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  • 251.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Nobelpriset till evolutionär statsvetenskap!2017Other (Other academic)
  • 252.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Nya kultur-evolutionära forskningsböcker (del 1: Henrich)2018Other (Other academic)
  • 253.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Pete Richerson & Culture Evolution Society2018Other (Other academic)
  • 254.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Presidentval, presidentialism och revolutionen i USA2017Other (Other academic)
  • 255.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Prognosen för Socialdemokraternas valresultat 2018 var mitt i prick2018Other (Other academic)
  • 256.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    ”Regeringsformens skrivningar skapar problem”2017In: Dagens nyheterArticle in journal (Other academic)
    Abstract [sv]

    Demokratin som teknik för politiska avgöranden bygger på tanken att flera åsikter skall brytas i diskussion och debatt. Om demokrati ses som ett statsstyrt innehåll i politikutövning får vi vad en israelisk historieprofessor en gång kallade ”totalitär demokrati”, skriver statsvetaren Mikael Sandberg.

  • 257.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Rockmore rockar mer!: Tunga bidrag 2017 till den evolutionära politikforskningen2017Other (Other (popular science, discussion, etc.))
  • 258.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Samhällets rörelselag: Marx, Darwin och statsvetenskapens politisering2017Book (Refereed)
    Abstract [sv]

    Hur förändras vårt samhälle, vad är förändringarnas ”motor” – och hur studerar man detta på bästa sätt? Den här boken argumenterar för en evolutionär ansats för den samhällsvetenskapliga forskningen, till skillnad från den i Sverige rådande icke-evolutionära ansatsen. Den första tar sin utgångspunkt i Charles Darwins Om arternas ursprung medan den andra låtit sig influeras av politiserade tolkningar av Karl Marx’ Kapitalet.

    Mikael Sandberg menar att politiseringen av samhällsforskningen förvridit vårt synsätt på samhället och hur förändringar av samhällen går till, och att det bara är Darwins teori som kan ge oss verkligt vetenskapliga svar. Hur väl man än vill att det ska vara på ett visst sätt, så följer inte verkligheten de politiska önskningarna utan samhällets rörelselag. Och den har sin grund i Darwins teori, inte Marx’. Författaren menar att samhällsforskarna ryggar för den insikten och hävdar att just det mänskliga samhället är undantaget i universum från giltigheten av Darwins teori. Boken visar hur fel detta synsätt är, att politisering av vetenskap alltid blir fel, inte minst på statsvetenskapens område.

  • 259.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Slutet på den marxistiska eran?2017Other (Other academic)
  • 260.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    ”Små grodorna, små grodorna…”2018Other (Other (popular science, discussion, etc.))
  • 261.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Spridning av demokrati och kvinnlig rösträtt2018Other (Other academic)
  • 262.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Stalin som extremfall av politisering2018Other (Other academic)
  • 263.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    "Svensk kultur: segra eller dö?"2018Other (Other academic)
  • 264.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Tomtar på loftet? Nej, myters spridning sedan urminnes tider2018Other (Other (popular science, discussion, etc.))
  • 265.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Varför då Darwin snarare än Marx?2017Other (Other academic)
  • 266.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Why Institutional Trust?: An Analysis of ICCS 2009 and 2016 data2018Conference paper (Refereed)
    Abstract [en]

    The scholarly debate on the crisis of democracy in terms of its decreasing legitimacy is now over 40 years old, if the 1975 report is considered its initiation (Crozier et al. 1975). As one landmark, Putnam’s study of social capital in Italy (1992) had immense influence on decades of studies of trust, confidence in institutions and their effects on the way democracy works. Aspects of the crisis of the “disaffected” democracies were studied with increasing use of large databases (Pharr and Putnam 2000; Inglehart 1997a; Inglehart and Welzel 2005a; Newton 2001; Newton and Norris 2000), in particular World Values Surveys. But correlations of attitudes and values could be interpreted in different ways.

    As trust is thus rooted in longer term distribution of scarce resources, democratization and civil society are interrelated in their development (Paxton 2002). Both benefit each other in their evolution. Democracy both involves the national institutions of competitive government and the conditions of participation (Dahl 1971b; Schumpeter 1942). Civil society and civic culture represents participation at grass-root level in associations of various kinds. To an extent, therefore, democracy and civil society conceptually overlap or come very close to one another in terms of content of social action. Generally, civil organizations endorse democracy and vice versa. Still, the determinants yet known to us cannot fully explain all variance at national level on the aggregates of trust in people, confidence in institutions and democratic values (Uslaner 2018).

    The relationship between democracy and civil society has normally been studied at national level, such as Paxton’s study, or at individual level in terms of democratic values, trust and membership status, such as in the World Values Studies (Inglehart 2010). However, as some of the international educational databases include variables on democratic values and knowledge, as well as interpersonal trust, institutional trust, participation in civic organization, we may now also investigate the mechanisms of early socialization and the role of schools in the generation or formation of values related to democracy, civic culture, interpersonal and institutional trust. The critical question of how grass-root civic culture emerges and interacts with national level democracy and democratization is thereby closer to its resolution. The recently more important factor of immigration can also be included in models at student level.

    Nations are of course not political-cultural blank slates as democratic values and civic and citizenship virtues are taught in schools. Instead, civic and citizenship education can be considered part of continuous nation-building projects and formation of political cultures. However, exactly what values, virtues and attitudes that contribute to what effects on democracy is a relation not yet understood in detail, and even less to at school level (see however Ainley et al. 2013; Rånge and Sandberg 2017b;Schulz et al. 2010; Skolverket 2012; Dahlin 2010; Isac et al. 2014; Lundahl et al. 2010; Quintelier and Hooghe 2013; Amnå et al. 2007; Almgren 2006). In this paper, therefore, we wish to add further to the understanding of the evolution of trust, political or institutional trust and their relation to democratic values at school level among 14-year olds, as consequences of both socialization and immigration. The purpose is to find the student, school and national factors behind support of democratic values given the unprecedented opportunity of data on all three levels. Can educational data help us determining the mechanism at individual and school levels behind the evolution of trust, institutional trust and democratic values? Here, we use the opportunity offered by the educational science dataset the International Civic and Citizenship Education Study (ICCS 2009 and 2016), combined with nation-level variables of political culture, equality and regime types.

  • 267.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Är genusforskning vetenskap?2017Other (Other academic)
  • 268.
    Schultze, Felix
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Coteaching with senior students: a way to refine teachers’ PCK for teaching chemical bonding in upper secondary school2018In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 40, no 6, p. 688-706Article in journal (Refereed)
    Abstract [en]

    During the last decade there has been on-going discussions about students’ declining interest and low achievement in science. One of the reasons suggested for this decline is that teachers and students have different frames of reference, whereby teachers sometimes communicate science in the classroom in a way that is not accessible to the students. There is a lack of research investigating the effects of coteaching with senior students in science in upper secondary schools. To improve teaching and to narrow the gap between teachers’ and students’ different frames of references, this study investigates how an experienced chemistry teacher gains and refines her pedagogical content knowledge (PCK) by cooperating with two grade 12 students (age 18) as coteachers. The teacher and the two coteachers coplanned, cotaught and coevaluated lessons in chemical bonding in a grade 10 upper secondary class. Findings indicate that the coteachers contributed with their own learning experiences to help the teacher understand how students perceive difficult concepts. In such way, the coteachers were mediating between the teacher and the students, thus bridging the gap between the teacher and the students’ frames of references. The teachers’ PCK was refined which in turn lead to improved teaching strategies.© 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

  • 269.
    Sjöberg, Jeanette
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Active Student Participation: A conflict of interest as far as Teaching and Learning is concerned2017In: Transforming patterns through the scholarship of teaching and learning: The 2nd EuroSoTL conference the scholarship of teaching and learning, Lund, Sweden, June 8-9 2017, Lund University, 2017, p. 304-304Conference paper (Refereed)
    Abstract [en]

    ABSTRACT: There is little doubt that the complexity of student active participation highlights the need for more extensive research into the practices of teachers in higher education. The concept of ’active student participation’ usually includes a variety of perspectives on teaching and learning that enhances the idea of students supporting each others learning processes in different ways, such as peer teaching, peer learning and peer tutoring. In a time where student- centered learning is emphasized, these approaches to teaching and learning are highly relevant for a university teacher, but they are however not always as easy to adopt as it might seem. Given the fact that higher education institutions includes a set of traditional roles, such as the role of the teacher and the role of the student, surrounded by cultural expectations, students as well as teachers are not always inclined to embrace the idea of ‘active student participation’ in the classroom. In this study, interviews with seventeen teachers in a Swedish university, shows that even though they are working with student-centered learning methods, in which they firmly believe, they all have met challenges using these methods as far as the students are concerned. According to the teachers students do not always understand the pedagogical methods used for a student-centered learning approach, but mistakes these methods for lack of content knowledge from the teachers. In a traditional setting the teacher would be the active agent (lecturing) while students would be more passive (listening), while in a student-centered learning approach the students are expected to be active while the teacher take on a more passive role. This approach to teaching challenges both teachers and students and the aim of this paper is to discuss the conflict of using teaching methods that enables student active participation in higher education, where traditional and cultural beliefs of teaching and learning still are prominent in many ways. Consequently, it is suggested that student active participation methods can serve as means to challenge these beliefs and move beyond the expected.

  • 270.
    Sjöberg, Jeanette
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Hansson, Eva
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Making use of students’ digital habits in higher education: What they already know and what they learn2019In: Journal of Learning Development in Higher Education, ISSN 1759-667X, no 14Article in journal (Refereed)
    Abstract [en]

    Varieties of digital practices have increasingly become part of people’s everyday lives and people, in general, use these communicative practices on a daily basis, mostly for social and entertaining purposes. As to higher education, researchers have pointed out that digital technology could be a useful tool in how to learn more effectively, if it is based on the abilities that students bring with them into higher education from their everyday life (for example, Buzzard et. al., 2011). In this case study, we explore the issue of students' digital practices in everyday life as well as in higher education, in a teacher training programme at a Swedish University. The aim is two-fold: on the one hand, to provide knowledge regarding students' everyday experiences of digital practices and the ways in which these are utilised in higher education; on the other hand, to contribute to the understanding of the ways in which higher education contributes to challenging and developing students' digital skills. Twenty-nine students from teacher training programmes participated in the study by answering a questionnaire. The results show that the students’ digital habits are not being used or acknowledged in higher education, except for when it comes to their Teacher Training Practice (TTP). Furthermore, the results also show that higher education contributes to students’ digital skills. This, we argue, could be of interest for teachers and researchers in teacher training programmes and for teachers in primary to tertiary education, in developing education activities with digital technology based on pupils’ and students’ digital habits. We can also see that the study can inspire other teachers in higher education, where the idea of using students’ digital habits perhaps is not yet taken into consideration.

  • 271.
    Sjöberg, Jeanette
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Johnsson, Annette
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Granklint Enochson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Preconceptions or a Community of Practice?Discursive Constructions of the Preschool Practice in Preschool Professionals Conversations about Collegial Development Work2019Conference paper (Refereed)
    Abstract [en]

     

     

  • 272.
    Sjöberg, Jeanette
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Lagergren, Anniqa
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Holmberg, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Seen but not heard?! Children's participation in research about digital technology in preschool2017In: 27th EECERA Annual Conference: Social Justice, Solidarity and Children’s Rights’, Bologna, Italy, 29th August – 1st September 2017: Abstract Book, 2017, p. 45-45Conference paper (Refereed)
    Abstract [en]

    The aim of this study is to investigate norms and constructions of children in previous research concerning preschool children and digital technology. Digital technology is an important part of preschool activities. The number of children and preschool teachers who have access to computer tablets and clever boards in their everyday practice has increased in recent years (e.g. Couse & Chen, 2010, Edwards, 2013). This development has led to the need of extended knowledge concerning the critical contextual factors of digital technology use in preschool context (e.g. Lindahl & Folkesson, 2012). In the analysis of the material, social constructionism and discursive psychology (Wheterell & Potter, 1992, Potter, 1996) were used. This paper is based on a critical integrative literature review (Torraco, 2005) regarding research on preschool children and digital technology. The review draws from a number of scholarly research articles conducted between 2000-2015. Ethical considerations were met by showing respect and responsiveness to other researchers work (e.g. codex.vr.se). Preliminary results indicate that children often are marginalised in research and focus is more likely to be on an adult's point of view (such as the teacher or the parent). In this sense, children have a weak "voice" in research regarding digital technology use in preschool, therefore, the lack of the child's perspective is evident. The results, we argue, have important implications for researchers, preschool teachers and teacher educators in further discussions of how, when and for what purposes digital technology should be used in preschool children's activities.

  • 273.
    Sjödén, Björn
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    What Are Good Examples Of Educational Software?2018In: INTED2018 Proceedings, Valencia: The International Academy of Technology, Education and Development, 2018, p. 7206-7210Conference paper (Refereed)
    Abstract [en]

    This paper describes the background and discussion points to a poster presentation, which aims to highlight and scrutinize good examples of educational software. The exploration of this question – in the exact formulation "What are good examples of educational software?" – dates back to 2015, when the author posted it for open discussion on ResearchGate, a social network for researchers. At the time of writing, this question has more than 6.800 reads and received 27 responses containing lists, examples, links, recommendations and motivations for 40 (types of) named software, from professional researchers and educators in the field. An attendant aim is to bring these suggestions into an overview that can tell something more precise about what makes for "good" educational software, taking into account both the research literature and the respondents’ motivations. For this purpose, the examples were categorized by their main instructional function as suggested in previous literature, and further assessed by applying my recently introduced concept of Integral Digital Values (IDV). The result is a concretization of how we can recognize the implementation of relevant cognitive and pedagogical principles in well-designed educational software. Some identified aspects were how the software made use of meaningful representations, effective feedback, adaptivity and novel social configurations. More complex software systems were suggested as "good examples" with reference to their use of AI-techniques, conceptual modelling and/or learning analytics. These non-conclusive results serve to inform the on-going work of formulating scientifically grounded criteria for identifying and assessing key features of educational technologies, such as the reviewed software. In order to pursuing this discussion further, a number of resulting questions are suggested.

  • 274.
    Sjödén, Björn
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    What teachers should ask of educational software: Identifying the integral digital values2017In: ICERI2017 Proceedings: 10th International Conference of Education, Research and Innovation November 16th-18th, 2017 — Seville, Spain / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, Valencia: IATED Academy , 2017, p. 6491-6500Conference paper (Refereed)
    Abstract [en]

    This paper discusses teachers' critical knowledge needs for assessing the pedagogical potential of educational apps and similar software. A central point is that such software often have clearly identifiable features and functions that either support or hinder learning, depending on how they are implemented in the digital medium. Because these types of features, such as multimodality or automated feedback, are unique to digital technologies (they do not appear in traditional or "analogue" education material such as textbooks) I refer to them as the "Integral Digital Values" (IDV). Here, different IDV are discussed and sorted under three main headings: (i) Representation - how the software deals with representing the learning content in different modalities (i.e. what the student can see on screen in terms of visual, verbal, auditory information), (ii) Interactivity - how the student-software interaction works in terms of generating meaningful actions and feedback (i.e. what the student can or cannot do with the content), and (iii) Social Agency - how the software presents the student's social position by enabling and promoting different roles or approaches to the learning tasks (e.g. by using digital characters in different student/peer/mentor roles). Authentic examples of using different software applications in the classroom illustrate how an understanding of IDV can help identifying both pedagogical benefits and pitfalls in the design of educational software. Future research may address the role of IDV for existing evaluation rubrics and its incorporation into related theoretical frameworks, such as teachers’ TPACK.

  • 275.
    Sjödén, Björn
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Dimitrova, Vania
    University of Leeds, Leeds, UK.
    Mitrovic, Antonija
    University of Canterbury, Christchurch, New Zealand.
    Using Thematic Analysis to Understand Students’ Learning of Soft Skills from Videos2018In: Proceedings of European Conference on Technology Enhanced Learning, Cham: Springer, 2018, Vol. 11082, p. 656-659Conference paper (Refereed)
    Abstract [en]

    Learning from visual and social media makes a complex area of study and a vital part of understanding the development of 21st century skills. The Active Video Watching (AVW) platform was developed in order to scaffold students’ active learning of soft skills from videos, by encouraging users to engage with the content (e.g. marking important aspects and writing comments). Previous studies of AVW used learning analytics to identify student comments which can be used in “intelligent nudges” for triggering reflection among others who watch the same video. Here, we describe the methodology and reasoning for conducting a qualitative thematic analysis of such comments, with respect to learning presentation skills. Our aim is to uncover additional learning opportunities from the data and how they might be explained within a broader theoretical framework of observational learning. As a basis for discussion, we present a preliminary thematic map of the results and how students’ remarks on good/bad examples in the videos relate to the types of knowledge they gain from it. We suggest several resulting topics for future study. © Springer Nature Switzerland AG 2018

  • 276.
    Sjödén, Björn
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Lagergren, Anniqa
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Sjöberg, Jeanette
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Struggling to Learn or Learning to Struggle: Children's use of iPad apps as constraints or scaffolds for social interaction in Swedish preschool2016In: 26th EECERA Annual Conference 2016: “Happiness, Relationships, Emotion & Deep Level Learning”: Abstract Book, 2016, p. 76-76Conference paper (Refereed)
    Abstract [en]

    We aimed to investigate how young children's interactions with computer tablets (iPads) in preschool may constrain or scaffold collaborative and individualistic behaviour. Drawing from a contextual perspective on play (Edwards, 2013), our study combined perspectives on joint participation (Lave & Wenger, 1991, Wenger, 1998) and content analysis of apps based on learning science (Hirsh-Pasek et al., 2015) in order to analyse how certain app characteristics (e.g. 'playful' vs 'learning' apps, apps supporting 'social interaction' vs 'minds-on activity') related to children's peer interactions. In our view, apps differ from other tools and toys primarily by providing 'pre-packaged activities', such as mathematical tasks, puzzle-solving or rule-based games, which constrain and direct meaningful actions through interactive functions and feedback. Two Swedish preschools (35 children, 3- 5 years old) participated. We openly filmed children's tablet use during free play sessions, totalling 19h of film. Ethical standards were assured through written informed consent by parents and personnel, and oral consent from participating children. Preliminary results indicate that children's activities were constrained and influenced not only by the use of tablets generally, but specifically by different types of apps. For example, apps with 'creative' learning goals, such as Gangnam Style, afforded collaboration, whereas more performance- oriented apps such as Hungry Fish afforded individualistic play and struggles for ownership of the tablet. Our results have important implications for how 'play time' with tablets is assigned in preschool and call for greater attention to varieties in app content for how children engage in social and cognitive activities.

  • 277.
    Sjödén, Björn
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS). Lund University, Lund, Sweden.
    Lind, Mats
    Uppsala University, Uppsala, Sweden.
    Silvervarg, Annika
    Linköping University, Linköping, Sweden.
    Can a Teachable Agent Influence How Students Respond to Competition in an Educational Game?2017In: Artificial Intelligence in Education: 18th International Conference, AIED 2017, Wuhan, China, June 28 – July 1, 2017, Proceedings / [ed] Elisabeth André, Ryan Baker, Xiangen Hu, Ma. Mercedes T. Rodrigo & Benedict du Boulay, Cham: Springer, 2017, Vol. 10331, p. 347-358Conference paper (Refereed)
    Abstract [en]

    Learning in educational games is often associated with some form of competition. We investigated how students responded to winning or losing in an educational math game, with respect to playing with or without a Teachable Agent (TA). Students could choose between game modes in which the TA took a more passive or active role, or let the TA play a game entirely on its own. Based on the data logs from 3983 games played by 163 students (age 10–11), we analyzed data on students’ persistence, challenge-seeking and performance during gameplay. Results indicated that students showed greater persistence when playing together with the TA, by more often repeating a lost game with the TA, than a lost game after playing alone. Students’ challenge-seeking, by increasing the difficulty level, was greater following a win than following a loss, especially after the TA won on its own. Students’ gameplay performance was unaffected by their TA winning or losing but was, unexpectedly, slightly worse following a win by the student alone. We conclude that engaging a TA can make students respond more productively to both winning and losing, depending on the particular role the TA takes in the game. These results may inform more specific hypotheses as to the differential effects of competing and collaborating in novel, AI-supported social constellations, such as with TAs, on students’ motivation and ego-involvement in educational games. © Springer International Publishing AG 2017.

  • 278.
    Sollervall, Håkan
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    From Euclid to Gps: Designing an Innovative Spatial Coordination Activity with Mobile Technologies2012In: Proceedings of the 36th Conference of the International Group For Psychology of Mathematics Education, Vol. 4: Opportunities to Learn in Mathematics Education / [ed] Tso, T Y, Prague: The International Group For Psychology of Mathematics Education , 2012, p. 107-114Conference paper (Refereed)
    Abstract [en]

    Guided by the notion of design research we develop a learning activity for 12 year old students, who are asked to coordinate themselves physically in terms of distances with respect to two given points in an outdoor setting. The outdoor activity, as well as its continuation into the mathematics classroom, involves mobile software applica-tions specifically developed to support this activity. In this paper, we argue that the design of innovative learning activities is enhanced by the coordination of expertise and knowledge from several research domains, whose collaboration is facilitated by using affordances for representation and communication as design instruments. We present a case where ancient Greek mathematics, modern psychology and techno-logical affordances guide the design of an innovative spatial coordination activity.

  • 279.
    Stahre Wästberg, Beata
    et al.
    Department of Computer Science & Engineering, Chalmers University of Technology/University of Gothenburg, Gothenburg, Sweden.
    Eriksson, Thommy
    Department of Computer Science & Engineering, Chalmers University of Technology/University of Gothenburg, Gothenburg, Sweden.
    Karlsson, Göran
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Sunnerstam, Maria
    PIL Pedagogical Development & Interactive Learning, University of Gothenburg, Gothenburg, Sweden.
    Axelsson, Michael
    Department of Biological and Environmental Sciences, University of Gothenburg, Gothenburg, Sweden.
    Billger, Monica
    Department of Architecture & Civil Engineering, Chalmers University of Technology, Gothenburg, Sweden.
    Design considerations for virtual laboratories: A comparative study of two virtual laboratories for learning about gas solubility and colour appearance2019In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 24, no 3, p. 2059-2080Article in journal (Refereed)
    Abstract [en]

    Building a virtual laboratory for teaching and learning is a highly complex process, incorporating diverse areas such as interaction design, visualisation, and pedagogy. This article focuses on the production and implementation issues that were found in the comparison of two different virtual laboratory projects, and discuss which design considerations can be drawn from these observations. Two web-based virtual laboratories - the Gas Laboratory and the Virtual Colour Laboratory - were developed independently of each other within two different content areas. The laboratories share considerable overlaps in goals and production circumstances. Through a comparison of production and outcome, similar problems related to design, development and implementation were observed. The research uses a mixed method approach combining quantitative pre- and post-tests for assessments, qualitative surveys, and qualitative, ethnographic observations and interviews. By comparing the background material, five design challenges for developing virtual laboratories are identified: 1) how to balance ambitions with available resources; 2) how to balance intended levels of user interaction with exploratory freedom; 3) how to find appropriate levels of realism depending on target group; 4) how to choose between mimicking real world appearance and enhanced features; and 5) how to find the best learning situation for the virtual laboratory. To meet these challenges, the following design considerations are proposed: Guide the design work with a clear understanding of purpose and context; select appropriate technology to ensure efficient design and media usage; select level of realism considering purpose and end users; and provide learning guides before and after the virtual lab session. © 2019, The Author(s).

  • 280.
    Stenkula, Christina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Att våga göra sin röst hörd: En studie av elevers tankar om att kommunicera2018Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med uppsatsen har varit att beskriva och analysera flickors och pojkars uppfattningar om kommunikation i klassrummet och deras uppfattningar om vad som kan skapa trygghet i klassrummet. Utifrån fokusgruppsintervjuer har det framkommit att eleverna i de båda grupperna har många tankar, som sammanfaller även om det finns några som skiljer sig lite åt. Eleverna menar att läraren kan påverka tryggheten i klassrummet och skapa förutsättningarför kommunikation. I båda grupperna betonades det att ett bra förhållande till läraren är positivt för att skapa en trygg miljö i klassrummet. Själva kunde de, enligt pojkgruppen, göra det genom placeringen i klassrummet. Flickornas svar handlade om att få stöd för sina åsikteroch att de är säkra på svaret när de svarar på en fråga.För båda grupperna var det vidare viktigt med en god gemenskap i klassrummet för att känna sig trygg och att våga kommunicera. I såväl pojk- som flickgruppen menade man att en klasskamrat som sitter bredvid kan göra att man känner sig trygg i klassrummet. Andra faktorer som kan påverka tryggheten anser båda grupperna är möbleringen i klassrummet. I pojkgruppen nämndes klassrådet och diskussion i smågrupper som tillfällen då de lättast kan uttrycka sin åsikt. Men det kan finnas en konkurrens i smågrupperna vilket leder till att en deltar för sig extra mycket. Om gruppdiskussionen är betygsgrundande kan det enligt pojkgruppen vara fördelaktigt med en skriftlig uppgift istället. I flickgruppen nämndes det, att det var lättast att uttrycka sin åsikt när de sitter med dem som de känner. För flickorna verkar relationerna till klasskamraterna ha en särskilt stor betydelse. Flickorna ser det som en fördel att först prata ihop sig i en liten grupp innan en diskussion i helklass. Elever i såväl pojk-som i flickgruppen kan också av många olika anledningar tveka på att svara på lärarens fråga. I pojkgruppen uppfattade man att flickor har en högre press på sig att prestera bra. En faktor som styr detta ansåg de är att pojkar har lättare att få jobb. Därför måste flickorna prestera mer i skolan för att kunna konkurrera med pojkarna. Pojkarna trodde dock inte att det innebar att fler flickor är blyga. I flickgruppen framkom också åsikten att pojkarna inte tar skolan på lika stort allvar som flickorna. Som lärare är det viktigt att se till att samtliga elever kommer till tals. Både flickor och pojkar kan vara osäkra i vissa situationer i klassrummet. Att hävda att bara flickor har problem att göra sin röst hörd i klassrummet stämmer inte med verkligheten. Som lärare gäller det att skapa en god relation till sina elever, mellan eleverna och en miljö där alla kan känna sig trygga.

  • 281.
    Stranne, Frida
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS). Uppsala University, Uppsala, Sweden.
    Putting out fire with gasoline – are lessons learned from the past or will hardline hawks and liberal interventionists continue to lead the future in US Foreign Policy?2016Conference paper (Refereed)
    Abstract [en]

    As the world’s far most important superpower, the U.S. has the leading role in international relations in a foreseeable future, thus exposed to various ‘new’ and complex challenges. But although numerous research point out that the “war on terror” has been counterproductive, namely made the US less safe, created more anti-American sentiment and instability, many influential think-tanks and significant security advisers are now criticizing the present administration for being weak. By using similar arguments as in various historical examples, they urge the administration to take “new threats more seriously” and implement a more engaged foreign policy, including firmer military strategies. Simultaneously, an increasing number of policymakers and high ranked officers are questioning previous strategies and urged for a new policy. By interviewing influential policy makers and following the debate in Washington closely, this paper examine the ongoing political discussion on security matters and explore the dominating discourses regarding future strategies for U.S. to counter new threats. Furthermore it asks what possible outcomes the dominating perspectives might mean for the international security environment in the future. Is there a chance for a future build on diplomacy and off-shore balancing – or will future U.S. strategies (continue to) putt out fires with gasoline?

    Is there a risk that presented strategies will (continue to) put out fires with gasoline – or will new tactics build a future for peace and stability?

  • 282.
    Stranne, Frida
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Trump's foreign policy agenda is anything but isolationismIn: American Studies in Scandinavia, ISSN 0044-8060Article in journal (Refereed)
    Abstract [en]

    It is a common narrative among politicians and political experts that Trump’s foreign policy is turning the US inwards and abandoning its global leadership: i.e. what we now are witnessing is a new form of isolationism. However, if you look at the administration’s vision and strategy, you won’t find isolation, but rather an active foreign policy, including the desire of a continued global supremacy. It is perhaps a more unilateral approach, but at the same time it is following a pattern in US foreign policy that we should pay more attention to, namely how every administration is using the opportunity to expand US spheres of influence when possible. This is done by re-formulating its global role and the means to achieve it. This paper will focus on the ways Trump’s election and his “America First” policies and the administration’s National Security Strategy (NSS) are part of a broader pattern that is often ignored. 

  • 283.
    Ståhl, Jenny
    et al.
    Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Sjöberg, Jeanette
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Common Core vid Högskolan i Halmstad - Hinder och möjligheter i strategiskt pedagogiskt utvecklingsarbete2018Conference paper (Other academic)
    Abstract [sv]

    Framtidens arbetsmarknad kommer att kräva en förändring av dagens kompetenser och färdigheter. Common Core handlar om att rusta dagens studenter för de utmaningar som den högteknologiska framtiden kommer att innebära. Högskolan i Halmstads vision är att vara ett lärosäte vars forskning och utbildning speglas av (VIS) värdeskapande, innovationsdrivande och samhällsutvecklande. I ljuset av det har högskolestyrelsen beslutat att genomföra ett omfattande strategiskt utvecklingsarbete. Detta innefattar ett bildningskoncept, i form av en gemensam kärna av kurser med fokus på samhällsutmaningar, på samtliga grundutbildningsprogram med planerad start 2020. Grundtanken med Common Core är att stimulera studenters intellektuella och praktiska förmåga att se sig själv och sin kunskap i en vidare kontext, förstå hur olika aspekter i vår globala värld samspelar och hur relationen mellan teknik, människa och samhälle fungerar. Vidare ska studenterna få möjlighet utveckla de kompetenser som framtiden och därmed arbetsmarknaden kräver. Då detta i grunden är ett top-down beslut, så har det inte varit oproblematiskt eller friktionsfritt. Tvärtom har det funnits ett uttalat motstånd i olika delar av organisationen, inte minst hos lärare som har pekat på svårigheterna med att införa ytterligare kurser i befintliga program och därmed har haft svårt att se vinsterna med Common Core. Det är inte ovanligt att det uppstår motstånd vad gäller förändringsarbete inom högre utbildning (Baume & Popovic, 2016).

    Processen med utvecklingsarbetet har drivits framåt genom en styrgrupp, bestående av såväl lärare som studenter vilka har bidragit med olika kompetenser. För att säkerställa att arbetet har rätt riktning har det vid flera tillfällen genomförts diskussioner och workshops med representanter från näringslivet och studenter. Dessa har gemensamt visat på behovet av en bildning, perspektiv och vikten av olika generiska förmågor. Vidare har styrgruppen genom samtal och studiebesök inspirerats och tagit lärdom från Hong Kong University, då de har ett väl inarbetat Common Core-koncept (commoncore.hku, 2018). För att ett högskoleövergripande koncept ska bli framgångsrikt krävs transparens och kontinuerlig intern förankring. Det har därför genomförts ett flertal inspirationsföreläsningar, pilotprojekt och workshops med fokus att säkerställa att konceptet är väl underbyggt och accepterat i organisationen.

    Utvecklingsarbetet har resulterat i en Common Core-struktur som innebär en strimma på totalt 18 hp, fördelat över tre år, som fullt implementerat kommer ingå i samtliga grundutbildningsprogram. Under termin 1 och 2 läser studenterna två gemensamma kurser, dels en introduktionskurs samt en kurs kring ”Vad är vetenskap och akademisk kommunikation”. Under termin 3-5 väljer studenterna tre olika kurser utifrån ett högskoleövergripande kursutbud. Grundtanken är att det i de olika kurserna blir en sammansättning av studenter från olika program, med olika ämneskompetenser som tillsammans skapar dynamik när de gemensamt ska arbeta med nutida och framtida samhällsutmaningar utifrån olika perspektiv.

    Syftet med det här konferensbidraget är dels att beskriva Common Core som koncept, dels att diskutera problematiken med att genomföra och implementera högskoleövergripande projekt då organisatoriska strukturer skapar både möjligheter och hinder.

  • 284.
    Svane, Torben Ernst
    et al.
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS).
    Aderklou, Christina
    Halmstad University, School of Health and Welfare.
    Fritzdorf, Lotta
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Hamilton-Jones, Jo
    Halmstad University, School of Information Technology.
    Knowledge by user demand and self-reflection: New models for teaching and assessment in edutainment software design2001In: Conference proceedings - Frontiers in Education Conference, ISSN 0190-5848, E-ISSN 2267-1242, Vol. III, p. T1B-1-T1B-6, article id 8Article in journal (Refereed)
    Abstract [en]

    This paper reports on experiences from applying Knowledge by User Demand (KBUD) to teaching at the Edutainment Software Design programme at Halmstad University, Sweden. ’Edutainment’ denotes educational and recreational systems for homes, schools and work. Upon graduation, students may find careers in game design, project management, systems development etc. KBUD emphasizes participation in selection and creation of course contents, to foster a continuous review process of how to attain competencies needed to accomplish a task. Continuous self-reflection, on how and why competencies develop, and how personal learning can be refined, is highlighted in discussions and through using projects from previous courses as case studies. KBUD classes offer a core of approximately 50% of course content. Students select another 25% from a range of teacher-prepared themes and develop themselves the remaining themes under teacher supervision. KBUD modules combine subject adherence with encouraging student interest and participation, whilst also ensuring content vitality. © 2001 IEEE

  • 285.
    Sverin, Simon
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Athene, Obi-Wan and Yoda as Mentors with Masks: Characters representing a millennia old story-telling tradition2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 286.
    Svetoft, Ingrid
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Jonasson, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Wictor, Ingemar
    Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Falk, Magnus
    Energi- och Miljöcentrum (EMC), Varberg, Sverige.
    Jeppsson, Kajsa
    Energi- och Miljöcentrum (EMC), Varberg, Sverige.
    Boström, Ida
    Alexandersoninstitutet, Varberg, Sverige.
    Arnesten, Helena
    Varbergs kommun, Varberg, Sverige.
    Hjort, Mattias
    Falkenbergs kommun, Falkenberg, Sverige.
    Thuresson, Roger
    Peterson & Hansson Bygg AB, Falkenberg, Sverige.
    Christiansson, Per
    Peterson & Hansson Bygg AB, Falkenberg, Sverige.
    Kylin, Christian
    Derome AB, Veddige, Sverige.
    Axelsson, Dennis
    Kulturmiljö Halland, Halmstad, Sverige.
    Hansson, Charlotta
    Laholms kommun, Laholm, Sverige.
    Nilsson, Fredrik
    Laholms kommun, Laholm, Sverige.
    Rapport 2014 – den goda och hållbara plan- och byggprocessen2014Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Det finns flera olika anledningar till att förstudien “Den goda och hållbara plan-och byggprocessen” startades upp under våren 2014. Ett flertal aktiviter arrangerade av det halländska företagsnätverket Energi-och Miljöcentrum (EMC) i Varberg har sammanfört ett antal olika aktörer som annars inte vanligtvis möts. I dessa möten har idéer och inspirerande samtal förts som lett till en gemensam vilja att samverka i olika frågor. I denna rapport beskrivs bakgrund och genomförande av förstudien samt några sammanfattande resultat. Ett antal reflektioner om framtida möjligheter presenteras i slutet av rapporten. Alexandersoninstitutet har med sitt uppdrag gett möjligheten till oss på Högskolan i Halmstad att samordna ett antal möten och problemformulera processer och dialoger med koppling planering och byggande. Uppdraget har finansierats av Europeiska Regionalfonden via projektet Efterfrågad Utveckling. Resultatet har blivit ett antal temaformuleringar och case som nu kan användas för fortsatt arbete med forskningsansökningar och spridning av erfarenheter.

  • 287.
    Säfström, Anna Ida
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Preschoolers exercising mathematical competencies2018In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 23, no 1, p. 5-27Article in journal (Refereed)
    Abstract [en]

    The mathematical ideas that emerge in children’s free and guided play can be both complex and sophisticated, and if they are linked to formal mathematics, they can be a powerful basis for mathematical development. To form such links, one needs knowledge of how children use and express these ideas. This is especially true in the intersection of arithmetic and geometry, where the intermingling of numerical and spatial concepts and skills is not yet fully understood. This study aims to gain understanding of children’s mathematical practices by describing the interplay of key mathematical ideas, and more specifically how young children exercise mathematical competencies in the intersection of early arithmetic and geometryThe results show that children can use spatial representations when reasoning about numbers, and that they are able to connect spatial and numerical structures. Furthermore, it is shown that children not only use and invent effective procedures, but also are able to explain, justify and evaluate such procedures.

  • 288.
    Säfström, Anna Ida
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Progression i högre utbildning2017In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 7, no 1, p. 56-75Article in journal (Refereed)
    Abstract [sv]

    Syftet med denna studie är att undersöka innebörden och användningen av ordet progressioninom högre utbildning. För att ta reda på i vilka betydelser ordet progression används, och huranvändningen av ordet har förändrats över tid, genomförs här en systematisk begreppsanalysav vetenskapliga texter, statliga styrdokument och texter hämtade från svenska lärosätens hemsidor.Som utgångspunkt för analysen särskiljs progression i dess klassiska betydelse och progressionsom en kvalitet i utbildning, undervisning och läromedel. Resultatet av analysen visaratt ordet progression används i allt högre utsträckning, men ofta med oklar betydelse. Detframkom också att det har skett en förskjutning mot användning av ordet progression somkvalitet hos utbildning. En definition av utbildningsprogression föreslås, och konsekvenser förhögre utbildning diskuteras. ©2017 Anna Ida Säfström

  • 289.
    Säfström, Anna Ida
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Nagy, Caroline
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Embodied fractions: Conceptual difficulties in the light of grounding metaphors2018In: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education / [ed] Ewa Bergqvist, Magnus Österholm, Carina Granberg & Lovisa Sumpter, Umeå, 2018, Vol. 5, p. 287-287Conference paper (Refereed)
    Abstract [en]

    Fractions and rational numbers are known to be hard to both teach and learn, as there are many conceptual difficulties concerning fractions. For example, pupils may interpret the entirety of a picture as the whole (Mack, 1990), or seeing a part as a fourth as long as the whole is divided in four parts, regardless of the size of the parts (Ball, 2007). A recent study has revealed additional difficulties: Seeing fractions as divisions may hinder pupils to recognise one of the parts as ¼, and claim that it is the partition that is ¼. The role of numerator and denominator can be mixed up, or the denominator may be seen as the remaining parts, resulting in a picture of 2 fifths to be named 2/3. Pupils can also claim that a fraction has a specific representation, for example that it should be the upper right fourth of a circle that should be shaded, in order for the picture to represent one fourth. One possible reason for misconceptions is stereotypical or restricted use of representations of rational numbers, especially area models (Zhang, Clements & Ellerton, 2015). However, if the number line is introduced, there is a risk that the difficulties are transferred to the new representation. In the recent study, some pupils saw the number line as a whole, and place one half at the centre, regardless of the part of the line visible.

    In this study, we relate conceptual difficulties concerning fractions to Lakoff and Núñez (2000) four grounding metaphors for numbers, by analysing the underlying metaphors of visual models used by pupils when the difficulties manifest. The results give implications for the introduction of fractions in the early years of elementary school. Our poster will present how misconceptions can manifest in area models and on the number line, how these misconceptions are related to the metaphor implicitly used in the models, and suggested activities where metaphors aid the understanding of fractions.

  • 290.
    Thorell, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Communicating the Dark Dimensions of the Past: A Case Study of Museum Management in Västra Götaland2018 (ed. 1:1)Book (Other academic)
    Abstract [en]

    Heritage is a result of cultural and social constructions rather than received values from the past (Barrere et al. 2015, p 4 p 4). Dark heritage is a concept which is synonymous to heritage that hurts, difficult heritage, heritage of atrocity and places of pain or shame (Magee & Gilmore 2015, p 900). Dark heritage sites (DHS) are places and institutions “that stand as legacy to painful periods in history; massacre and genocide sites, places related to former penal institutions, prisoners of war, battlefields and many more.” (Magee & Gilmore 2015, p 899). DHS management is a structured activity which supports a meaningful and holistic experience for visitors within the context of diverse and complex servicescapes (Magee & Gilmore 2015, p 899).

    The overall aim of this study is to increase the understanding of how dark dimensions of the past are expressed within museum management in Västra Götaland. In order to fulfil this purpose, three research questions have been formulated: Which dimensions of dark heritage are highlighted? Which ideological approaches permeate the exhibitions of the dark? How is heritage classified as dark heritage?

    The study involved documentary work at Västergötland Museum, Lödöse Museum and the Museum of Gothenburg. The researcher accomplished a documentary work, focusing upon artefacts, information text and multimedia. A qualitative analysis of the data with some inspiration from discourse theory was then carried out. Discourse refers to the meanings and understandings of worldviews that are formed within socio-historical processes (Howarth 2007; Jorgensen & Phillips 2002). Discourse theory provides a framework of how history is constructed and maintained (Howarth 2007). Discourses are transformed and maintained within formal practices and everyday lives (Jorgensen & Phillips 2002, p 12).

    The results show: (1) Dark heritage that is highlighted within the three museums refers to war, conflicts, crimes, sanitary problems, death, epidemics, hard living conditions, and unequal treatment of people. (2) The exhibitions were based on a mixture of different approaches, such as romantic chivalry, local separatist/patriotic, socialistic, and peace/ international understanding approaches (Timothy & Boyd 2003, p 27-28). (3) The discourse within society involves classifications of the dark. It is therefore possible to see a cultural pattern of how war, conflicts, epidemics and sanitary problems become dark dimensions.

  • 291.
    Thorell, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Det mörka kulturarvet i Västra Götalands län: Innebörd, betydelse och kommunicering inom den museala verksamheten2017Report (Other academic)
    Abstract [sv]

    Denna studie handlar om hur det mörka kulturarvet i Västra Götalands län definieras, värderas och levandegörs inom ramen för museal verksamhet. 100 tjänstemän fick en enkät med flera slutna och öppna svarsalternativ som bearbetades kvantitativt och kvalitativt. Resultaten visar att den övervägande delen av respondenterna instämmer i att det mörka kulturarvet förknippas med (1) krig, konflikter och oroligheter, (2) epidemier, sjukdomar och pester samt (3) svält, hårt liv och lidande. Det förefaller inte vara lika tydligt att gravstenar, begravningsfält, kyrkogårdar och katastrofer hör hit. Det mörka kulturarvet har en betydelse för att få en nyanserad och helhetlig bild av historien. Det ger förståelse för samhället i ett dåtida och nutida perspektiv. Några betonar också att det är viktigt för att vi inte ska glömma det obehagliga, traumatiska och hemska. Kulturmiljövården som grundas i olika typer av källor förmedlar kunskap genom berättelser, film, utställningar, föredrag, rapporter och skrifter. Den övervägande delen av respondenterna anser att det förgångna återges på ett objektivt och neutralt sätt men en del betonar att dåtiden skönmålas. Endast ett fåtal menar att dåtiden mörkas/dramatiseras.

  • 292.
    Thorell, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Digital techniques for participatory city planning processes2019Conference paper (Refereed)
    Abstract [en]

    The project “Digital techniques for participatory city planning processes” increases the understanding of digital techniques for expanding the public involvement within city planning. Four different levels of citizen involvement could be applied within participatory processes. Information involves information from authorities to citizens. Consultation is associated with meetings where authorities listen to citizens but they do not have to take their opinions into consideration. Partnership means collaborative processes where citizens formulate strategies in cooperation with authorities. Mobilization denotes actions initiated by citizens within the civil society. The poster illustrates approaches, methods and products for E-participation, E-government, Web Collaboration and online forums. It also introduces tools for the collecting and exhibiting historical and more current data. The digital tools for participatory planning processes are structured in four groups: tool for (1) structuring ideas, (2) communication, (3) cooperation between the public sector and civil society and (4) collecting and exhibiting data.

  • 293.
    Thorell, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Digital Techniques for Participatory Planning Processes2019Conference paper (Refereed)
    Abstract [en]

    “As heritage sites belong to the people, only people who live either in, within or near the sites know best on how effective implementation of preservation plans are best carried out.” (Dian et al. 2013, p 249) The project named “Digital techniques for participatory processes” develops and tests digital E-participation techniques for increasing the public involvement within heritage planning and research. Special attention is paid to strategies for handling challenges within three areas: (1) problems associated with Information System (IS), (2) problems related to the public sector context and (3) specific challenges that arise from the complex context (Toot 2019). Four different degrees of citizen involvement could be applied within participatory processes. Information involves one way information from authorities to citizens. Consultation means meetings where authorities listen to citizens but they do not have to take their opinions into consideration. Partnership includes collaborative processes where citizens formulate goals and strategies in cooperation with authorities. Mobilization is a term for actions initiated by citizens within the civil society. Participatory processes are often structured around five phases: (1) undertake SWOTanalysis, (2) describe a common vision for the future, (3) formulate a strategy for fulfilling the goals, (4) implement and (5) evaluate the process (Thorell 2008).

    References

    Dian, A-A. & Abdullah, C N. (2013). Public Participation in Heritage Sites Conservation in Malaysia: Issues and Challenges. Procedia - Social and Behavioral Sciences, 101, 248-255. 

    Thorell, K. (2008). Naturvårdsplanering med förankring i det lokala: villkor för delaktighet och underifrånperspektiv i vården av värden i odlingslandskapet. Diss. Göteborg: Göteborgs universitet.

    Toots, M. (2019). Why E-participation systems fail: The case of Estonia's Osale.ee. Government Information Quarterly (In press).

  • 294.
    Thorell, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Diskurs, kulturvärden och mörk turism2015Report (Other academic)
    Abstract [sv]

    Mörk turism handlar om resande till destinationer med attraktioner, platser och utställningar som förknippas med döden. Det anknyter också till krigsturism kretsat kring besöksmål där museum om konflikter och oroligheter är centrala. Med andra ord handlar det om att besöka negativt laddade kulturvärden med anknytning till politisk-geografiska dimensioner.

    I de flesta stater finns en historia som vittnar om konflikter, oroligheter och strider. Denna rapport belyser på vilket sätt detta arv levandegörs idag för turister, dagsbesökare och historieintresserade individer. Vidare problematiseras värderelaterade och etiska aspekter kopplat till dessa utställande verksamheter. Texten ger också exempel på konkreta besöksmål i olika delar av världen med fokus mot Sverige. Härtill kommer att diskursanalytiska aspekter kopplat till frågan om hur det mörka kulturarvet förmedlas lyfts fram. I detta sammanhang utvecklas frågan om hur konflikter speglas och vilka dimensioner av det förgångna som levandegörs.

    En sammanfattande konklusion är att det militära kulturarvet har såväl positivt som negativt och neutralt laddade värden. Hur levandegörandet av det militära kulturarvet förhåller sig till etiska dimensioner avgörs av vilket teoretiskt perspektiv diskussionen tar sin utgångspunkt i.

    Det argumenteras för att diskursanalys kan användas som redskap för att förstå hur makt formar det kulturarv som vi tar del av och hur sanningar konstrueras. Sådana analyser av kulturarv bidrar med förståelse för att det inte är något objektivt och neutralt. Arvet skildras utifrån en specifik kulturell kontext. 

  • 295.
    Thorell, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Food Security from a Spatial Perspective; The Situation in Advanced and Less Advanced Economies2016In: International Journal of Agricultural and Biosystems Engineering, Vol. 3, no 8Article in journal (Refereed)
    Abstract [en]

    Food security has been one of the most important policy issues on the global arena after the Second World War. The overall aim of this presentation is to describe preconditions for a sustainable food supply from a spatial perspective. Special attention is paid to the differences between advanced and less advanced economies around the world. The theoretical framework is based upon models which are explaining complex systems of factors that affect the preconditions for agricultural productions. In addition to this, theories about how population and environmental pollution change through different stages of societal development are explained. The results are based upon data of agricultural practices, population growth, hunger and nutrition levels from different countries around the world. The analysis shows that  factors which affect preconditions for agricultural production are dynamic. Factors which support the food security in the near future are a decreasing population growth, technological development  and innovation but the environmental crisis is associated to high risks. It is, therefore, important to develop environmental policies and improved methods for organic farming. A final conclusion is that the spatial pattern is clear; the food supply is sufficient within advanced economies but rather complicated in development countries.

  • 296.
    Thorell, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Hur kunde hon bli tärna?: Teoretiska perspektiv på mobbning i skolan2019Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Mobbning är ett uppträdande som kränker individers värdighet. Det är ett socialt problem som kopplar till diskriminering, trakasserier och kränkande behandling. Det handlar om processer som åsidosätter människans lika värde. Syftet med kunskapsöversikten är att utifrån tidigare forskning belysa mobbning som fenomen och vad som orsakar denna typ av trakasserier.  Enligt en biologisk förklaring sker mobbning för att tillrättavisa eller exkludera avvikande människor. Socialpsykologer kopplar mobbning till processer där människor söker roller. I detta spel tar en del på sig hackkycklingar och syndabockar som mobbas. Forskare menar också på att mobbning uppstår eftersom människor lär sig fel. Förklaringsmodeller belyser härtill att hemförhållanden spelar in då inkonsekventa, auktoritära och bestraffande föräldrar kan orsaka mobbning. Andra faktorer som kan förklara mobbning är otydligt ledarskap och passivitet bland skolans personal och föräldrar. Det förekommer vidare att mobbning belyses utifrån konceptet stigma; människor mobbas då eftersom de bär på ett stigma som uttrycker att de t ex är avvikande. Nätmobbning innebär att elever inte kan stänga av den förnedrande behandlingen när de kommit hem från skolan utan den fortsätter i sociala forum där under kvällar och helger. När mobbning hanteras är det viktigt att anlägga ett genusperspektiv eftersom fenomenet skiljer sig åt mellan flickor och pojkar. De åtgärder som är lämpliga bland pojkar är inte alltid lämpliga för flickor.

  • 297.
    Thorell, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Landsbygdens landskap: paradigm, utveckling och analys2017Report (Other academic)
    Abstract [sv]

    En socialt hållbar turismutveckling grundas i platsens unika värden samt lokalbefolkningens perspektiv och utgångspunkter. Bakom varje synsätt på utveckling ligger ett visst värdesystem som består av normer, värderingar, attityder och beteenden. Platsparadigmet utgår från att platser bör utvecklas utifrån sina respektive geografiska förutsättningar. En annan utgångspunkt är den humanistiska människosynen som fokuserar människan och hennes behov. Planeringsmetoder för lokalt deltagande är i regel uppbyggda utifrån tre så kallade generella faser. Inledningsvis kartlägger deltagarna nuläget och därefter formuleras målet med arbetet, det kan till exempel röra sig om att formulera en framtidsvision. Sedan diskuterar deltagarna sig fram till en åtgärdsstrategi om hur det tidigare formulerade målet uppfylls. Att inkludera lokala aktörer i turismutveckling innebär att den lokala kunskapen tillvaratas. Denna är bunden till kontexten där den är producerad och är endast säkert giltig i det geografiska området. Den överförs från generation till generation. Den skapas genom observation av den lokala miljön där kunskap konstrueras inom ramen för sociala och kulturella processer.

  • 298.
    Thorell, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Marknadsföring av hållbar turism i Sverige: en empirisk analys2016Report (Other academic)
    Abstract [sv]

    Genom destinationsmarknadsföring konstrueras bilden av platser som används i till exempel reklam för att attrahera turister och besökare. Centrala moment innebär att lyfta fram unika karaktärsdrag och förmedla den till olika målgrupper. Det övergripande syftet med föreliggande arbetsrapport är att öka kunskapen om hur den hållbara turismen inom Sverige marknadsförs. Analysen grundas i en kvalitativ tolkning av webbmarkandsföring av hållbar turism genom organisationen Visit Sweden. Resultaten visar att representationer av den hållbara turismen tar sin utgångspunkt i olika rumsliga sfärer. Turism som sker i fjällen och de vackra naturområdena ses självklart som en form av hållbar turism. Aktiva semestrar på färd över Sveriges vattendrag räknas också hit. Även städerna, som med sitt rika utbud och variation, gör det möjligt att forma vistelser enligt ett hållbarhetsideal inkluderas. En förutsättning för den hållbara turismen är ett fysiskt nätverk som möjliggör hållbara kommunikationer och aktiviteter.

  • 299.
    Thorell, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    The bottom up dimension of landscape planning in rural areas2018In: Cultural Heritage Preservation: The Past, the Present and the Future / [ed] T. Nilson & K. Thorell, Halmstad: Halmstad University Press, 2018, p. 35-45Chapter in book (Refereed)
  • 300.
    Thorell, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Vad påverkar trafiksäkerhet?2015In: Plan : planering av stad & land, ISSN 0032-0560, no 5, p. 40-45Article in journal (Other academic)
    Abstract [sv]

    Går det att uppfylla Nollvisionen inom en överskådlig framtid när det gäller cyklister och fotgängare? Och vilken roll spelar egentligen miljöpsykologi och den fysiska miljön för att påverka människans beteende i trafiken? Dessa frågor ställer sig Kristina Thorell vid Högskolan i Halmstad. Hon konstaterar att trafikbeteende kopplat till riskbenägenhet är ett komplicerat område där flera olika faktorer spelar in, men också att människan tenderar att inta ett mer vårdslöst trafikbeteende i miljöer som innefattar låga risker, än i de med höga. Thorell menar vidare att sociala aspekter kopplat till normer och värderingar inom olika samhällsgrupper är värt att beakta i trafiksäkerhetsarbetet eftersom de påverkar människans riskbenägenhet.

34567 251 - 300 of 327
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