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Using Variation Theory to explain a complex mathematical phenomenon
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Vad händer med lärandets objekt? En studie av hur lärare och barn i förskolan kommunicerar naturvetenskapliga fenomen (What Happens with the Object of Learning? A Study on How Teachers and Children in Pre‐School Communicate Science Phenomena)
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Barbara Bradley, D. Reinking (2011)
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J. Elliott (2009)
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M. Holmqvist, Charlotte Tullgren (2009)
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M. Holmqvist, Jane Mattisson (2008)
Variation theory : a tool to analyse and develop learning at schoool
Mun Fung-Lo, W. Pong, Pui Chik (2005)
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M. Holmqvist, C. Tullgren
Generative learning in pre‐school context
F. Marton, S. Booth
Learning and Awareness
M. Holmqvist, Laila Gustavsson, Anna Wernberg (2007)
Generative learning: learning beyond the learning situationEducational Action Research, 15
I. Pramling Samuelsson, N. Pramling
Didaktiska studier från förskola och skola (Didactic Studies of Preschool and School)
U. Runesson
Variationens pedagogik. Skilda sätt att behandla ett matematiskt innehåll (The Pedagogy of Variation)
Purpose – The purpose of this paper is to describe pre‐school children's learning during a learning study, and their teachers’ awareness of each child's learning possibilities in relation to what they actually learned. The paper's aims are twofold; first, to focus on how to design learning study in pre‐school settings; and second, to study young children's (aged 4‐5) learning. Design/methodology/approach – The data consist of three videotaped interviews with each participating child ( n =39), three videotaped interventions and one videotaped interview each with three pre‐school teachers. Findings – The results show: an increased learning outcome in all three groups; there is a discrepancy between what the children actually learned and the teachers’ awareness about the children's possibilities. The teachers’ awareness of the children's learning possibilities differ from what the children actually learned. Originality/value – Learning study is usually used in school settings, but this paper shows its potential also in pre‐school settings. Beside this, the results indicate that there is a risk that if teachers’ expectations are too high or too low, they will affect children's abilities to learn in either a positive or a negative way by not offering the children sufficiently challenging tasks. By the use of learning study the teachers became aware of this discrepancy and were able to reassess their expectations for each child according to their abilities.
International Journal for Lesson and Learning Studies – Emerald Publishing
Published: May 18, 2012
Keywords: Sweden; Teaching; Learning; Children (age groups); Learning study; Variation theory; Pre‐school children's learning
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