I work at the Department of Education, University of Gothenburg. Currently, I am involved in research projects studying technology in science education, critique session in architectural education, the training of dentists and the teaching and learning of crafts. Research interests include learning and instruction in higher education, video research in the learning sciences, ethnomethodology and conversation analysis.
Inspired by the current embodiment turn in the cognitive sciences, researchers of STEM teaching a... more Inspired by the current embodiment turn in the cognitive sciences, researchers of STEM teaching and learning have been evaluating implications of this turn for educational theory and practice. But whereas design researchers have been developing domain-specific theories that implicate the role of physical movement in conceptual learning, the field has yet to agree on a conceptually coherent and empirically validated framework for leveraging and shaping students' capacity for physical movement as a socio-cognitive educational resource. This symposium thus convenes to ask, "What is movement in relation to concepts such that we can design for learning?" To stimulate discussion, we highlight an emerging tension across a set of innovative technological designs with respect to the framing question of whether students should discover an activity's targeted movement forms themselves or that these forms should be cued directly. Our content domains span mathematics (proportions, geometry), physics, chemistry, and ecological system dynamics (predator-prey, bees).
Although the production and recognition of social actions have been central concerns for conversa... more Although the production and recognition of social actions have been central concerns for conversation analysis (CA) from the outset, it has recently been argued that CA is yet to develop a systematic analysis of 'action formation'. As a partial remedy to this situation, John Heritage introduces 'epistemic status', which he claims is an unavoidable component of the production and recognition of social action. His proposal addresses the question how is social action produced and recognized? by reference to another question how is relative knowledge recognized? Despite the importance placed on the latter question, it is not clear how it is to be answered in particular cases. We argue that the introduction of epistemic status builds on a reformulation of the action formation problem that unnecessarily de-emphasizes the importance of the sequential environment. Our re-analyses of key sequences cast doubts on the empirical grounding of the epistemic program, and question whether the fundamental role of epistemic status has been convincingly demonstrated.
This study examines the practical work of a pair of students and an instructor using probeware in... more This study examines the practical work of a pair of students and an instructor using probeware in a mechanics lab. The aim of the study is to describe and discuss a type of interactional sequence that we refer to as dark matter, the ordinary backdrop to the extraordinary sequences that are easily recognizable as clear-cut instances of learning. Although this work is downplayed in the research literature, describing it is critical to properly understanding lab work as an educational practice. With a focus on the negotiation of disciplined perception, we analyze a number of episodes wherein a pair of students and an instructor struggle with the construction and interpretation of a graph depicting a linear relationship between force and acceleration. We demonstrate an intimate interplay between how the students display their problems and understandings and how the instructor tries to make the subject matter content visible and thus learnable. The analyzed episodes are illuminating with regard to the analytical notion of disciplined perception as applied to graph interpretation; the cognitive and practical competencies involved in producing, recognizing, and understanding graphs in mechanics; and the interactive work by which these competencies are made into objects of learning and instruction.
For this study, thirty hours of video-recorded and transcribed interaction taken from a lab cours... more For this study, thirty hours of video-recorded and transcribed interaction taken from a lab course in a teacher education program have been examined. Throughout this material, utterances such as “I don’t understand” or “do you get it” are strikingly frequent. This has motivated us to investigate the positioning, use, and interactional significance of utterances that include “get it,” “understand,” or any of their conjugations. The investigated material is presented and organized into five themes: students requesting help from other students; students requesting help from teachers; students asking other students if they understand; uses of “understand” in the closing of a task; and teachers’ uses of “understand.” While the range of uses of “understand” is wide, it is interesting to note that there are some clear distributional patterns. An overwhelming majority of the investigated uses concerns the assignment, the purpose of the lab, or the subject matter content. In addition, they are often found in the closing and opening of task-based activities and instructional sequences. One can further note that the investigated uses of “understand” are constrained by different sets of rights and obligations for students and teachers.
This study takes an interest in instructions and instructed actions in the context of manual skil... more This study takes an interest in instructions and instructed actions in the context of manual skills. The analysis focuses on a video recorded episode where a teacher demonstrates how to crochet chain stitches, requests a group of students to reproduce her actions, and then repeatedly corrects the attempts of one of the students. The initial request, and the students’ responses to it, could be seen as preliminary to the series of corrective sequences that come next: the request and the following attempts make it possible for the teacher to launch instructional sequences specifically designed and addressed to the students who need further guidance. In the interaction between the teacher and the novice student, the reasoned character of the instructed actions is not explained so much as installed and tuned. The materiality of the project makes it possible for the two parties to methodically and meticulously adjust their actions in accordance with each other, and towards the gradual realization of the aimed-for results. In connection to this, a number of issues pertaining to the reproducibility and recognizability of manual skills are raised: how instructions-in-interaction orient towards the progression of the skill rather than the interaction itself; how attempts by and mistakes of the instructed party provide grounds for further instruction; and, consequently, how instructions in the form of corrections build on the instructor’s continuous assessments of the instructed actions.
Lindwall, O., Lymer, G., & Greiffenhagen, C. (2015). The sequential analysis of instruction. In N. Markee (Ed.), The handbook of classroom discourse and interaction (pp. 142-157). New York: John Wiley.
The present chapter takes an interest in instructions and the ways in which sequential analysis u... more The present chapter takes an interest in instructions and the ways in which sequential analysis under the auspices of ethnomethodology and conversation analysis can contribute to their explication. This interest is explored in four contexts: textual instructions on how to crochet, instructions in textile workshops, feedback in academic supervision, and seminars in dental education. Initially, some general features of instructions are discussed in relation to the textual instructions – the irremediable incompleteness of instructions, how the sense of instructions is found in attempts to follow them, and the ties between instructions and assessment. The remaining three cases are used to highlight some differences with regards to the organization of instructions – how instructions are formulated, how instructions are responded to, the access teachers have to student understanding, what the relevant materializations of competence are, and the temporal organization in which these instructions are embedded. The temporal-material organization of a given setting is something with which both participants and analysts have to contend. How teachers and students do that – how they for instance orient to and manage the essential absence of relevant displays of understanding as a condition of their work – is what that the sequential analysis of instruction sets out to explicate.
Lymer, G., Ivarsson, J., & Lindwall, O. (2009). The International Journal of Computer-Supported Collaborative Learning, 4(4), 423-444.
This study investigates video recordings of design reviews in architectural education, focusing o... more This study investigates video recordings of design reviews in architectural education, focusing on how presentations and discussions of designs are contingent on the specific tools employed. In the analyzed recordings, three different setups are utilized: traditional posters, digital slide-show technologies, and combinations of the two. This range of different setups provides a set of contrasts that make visible the role of technologies in shaping the ways in which the reviews are conducted. The analysis is structured in three themes. First, we examine the sequential organization of digital presentations in relation to the spatial structure of poster-based presentations. Second, the different ways in which shared attention is established in digital, paper-based, and hybrid presentation practices are analyzed. Third, we address part-whole relations—how details in presented materials are put in relation to the overarching project or the presentation as a whole. Taken together, the analyses suggest that the detailed organization of the design review is transformed in subtle yet consequential ways through the introduction of digital slide-show technologies. These transformations are consequential not only locally, for the design review itself, but also for the instructive work that is accomplished through this practice. We conclude by discussing some implications for design, arguing that an increased awareness of how the practice is influenced by the different setups might be key for the proper adaptation of presentation technologies to particular purposes.
This study examines a sequence of instructional work taken from the practice of critique in archi... more This study examines a sequence of instructional work taken from the practice of critique in architectural education. In analyzing the ways in which one instructor assesses and interprets how a group of students have worked with references to other architects and to well-known buildings, the study provides a respecification of notions of interpretation and intertextuality as practical features of design work: design anticipates professional interpretation, and is thus prospectively oriented towards the retrospective ascription of intertextual meanings. The sequence revolves around highly ideologically charged sites. The instructional work around the use of references to these sites highlights the modes of architectural reasoning implicated in the competent handling of ideology in relation to aesthetic expression. Finally, the space of the critique itself is shown as a rich site for the reproduction of architectural knowledge, in which multiple spatial and disciplinary contexts are embedded through representation, discourse, and embodied practice.
Lindwall, O. (2014). The body in medical work and medical practice: An introduction. Discourse Studies 16(2), 125-129.
This study explores questions posed by students in response to live video broadcasts of dental tr... more This study explores questions posed by students in response to live video broadcasts of dental treatments. The aim of the study is to show and discuss the reflexive relationship between the questions, what they were occasioned by and how they are responded to. Procedures and anatomical features, that for the seminar leader are unproblematically seen in endodontic terms, repeatedly present problems for the students. Visible but unrecognized shifts in the dentist’s work, for instance, provide occasions for questions of the form ‘What is he doing now?’. In the midst of an ongoing procedure, questions tend to be formulated as noticings that elicit instruction either about some detail of the dentist’s actions or about what a generic ‘one should’ or ‘should not do’, what ‘frequently’ happens and so on. It is shown, however, that the movement between specific here-and-now features on the one hand and more general issues on the other characterizes the entire scope of the relevant material, particularly because the seminar leaders’ answers tend to place even minute details within more general endodontic considerations.
Lindwall, O., Johansson, E., et al. (2014). The use of video in dental education: Clinical reality addressed as practical matters of production, interpretation and instruction. In M. Broth, E. Laurier & L. Mondada (Eds.), Studies of video practices: Video at Work. New York: Routledge.
Over the past half-century, clinical practitioners, educators and researchers have argued for the... more Over the past half-century, clinical practitioners, educators and researchers have argued for the benefits of using video and television in dental education. Everything within the tooth is tiny and it is hard to provide light in the inner structures of the teeth. This does not only pose challenges to the practising dentist, but also to the student of dentistry. This chapter investigates how a combination of video and microscopes is used for instructional purposes. In the first part, the production of the instructional video is analysed. The second part investigates how the video is interpreted and explicated by the teacher.
With an approach based on ethnomethodological studies of work, this presentation discusses a them... more With an approach based on ethnomethodological studies of work, this presentation discusses a theme that we call arranging for visibility. First, we present a case where professionals in medicine arrange so called learning sessions in order develop visual expertise in relation to a ...
For this study, thirty hours of video-recorded and transcribed interaction taken from a lab cours... more For this study, thirty hours of video-recorded and transcribed interaction taken from a lab course in a teacher education program have been examined. Throughout this material, utterances such as “I don’t understand” or “do you get it” are strikingly frequent. This has motivated us to investigate the positioning, use, and interactional significance of utterances that include “get it,” “understand,” or any of their conjugations. The investigated material is presented and organized into five themes: students requesting help from other students; students requesting help from teachers; students asking other students if they understand; uses of “understand” in the closing of a task; and teachers’ uses of “understand.” While the range of uses of “understand” is wide, it is interesting to note that there are some clear distributional patterns. An overwhelming majority of the investigated uses concerns the assignment, the purpose of the lab, or the subject matter content. In addition, they are often found in the closing and opening of task-based activities and instructional sequences. One can further note that the investigated uses of “understand” are constrained by different sets of rights and obligations for students and teachers.
Ekström, A., & Lindwall, O. (2014). To follow the materials: The detection, diagnosis and correction of mistakes in craft education. In M. Nevile, P. Haddington, T. Heinemann & M. Rauniomaa (Eds.), Interacting with objects: Language, materiality, and social activity (pp. 227-247). John Benjamins.
This chapter investigates the role and function of textile materials in relation to corrective se... more This chapter investigates the role and function of textile materials in relation to corrective sequences in craft education. The analyses aim to explicate how problems are detected, how problems are diagnosed and how problems are corrected and solved. When students encounter problems related to their making of a textile object, there is a disruption in the progression of the activity. Disruptions in progressivity in the analysed setting are not heard in intervening talk, but seen in the ways the materials have turned out. Correspondingly, actions used to overcome these problems, whether conducted in talk or otherwise, are not done on talk but on actions and materials involved in the making of objects.
The clinical demonstration is an established way of bridging the disciplinary content in preclini... more The clinical demonstration is an established way of bridging the disciplinary content in preclinical and clinical courses. In dentistry, however, clinical demonstrations have often been perceived as less rewarding due to the restricted visual access to the details of the treatment. This study investigated a course in endodontics at the University of Gothenburg, Sweden, in which traditional clinical demonstrations were replaced by instructor-led seminars that enabled students to follow and discuss broadcasted root canal treatments. Two cameras provided overviews of the operating room, whereas a third camera attached to a surgical microscope offered a magnified view of procedures carried out in the inner parts of teeth. The hypothesis was that this arrangement would increase the students' sense of the clinical relevance of basic scientific knowledge. Two focus group interviews were designed to explore the students' perceptions of this change. The students expressed that the vi...
Abstract Previous research has established probeware as an effective tool in science instruction.... more Abstract Previous research has established probeware as an effective tool in science instruction. Less is known, however, about the reasons for its success. In this study, we investigate this issue further by contrasting the use of probeware with the use of a simulation called Graphs & Tracks. By carrying out an in-depth analysis of pre-service teachers' interaction, we want to demonstrate that the two environments–despite many structural similarities–afforded different contexts for learning.
Search: onr:"swepub:oai:services.scigloo.org:102372" > Instructed and acco... ... Ly... more Search: onr:"swepub:oai:services.scigloo.org:102372" > Instructed and acco... ... Lymer, Gustav, 1978-(author) Göteborgs universitet, Institutionen för pedagogik och didaktik, enheten för Lärande och undervisning Lindwall, Oskar, 1974-(author) Göteborgs universitet, ...
Inspired by the current embodiment turn in the cognitive sciences, researchers of STEM teaching a... more Inspired by the current embodiment turn in the cognitive sciences, researchers of STEM teaching and learning have been evaluating implications of this turn for educational theory and practice. But whereas design researchers have been developing domain-specific theories that implicate the role of physical movement in conceptual learning, the field has yet to agree on a conceptually coherent and empirically validated framework for leveraging and shaping students' capacity for physical movement as a socio-cognitive educational resource. This symposium thus convenes to ask, "What is movement in relation to concepts such that we can design for learning?" To stimulate discussion, we highlight an emerging tension across a set of innovative technological designs with respect to the framing question of whether students should discover an activity's targeted movement forms themselves or that these forms should be cued directly. Our content domains span mathematics (proportions, geometry), physics, chemistry, and ecological system dynamics (predator-prey, bees).
Although the production and recognition of social actions have been central concerns for conversa... more Although the production and recognition of social actions have been central concerns for conversation analysis (CA) from the outset, it has recently been argued that CA is yet to develop a systematic analysis of 'action formation'. As a partial remedy to this situation, John Heritage introduces 'epistemic status', which he claims is an unavoidable component of the production and recognition of social action. His proposal addresses the question how is social action produced and recognized? by reference to another question how is relative knowledge recognized? Despite the importance placed on the latter question, it is not clear how it is to be answered in particular cases. We argue that the introduction of epistemic status builds on a reformulation of the action formation problem that unnecessarily de-emphasizes the importance of the sequential environment. Our re-analyses of key sequences cast doubts on the empirical grounding of the epistemic program, and question whether the fundamental role of epistemic status has been convincingly demonstrated.
This study examines the practical work of a pair of students and an instructor using probeware in... more This study examines the practical work of a pair of students and an instructor using probeware in a mechanics lab. The aim of the study is to describe and discuss a type of interactional sequence that we refer to as dark matter, the ordinary backdrop to the extraordinary sequences that are easily recognizable as clear-cut instances of learning. Although this work is downplayed in the research literature, describing it is critical to properly understanding lab work as an educational practice. With a focus on the negotiation of disciplined perception, we analyze a number of episodes wherein a pair of students and an instructor struggle with the construction and interpretation of a graph depicting a linear relationship between force and acceleration. We demonstrate an intimate interplay between how the students display their problems and understandings and how the instructor tries to make the subject matter content visible and thus learnable. The analyzed episodes are illuminating with regard to the analytical notion of disciplined perception as applied to graph interpretation; the cognitive and practical competencies involved in producing, recognizing, and understanding graphs in mechanics; and the interactive work by which these competencies are made into objects of learning and instruction.
For this study, thirty hours of video-recorded and transcribed interaction taken from a lab cours... more For this study, thirty hours of video-recorded and transcribed interaction taken from a lab course in a teacher education program have been examined. Throughout this material, utterances such as “I don’t understand” or “do you get it” are strikingly frequent. This has motivated us to investigate the positioning, use, and interactional significance of utterances that include “get it,” “understand,” or any of their conjugations. The investigated material is presented and organized into five themes: students requesting help from other students; students requesting help from teachers; students asking other students if they understand; uses of “understand” in the closing of a task; and teachers’ uses of “understand.” While the range of uses of “understand” is wide, it is interesting to note that there are some clear distributional patterns. An overwhelming majority of the investigated uses concerns the assignment, the purpose of the lab, or the subject matter content. In addition, they are often found in the closing and opening of task-based activities and instructional sequences. One can further note that the investigated uses of “understand” are constrained by different sets of rights and obligations for students and teachers.
This study takes an interest in instructions and instructed actions in the context of manual skil... more This study takes an interest in instructions and instructed actions in the context of manual skills. The analysis focuses on a video recorded episode where a teacher demonstrates how to crochet chain stitches, requests a group of students to reproduce her actions, and then repeatedly corrects the attempts of one of the students. The initial request, and the students’ responses to it, could be seen as preliminary to the series of corrective sequences that come next: the request and the following attempts make it possible for the teacher to launch instructional sequences specifically designed and addressed to the students who need further guidance. In the interaction between the teacher and the novice student, the reasoned character of the instructed actions is not explained so much as installed and tuned. The materiality of the project makes it possible for the two parties to methodically and meticulously adjust their actions in accordance with each other, and towards the gradual realization of the aimed-for results. In connection to this, a number of issues pertaining to the reproducibility and recognizability of manual skills are raised: how instructions-in-interaction orient towards the progression of the skill rather than the interaction itself; how attempts by and mistakes of the instructed party provide grounds for further instruction; and, consequently, how instructions in the form of corrections build on the instructor’s continuous assessments of the instructed actions.
Lindwall, O., Lymer, G., & Greiffenhagen, C. (2015). The sequential analysis of instruction. In N. Markee (Ed.), The handbook of classroom discourse and interaction (pp. 142-157). New York: John Wiley.
The present chapter takes an interest in instructions and the ways in which sequential analysis u... more The present chapter takes an interest in instructions and the ways in which sequential analysis under the auspices of ethnomethodology and conversation analysis can contribute to their explication. This interest is explored in four contexts: textual instructions on how to crochet, instructions in textile workshops, feedback in academic supervision, and seminars in dental education. Initially, some general features of instructions are discussed in relation to the textual instructions – the irremediable incompleteness of instructions, how the sense of instructions is found in attempts to follow them, and the ties between instructions and assessment. The remaining three cases are used to highlight some differences with regards to the organization of instructions – how instructions are formulated, how instructions are responded to, the access teachers have to student understanding, what the relevant materializations of competence are, and the temporal organization in which these instructions are embedded. The temporal-material organization of a given setting is something with which both participants and analysts have to contend. How teachers and students do that – how they for instance orient to and manage the essential absence of relevant displays of understanding as a condition of their work – is what that the sequential analysis of instruction sets out to explicate.
Lymer, G., Ivarsson, J., & Lindwall, O. (2009). The International Journal of Computer-Supported Collaborative Learning, 4(4), 423-444.
This study investigates video recordings of design reviews in architectural education, focusing o... more This study investigates video recordings of design reviews in architectural education, focusing on how presentations and discussions of designs are contingent on the specific tools employed. In the analyzed recordings, three different setups are utilized: traditional posters, digital slide-show technologies, and combinations of the two. This range of different setups provides a set of contrasts that make visible the role of technologies in shaping the ways in which the reviews are conducted. The analysis is structured in three themes. First, we examine the sequential organization of digital presentations in relation to the spatial structure of poster-based presentations. Second, the different ways in which shared attention is established in digital, paper-based, and hybrid presentation practices are analyzed. Third, we address part-whole relations—how details in presented materials are put in relation to the overarching project or the presentation as a whole. Taken together, the analyses suggest that the detailed organization of the design review is transformed in subtle yet consequential ways through the introduction of digital slide-show technologies. These transformations are consequential not only locally, for the design review itself, but also for the instructive work that is accomplished through this practice. We conclude by discussing some implications for design, arguing that an increased awareness of how the practice is influenced by the different setups might be key for the proper adaptation of presentation technologies to particular purposes.
This study examines a sequence of instructional work taken from the practice of critique in archi... more This study examines a sequence of instructional work taken from the practice of critique in architectural education. In analyzing the ways in which one instructor assesses and interprets how a group of students have worked with references to other architects and to well-known buildings, the study provides a respecification of notions of interpretation and intertextuality as practical features of design work: design anticipates professional interpretation, and is thus prospectively oriented towards the retrospective ascription of intertextual meanings. The sequence revolves around highly ideologically charged sites. The instructional work around the use of references to these sites highlights the modes of architectural reasoning implicated in the competent handling of ideology in relation to aesthetic expression. Finally, the space of the critique itself is shown as a rich site for the reproduction of architectural knowledge, in which multiple spatial and disciplinary contexts are embedded through representation, discourse, and embodied practice.
Lindwall, O. (2014). The body in medical work and medical practice: An introduction. Discourse Studies 16(2), 125-129.
This study explores questions posed by students in response to live video broadcasts of dental tr... more This study explores questions posed by students in response to live video broadcasts of dental treatments. The aim of the study is to show and discuss the reflexive relationship between the questions, what they were occasioned by and how they are responded to. Procedures and anatomical features, that for the seminar leader are unproblematically seen in endodontic terms, repeatedly present problems for the students. Visible but unrecognized shifts in the dentist’s work, for instance, provide occasions for questions of the form ‘What is he doing now?’. In the midst of an ongoing procedure, questions tend to be formulated as noticings that elicit instruction either about some detail of the dentist’s actions or about what a generic ‘one should’ or ‘should not do’, what ‘frequently’ happens and so on. It is shown, however, that the movement between specific here-and-now features on the one hand and more general issues on the other characterizes the entire scope of the relevant material, particularly because the seminar leaders’ answers tend to place even minute details within more general endodontic considerations.
Lindwall, O., Johansson, E., et al. (2014). The use of video in dental education: Clinical reality addressed as practical matters of production, interpretation and instruction. In M. Broth, E. Laurier & L. Mondada (Eds.), Studies of video practices: Video at Work. New York: Routledge.
Over the past half-century, clinical practitioners, educators and researchers have argued for the... more Over the past half-century, clinical practitioners, educators and researchers have argued for the benefits of using video and television in dental education. Everything within the tooth is tiny and it is hard to provide light in the inner structures of the teeth. This does not only pose challenges to the practising dentist, but also to the student of dentistry. This chapter investigates how a combination of video and microscopes is used for instructional purposes. In the first part, the production of the instructional video is analysed. The second part investigates how the video is interpreted and explicated by the teacher.
With an approach based on ethnomethodological studies of work, this presentation discusses a them... more With an approach based on ethnomethodological studies of work, this presentation discusses a theme that we call arranging for visibility. First, we present a case where professionals in medicine arrange so called learning sessions in order develop visual expertise in relation to a ...
For this study, thirty hours of video-recorded and transcribed interaction taken from a lab cours... more For this study, thirty hours of video-recorded and transcribed interaction taken from a lab course in a teacher education program have been examined. Throughout this material, utterances such as “I don’t understand” or “do you get it” are strikingly frequent. This has motivated us to investigate the positioning, use, and interactional significance of utterances that include “get it,” “understand,” or any of their conjugations. The investigated material is presented and organized into five themes: students requesting help from other students; students requesting help from teachers; students asking other students if they understand; uses of “understand” in the closing of a task; and teachers’ uses of “understand.” While the range of uses of “understand” is wide, it is interesting to note that there are some clear distributional patterns. An overwhelming majority of the investigated uses concerns the assignment, the purpose of the lab, or the subject matter content. In addition, they are often found in the closing and opening of task-based activities and instructional sequences. One can further note that the investigated uses of “understand” are constrained by different sets of rights and obligations for students and teachers.
Ekström, A., & Lindwall, O. (2014). To follow the materials: The detection, diagnosis and correction of mistakes in craft education. In M. Nevile, P. Haddington, T. Heinemann & M. Rauniomaa (Eds.), Interacting with objects: Language, materiality, and social activity (pp. 227-247). John Benjamins.
This chapter investigates the role and function of textile materials in relation to corrective se... more This chapter investigates the role and function of textile materials in relation to corrective sequences in craft education. The analyses aim to explicate how problems are detected, how problems are diagnosed and how problems are corrected and solved. When students encounter problems related to their making of a textile object, there is a disruption in the progression of the activity. Disruptions in progressivity in the analysed setting are not heard in intervening talk, but seen in the ways the materials have turned out. Correspondingly, actions used to overcome these problems, whether conducted in talk or otherwise, are not done on talk but on actions and materials involved in the making of objects.
The clinical demonstration is an established way of bridging the disciplinary content in preclini... more The clinical demonstration is an established way of bridging the disciplinary content in preclinical and clinical courses. In dentistry, however, clinical demonstrations have often been perceived as less rewarding due to the restricted visual access to the details of the treatment. This study investigated a course in endodontics at the University of Gothenburg, Sweden, in which traditional clinical demonstrations were replaced by instructor-led seminars that enabled students to follow and discuss broadcasted root canal treatments. Two cameras provided overviews of the operating room, whereas a third camera attached to a surgical microscope offered a magnified view of procedures carried out in the inner parts of teeth. The hypothesis was that this arrangement would increase the students' sense of the clinical relevance of basic scientific knowledge. Two focus group interviews were designed to explore the students' perceptions of this change. The students expressed that the vi...
Abstract Previous research has established probeware as an effective tool in science instruction.... more Abstract Previous research has established probeware as an effective tool in science instruction. Less is known, however, about the reasons for its success. In this study, we investigate this issue further by contrasting the use of probeware with the use of a simulation called Graphs & Tracks. By carrying out an in-depth analysis of pre-service teachers' interaction, we want to demonstrate that the two environments–despite many structural similarities–afforded different contexts for learning.
Search: onr:"swepub:oai:services.scigloo.org:102372" > Instructed and acco... ... Ly... more Search: onr:"swepub:oai:services.scigloo.org:102372" > Instructed and acco... ... Lymer, Gustav, 1978-(author) Göteborgs universitet, Institutionen för pedagogik och didaktik, enheten för Lärande och undervisning Lindwall, Oskar, 1974-(author) Göteborgs universitet, ...
These are some notes in response to Heritage's rebuttal to our paper "Epistemic status and the re... more These are some notes in response to Heritage's rebuttal to our paper "Epistemic status and the recognizability of social actions " (Lindwall, Lymer & Ivarsson, 2016). While our treatments of data extracts in many cases were substantially longer than the treatments they were accorded in the papers we cited (Heritage, 2012, 2013), our empirical work is summarily dismissed as mere "gestures at 'reanalysis'" not to be engaged with (Heritage, forthcoming, p. 3). What remains as concerns to be addressed in this response to Heritage's rebuttal are two principal and conceptual issues: sequentiality and ambiguity. The first concerns the role of the sequential environment for analyses of action formation. The second deals with the notion of ambiguity and more specifically the arguments around how actions are built so that ambiguities do not arise in interactions. In the following we will give our view on these two matters.
Inspired by the current embodiment turn in the cognitive sciences, researchers of STEM teaching a... more Inspired by the current embodiment turn in the cognitive sciences, researchers of STEM teaching and learning have been evaluating implications of this turn for educational theory and practice. But whereas design researchers have been developing domain-specific theories that implicate the role of physical movement in conceptual learning, the field has yet to agree on a conceptually coherent and empirically validated framework for leveraging and shaping students' capacity for physical movement as a socio–cognitive educational resource. This symposium thus convenes to ask, " What is movement in relation to concepts such that we can design for learning? " To stimulate discussion, we highlight an emerging tension across a set of innovative technological designs with respect to the framing question of whether students should discover an activity's targeted movement forms themselves or that these forms should be cued directly. Our content domains span mathematics (proportions, geometry), physics, chemistry, and ecological system dynamics (predator–prey, bees).
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