1,006
Views
15
CrossRef citations to date
0
Altmetric
Original Articles

From Doing to Learning: Changed focus during a pre-school learning study project on organic decomposition

, &

References

  • Ailwood, J. (2003). Governing early childhood education through play. Contemporary Issues in Early Childhood, 4, 286–298. doi: 10.2304/ciec.2003.4.3.5
  • Christidou, V., & Hatzinikita, V. (2006). Pre-school children's explanations of plant growth and rain formation: A comparative analysis. Research in Science Education, 36, 187–210. doi: 10.1007/s11165-005-9006-1
  • Cunningham, A. E., Zibulsky, J., & Callaghan, M. D. (2009). Starting small: Building pre-school teacher knowledge that supports early literacy development. Reading and Writing, , 22, 487–510. doi: 10.1007/s11145-009-9164-z
  • Davies, P., & Dunnill, R. (2008). ‘Learning study’ as a model of collaborative practice in initial teacher education. Journal of Education for Teaching: International Research and Pedagogy, 34(1), 3–16. doi: 10.1080/02607470701773408
  • Elliott, J. (1991). Action research for educational change. Buckingham: Open University Press.
  • Fleer, M. (2010). A cultural-historical perspective on play: Play as a leading activity across cultural communities. In I. Pramling Samuelsson, & M. Fleer (Eds.), Play and learning in early childhood settings (pp. 1–17). Dordrecht: Springer.
  • Fleer, M. (2011). Kindergartens in cognitive times: Imagination as a dialectical relation between play and learning. International Journal of Early Childhood, 43, 245–259. doi: 10.1007/s13158-011-0044-8
  • Gustavsson, L. (2008). Att bli bättre lärare: Hur undervisningsinnehållets behandling blir till samtalsämne lärare emellan [Becoming a better teacher: Ways of dealing with the content made a topic of conversation among teachers] (Doctoral dissertation). Umeå University, Umeå, Sweden.
  • Helldén, G. (1999). A longitudinal study of pupils’ understanding of conditions for life, growth and decomposition. In M. Bandiera, S. Caravita, E. Torracca, & M. Vicentini (Eds.), Research in science education in Europe (pp. 23–30). Dordrecht: Kluwer.
  • Helldén, G. (2005). Exploring understandings and responses to science: A program of longitudinal studies. Research in Science Education, 35, 99–122. doi: 10.1007/s11165-004-3435-0
  • Holmqvist, M. (2011). Teachers’ learning in a learning study. Instructional Science, 39(4), 497–511. doi: 10.1007/s11251-010-9138-1
  • Holmqvist, M., Gustavsson, L., & Wernberg, A. (2008). Variation theory: An organizing principle to guide design research in education. In A. E. Kelly, R. Lesh, & J. Baek (Eds.), Handbook of design research methods in education: Innovations in science, technology, engineering, and mathematics learning and teaching (pp. 111–130). New York, NY: Routledge.
  • Holmqvist Olander, M., & Ljung-Djärf, A. (2012). Using learning study as in-service training in preschool. In J. Sutterby (Ed.), Early education in a global context: Advances in early education and day care (), (Vol. 16, pp. 91–108). Bingley: Emerald. doi: 10.1108/S0270-4021(2012)0000016007
  • Holmqvist Olander, M., & Nyberg, E. (in press). Learning study guided by variation theory: Exemplified by children learning to half and double whole numbers. International Journal of Research in Early Childhood, ,
  • Lewis, C. (2002). Lesson study: A handbook of teacher-led instructional change. Philadelphia, PA: Research for Better Schools.
  • Lillemyr, F. O., Søbstad, F., Marder, K., & Flowerday, T. (2011). A multicultural perspective on play and learning in primary school. International Journal of Early Childhood, 43, 43–65. doi: 10.1007/s13158-010-0021-7
  • Ljung-Djärf, A. (2013). The learning study process: A collaborative way to develop the use of contrast of critical aspects in preschool educational practice. Journal of Studies in Education, 3(1), 33–47. doi: 10.5296/jse.v3i1.2743
  • Ljung-Djärf, A., & Holmqvist Olander, M. (2013). Using learning study to understand pre-schoolers’ learning: Challenges and possibilities. International Journal of Early Childhood, 45(1), 77–100. doi: 10.1007/s13158-012-0067-9
  • Ljung-Djärf, A., & Tullgren, C. (2011). Lek och lärande i förskolan [Play and learning in pre-school]. In M. Holmqvist (Ed.), Skolan och läraruppdraget: Att bli och vara lärare [School and teacher assignment: to become and be a teacher] (pp. 27–39). Lund: Studentlitteratur.
  • Ljung-Djärf, A., & Wennås Brante, E. (2012, November). Focus on play or the object of learning, or both at the same time? Examples from three learning studies conducted in Swedish pre-school context. Paper presented at the World Association of Lesson and Learning Studies (WALS) conference, Singapore.
  • Lo, M. L. (2012). Variation theory and the improvement of teaching and learning. Göteborg: Acta Universitatas Gothenburgensis.
  • Lo, M. L., & Marton, F. (2012). Towards a science of the art of teaching: Using variation theory as a guiding principle of pedagogical design. International Journal for Lesson and Learning Studies, 1, 7–22. doi: 10.1108/20468251211179678
  • Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Marton, F., Dahlgren, L.-O., Svensson, L., & Säljö, R. (1977). Inlärning och omvärldsuppfattning [Learning and conceptions of reality]. Stockholm: Almqvist & Wiksell.
  • Marton, F., & Tsui, A. B. (2004). Classroom discourse and the space of learning. London: Lawrence Erlbaum Associates.
  • Olteanu, C., & Holmqvist, M. (2012). Differences in success in solving second-degree equations due to differences in classroom instruction. International Journal of Mathematical Education in Science and Technology, 43, 575–587.
  • Olteanu, C., & Olteanu, L. (2010). To change teaching practice and students’ learning of mathematics. Education Inquiry, 1, 381–397.
  • Olteanu, C., & Olteanu, L. (2012). Equations, functions, critical aspects and mathematical communication. International Education Studies, 5, 69–78. doi: 10.5539/ies.v5n5p69
  • Pang, M. F. (2006). The use of learning study to enhance teacher professional learning in Hong Kong. Teaching Education, 17, 27–42. doi: 10.1080/10476210500527915
  • Pang, M. F., & Marton, F. (2005). Learning theory as teaching resource: Enhancing students’ understanding of economic concepts. Instructional Science, 33(2), 159–191. doi: 10.1007/s11251-005-2811-0
  • Pramling Samuelsson, I., & Pramling, N. (2008). Didaktiska studier från förskola och skola [Didactic studies of pre-school and school]. Malmö: Gleerups.
  • Runesson, U. (1999). The pedagogy of variation: Different ways of handling mathematical topics (Doctoral dissertation). University of Gothenburg, Gothenburg, Sweden.
  • Segal, G., & Cosgrove, M. (1993). ‘The sun is sleeping now’: Early learning about light and shadows. Research in Science Education, 23, 276–285. doi: 10.1007/BF02357071
  • Siu, I. Y. M. (2008). Learning study as an approach to teacher development in two primary schools. The Asia-Pacific Education Researcher, 17, 99–108. doi: 10.3860/taper.v17i1.352
  • Swedish Research Council. (2011). Forskningsetiska principer inom humanistisk-samhällsvetenskaplig forskning [Ethical principles in social science research]. Stockholm: Author. Retrieved March 21, 2011, from http://www.ibl.liu.se/student/bvg/filarkiv/1.77549/Forskningsetiska_principer_fix.pdf
  • The Swedish National Agency for Education (2010). Curriculum for the pre-school, lpfö 98/2010. Stockholm: Fritzes.
  • Thulin, S., & Helldén, G. (2011). Opening doors for learning ecology in preschool. In N. Pramling, & I. Pramling Samuelsson (Eds.), Educational encounters: Nordic studies in early childhood didactics (pp. 65–84). Dordrecht: Springer. doi: 10.1007/978-94-007-1617-9_4
  • Tullgren, C. (2004). Den välreglerade friheten: Att konstruera det lekande barnet [The well-regulated freedom: Constructing the playing child] (Doctoral dissertation). University of Malmoe, Malmoe, Sweden.
  • Wernberg, A. (2009). Lärandets objekt: Vad elever förväntas lära sig, vad görs möjligt för dem att lära och vad de faktiskt lär sig under lektionerna [The object of learning: What students are expected to learn, what is made possible for them to learn and what they actually learn] (Doctoral dissertation). Umeå University, Umeå, Sweden.
  • Yoshida, M., & Fernandez, C. (2004). Lesson study: A Japanese approach to improving mathematics teaching and learning. Mahwah: Lawrence Erlbaum Associates.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.