Zobrazeno 1 - 10
of 48
pro vyhledávání: '"Kristina Danielsson"'
Publikováno v:
Utbildning & Lärande, Vol 17, Iss 4 (2023)
The focus of this article is on digital tools as part of mathematics education with six-year-olds. More explicitly, we study how the creation of digital animations, as a part of working on a problem-solving task, enables young students’ learning of
Externí odkaz:
https://doaj.org/article/884ebbcaaa9a42849bd94a4452d9cf7b
Publikováno v:
Utbildning & Lärande, Vol 17, Iss 4 (2023)
This study examined the potential for children’s multilingual development supported by a digital e-book application (Polyglutt) used in Swedish preschools. The analysis focused on the app’s software design and the reflections of 17 preschool teac
Externí odkaz:
https://doaj.org/article/375c755d68044df58aa7abffa0aca999
Publikováno v:
Education Sciences, Vol 14, Iss 1, p 79 (2024)
Previous research shows that pupils’ participation in educational activities increases when they are allowed to use several forms of expression. Furthermore, digital media have become increasingly prominent as “carriers” of meaning in chemistry
Externí odkaz:
https://doaj.org/article/3e62b0c3a0444e1991a7411848b188ff
Publikováno v:
Educare, Iss 1 (2023)
One central issue for research in classrooms is to provide insights concerning characteristics of classroom interaction that can help teachers improve their teaching. In the present study, we analyse spoken interaction in one elementary physics class
Externí odkaz:
https://doaj.org/article/1efd1200612843dfb3b62299398bb422
Publikováno v:
Education Sciences, Vol 13, Iss 6, p 568 (2023)
The present study aimed to explore ‘what’s happening’ and ‘what’s possible’, when young pupils jointly create multimodal texts in small groups. This was achieved by studying the process when pupils in a grade 2 classroom (i) created handw
Externí odkaz:
https://doaj.org/article/5cf176685efa48a49f093802d3b5806d
Publikováno v:
Education Sciences, Vol 13, Iss 5, p 443 (2023)
Teaching and learning in ecology depend on multimodality, involving semiotic resources such as visual representations, subject-specific symbols, and written and spoken language. Furthermore, the ecology field involves complex processes and relationsh
Externí odkaz:
https://doaj.org/article/a4587638a27b434588256729473970b3
Autor:
Kristina Danielsson, Jenny Uddling
Publikováno v:
Education Sciences, Vol 12, Iss 10, p 662 (2022)
Students’ and teachers’ meaning making in science classrooms is dependent on language in a broad, multimodal, sense, comprising specialized lexicogrammar and ways of using semiotic resources such as models, diagrams, and subject specific symbols.
Externí odkaz:
https://doaj.org/article/4c03b28f799e42bd8f27496e949b8db6
Publikováno v:
Education Sciences, Vol 12, Iss 3, p 221 (2022)
Worksheets are common in science classrooms with an aim to support pupils’ meaning-making, e.g., for guiding them in performing hands-on activities and documenting their experiences of such activities. Yet, there have been few systematic studies of
Externí odkaz:
https://doaj.org/article/9cf02dbb70fd48dabdd2f5ec510b8c32
Autor:
Kristina Danielsson, Staffan Selander
Publikováno v:
Designs for Learning, Vol 8, Iss 1, Pp 25-36 (2016)
The re-conceptualisation of texts over the last 20 years, as well as the development of a multimodal understanding of communication and representation of knowledge, has profound consequences for the reading and understanding of multimodal texts, not
Externí odkaz:
https://doaj.org/article/dc65642c4f634501b13730231367265d
Autor:
Kristina Danielsson, Staffan Selander
This open access book provides an introduction to multimodality and the role of multimodal texts in today's education. Presenting a comprehensive framework for analysing and working with multimodal texts in disciplinary education, it serves as a tool
