hig.sePublikasjoner
Endre søk
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Aesthetic learning processes
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Bild- och dramapedagogik. (ECE)ORCID-id: 0000-0002-0772-5157
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Bild- och dramapedagogik. (ECE)
2015 (engelsk)Inngår i: 25th EECERA Annual conference 'Innovation, experimentation and adventure in early childhood': Abstract Book, 2015, s. 271-271Konferansepaper, Oral presentation with published abstract (Annet vitenskapelig)
Abstract [en]

The aim with our ongoing research is to find out what primary school teacher students (working with 6-8 year old pupils) thought of the meaning of aesthetics in teaching. What are the benefits of an aesthetic learning process? Previous research that we refer to is the dissertation of Tarja Häikö (2007). She investigates how aestethic learning processes are used in school and preschools. Boberg & Högberg (2015) have investigated how aestethic learning processes are used in schools and teacher education. Chemi (2012) has investigated the relationship between art, emotions and learning. Our framework is socio-cultural theory in accordance with Vygotsky (1995). The work of Gardner (2009), Hethland (2013) and Lindström (2010 & 2012) provides us with tools for analysis. The work has an hermeneutic phenomenologic research approach, using narratives (poetry as method). The participants were informed of the study and its aims. The confidentiality of the informants was secured. Consequences for informants were considered. A story can be a powerful way of reporting the results in research. How about using an even more condensed form, like a poem? We assume that the poetic language communicates with the reader in a more sensitive way than other research languages. Can the creation of the haiku in itself be a tool for discovery? We hope that the students will became aware of the usefulness and meaning of aesthetic learning. We also hope for increased use of aesthetic learning processes in schools. 

sted, utgiver, år, opplag, sider
2015. s. 271-271
Emneord [en]
aesthetic learning process, poetry as a method, socio-cultural theory, art-didactic work, teacher student
HSV kategori
Identifikatorer
URN: urn:nbn:se:hig:diva-20746OAI: oai:DiVA.org:hig-20746DiVA, id: diva2:875441
Konferanse
25th EECERA Annual conference 'Innovation, experimentation and adventure in early childhood', 7th-10th September 2015, Barcelona, Catalunya, Spain
Merknad

Ingick i symposiym F/24

Tilgjengelig fra: 2015-12-01 Laget: 2015-12-01 Sist oppdatert: 2018-03-13bibliografisk kontrollert

Open Access i DiVA

Fulltekst mangler i DiVA

Personposter BETA

Ahrenby, HannaSilfver, Birgitta

Søk i DiVA

Av forfatter/redaktør
Ahrenby, HannaSilfver, Birgitta
Av organisasjonen

Søk utenfor DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric

urn-nbn
Totalt: 789 treff
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf