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Eva Svärdemo ÅbergUniversitetslektor

Om mig

Eva Svärdemo Åberg holds a PhD in Education and she is a senior lecturer at the Department of Education, Stockholm University, Sweden. She is director of the master´s programme in Education and of the “Design for learning” specialization. Her main research focuses on academic writing, designs for learning, representation of knowledge, assessment practices and multimodal analysis of interaction and learning activities in different educational settings. Eva Svärdemo Åberg is a member of the advisory board of the on-line journal Designs for learning https://www.designsforlearning.nu/

New publications

Sahlen Patric, Edman Stålbrandt, Eva & Svärdemo Åberg, Eva (2020). Teachers´work in the Swedish School Inspectorate´s quality audits in a time of accountability. Teaching and Teacher Education. (96), 1-10. https://doi.org/10.1016/j.tate.2020.103181

Insulander, Eva, Majlesi Ali Reza., Rydell Maria & Svärdemo Åberg, Eva (2021). Multimodal analys av klassrumsinteraktion. Stockholm: Liber

Åkerfeldt, Anna & Svärdemo Åberg, Eva (2021). Designs for learning – a research approach. International Journal of Educational Methodology, 7(4), 547-555. https://doi.org/10.12973/ijem.7.4.547

Insulander, Eva & Svärdemo Åberg, Eva. (2022). Exhibition development through cross-institutional collaborative design. I Björlund Boistrup, L. & Selander, S. (Red) Designs for research, teaching and learning. A framework for future education. Routledge.

Forskningsprojekt

Erfarenheter av undervisning under Covid 19-pandemin

Lärare och studenter vid Stockholms universitet var snabbt tvungna att anpassa sig till undervisning online som svar på Covid-19-pandemin. Syftet med projektet, som även innefattar jämförande, internationella studier från universitet i Australien och USA, är att förstå effekten pandemin på undervisning och lärande.

Publikationer

I urval från Stockholms universitets publikationsdatabas

  • Förberedd för högskolestudier? En studie av hur ”vetenskapligt grundat arbetssätt” tar skriftspråklig form i svenska gymnasiearbeten inom samhällsvetenskapsprogrammet

    2018. Eva Svärdemo Åberg, Maria Calissendorff, Ylva Ståhle. Utbildning och Lärande / Education and Learning 12 (2), 7-23

    Artikel

    This study explored how scientifically based working methods were represented in upper-secondary school diploma projects and how these texts can be understood in relation to preparation for higher education. The empirical material was collected from three upper-secondary schools in Sweden. The data consisted of 54 upper-secondary school diploma projects with a pass grade. The theoretical framework drew on new literacy studies and on a design theoretical perspective. Initially, the diploma projects was examined on the basis of six science-specific criteria. Subsequently the projects were analysed to determine which representations of scientifically based working methods were made salient within the composition of the texts. The result showed that purpose formulations and questions, delimitations and source criticism and presentation of results with the support of different types of source texts were represented in the diploma projects. Scientific quality in the form of theoretical connection, theory and method knowledge and critical thinking was less prominent in upper-secondary school diploma projects.

    Läs mer om Förberedd för högskolestudier? En studie av hur ”vetenskapligt grundat arbetssätt” tar skriftspråklig form i svenska gymnasiearbeten inom samhällsvetenskapsprogrammet

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