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  • 1.
    Alvegård, Christer
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Läs & skriv. Lunds universitet.
    Anderberg, Elsie
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Läs & skriv. Lunds universitet.
    The interplay between content, language meaning and expressions2006Inngår i: Paper presented in the symposium the interplay between language and thought in understanding problems from a student perspective at AERA (American Educational Research Association) Annual Meeting, San Fransisco, April 8–12, 2006., 2006Konferansepaper (Annet vitenskapelig)
  • 2.
    Alvegård, Christer
    et al.
    Lunds universitet.
    Anderberg, Elsie
    Lunds universitet.
    Johansson, Thorsten
    Uppsala universitet.
    Svensson, Lennart
    Lunds universitet.
    Force, energy and acceleration, expression and meaning from a student perspective, when discussing everyday physical events2005Inngår i: Paper presented at NFPF/NERA 33rd Congress, Oslo, Norway, March 10-12, 2005, 2005Konferansepaper (Annet vitenskapelig)
  • 3. Alvegård, Christer
    et al.
    Anderberg, Elsie
    Lunds universitet.
    Martinsson, M
    Discussions for understanding: Face to face discussions vs. discussions on line2001Inngår i: Paper presented at the 9th International Improving Student Learning Symposium, Edinburgh, Scotland, 9th – 11th September, 2001Konferansepaper (Annet vitenskapelig)
  • 4.
    Alvegård, Christer
    et al.
    Lunds universitet.
    Anderberg, Elsie
    Lunds universitet.
    Svensson, Lennart
    Lunds universitet.
    Johansson, Thorsten
    Uppsala universitet.
    Användning av uttryck och innebörd i relation till uppfattning av ett fysikaliskt fenomen och dess didaktiska implikationer2007Inngår i: Ämnesdidaktik ur ett nationellt och internationellt perspektiv: rapport från Rikskonferensen i ämnesdidaktik 2006, Kristianstad: Kristianstad University Press , 2007, s. 77-87Konferansepaper (Annet vitenskapelig)
  • 5.
    Alvegård, Christer
    et al.
    Lunds universitet.
    Anderberg, Elsie
    Lunds universitet.
    Svensson, Lennart
    Lunds universitet.
    Johansson, Thorsten
    Uppsala universitet.
    Force, energy, and acceleration, expression and meaning from a student perspective2005Inngår i: Paper presented at Physics Teaching in Engineering Education (PTEE), SEFI and Europhysics conference, Brno, Czech Republic, June 29 - July 1, 2005, 2005Konferansepaper (Annet vitenskapelig)
  • 6.
    Alvegård, Christer
    et al.
    Lunds universitet.
    Anderberg, Elsie
    Lunds universitet.
    Svensson, Lennart
    Lunds universitet.
    Johansson, Thorsten
    Uppsala universitet.
    Meanings and relationship between meanings of commonly used expressions, when discussing an everyday physical situation2005Inngår i: Paper presented at NFPF/NERA 33rd Congress in Oslo, Norway,  March 10-12, 2005, 2005Konferansepaper (Annet vitenskapelig)
  • 7.
    Alvegård, Christer
    et al.
    Lunds universitet.
    Anderberg, Elsie
    Lunds universitet.
    Svensson, Lennart
    Lunds universitet.
    Johansson, Thorsten
    Uppsala universitet.
    Meanings of and relationship between meanings of commonly used expressions, when discussing everyday physical events2005Inngår i: Paper presented at the 11th European Conference for Research on Learning and Instruction (EARLI) in Nicosia, Cyprus, August 24-27, 2005, 2005Konferansepaper (Annet vitenskapelig)
  • 8.
    Alvegård, Christer
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Läs & skriv.
    Anderberg, Elsie
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Läs & skriv.
    Svensson, lennart
    Lunds universitet.
    Johansson, Torsten
    Uppsala universitet.
    The interplay between content, expressions and their meaning when expressing understanding2010Inngår i: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 19, nr 3, s. 283-303Artikkel i tidsskrift (Fagfellevurdert)
  • 9.
    Alvegård, Christer
    et al.
    Lunds universitet.
    Åkerblom, Annika
    Lunds universitet.
    Anderberg, Elsie
    Lunds universitet.
    Svensson, Lennart
    Lunds universitet.
    The meaning making process in learning: a developmental perspective2007Inngår i: Paper presented at ESERA 2007 in Malmö, Sweden, August 21st, 2007Konferansepaper (Annet vitenskapelig)
  • 10.
    Anderberg, Elsie
    Lunds universitet.
    Development of relationships between word meanings and conceptions in students' learning about a problem1999Inngår i: Paper to be presented at the 8th European Conference for Research on Learning and Instruction (EARLI). Gothenburg, 24-28 August, 1999Konferansepaper (Annet vitenskapelig)
  • 11.
    Anderberg, Elsie
    Lunds universitet.
    How does understanding occur?: An empirical study of students' thinking to use of language when solving a problem1996Inngår i: Paper presented at the European Conference on Educational Research (ECER). Seville, 25-28 September, 1996Konferansepaper (Annet vitenskapelig)
  • 12.
    Anderberg, Elsie
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Övrig skolnära forskning.
    Introduktion - att komma nära vad som faktiskt sker2016Inngår i: Skolnära forskningsmetoder / [ed] Elsie Anderberg, Lund: Studentlitteratur , 2016, s. 15-26Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 13.
    Anderberg, Elsie
    Lunds universitet.
    Intuitivt lärande i ett högskolesammanhang2001Inngår i: Pedagogik för intuition: rapporter från ett didaktiskt utvecklingsprojekt vid Lunds universitet, Lund: Universitetspedagogiskt centrum , 2001, s. 81-105Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 14.
    Anderberg, Elsie
    Lunds universitet.
    Language meaning and understanding: A phenomenographic perspectiv2000Inngår i: Paper presented at the workshop Updating phenomengraphy, Hong Kong University, May 2000, 2000Konferansepaper (Annet vitenskapelig)
  • 15.
    Anderberg, Elsie
    Lunds universitet.
    Lärprocessens didaktik i ljuset av några erfarenheter från pedagogiskt förnyelsearbete i högre utbildning2004Rapport (Annet vitenskapelig)
  • 16.
    Anderberg, Elsie
    Lunds universitet.
    Lärprocessens didaktik: Några erfarenheter från pedagogiskt utvecklingsarbete i högre utbildning. Huvudrapport 12003Rapport (Annet (populærvitenskap, debatt, mm))
  • 17.
    Anderberg, Elsie
    Lunds universitet.
    Med pedagogik som grund: utvärdering av två högskolepedagogiska utbildningar vid Chalmers tekniska högskola2001Rapport (Annet vitenskapelig)
  • 18.
    Anderberg, Elsie
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Övrig skolnära forskning.
    Skolnära forskningsmetoder2016Collection/Antologi (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Förlagets sammanfattning:

    Praktiknära forskning har som mål att förena den vetenskapliga kunskapsprocessen med praktiskt utvecklingsarbete. Den skolnära forskningen är ett exempel på en sådan process, där vetenskaplig kunskap möter lärares erfarenheter för att på så vis stärka måluppfyllelsen i skolan. Det kan handla om lärare som beforskar sin egen praktik, men begreppet hänvisar även till forskning som bedrivs i nära samverkan med skolpraktiken. Sådan forskning tar sin utgångspunkt i lärarens frågor och behov. Ett annat kännetecken är närheten till undervisningen och faktiska situationer i klassrummet där lärare och elever är aktiva.

    Den här boken erbjuder en översikt av och handledning i olika skolnära forskningsmetoder. Exempel på metoder som tas upp är: Learning study, följeforskning, skuggning och medvandrare. Metoderna är beprövade i olika empiriska sammanhang och exempel ges både från skola, förskola och fritidshem

    Skolnära forskningsmetoder vänder sig till studenter på olika lärarutbildningsprogram samt till verksamma lärare och skolledare inom skola, fritidshem och förskola. Även forskare bör finna boken relevant.

  • 19.
    Anderberg, Elsie
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Läs & skriv.
    Språkanvändningens funktion vid kunskapsbildning2009Inngår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 14, nr 4, s. 293-310Artikkel i tidsskrift (Fagfellevurdert)
  • 20.
    Anderberg, Elsie
    Lunds universitet.
    Språkanvändningens funktion vid utveckling av kunskap om objekt2003Rapport (Annet vitenskapelig)
  • 21.
    Anderberg, Elsie
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Läs & skriv.
    The interplay between language use and knowledge formation2009Inngår i: EARLI 13th Biennal Conference Amsterdam August 2009, 2009Konferansepaper (Fagfellevurdert)
  • 22.
    Anderberg, Elsie
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Läs & skriv.
    The interplay between language use and knowledge formation: A phenomenographic intentional-expressive approach2009Inngår i: Paper presented at the symposium Methods for interpretation in qualitative research. How to get knowledge out of interview and observational data at the European Association for Learning and Instruction (EARLI) 13th Biennal conference, in Amsterdam, August 25-29, 2009., 2009Konferansepaper (Fagfellevurdert)
  • 23.
    Anderberg, Elsie
    Lunds universitet.
    The relation between language and thought revealed in reflecting upon words used to express the conception of a problem1999Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    The way relationships between symbols and thoughts are created is a general problem in learning, mainly described as "how students' learn to mean". This general problem raises some basic questions concerning how students' relate understanding to words used in learning. The present research provides an alternative perspective on the relationship between thought and language derived from the phenomenographic tradition and from the later philosophy of Wittgenstein. The general aim of the thesis is to analyse, describe and discuss aspects of learning and understanding concerning the relationship between thought and language. In the empirical investigation twenty-seven students from two institutes of higher education, a school of nursing and a teacher training college, participated. Qualitative interviewing was the instrument used both to stimulate students' reflection on their expressed conceptions of a particular problem presented and to document their reflection. Contextual analysis was the method used. The results of the empirical analyses are presented in related descriptive categories focusing on to three aspects of learning and understanding concerning relationships between words used and conceptions of a problem; 1) the character of relationships experienced 2) the different qualities in the process of students reflecting on relationships 3) the change of conceptions The theoretical investigation concerns, on the one hand the principle differences between understanding objects of knowledge and understanding language meaning in relation to learning and on the other hand the relationship between thought and language in theories of language meaning and understanding in the philosophy of language. One of the main conclusions drawn is that the proposed identity between thought and language within the theory of representationalism, well represented in social constructivism and individual constructivism, can not be presupposed in an educational perspective on learning as it focuses too much on learning to understand language meaning more than learning to understand objects of knowledge.

  • 24.
    Anderberg, Elsie
    Lunds universitet.
    The relationship between language meaning and understanding within the process of learning2003Inngår i: Paper presented at the 10th European Conference for Research on Learning and Instruction (EARLI). Padova, Italy, August 26 – 30, 2003Konferansepaper (Annet vitenskapelig)
  • 25.
    Anderberg, Elsie
    Lunds universitet.
    Word meaning and conceptions: An empirical study of relationships between students' thinking and use of language when reasoning about a problem2000Inngår i: Instructional science, ISSN 0020-4277, E-ISSN 1573-1952, Vol. 28, nr 2, s. 89-113Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In considering students' thinking, thephenomenographic tradition has paid considerableattention to conceptions of various phenomena withinthe context of learning. However, this research hasnot explicitly examined the relation betweenwords used and their meaning in the processes of understanding and learning. The present study concernsthe character of the relationships between verbalexpressions and thoughts about phenomena referred to.In order to understand these relationships more fully,an empirical study was carried out. Twenty-sevenstudents from two institutes of higher education, acollege of health science and a college of education,participated. Qualitative interviews were used to bothstimulate students' thinking about the conceptionsthey expressed of a particular problem and to documenttheir thinking. Contextual analysis was used toexamine this data. The results of the analysis arepresented in three related descriptive categories. Thecategories represent three different aspects ofrelationships between words used and thoughts aboutphenomena referred to and three different developmentsof these relationships. Finally, conclusions are drawnand are discussed in relation to research onunderstanding and learning and two major traditions inthe philosophy of language.

  • 26.
    Anderberg, Elsie
    Lunds universitet.
    Words, meanings and conceptions: What changes the process of learning2003Inngår i: Paper presented at the 10th European Conference for Research on Learning and Instruction (EARLI). Padova, Italy, August 26 – 30., 2003Konferansepaper (Annet vitenskapelig)
  • 27.
    Anderberg, Elsie
    et al.
    Lunds universitet.
    Alvegård, Christer
    Lunds universitet.
    Micro processes of learning: Exploring the relationships between conceptions, meanings and expressions2006Inngår i: Paper presented at AERA (American Educational Research Association) annual meeting in San Francisco, April 8–12 2006, 2006Konferansepaper (Annet vitenskapelig)
  • 28.
    Anderberg, Elsie
    et al.
    Lunds universitet.
    Alvegård, Christer
    Lunds universitet.
    Johansson, Thorsten
    Uppsala universitet.
    Svensson, Lennart
    Lunds universitet.
    Micro processes of learning when exploring relationships between conceptions, meanings and expressions2005Inngår i: Paper presented at NFPF/NERA 33rd Congress in Oslo, Norway, March 10-12, 2005, 2005Konferansepaper (Annet vitenskapelig)
  • 29.
    Anderberg, Elsie
    et al.
    Lunds universitet.
    Alvegård, Christer
    Lunds universitet.
    Svensson, Lennart
    Lunds universitet.
    Johansson, Thorsten
    Uppsala universitet.
    Language use in student descriptions of physical motion2004Inngår i: Paper presented at EARLI SIG 9 International conference in Göteborg, Sweden, August 18-21, 2004, 2004Konferansepaper (Annet vitenskapelig)
  • 30.
    Anderberg, Elsie
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Läs & skriv.
    Alvegård, Christer
    Lunds universitet.
    Svensson, Lennart
    Lunds universitet.
    Johansson, Thorsten
    Uppsala universitet.
    Micro processes of learning: exploring the interplay between conceptions, meanings and expressions2009Inngår i: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 58, nr 5, s. 653-668Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The article describes qualitative variation in micro processes of learning, focusing the dynamic interplay between conceptions, expressions and meanings of expressions in students’ learning in higher education. The intentional-expressive approach employed is an alternative approach to the function of language use in learning processes. In the empirical investigation, a dialogue model was used that both stimulates and documents students’ ways of processing meaning. Results were grouped into three descriptive categories: vague, stabilising and developing ways of processing. Educational implications include, firstly, two distinct types of vague constitution of meaning in learning: one connected to fragmentary relationships between expressions and meanings, and another that triggers and creates close relationships and changes in relationships. Secondly, the categories display different unexplored ways of processing, related to deep and surface approaches in students’ learning.

  • 31.
    Anderberg, Elsie
    et al.
    Lunds universitet.
    Alvegård, Christer
    Lunds universitet.
    Svensson, Lennart
    Lunds universitet.
    Johansson, Thorsten
    Uppsala universitet.
    Språkanvändning och kunskapsbildning2005Rapport (Annet vitenskapelig)
  • 32.
    Anderberg, Elsie
    et al.
    Lunds universitet.
    Booth, Shirley
    Development of educational development2008Inngår i: Paper presented at Nordic Education research Association (NERA) 36th Congress, March 6 - 8, 2008, Copenhagen, Denmark, 2008Konferansepaper (Annet vitenskapelig)
  • 33.
    Anderberg, Elsie
    et al.
    Lunds universitet.
    Häggström, Stephen
    Nordquist, Anders
    Didactics of the learning process2007Rapport (Annet vitenskapelig)
  • 34.
    Anderberg, Elsie
    et al.
    Lunds universitet.
    Johansson, Thorsten
    Uppsala universitet.
    The intentional-expressive approach to the interplay between language use and understanding2006Inngår i: Paper presented in the symposium The interplay between language and thought in understanding problems from a student perspective at AERA (American Educational Research Association) Annual Meeting, San Fransisco, April 8-12., 2006Konferansepaper (Annet vitenskapelig)
  • 35.
    Anderberg, Elsie
    et al.
    Lunds universitet.
    Johansson, Thorsten
    Uppsala universitet.
    Svensson, Lennart
    Lunds universitet.
    Alvegård, Christer
    Lunds universitet.
    The intentional-expressive view of relationships between language meaning and understanding2005Inngår i: Paper presented at NFPF/NERA 33rd Congress in Oslo, Norway, March 10-12, 2005, 2005Konferansepaper (Annet vitenskapelig)
  • 36.
    Anderberg, Elsie
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Hållbar utveckling & naturvetenskapens didaktik.
    Nordén, Birgitta
    Lunds universitet.
    Hansson, Birgit
    Lunds universitet.
    Global learning for sustainable development in higher education: Recent trends and a critique2009Inngår i: International Journal of Sustainability in Higher Education, ISSN 1467-6370, E-ISSN 1758-6739, Vol. 10, nr 4, s. 368-378Artikkel i tidsskrift (Fagfellevurdert)
  • 37.
    Anderberg, Elsie
    et al.
    Lunds universitet.
    Svensson, Lennart
    Lunds universitet.
    Language meaning and understanding in learning2001Inngår i: Paper presented at the 9th European Conference for Research on Learning and Instruction (EARLI). Freiburg, 24 August – 1 September, 2001Konferansepaper (Fagfellevurdert)
  • 38.
    Anderberg, Elsie
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Läs & skriv.
    Svensson, Lennart
    Lunds universitet.
    Alvegård, Christer
    Lunds universitet.
    Johansson, Thorsten
    Uppsala universitet.
    The epistemological role of language use in learning: A phenomenographic intentional-expressive approach2008Inngår i: Educational Research Review, ISSN 1747-938X, E-ISSN 1878-0385, Vol. 3, nr 1, s. 14-29Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Denna artikel har har blivit nominerad till EARLI publication award. Vinnare utses i Amsterdam den 25 augusti.

    This article has been nominated to the EARLI publication award. The winner will be announced in Amsterdam on the 25th of August.

  • 39.
    Anderberg, Elsie
    et al.
    Lunds universitet.
    Svensson, Lennart
    Lunds universitet.
    Alvegård, Christer
    Lunds universitet.
    Åkerblom, Annika
    Lunds universitet.
    Johansson, Thorsten
    Uppsala universitet.
    The broken triangle: The conceptualization in learning about complex phenomena2007Inngår i: Paper presented at the 14th International Conference on Learning in Johannesburg, South Africa, 26 June 2007, 2007Konferansepaper (Annet vitenskapelig)
  • 40.
    Anderberg, Elsie
    et al.
    Lunds universitet.
    Svensson, Lennart
    Lunds universitet.
    Alvegård, Christer
    Lunds universitet.
    Åkerblom, Annika
    Lunds universitet.
    Johansson, Thorsten
    Uppsala universitet.
    The broken triangle: The function of language use in learning about complex phenomena2008Inngår i: Paper presented at European Association for Research on Learning and Instruction (EARLI) SIG 9 Workshop 2008, Kristianstad, Sweden, 2008Konferansepaper (Annet vitenskapelig)
  • 41.
    Anderberg, Elsie
    et al.
    Lunds universitet.
    Svensson, Lennart
    Lunds universitet.
    Alvegård, Christer
    Lunds universitet.
    Åkerblom, Annika
    Lunds universitet.
    Johansson, Thorsten
    Uppsala universitet.
    The broken triangle: The function of language use in learning about complex phenomena2008Inngår i: Paper presented at Nordic Education research Association (NERA) 36th Congress, March 6 - 8, 2008, Copenhagen, Denmark, 2008Konferansepaper (Annet vitenskapelig)
  • 42.
    Anderberg, Elsie
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Läs & skriv.
    Åkerblom, Annika
    Lunds universitet.
    The epistemological role of language use in children’s explanations of physical phenomena2011Inngår i: Cambridge Journal of Education, ISSN 0305-764X, E-ISSN 1469-3577, Vol. 41, nr 4, s. 489-505Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The article investigates the interplay between the meaning given to certain key expressions and pupils’ understanding of science subject matter, in a qualitative study of learning. The intentional-expressive approach to the epistemological role of language use served as a theoretical frame, within the wider context of phenomenographic research on learning. Data were collected using a particular dialogue structure. Micro-process analysis was employed to examine the data. Two descriptive categories emerged: 1) Exploring the function of meaning, and 2) Inventory of meaning. Pupils who explored the function of meaning related their explanations, both to other expressions, and to their personal understanding of the physical problem. Pupils who made inventories of meaning mostly directed attention towards expressions as words. Emphasis was on correct reproduction of scientific terminology. Inventory of meaning was most common in the dialogues with the fourteen-year-olds, while exploring the function of meaning dominated in dialogues with the ten-year-olds.

  • 43.
    Anderberg, Elsie
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Läs & skriv.
    Åkerblom, Annika
    Alvegård, Christer
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Läs & skriv.
    Svensson, Lennart
    Language meaning and content. The interplay between language use and understanding2009Konferansepaper (Annet vitenskapelig)
  • 44.
    Anderberg, Elsie
    et al.
    Lunds universitet.
    Åkerblom, Annika
    Lunds universitet.
    Alvegård, Christer
    Lunds universitet.
    Svensson, Lennart
    Lunds universitet.
    Micro-processes of pupil’s meaning-making in science education: Handling the ambiguity2008Inngår i: Paper presented at Nordic Education research Association (NERA) 36th Congress, March 6 - 8, 2008, Copenhagen, Denmark, 2008Konferansepaper (Annet vitenskapelig)
  • 45.
    Anderberg, Elsie
    et al.
    Lunds universitet.
    Åkerblom, Annika
    Lunds universitet.
    Alvegård, Christer
    Lunds universitet.
    Svensson, Lennart
    Lunds universitet.
    The function of language use in learning about complexities: Handling ambiguities of the meaning-making process2008Inngår i: Paper presented at European Association for Research on Learning and Instruction (EARLI) SIG 9 Workshop 2008, Kristianstad, Sweden, 2008Konferansepaper (Annet vitenskapelig)
  • 46. Andersson, Karin
    et al.
    Anderberg, Elsie
    Lunds universitet.
    Hood, Eva
    Johansson, Ann-Marie
    Nyström, Anna
    Integrating content and language: A successful partnership across disciplines2003Inngår i: Paper presented at Developing Language and Communication in Higher Education: Trends in Teaching and Research in Göteborg, Sweden, 16-18 June 2003, 2003Konferansepaper (Annet vitenskapelig)
  • 47. Booth, Shirley
    et al.
    Anderberg, Elsie
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