Hinder och frihet
Forskarstuderande reflekterar över actio och pronuntiatio i forskningskommunikation
DOI:
https://doi.org/10.52610/rhs.v26i84.78Nyckelord:
actio, pronuntiatio, research communication, postgraduate educationAbstract
Undersökningen av 45 skriftliga reflektioner över actio och pronuntiatio från en forskarutbildningskurs i forskningskommunikation visar att de forskarstuderade reflekterar över actio och pronuntiatio i mindre omfattning och på ett mindre personligt sätt än över de övriga faserna i partes. Detta gäller både då kursen gavs i det fysiska och i det digitala klassrummet. De forskarstuderande nyanserar till viss del sin förståelse för actio och pronuntiatio genom att koppla dem till elocutio och memoria. Många utgår från egna behov som talare snarare än publikens behov som lyssnare. De forskarstuderande noterar att kroppsspråkets möjligheter digitalt begränsas och att rösten måste kompensera för det, vilket är förväntat. Beroende på de forskarstuderandes förståelse för actio och pronuntiatio kan dessa ge uttrycksfrihet eller utgöra ett hinder i forskningskommunikation. Resultaten fordrar vidare diskussion om actios och pronuntiatios potential för forskningskommunikation i det fysiska och det digitala rummet.
Referenser
Andersen, Ø. 1995. I retorikkens hage. Oslo: Universitetsforlaget.
Balgopal, M. M., & Montplaisir, L. M. (2011). Meaning making: What reflective essays reveal about biology students' conceptions about natural selection. Instructional Science: An International Journal of the Learning Sciences, 39(2), s. 137-169. https://doi.org/10.1007/s11251-009-9120-y
Balgopal, M. M., & Wallace, A. M. (2009). Decisions and dilemmas: Using writing to learn
activities to increase ecological literacy of elementary education majors. Journal of Environmental Education, 40(3), s. 13-26. https://doi.org/10.3200/JOEE.40.3.13-26
Carstens, A. (2012). Using literacy narratives to scaffold academic literacy in the Bachelor of Education: A pedagogical framework. Journal for Language Teaching, 46(2), s. 9-25. https://doi.org/10.4314/jlt.v46i2.1
Christensen, J. & Wärnsby, A. (Under utgivning). Reflective Writing in a Heterogenous Classroom: Course Design for Active Learning in Social Work Education. Journal of Social Work Education.
Crowley, S., and D. Hawhee. 2012. Ancient Rhetorics for Contemporary Students. Upper Saddle River, NJ: Pearson.
Davis, E. A., & Linn, M. C. (2000). Scaffolding students' knowledge integration: Prompts for reflection in KIE. International Journal of Science Education, 22(8), s. 819-837. https://doi.org/10.1080/095006900412293
Fauville, G., Queiroz, A. C. M., Luo, M., Hancock, J., Bailenson, J. N. & Greitermeyer, T. (2022). Impression formation from video conference screenshots: The role of gaze, camera distance and angle. Technology, Mind, and Behavior, 3(1). https://doi.org/10.1037/tmb0000055
Fellows, N. (1994). A window into thinking: Using student writing to understand conceptual change in science learning. Journal of Research in Science Teaching, 31(9), s. 985-1001. https://doi.org/10.1002/tea.3660310911
Fink, L.D. (2003). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. San Francisco: Jossey-Bass.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), s. 906-911. https://doi.org/10.1037/0003-066X.34.10.906
Gee, J. P. (2002). Language in the science classroom: Academic social languages as the heart of school-based literacy. In E. W. Saul (Ed.). (2002). Crossing Borders in Literacy and Science Education, s. 13-32. Newark, DE: International Reading Association.
Gelang, M. (2008). Actiokapitalet: retorikens ickeverbala resurser. Åstorp: Retorikförlaget. https://doi.org/10.52610/HXNR9931
Granville, S., & Dison, L. (2005). Thinking about thinking: Integrating self-reflection into an academic literacy course. Journal of English for Academic Purposes, 4, s. 99-118. https://doi.org/10.1016/j.jeap.2004.07.009
Hellspong, L. 2011. Konsten att tala: handbok i praktisk retorik. Lund: Studentlitteratur.
Hernández-Campoy, J. M. 2016. Sociolinguistic Styles. Malden, MA: Wiley Blackwell. https://doi.org/10.1002/9781118737606
Hodges, C., Moore, S., Lockee, B., Trust, T. & Bond, M. A. (2020). The difference between emergency remote teaching and online learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remoteteaching-and-online-learning
Hsieh, H.-F., & Shannon, S. E. (2005). Three Approaches to Qualitative Content Analysis. Qualitative Health Research, 15(9), s. 1277-1288. DOI: 10.1177/1049732305276687.
Kathpalia, S. S., & Heah, C. (2008). Reflective Writing: Insights into What Lies Beneath. RELC Journal: A Journal of Language Teaching and Research in Southeast Asia, 39(3), s. 300-317. https://doi.org/10.1177/0033688208096843
Kennedy, G. A. 2007. Aristotle. On Rhetoric: A Theory of Civic Discourse. Oxford: Oxford University Press.
Lew, M. D. N., & Schmidt, H. G. (2011). Self-reflection and academic performance: Is there a relationship? Advances in Health Sciences Education, 16(4), s. 529-545. https://doi.org/10.1007/s10459-011-9298-z
Lindstedt, I. (2015). Talarens hantverk: att göra framgångsrika presentationer. Lund: Studentlitteratur.
Lucas, S. (2015). The art of public speaking. New York: McGraw-Hill Education.
Mason, L., & Buscolo, P. (2000). Writing and conceptual change: What changes? Instructional Science, 28, s. 199-226. https://doi.org/10.1023/A:1003854216687
Mason, L. (1998). Sharing cognition to construct scientific knowledge in school context: The role of oral and written discourse. Instructional Science, 26, s. 359-389. https://doi.org/10.1023/A:1003103213786
Menz, P., & Xin, C. (2016). Making Students' Metacognitive Knowledge Visible through Reflective Writing in a Mathematics-for-Teachers Course. Collected Essays on Learning & Teaching, 9, s. 155-166. https://doi.org/10.22329/celt.v9i0.4426
Milligan, L. (2016). Insider-outsider-inbetweener? Researcher positioning, participative methods and cross-cultural educational research. Compare: A Journal of Comparative and International Education, 46(2), s. 235-250. https://doi.org/10.1080/03057925.2014.928510
Olsson Jers, C. (2015). Respons på forskningskommunikation: forskarstuderandes tvärvetenskapliga möten. Rhetorica Scandinavica 69. s. 46-68.
Olsson Jers, C. (2010). Klassrummet som muntlig arena: att bygga och etablera ethos. Diss. Malmö: Malmö universitet. http://muep.mau.se/bitstream/handle/2043/10020/Cecilia_Olsson_Jers_Thesis.pdf;jsessionid=16FFBB7498144FCA862D473DB87AF3FA?sequence=2
Olsson Jers, C., & Wärnsby, A. (2018). Assessment of situated orality: The role of reflection
and revision in appropriation and transformation of new knowledge. Assessment & Evaluation in Higher Education, 43(4), s. 586-597.
https://doi.org/10.1080/02602938.2017.1383356
Osborne, R., & Wittrock, M. (1983). Learning science: A generative process. Science Education, 67, s. 489-508. https://doi.org/10.1002/sce.3730670406
Saul, E. W. (2002). Crossing Borders in Literacy and Science Instruction. Newark, DE: International Reading Association.
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), s. 460-475. https://doi.org/10.1006/ceps.1994.1033
Shahn, E., & Costello, R. K. (2000). Evidence and interpretation: Teachers reflections on reading writing in an introductory science course. Language & Learning Across the Disciplines, 1, s. 47-82. https://doi.org/10.37514/LLD-J.2000.4.2.05
Säljö, R. 2013. Lärande och kulturella redskap: om lärprocesser och det kollektiva minnet. Lund: Studentlitteratur.
Säljö, R. 2000. Lärande i praktiken: ett sociokulturellt perspektiv. Stockholm: Prisma.
Veenman, M., Wilhelm, P., & Beishuizen, J. (2004). The relation between intellectual and metacognitive skills from a developmental perspective. Learning and Instruction, 14(1), s. 89-109. https://doi.org/10.1016/j.learninstruc.2003.10.004
Wallace, C. S. (2004). Framing new research in science literacy and language use: Authenticity, multiple discourses, and the ''Third Space''. Science Education, 88, s. 901-914. https://doi.org/10.1002/sce.20024
Wärnsby, A., Kauppinen, A., & Finnegan, D. (2021). Reflective Writing on an ESL Writing Course: Assessing Metacognition to Inform Curriculum Design and Assessment. Educare, 1, s. 38-56. https://doi.org/10.24834/educare.2021.1.4
##submission.downloads##
Publicerad
Referera så här
Nummer
Sektion
Licens
Detta verk är licensierat under en Creative Commons Erkännande-Ickekommersiell-IngaBearbetningar 4.0 Internationell-licens.
Open Access; CC Erkännande-IckeKommersiell-IngaBearbetningar 4.0
