurdistan.Flykten är för de allra flesta ett val man tvingas att göra, för att kunna överleva, och för en av jordens mest utsatta folkgrupper ärdetta en sanning som tyvärr alldeles för sällan har några undantag. Den som inte talar finns inte – kurdiska krigsskadade flyktingars livsberättelser är ingen vetenskaplig rapport, inte heller en skönlitterär bok, inte heller en tvärsäker partsinlaga: den är en mix av olika röster och sätt att tänka kring flyktingars situation.

  • 14.
    Jahanmahan, Farhad
    et al.
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes. Stockholms universitet, Sverige.
    Trondman, Mats
    Linnéuniversitetet, Sverige.
    "Jag vill aldrig tappa bort den nycken": Om skolan som möjlighetsstruktur för ensamkommande flyktingbarns skolframgång i Sverige2021In: Inkludering och skolframgång för nyanlända elever / [ed] Nihad Bunar, Stockholm: Natur och kultur, 2021, p. 78-119Chapter in book (Other academic)
  • 15.
    Lindqvist, Anna
    et al.
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Murstedt, Linda
    Mittuniversitetet, Sverige.
    Kommunikativa dilemman i digital distansundervisning2022In: Digitala didaktiska dilemman / [ed] Sofia Lundmark; Janne Kontio, Stockholm: Natur och kultur, 2022, p. 229-256Chapter in book (Other academic)
  • 16.
    Moberg, Christina
    et al.
    EASAC; KTH, Sverige.
    Wolrath Söderberg, Maria
    Södertörn University, School of Culture and Education, Rhetoric.
    Sandberg, Linn
    Södertörn University, School of Culture and Education, Gender Studies.
    Lindblad, Inger
    Södertörn University, School of Social Sciences, Social Work.
    Sjöholm, Cecilia
    Södertörn University, School of Culture and Education, Aesthetics.
    Gullström, Martin
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Lalander, Rickard
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Andrén, Elinor
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Vallström, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Bonow, Madeleine
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Andrén, Thomas
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Porseryd, Tove
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Grahn, Mats
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Karlholm, Dan
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Smith, Nicholas
    Södertörn University, School of Culture and Education, Philosophy.
    Lehtilä, Kari
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Cederberg, Carl
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Svärd, Veronica
    Södertörn University, School of Social Sciences, Social Work.
    Gunnarsson Payne, Jenny
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Kaun, Anne
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Bergkvist, Anna-Mia
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Gunnarson, Martin
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Persson, Sara
    Södertörn University, School of Social Sciences, Business Studies.
    Jacobsson, Ellen
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Spånberger Weitz, Ylva
    Södertörn University, School of Social Sciences, Social Work.
    Diderichsen, Öjvind
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Gilek, Michael
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Garrison, Julie
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Pröckl, Maria
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Janzén, Therese
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Dobers, Peter
    Södertörn University, School of Social Sciences, Business Studies.
    Dinnétz, Patrik
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Bydler, Charlotte
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Westerberg, Charles
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Elmersjö, Magdalena
    Södertörn University, School of Social Sciences, Social Work.
    Bisander, Thea
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Oreskovic, Nikolina
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Fröhlig, Florence
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Stedt, Kristoffer
    Göteborgs universitet, Sverige.
    De unga gör helt rätt när de stämmer staten: 1 620 forskare och lärare i forskarvärlden: Vi ställer oss bakom Auroras klimatkrav2022In: Aftonbladet, no 2022-12-07, p. 2Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Vi, 1 620 forskare samt lärare vid universitet och högskolor, är eniga med de unga bakom Auroramålet: De drabbas och riskerar att drabbas allvarligt av klimatkrisen under sin livstid. De klimatåtgärder vi vidtar i närtid avgör deras framtid. Sverige måste ta ansvar och göra sin rättvisa andel av det globala klimatarbetet. 

    I strid med Parisavtalet ökar utsläppen av växthusgaser i en takt som gör att 1,5-gradersmålet kan överskridas om några år. De globala effekterna blir allt mer synliga med ständiga temperaturrekord, smältande isar, havshöjning och extremväder som torka, förödande bränder och skyfall med enorma översvämningar, som i Pakistan nyligen. Försörjningen av befolkningen utsätts för allvarliga hot i många länder.

    Minskningen av den biologiska mångfalden är extrem. Klimatkrisen är enligt WHO det största hotet mot människors hälsa i hela världen och barn utgör en särskilt sårbar grupp. Med Sveriges nordliga läge sker uppvärmningen här dubbelt så fort som det globala genomsnittet. Det förskjuter utbredningsområden för växtlighet och sjukdomsbärande insekter och ökar förekomsten av extremväder såsom värmeböljor, skogsbränder och översvämningar samt av många olika sorters infektioner och allergier. När extremväder ökar, ökar även stressen och risken för mental ohälsa. Värmeböljor ökar risken för sjukdom och död hos sårbara grupper som äldre, små barn och personer med kroniska sjukdomar. De negativa effekterna på hälsan kommer att öka i takt med klimatkrisen och barn riskerar att drabbas av ackumulerade negativa hälsoeffekter under hela sina liv. Redan i dag är mer än hälften av unga mellan 12 och 18 år i Sverige ganska eller mycket oroliga för klimat och miljö. Detta är förståeligt när våra beslutsfattare inte gör vad som krävs.

    Den juridiska och moraliska grunden för arbetet mot klimatförändringarna är att varje land måste göra sin rättvisa andel av det globala klimatarbetet. Centralt i det internationella klimatramverket är att rika länder med höga historiska utsläpp, däribland Sverige, måste gå före resten av världen. Dessa länder måste också bidra till att finansiera klimatomställningen i länderna i det Globala Syd, som är minst ansvariga för klimatkrisen men drabbas hårdast. Denna rättviseprincip är tydlig i Parisavtalet och var en het diskussionsfråga under COP27 i Sharm el-Sheikh, men lyser med sin frånvaro i det svenska klimatarbetet. 

    Sverige har satt mål för att minska sina utsläpp. Men de är helt otillräckliga: minskningstakten är för låg och målen tillåter samtidigt att åtgärder skjuts på framtiden. Dessutom exkluderas merparten av Sveriges utsläpp från de svenska nationella utsläppsmålen; bland annat utelämnas utsläpp som svensk konsumtion orsakar utanför Sveriges gränser, utsläpp från utrikes transporter och utsläpp från markanvändning och skogsbruk, exempelvis utsläpp från förbränning av biobränslen eller utsläpp från dikade våtmarker (Prop. 2016/17:146 s.25-28).

    Sverige saknar dessutom ett eget mål för att öka upptaget av växthusgaser genom utökat skydd och restaurering av ekosystem, något som krävs för att begränsa de värsta konsekvenserna av klimatkrisen (IPCC s.32). Trots dessa låga ambitioner misslyckas Sverige med att nå sina utsläppsmål, konstaterar både Klimatpolitiska rådet och Naturvårdsverket. En klimatpolitik i linje med Parisavtalet kräver både att alla typer av växthusgasutsläpp minskar samtidigt som – inte i stället för – upptaget av växthusgaser maximeras: i dag misslyckas Sverige på bägge fronter.

    Slutsatsen är tydlig. Sverige vidtar inte de åtgärder som krävs för att skydda barns och ungdomars rättigheter enligt Europakonventionen till skydd för de mänskliga rättigheterna. Detta medför allvarliga risker för liv och hälsa för unga generationer, människor i andra länder och särskilt utsatta grupper. Detta kan inte fortsätta. Därför ställer vi oss bakom Auroras krav att Sverige börjar göra sin rättvisa andel och omedelbart sätter igång ett omfattande och långtgående klimatarbete som vilar på vetenskaplig grund och sätter rättvisa i centrum.

  • 17.
    Moerman, Paul
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Dance Art, Math, Education – An Eternal Triangle2018In: Proceedings of Bridges 2018 on Mathematics, Art, Music, Architecture, Education, Culture / [ed] Eve Torrence, Bruce Torrence, Carlo Sequin, Kristóf Fenyvesi, Phoenix, Arizona, 2018, p. 347-350Conference paper (Refereed)
    Abstract [en]

    This paper discusses the nature of art activity, such as dance, in teaching and learning subject matter, such as math, querying what is left from the artistic when art is put to serve a cause, such as education. Does any partner, dance, math or education gain or give up more in the triangular affair?

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    fulltext
  • 18.
    Moerman, Paul
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes. University of Jyväskylä, Finland.
    Dancing with the Other: Esthetic Experience and Ethical Responsiveness in an Education for the Self Becoming2021In: Academia from the Inside: Pedagogies for Self and Other / [ed] Maureen P. Hall; Aubrie K. Brault, Cham: Palgrave Macmillan, 2021, p. 195-214Chapter in book (Other academic)
    Abstract [en]

    In this chapter, I advocate the opening of spaces in education and academia for dance. Viewing dance and education as ways to enter into dialogue with the world, I explore the potentiality of dance in education as a mode of (kin)esthetic experiencing and a modality to ethically respond to otherness. My lines of thinking shift focus from the self to being with others, from predefined knowledge to the unpredictable, from education concerned with fulfilling universal ideas of humanism to education as a space for the unique human subject becoming, for plurality and coexistence in a challenged world calling upon us to act together. A study is reviewed of my teaching and learning program Dancing with the Other, probing the theoretical framework in hands-on dance on the floor.

  • 19.
    Moerman, Paul
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes. Jyväskylä University, Art Education, Finland.
    Dans som undervisning: Dans, pedagogik, estetik, etik: teori och metod2021 (ed. 1)Book (Other academic)
    Abstract [sv]

    I boken presenterar författaren en teoretisk grund i spänningsfältet mellan danskonst och pedagogik, förankrad hos utbildningsteoretikern Gert Biesta, pragmatikern John Dewey och danspedagogen och forskaren Susan Stinson, samt en handfast dansmetodik för förskolans, skolans och fritidshemmets pedagogiska verksamhet. Dans erbjuder barnet och eleven ett sätt att öppna sig för världen och med sin handlingskraft och fantasi gå i dialog med den, att estetiskt erfara en värld av kunskap och att etiskt vara med andra. På så sätt kan dans undervisa om vad det innebär att vara i världen, den värld vi är satta till att gemensamt förvalta och ta hand om. Dans som undervisning vänder sig i första hand till lärare och lärarstudenter inom förskola och grundskola, anpassad skola och fritidshem som vill utveckla formerna för sin undervisning i dans, språk, matematik och naturkunskap, men också till beslutsfattare, skolledare, föräldrar och andra som är intresserade av dansens och konstens djupare betydelse för utbildning och pedagogik.

  • 20.
    Moerman, Paul
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes. Jyväskylä University, Art Education, Finland.
    Dans som undervisning: Dans, pedagogik, estetik, etik: teori och metod2022 (ed. 2)Book (Other academic)
    Abstract [sv]

    I boken presenterar författaren en teoretisk grund i spänningsfältet mellan danskonst och pedagogik, förankrad hos utbildningsteoretikern Gert Biesta, pragmatikern John Dewey och danspedagogen och forskaren Susan Stinson, samt en handfast dansmetodik för förskolans, skolans och fritidshemmets danspedagogiska verksamhet. Dans erbjuder barnet och eleven ett sätt att öppna sig för världen och med sin handlingskraft och fantasi gå i dialog med den, att estetiskt erfara en värld av kunskap och att etiskt vara med andra. På så sätt kan dans undervisa om vad det innebär att vara i världen, den värld vi är satta till att gemensamt förvalta och ta hand om. Dans som undervisning, som här föreligger i en andra, lätt uppdaterad upplaga, vänder sig i första hand till lärare och lärarstudenter inom förskola och grundskola, anpassad skola och fritidshem som vill utveckla formerna för sin undervisning i dans, språk, matematik och naturkunskap, men också till beslutsfattare, skolledare, föräldrar och andra som är intresserade av dansens och konstens djupare betydelse för utbildning och pedagogik.

  • 21.
    Moerman, Paul
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes. University of Jyväskylä, Finland.
    (dans)Konst som utbildning (estetisk) Erfarenhet och demokrati2022In: I rörelse: Estetiska erfarenheter i pedagogiska sammanhang / [ed] Anders Burman; Petra Lundberg Bouquelon, Huddinge: Södertörns högskola, 2022, p. 59-79Chapter in book (Refereed)
    Abstract [sv]

    Med en syn på utbildning och på konst som överskridande handlingar och som sätt att vara i och med världen, undersöker denna essä dans i utbildning som estetiskt erfarande och som etiskt ansvarstagande för annanhet och pluralitet, förutsättningar för en demokratisk utbildning. 

    Resonemangen bygger på John Deweys och Maxine Greenes tänkande om konst som erfarenhet, utbildning och demokrati, Gert Biestas teorier om konst som utbildning och utbildning som plats för subjektets och demokratins tillblivelse, samt Sue Stinsons tankar om dans, danspedagogik och tillblivelse. Det teoretiska ramverket prövas med referens till två studier som redovisas kort, om skapande dans och om dans som ämnesundervisning. 

    I en etnografisk studie beskriver blivande lärare sitt fria skapande i dans i relationella termer, präglat av närhet och närvaro, fantasi, förhöjd perception, kommunikation, risktagande och mottaglighet för det oförutsägbara. Dansandet framstår i deweyansk mening som estetiskt erfarande, och det relationella som etiskt i samklang med Arendts och Levinas tankar om intersubjektivitet och alteritet, grundläggande i Biestas och Greenes syn på utbildning som rum för förändring och tillblivelse.

    Kvantitativa observationsdata från lektioner i Matte som en dans antyder att dansen upprättar ett gynnsamt rum för lärande så som beskrivet av Ferenc Marton m.fl., med intensiv interaktion mellan lärare, de lärande och ämnesinnehållet. Deltagarnas estetiska och matematiska litteracitet samspelar medan dansen som dialogisk och sinnlig interaktion öppnar för estetiskt erfarande i sin förkovran i både estetiskt och matematiskt kunnande.

    I båda studier placerar sig estetiskt erfarande genom dans centralt i subjektets interaktion med världen och i skaffandet av specifika kunskaper, färdigheter och förhållningssätt. Slutsatser dras om den pedagogiska kraften av att dansa och arbeta i konsterna – att öppna rum för estetiskt erfarande och att låta konsterna undervisa och erfara vad det betyder att finnas till i den sociala och materiella världen. 

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    (dans)Konst som utbildning (estetisk) Erfarenhet och demokrati
  • 22.
    Moerman, Paul
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes. University of Jyväskylä, Finland.
    Letting Art Teach Aesthetics, Math and Language2020In: Bridges 2020: Mathematics, Art, Music, Architecture, Education, Culture : Conference Proceedings / [ed] Carolyn Yackel, Eve Torrence, Kristóf Fenyvesi, Robert Bosch and Craig S. Kaplan, Helsinki: Phoenix, Tesselations , 2020, , p. 8p. 313-320Conference paper (Refereed)
    Abstract [en]

    This papers presents a practical work model as well as an educational theory discussion on the status and potential of art work in teaching and learning math in early childhood education. The central idea is to let the child’s free creative art activity reveal, or “teach”, whatever mathematical thinking was inherent in the creative process. Paying careful attention to art and math adequate language in “meta talks” with children about their art work, is found to be a rich tool in enhancing the young learner’s development of aesthetic, numeric and linguistic literacies in gainful interplay. A field study in preschool teacher education is reviewed, including a mapping of Alan Bishop’s [2] mathematical activities in doing art work, and an interpretation of the work model in line with John Dewey’s [5] and Gert Biesta’s [1] thinking on art as experience and art as education.

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    fulltext
  • 23.
    Mouwitz, Lars
    et al.
    Linnéuniversitetet, Sverige.
    Lundberg Bouquelon, Petra
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Om myter, känslor och självbilder i skolans matematik: Från våra samtal om bildning och den estetiska erfarenhetens möjligheter i undervisning2022In: I rörelse: Estetiska erfarenheter i pedagogiska sammanhang / [ed] Anders Burman; Petra Lundberg Bouquelon, Huddinge: Södertörns högskola, 2022, p. 283-308Chapter in book (Refereed)
    Download full text (pdf)
    Om myter, känslor och självbilder i skolans matematik
  • 24.
    Mutvei, Ann
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Tobieson, Ulrika
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Mattsson, Jan-Eric
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies.
    Imagination; Where Science Formulate Different Hypothesis And Explanations Helping The Understanding Of The Language And Soul Of Chemistry2020In: Proceedings of ESERA 2019: The Beauty and Pleasure of Understanding: Engaging with ContemporaryChallenges Through Science Education / [ed] Olivia Levrini & Giulia Tasquier, Bologna: ALMA MATER STUDIORUM – University of Bologna , 2020, Vol. Part 3, p. 401-408Conference paper (Refereed)
    Abstract [en]

    New understanding is realized by creative learning where students are involved in meaningful learning, ownership of learning, control of learning processes and innovation. In order to produce learning situations where creative learning is achieved, teachers have to create trustful atmospheres where students are allowed to think and discuss without critical evaluation from the teacher. It is also important to create practical exercises in which theoretical models are processed and connected to observations and subject matter. During several years we have developed courses in science with the goal to promote students to become independent learners and explorers out of their own prerequisites as future professional teachers. We have investigated different methods and designs of teaching; conceptual understanding and conceptual change theory, discourse-based understanding and Dewey’s view of learning. In this study we are focusing on exploring the variation of students creative learning through a chemistry course. Permitting the particulate subject matter of chemistry to demonstrate as universal dramaturgical framework for conceptual learning and embodied experience. Chemistry involves considerable amounts of abstract conceptual thinking, molecular understanding and language. The focus of our study is the exploration of how conceptual abstract molecular understanding of phenomena in nature emerges through different teaching approaches, and imagination transformed into universal understanding, which provides the students with a sense of empowerment and a positive outlook on their future profession as teachers.

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    fulltext
  • 25.
    Rodell Olgaç, Christina
    et al.
    Södertörn University, School of Culture and Education, Education.
    Dimiter-Taikon, Angelina
    Södertörn University, School of Culture and Education, Education.
    Lindqvist, Anna
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Romska modersmålslärare i högre utbildning: Pedagogiska utmaningar och möjligheter2021In: Minoritetspedagogik i Norden / [ed] Tom Gullberg ; Mårten Björkgren, Vasa: Svensk-Österbottniska Samfundet , 2021, 1, p. 149-166Chapter in book (Other academic)
    Abstract [en]

    This article concerns a commissioned course in higher education for 25 mother tongue teachers in Romani in Sweden. The aim of this two-year course, that combined studies and working as mother tongue teachers, was to strengthen their professional teaching competencies in their mother tongue as  well as in education. The two questions that the article is discussing concerns how the many language varieties of Romani as well as the variations in between the different Romani groups represented among the participants have been integrated into the course content. The theoretical framework draws from critical intercultural Pedagogy and critical Romani Studies. The article provides examples of how the course contributed to increased understanding of the different varieties of Romani spoken among the participants as well as increased knowledge about the history and traditions of the different groups. The Romani history with persecution, flight, marginalization and antiziganism experienced still today, was connected to educational issues related to Posttraumatic Stress Disorder (PTSD) and secondary traumatisation, issues that seldom are highlighted in relation to Roma, but important knowledge for mother tongue teachers in their contacts with Romani children and their families. Examples from two scientific conferences that the teachers participated in, highlight the traditional relationship between Roma and research from a critical perspective in Romani studies. The chapter concludes by focusing on how the presence of Romani students on campus may challenge some of the stereotypes and prejudices concerning this minority starting intercultural learning processes between Roma and non-Roma in Higher Education.

     

  • 26.
    Roos, Jeanette
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    I erfarenhetens spår: Teaterns språk som estetisk lärprocess2022In: I rörelse: Estetiska erfarenheter i pedagogiska sammanhang / [ed] Anders Burman; Petra Lundberg Bouquelon, Huddinge: Södertörns högskola, 2022, p. 255-282Chapter in book (Refereed)
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    I erfarenhetens spår: Teaterns språk som estetisk lärprocess
  • 27.
    Selling, Jan
    et al.
    Södertörn University, School of Culture and Education, Education.
    Lindqvist, AnnaSödertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.Jahanmahan, FarhadSödertörn University, School of Culture and Education, Education.Mjöberg Lauritzen, SolvorSödertörn University, School of Culture and Education, Education.
    Från interkulturell pedagogik till romska studier: En festskrift för Christina Rodell Olgaç2020Collection (editor) (Other academic)
    Abstract [sv]

    Föreliggande volym är en festskrift för att hylla docenten i pedagogik, Christina Rodell Olgaç för hennes akademiska insatser inom pedagogik och romska studier genom forskning, utbildning och samverkan.

    Boken har en särskild aktualitet, då romska studier vid Södertörns högskola är i färd med att utveckla en egen ämnesidentitet, vilket är unikt i Norden. Rodell Olgaç har lagt en viktig grund till denna utveckling, som även hänger intimt samman med den politiska processen att förverkliga den romska nationella minoritetens rättigheter.

    De 16 medverkande skribenterna känner inte nödvändigtvis varandra, men har i någon mån alla medverkat i eller inspirerats av Christina Rodell Olgaçs verksamhet. Deras ämnesval har varit fritt. Det innebär att antologin inte har ambitionen att ge uttömmande svar på bestämda frågor. Istället blir effekten att texterna direkt och indirekt belyser varandra. Bidragen är disponerade utifrån de tre teman som antologins redaktörer uppfattat vara centrala för henne: interkulturalitet som teori och praktik, minoritetsrättigheter och romska studier. 

    Medverkande skribenter:

    Jan Selling (huvudredaktör), Farhad Jahanmahan Anna Lindqvist och Solvor Mjøberg Lauritzen. Medverkande skribenter; María Borgström, Angelina Dimiter-Taikon, Maria Dumitru, Katrin Goldstein-Kyaga, Farhad Jahanmahan, Angéla Kóczé, Pirjo Lahdenperä, Solvor Mjøberg, Anna Lindqvist, Anders J Persson, Andreas Pettersson, René León-Rosales, Jan Selling, Hassan Sharif, Marinka Vårstrand.

  • 28.
    Selling, Jan
    et al.
    Södertörn University, School of Culture and Education, Education.
    Lindqvist, Anna
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Jahanmahan, Farhad
    Södertörn University, School of Culture and Education, Education.
    Mjöberg Lauritzen, Solvor
    Södertörn University, School of Culture and Education, Education.
    Introduktion2020In: Från interkulturell pedagogik till romska studier: En festskrift för Christina Rodell Olgaç / [ed] Jan Selling, Farhad Jahanmahan, Anna Lindqvist & Solvor Mjøberg Lauritzen, Nässjö: Östkultur förlag , 2020, 200, p. 7-11Chapter in book (Other academic)
  • 29.
    Strandberg Ramos, Martin
    et al.
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Ytterskog Leander, Sasha
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    "Man ska bli glad när man kommer in dit": En kvalitativ studie om elevers uppfattning av vad som utgör en meningsfull fritidsverksamhet2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to contribute to research relating to the perspective of what students consider important to conduct the leisure-time centre so as to ensure a meaningful leisure time. The focus of the study in in highlighting the views and opinions of the students. Earlier research is based on different studies, which focus on questions such as students development, students views on transitions and students social experiences. In this study the result is analyzed through a theoretical framework based on various theories of play. The three main theories consist of didactic positions, the effects of the environment on students' state of being, and the purpose of play. The method used for this study consisted of eight qualitative, semistructured interviews conducted in groups of three students from the third grade, performed at two schools. By analyzing the result, three aspects could be discerned as important for the students, which forms the basis for the studies discussion. These three aspects are the importance of an inviting and appealing environment, the possibilities for a social community, and the role of the teacher as a figure for safety in the everyday running of the leisure-time center. Furthermore, it can be discerned that play is a central aspect, which permeates everything which the students request from the leisure-time center.

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    fulltext
  • 30.
    Tobieson, Ulrika
    et al.
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Mutvei, Ann
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Aesthetic Expression Enhances and Deepens Teacher Students Understanding of Science Subject Matter2018In: New perspectives in science education: 7th edition: Florence, Italy, 22-23 March 2018, Libreriauniversitaria.it , 2018, no 7Conference paper (Refereed)
    Abstract [en]

    Courses and modules within undergraduate programs should be developed and implemented in a way that the students experience deepens and contributes growth of knowledge. Therefore, as teachers we must create a variation of different learning possibilities in order to challenge, motivate and enhance the understanding of theories and abstract models in science and their impact on everyday life experience and conditions. Södertörn University has experience of combining aesthetic expression with science in pre-service teacher program for about fifteen years where we have seen the benefits of embodying abstract theories through art for a better understanding of science subject matter. The integration of science and aesthetic forms of expressions is supported by the Swedish curriculum both for preschool and compulsory school. We use an interdisciplinary knowledge based environmental teaching, basing part of the reflection process with a frame in phenomenology and art-based intermodal theory. Intermodal theory coined by professor emeritus Paolo Knill starts with amodal-perception. Perception as “the ability to see, hear, or become aware of something through the senses” while observation is described as “the action or process of closely observing or monitoring something or someone” were observe is to “notice or perceive (something) and register it as being significant” [1]. Thus, observation is a more complex action where it is necessary to interpret the gathering of what has been paid attention to by perceiving without judgment and putting it into a coherent context. Here we present integration of Aesthetic learning process with science subject matter in order to enhance and deepen students understanding. This was performed in a ten-week science course with a total of 54 pre-service preschool teacher students. We worked with and created two- and three-dimensional images and kinetic-aesthetic sculptures parting from phenomenon such as friction and gravity, the phases of Venus and the moon, different materials isolation and conductive qualities etc. Nearly two years after completed science-course the students answered a questionnaire demonstrated several perspectives of understanding.

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  • 31.
    Tobieson, Ulrika
    et al.
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Mutvei, Ann
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Science integrated with aesthetic expression for better understanding of science subject matter2019In: Electronic Proceedings of the ESERA 2017 Conference: Research, practice and collaboration in science education / [ed] Odilla Finlayson, Eilish McLoughlin, Sibel Erduran & Peter Childs, Dublin, Ireland: Dublin City University , 2019, no 3, p. 542-554Conference paper (Refereed)
    Abstract [en]

    Teachers have to create a variation of learning situations to increase the understanding for theories andabstract models in science. We have experiences of combining aesthetic expression with science in pre-serviceteacher programme for more than ten years and have seen the benefits of embodying abstract theories withdance, art, music or drama and better understanding of science subject matter. The integration of science andaesthetic forms of expressions have support in the Swedish curriculum both for preschool and the compulsoryschool and it is therefore important to include exercises using aesthetic expression in the teacher educationprogram. The purpose of the workshop was to give examples of how art can be used to study phenomena inscience. The workshop was divided into three parts. In the first part the participants were doing differentexercises embodying concepts in physics and creating relations with each other. In the second part theparticipants in groups constructed a kinetic mobile. In the third part, the participants reflected and discussedtheir experience and understanding of phenomena during the workshop. Examples of assessments of theconstruction process were presented. Here we also present the planning and theoretical background to thework with aesthetic expression of science.

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