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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Popov, Oleg;

    Beprövad erfarenhet kan betraktas som en form av praxis grundad kunskap som omfattar kognitiva, praktiska och emotionella dimensioner. Om man betraktar beprövad erfarenhet som en kunskapsform så följer en fråga som är särskilt viktig för blivande lärare: Hur kan man ”lära sig” beprövad erfarenhet? För att ta sig an beprövad erfarenhet krävs det att den tydligt formuleras och sprids. Beprövad erfarenhet visar vad som fungerar väl i praktiken. Senare krävs en teoretisk förklaring för varför det är så. Att formulera beprövad erfarenhet betyder att forma den med hjälp av relevanta termer och begrepp och förankra den teoretiskt. Spridningen av beprövad erfarenhet förutsätter att man genom användningen av olika media kan förklara vad lärarna gör. Statens Offentliga Utredningar ”U 2017:03 Praktiknära skolforskning i samverkan” poängterar att ”Den beprövade erfarenheten byggs i verksamheten och av professionen och den är lika relevant som den akademiskt framtagna kunskapen (vetenskaplig grund).” I detta sammanhang betonar jag vikten av teoretiska förklaringar av framtagna kunskaper, både i akademiska texter och i presentationer som sprider beprövad erfarenhet. Föreläsningen i kursen "Utbildningsvetenskap, undervisning och lärande" (UUL) för grundskola och fritidshem (adopterad för offentlig domän)

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Publikationer från U...arrow_drop_down
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    Authors: Manni, Annika;

    Recension av Farhana Borgs avhandling ”Caring for people and the planet- Preschool children’s knowledge and practices of sustainability”

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    Authors: Popov, Oleg; Ödmark, Krister;

    Kommunikation är ett område man sedan länge intresserat sig för inom matematikdidaktik. Det handlar inte bara om att lära sig ett matematiskt innehåll genom att kommunicera utan att lära sig kommunicera matematiskt. Syftet med denna artikel är att belysa kommunikationsförmåga och dess roll i lärande av matematik. Artikeln riktar sig i första hand till gymnasielärare i matematik. Ingår i matematiklyftets modul "undervisa matematik utifrån förmågorna" http://matematiklyftet.skolverket.se matematiklyftet

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Publikationer från U...arrow_drop_down
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    Authors: Arvidsson, Alf;

    Forskningsöversikt, primärt för undervisningsändamål

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    Authors: Sullivan, Kirk P H; Waldmann, Christian;

    Denna artikel handlar om hur undervisning kan utformas för att stödja elevers muntliga språkliga utveckling. Först beskrivs faktorer relaterade till fysisk miljö, lärtillfällen och interaktioner som har visat sig viktiga för att skapa en språkutvecklande undervisning. Därefter presenteras ett observationsverktyg som lärare kan använda för att identifiera styrkor och utvecklingsbehov i syfte att skapa en mer språkutvecklande undervisning. ingår i Lärportalens modul Språk-, läs- och skrivutveckling (Läslyftet), Muntlig kommunikation, Del 4: Språklig aktivitet och interaktion, årskurs 1–9

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Publikationer från U...arrow_drop_down
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Popov, Oleg;

    Reklam är inte skapad för att bli kritiskt granskad, utan för att främja vår konsumtionslust. Nationalencyklopedin (NE) definierar reklam som ”ett av de konkurrensmedel som ett företag använder i sin marknadsföring för att främja försäljningen av en vara eller tjänst.” I vidare mening inbegriper reklam även spridning av idéer och värderingar och därför tangerar begreppet propaganda. Enligt NE betyder propaganda ”mer eller mindre systematiskt bedriven verksamhet som syftar till att med hjälp av språk, bilder eller andra symboler påverka människors åsikter, värderingar eller handlingar i en bestämd riktning.” I den här artikeln analyseras ett till synes fyndigt reklamtrick från Lufthansa, vars syfte är att öka försäljningen av solresor från Skandinavien under vinterårstiden (Lufthansa, 2016). Reklamen som kallas ”UNSCREEN” lanserades i olika medier i februari 2016. Den åberopar vetenskapliga forskningsresultat och använder olika naturvetenskapliga begrepp i reklamtexten och kan därför vara lämplig för analys i SNI-baserad undervisning. Naturvetenskap- och Tekniklyftet

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Publikationer från U...arrow_drop_down
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    Konstnären Lisa Torell bor och är verksam i Oslo. Hon deltar i biennalen med ett nytt ljudkonstverk som utgår från Korsvägen. I verket har gränserna mellan nutid och framtidoch mellan utopi och dystopi upplösts.

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    Authors: Popov, Oleg;

    Presentationen problematiserar begreppet beprövad erfarenhet (BE) och användningen av begreppet inom den pedagogiska verksamheten. BE kan ses som en form av praxisgrundad kunskap som omfattar kognitiva, praktiska och emotionella dimensioner. I Skolverkets dokument poängteras vikten av den beprövade erfarenhetens dokumentation, delning och prövning i ett kollegialt sammanhang, men vilka former av dokumentation och spridning som är valida preciseras inte. I presentationen dikuteras olika dimensioner av BE och skillnader mellan forskning och BE. En teoretisk modell föreslås för konceptualiseringen av BE. Lärarutbildningens Högre seminarium, Södertörns högskola, 22 januari 2019.

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    Hållbar strukturell förändring - Möjlighet eller utopi?

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    Authors: Marner, Anders;

    Publicerat i: Västerbottens-Kuriren, kultur. 17 december 2012.

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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Popov, Oleg;

    Beprövad erfarenhet kan betraktas som en form av praxis grundad kunskap som omfattar kognitiva, praktiska och emotionella dimensioner. Om man betraktar beprövad erfarenhet som en kunskapsform så följer en fråga som är särskilt viktig för blivande lärare: Hur kan man ”lära sig” beprövad erfarenhet? För att ta sig an beprövad erfarenhet krävs det att den tydligt formuleras och sprids. Beprövad erfarenhet visar vad som fungerar väl i praktiken. Senare krävs en teoretisk förklaring för varför det är så. Att formulera beprövad erfarenhet betyder att forma den med hjälp av relevanta termer och begrepp och förankra den teoretiskt. Spridningen av beprövad erfarenhet förutsätter att man genom användningen av olika media kan förklara vad lärarna gör. Statens Offentliga Utredningar ”U 2017:03 Praktiknära skolforskning i samverkan” poängterar att ”Den beprövade erfarenheten byggs i verksamheten och av professionen och den är lika relevant som den akademiskt framtagna kunskapen (vetenskaplig grund).” I detta sammanhang betonar jag vikten av teoretiska förklaringar av framtagna kunskaper, både i akademiska texter och i presentationer som sprider beprövad erfarenhet. Föreläsningen i kursen "Utbildningsvetenskap, undervisning och lärande" (UUL) för grundskola och fritidshem (adopterad för offentlig domän)

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    Authors: Manni, Annika;

    Recension av Farhana Borgs avhandling ”Caring for people and the planet- Preschool children’s knowledge and practices of sustainability”

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    Authors: Popov, Oleg; Ödmark, Krister;

    Kommunikation är ett område man sedan länge intresserat sig för inom matematikdidaktik. Det handlar inte bara om att lära sig ett matematiskt innehåll genom att kommunicera utan att lära sig kommunicera matematiskt. Syftet med denna artikel är att belysa kommunikationsförmåga och dess roll i lärande av matematik. Artikeln riktar sig i första hand till gymnasielärare i matematik. Ingår i matematiklyftets modul "undervisa matematik utifrån förmågorna" http://matematiklyftet.skolverket.se matematiklyftet

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    Authors: Arvidsson, Alf;

    Forskningsöversikt, primärt för undervisningsändamål

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    Authors: Sullivan, Kirk P H; Waldmann, Christian;

    Denna artikel handlar om hur undervisning kan utformas för att stödja elevers muntliga språkliga utveckling. Först beskrivs faktorer relaterade till fysisk miljö, lärtillfällen och interaktioner som har visat sig viktiga för att skapa en språkutvecklande undervisning. Därefter presenteras ett observationsverktyg som lärare kan använda för att identifiera styrkor och utvecklingsbehov i syfte att skapa en mer språkutvecklande undervisning. ingår i Lärportalens modul Språk-, läs- och skrivutveckling (Läslyftet), Muntlig kommunikation, Del 4: Språklig aktivitet och interaktion, årskurs 1–9

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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Popov, Oleg;

    Reklam är inte skapad för att bli kritiskt granskad, utan för att främja vår konsumtionslust. Nationalencyklopedin (NE) definierar reklam som ”ett av de konkurrensmedel som ett företag använder i sin marknadsföring för att främja försäljningen av en vara eller tjänst.” I vidare mening inbegriper reklam även spridning av idéer och värderingar och därför tangerar begreppet propaganda. Enligt NE betyder propaganda ”mer eller mindre systematiskt bedriven verksamhet som syftar till att med hjälp av språk, bilder eller andra symboler påverka människors åsikter, värderingar eller handlingar i en bestämd riktning.” I den här artikeln analyseras ett till synes fyndigt reklamtrick från Lufthansa, vars syfte är att öka försäljningen av solresor från Skandinavien under vinterårstiden (Lufthansa, 2016). Reklamen som kallas ”UNSCREEN” lanserades i olika medier i februari 2016. Den åberopar vetenskapliga forskningsresultat och använder olika naturvetenskapliga begrepp i reklamtexten och kan därför vara lämplig för analys i SNI-baserad undervisning. Naturvetenskap- och Tekniklyftet

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    Konstnären Lisa Torell bor och är verksam i Oslo. Hon deltar i biennalen med ett nytt ljudkonstverk som utgår från Korsvägen. I verket har gränserna mellan nutid och framtidoch mellan utopi och dystopi upplösts.

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    Authors: Popov, Oleg;

    Presentationen problematiserar begreppet beprövad erfarenhet (BE) och användningen av begreppet inom den pedagogiska verksamheten. BE kan ses som en form av praxisgrundad kunskap som omfattar kognitiva, praktiska och emotionella dimensioner. I Skolverkets dokument poängteras vikten av den beprövade erfarenhetens dokumentation, delning och prövning i ett kollegialt sammanhang, men vilka former av dokumentation och spridning som är valida preciseras inte. I presentationen dikuteras olika dimensioner av BE och skillnader mellan forskning och BE. En teoretisk modell föreslås för konceptualiseringen av BE. Lärarutbildningens Högre seminarium, Södertörns högskola, 22 januari 2019.

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    Hållbar strukturell förändring - Möjlighet eller utopi?

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    Authors: Marner, Anders;

    Publicerat i: Västerbottens-Kuriren, kultur. 17 december 2012.

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