By Lene Illum Skov, Hildegunn Juulsgaard Johannesen and Bettina Buch
In this issue of Learning Tech, Practical interpretations of teaching aids, there is a focus on theoretical and empirical research that investigates and maps teachers’ and pupils’ use of teaching aids in teaching – digital as well as analogue. Thus, the focus is didactic teaching aids in a subject didactic perspective, both in relation to intended, actualized and realized learning design. The teaching aids and their use are categorized and analyzed from different angles and from different subjects – both Mathematics, Danish, Spanish and History. Together, the eight articles offer different suggestions for the use of teaching aids in different practices and a number of different relationships between and around teaching aids are taken up.Read full preface
In the journal’s first article “Three mathematics teachers’ practical interpretations of learning materials” by Dorte Moeskær Larsen, Mette Dreier Hjelmborg, Mette Strandgård Christensen, Mie Engelbert Jensen, Lene Junge, Stine Dunkan Gents and Dagmara Clausen, the way in which a teacher’s driving forces influence the various didactic transformations is examined , which takes place between teaching aids and teaching aids in use both in relation to intentions in the teaching aid, the teaching presented by the teacher and the presentation realized in the interaction in the class.
Maiken Sissel Norup’s article “Learning tools in use in the teaching of Danish literature” partly contributes with knowledge about the percentage of literature analysis and interpretation, both in terms of the didactic designs, the teaching and the student products. Furthermore, the article contributes knowledge about how literary analysis and interpretation is practiced in literature teaching.
Stig Toke Gissel, Bettina Buch, Dorthe Carlsen and Lene Illum Skov examine in their article “Teaching aids and teaching aids in L1 in Denmark. Teachers’ use, didacticisation and re-didactisation of didactic, semantic and functional teaching aids in Danish teaching”, which teaching aids are used in L1-teaching in Danish 7th grades and how the teaching aids are used in teaching. The study focuses on both didactic, semantic and functional teaching aids as well as the interaction between these.
The article “Teachers’ choice and use of teaching aids in Spanish – strengthening the pupils’ understanding of culture and democracy in a general educational perspective” by Berit Grønn sheds light on teachers’ choice of teaching aids in the Spanish subject with a view to fulfilling the school’s educational obligation and subject-specific goals. How teaching aids are chosen and how they are used, so that students can draw on their own experience and knowledge base and build on this.
Hildegunn Juulsgaard Johannesen gives with the article “Controversial aspects in history teaching. Stories and teaching aids in use in 7th-9th grade” a look into history teaching in the school superstructure and contributes new insight into the function of controversial aspects and the role of teaching aids in this in history teaching. The main point is that controversial aspects are bound in time and place and relate morally to the narrated past.
Astrid Marie Møller Danielsen, in her article “Dialogue and teaching aids. The importance of scaffolded dialogue for students’ use of teaching aids in history teaching” focuses on the importance of dialogue for the use of teaching aids in history teaching. An important point is that more focus must be placed on a structured and organized dialogue in the classroom, which can strengthen the students’ use of teaching aids.
Heidi Eskelund Knudsen investigates in the article “Use of teaching aids in facilitating learning processes in history teaching”, how to characterize the use of teaching aids and what role teaching aids as resources in history teaching play in facilitating students’ learning processes. She shows that the teacher’s presence in the classroom means that the teacher has the opportunity to intervene and respond in the use of teaching aids in relation to the development of student understanding, but also that it is difficult for teachers to facilitate their students’ meaning-making learning processes in a way that the students’ own representations of meaning can support reflection and meta-reflective considerations.
Finally, in the article “Knowledge in the subject of history”, Jens Aage Poulsen focuses on how teachers, students and teaching materials understand and use historical knowledge in teaching and problematizes that historical knowledge easily comes across as definitive and closed narratives and is not considered the results of other people’s analyzes and interpretations of the past events. We wish you a very happy reading!
Thematic editorial board,
Lene Illum Skov, Hildegunn Juulsgaard Johannesen and Bettina Buch