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Didactic classroom studies : a potential research direction
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  • Internet, se länk
Title Statement
  • Didactic classroom studies : a potential research direction
Publication, Distribution, etc. (Imprint)
  • Lund : Nordic Academic Press, [2018]
Physical Description
  • 244 sidor : illustrationer ; 23 cm
Series Statement
Formatted Contents Note
  • An introduction to didactic classroom studies / Christina Osbeck, Åke Ingerman & Silwa Claesson -- Questions and speech genres in social studies classrooms. Comparisons of communication patterns / Christina Osbeck -- Systematic variation in examples in mathematics teaching / Angelika Kullberg & Christina Skodras -- Engaging with a group’s space of meaning. The tutor’s role in small-group didactics / Åke Ingerman & Shirley Booth -- ‘You’re meant to read the writing?’ Young pupils negotiating meaning from digitally mediated multimodal texts / Sylvana Sofkova Hashemi -- A classroom is a classroom is a classroom? A study of the affordance of classroom design for classroom interaction / Anna Maria Hipkiss -- The importance of relationships in the classroom / Annika Lilja & Silwa Claesson -- Video studies in classroom research. Hidden dimensions of teaching and learning / Cecilia Kilhamn, Elisabeth Rystedt, Rimma Nyman & Britt Holmberg -- Teaching and learning in the science classroom. The methodological challenges of research / Miranda Rocksén -- A potential research direction for didactic classroom studies / Christina Osbeck & Åke Ingerman -- A new generation of classroom studies / Kirsti Klette
Index Term - Uncontrolled
Added Entry - Personal Name
ISBN
  • 9789188661456
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Through hands-on classroom studies, a group of researchers from the University of Gothenburg, Sweden, show how events and opportunities are affected by classroom conditions and thus have different didactical consequences for teaching and learning in different subjects. In a concluding essay, the book itself and its contributions are placed in an international and historical context by Professor Kirsti Klette, Oslo University, Norway. The authors share an ambition to show in practical terms the strengths of classroom studies' contribution to didactic research.

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