Pia N Larsson
Biographic Data
| ID | 9526932 |
|---|---|
| NAME | Pia N Larsson |
| GIVEN NAMES | Pia N |
| FAMILY NAME | Larsson |
| SIGNATURE | LARSSON P N |
| AFFILIATIONS | Malmö University |
| ORCID | 0000-0002-8843-6196 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Visual resources and interaction in Grade 4 science teaching—Moving in and out of discourse when exploring concepts of evolution and adaption
Although visual aids are widely considered a valuable source of scaffolding, the nature and active utilization of these aids in current science classrooms are not well understood. This qualitative study explores interaction in the teaching of concepts related to evolution, with a specific focus on a teacher's use of different visual support material. Based on a classroom study in a linguistically diverse Grade 4 classroom, we employed the perspec…
Joining the adventures of Sally Jones – Discursive strategies for providing access to literary language in a linguistically diverse classroom
This study illuminates a teacher's discursive strategies for promoting understanding of literary language in a linguistically diverse Swedish classroom. By means of field notes and audio recordings, a Grade 4 teacher's read-aloud of the award-winning picture book The Legend of Sally Jones was documented and analyzed employing concepts from Systemic-Functional Linguistics and Legitimation Code Theory. Combining quantitative and qualitative approac…
“Can you take a wild guess?” Using images and expanding knowledge through interaction in the teaching and learning of history
This article contributes knowledge about disciplinary literacy practices in school history, with a particular focus on how key subject-related concepts are visually and orally represented and negotiated in teacher-student interaction. Based on a classroom study of history teaching in a linguistically diverse classroom in Grade 6, we use social-semiotic theories to analyze properties of the images themselves and how they are employed as resources …
No prominent works on this page.
“Can you take a wild guess?” Using images and expanding knowledge through interaction in the teaching and learning of history
This article contributes knowledge about disciplinary literacy practices in school history, with a particular focus on how key subject-related concepts are visually and orally represented and negotiated in teacher-student interaction. Based on a classroom study of history teaching in a linguistically diverse classroom in Grade 6, we use social-semiotic theories to analyze properties of the images themselves and how they are employed as resources …
Joining the adventures of Sally Jones – Discursive strategies for providing access to literary language in a linguistically diverse classroom
This study illuminates a teacher's discursive strategies for promoting understanding of literary language in a linguistically diverse Swedish classroom. By means of field notes and audio recordings, a Grade 4 teacher's read-aloud of the award-winning picture book The Legend of Sally Jones was documented and analyzed employing concepts from Systemic-Functional Linguistics and Legitimation Code Theory. Combining quantitative and qualitative approac…
Visual resources and interaction in Grade 4 science teaching—Moving in and out of discourse when exploring concepts of evolution and adaption
Although visual aids are widely considered a valuable source of scaffolding, the nature and active utilization of these aids in current science classrooms are not well understood. This qualitative study explores interaction in the teaching of concepts related to evolution, with a specific focus on a teacher's use of different visual support material. Based on a classroom study in a linguistically diverse Grade 4 classroom, we employed the perspec…
Psychology (3 works) · Sociology (3 works) · Computer Science (2 works) · Discipline (2 works) · Educational Theory and Curriculum Studies (2 works) · Epistemology (2 works) · Linguistics (2 works) · Mathematics education (2 works) · Second Language Learning and Teaching (2 works) · Social science (2 works)