Elevers formande av arbetsplatsförlagt lärande i svensk gymnasial lärlingsutbildning

The article examines how students in Swedish upper secondary apprenticeship education contribute to the shaping of their education through their choices and actions in relation to work-based learning. Activity theory and the notion of interacting activity systems was used to emphasise the students’ perspective as active subjects. Data was collected through observations and interviews with 15 students in their second year of an apprenticeship. An initial qualitative content analysis revealed a pattern of actions that related to both school and work. The result of this analysis was further elaborated with activity theoretical concepts. Thereby dominating rules/norms and tools they made use of, contributed to identifying three potential objects for students’ actions: grades in vocational subjects, development of vocational skills, and inclusion in the workplace community. Depending on what objects the students held as superior and subordinate different outcomes could be achieved – an upper secondary vocational degree, development of vocational skills, and/or being employed while studying. One object did not necessarily exclude the others. It is concluded that the multiple expectations from students, school, and workplaces that coexist in relation to work-based learning need to be continuously communicated among all participants to strengthen the students’ possibility to achieve their desired educational outcome.

Understanding coaching efficacy in education through activity systems: privileging the nuances of provision

PurposeThe research demonstrates the role of activity systems based in Cultural Historical Activity Theory as a means of analysing characteristics and efficacy of specific provisions of coaching in education.Design/methodology/approachThree examples of coaching in education were selected, involving 51 schools in England. The three examples were re-analysed using activity systems. This drew on existing evaluation evidence, gathered through interviews, questionnaires, focus groups and recordings of coaching.FindingsIn each example, the object of the coaching was to address a specific challenge to secure the desired quality of education. Using activity systems it is possible to demonstrate that coaching has a range of functions (both intended and consequential). The individual examples illustrate the potential of coaching to support change in complex and diverse education settings.Research limitations/implicationsThe use of existing data from evaluations means that direct comparisons between examples are not made. While data were collected throughout the duration of each coaching programme no follow-up data was available.Practical implicationsThe analysis of the examples of coaching using activity systems provides evidence of the efficacy of specific coaching provision in achieving individually defined objectives related to sustaining and improving specific educational practices.Originality/valueThe research offers insights into how coaching in education might be better tuned to the specific needs of contexts and the challenges experienced by the individuals working in them. In addition, it demonstrates the value of activity systems as an analytical tool to make sense of coaching efficacy.

Leading by virtual interaction: an application of cultural-historical activity theory

Introduction The pandemic spread of SARS-CoV-2, a novel, highly contagious and easily transmissible pathogen, has profoundly affected all aspects of human interaction. Guided by the need to reduce face-to-face contacts, medical organisations have rapidly shifted group activities to virtual platforms. Over 1 year into the pandemic, the necessity to maintain public health restrictions ensures that virtual meetings will be the norm for the foreseeable future.It has yet to be understood how virtual technologies shape healthcare and academic cultures, affect interactions, or influence strategic decisions and policies within these systems.Conclusion In this article, the authors reflect on the move from historically situated activity systems of team leadership in healthcare to ones that now exist in virtual formats. Cultural-historical activity theory (CHAT) is a framework that explains complex human actions, and how they unfold over time through interaction with mediational tools (eg, technology) and various people representing their own communities, roles and perceived divisions of labour. The authors use the lens of CHAT as a framework to understand the shifting dynamics at play and offer strategies for leaders to co-establish activity systems with team members to make goals of group activities explicit and to deliberately work toward them. Five specific strategies proposed are: (1) use software platforms that fit your needs and give voice to all attendees with technical support present in meetings; (2) converse explicitly about roles and emerging role fluidity during times of change and pandemic response; (3) co-construct something new intentionally; (4) engage in implementation science at this time; and (5) lead intentionally while honouring cultural norms and values. It is imperative that any changes, even the ones that are a part of the pandemic response, are made consistent with the core shared values of the medical community as this necessary new way of coming together is embraced with collective wisdom.

Teaching and Learning of Chemistry: The Hybridity of Third Space Approach

This article explored diversity and hybridity in the third space as a teaching resource. Students bring to the classroom or third space their diverse sociocultural issues, knowledge levels of chemistry, and socioeconomic status. Educators also bring to the third space their university knowledge and culture. Hence, a classroom or third space is a hybrid. The intersection of the students’ activity systems and educators’ activity systems created a third space. Activity systems are social practices that include the norms, values, divisions of labour, and community goals. The study intended to explore the negotiations by chemistry educators and first-year students in teaching-learning of acids-bases reactions. It is a topic that most students experience challenges from secondary school to graduate level. Acids-bases are one of the threshold concepts. Qualitative research was employed in the study. Data were collected through classroom observations. A thematic approach was employed to analyse data. Five chemistry educators and their classes were purposely sampled. Cultural-Historical Activity Theory (CHAT) was employed to unpack group dynamics in a Zambian university. Interactions in the learning spaces generated constraints, tensions, diversity, and affordances for both educators and students. The findings suggest that hybridity may be a resource in teaching acids-bases threshold concepts. Educators should understand students’ knowledge and cultural diversities. Researchers can investigate how students’ different acids-bases knowledge levels can promote success in chemistry.

Tectonic and Stratigraphic Evolution Based on Seismic Sequence Stratigraphy: Central Rift Section of the Campos Basin, Offshore Brazil

The rift section of the Brazilian basins represent the sedimentary record associated with the first stages of Gondwana break-up in the Early Cretaceous phase (Berriasian to Aptian). The rift succession of the Campos Basin constitutes one of the main petroleum systems of Brazil’s marginal basins. This interval contains the main source rock and important reservoirs in the Lagoa Feia Group deposits. The Lagoa Feia Group is characterized by siliciclastic, carbonate and evaporite sediments deposited during the rift and post-rift phases. Despite the economic relevance, little is known in stratigraphic terms regarding this rift interval. To date, most studies of the Lagoa Feia Group have adopted a lithostratigraphic approach, while this study proposes a tectonostratigraphic framework for the deep-rift succession of the Campos Basin (Lagoa Feia Group), using the fundamentals of seismic sequence stratigraphy. This work also aims to establish a methodological and practical procedure for the stratigraphic analysis of rift basins, using seismic data and seismofacies, and focusing on tectonicstratigraphic analysis. The dataset comprised 2D seismic lines, core and lithological logs from exploration wells. Three seismic facies were identified based on reflector patterns and lithologic data from well cores, providing an improved subdivision of the pre-, syn- and post-rift stages. The syn-rift stage was further subdivided based on the geometric patterns of the reflectors. Tectonics was the main controlling factor in the sedimentary succession, and the pattern and geometry of the seismic reflectors of the syn-rift interval in the Campos Basin allowed the identification of three tectonic systems tracts: (i) a Rift Initiation Systems Tract; (ii) a High Tectonic Activity Systems Tract and (iii) a Low Tectonic Activity Systems Tract.

Changes in ancient Egyptian mathematical artifacts from a cultural-historical activity theory perspective

The aim of the present article is to analyze changes in artifacts used for mathematics and for mathematics education in ancient Egypt using Vygotskian theory and cultural-historical activity theory (CHAT). Although CHAT often deemphasizes the historical evolution of artifacts, this evolution can be explained by contradictions within activity systems and between activity systems (such as schools and workplaces) and through the process of externalization. This analysis demonstrates that artifacts develop over historical and ontogenetic time, just as people and practices do. Implications for cultural psychology and for modern educational practices are discussed.

Land Use Change, Urban Agglomeration, and Urban Sprawl: A Sustainable Development Perspective of Makassar City, Indonesia

Urbanization towards the expansion of the city area causes urban sprawl and changes in space use. Furthermore, urban agglomeration towards urban spatial integration causes a decrease in environmental quality. This study aims to analyze (1) land-use change and urban sprawl work as determinants of environmental quality degradation in suburban areas. (2) The effect of urban sprawl, urban agglomeration, land-use change, urban activity systems, and transportation systems on environmental quality degradation in suburban areas. A combination of quantitative and qualitative approaches is used sequentially in this study. Data obtained through observation, surveys, and documentation. The results showed that the expansion of the Makassar City area to the suburbs had an impact on spatial dynamics, spatial segregation, and environmental degradation. Furthermore, urban sprawl, land-use change, urban agglomeration, activity systems, and transportation systems have a positive correlation to environmental quality degradation with a determination coefficient of 85.9%. This study recommends the handling of urban sprawl, land-use change, and urban agglomeration to be considered in the formulation of development policies towards the sustainability of natural resources and the environment of Makassar City, Indonesia.

Contradictions and Interventions in Health IS

The study analyzes data collected in two case studies in the healthcare industry, which is characterized by a variety of social and technical elements forming an activity system where all elements interact with each other. The findings indicate that many problems emerging during the implementation of a health information system can be traced back to contradictions between elements of the activity systems that are created or amplified by the new IS. The authors find that some contradictions are latent and become salient when introducing a new IS, while other contradictions are (unintentionally) newly created. Also, the study shows that contradictions are more complex than hitherto assumed and often concern more than two elements of a healthcare activity system. In a similar vein, effective interventions geared toward countering these contradictions are found to account for additional complexity while not always achieving their goal. Drawing on activity theory, the authors develop a framework to coherently synthesize the findings. The study can help increase the understanding of the IS’s role within an activity system and help guide IS implementation projects aimed at avoiding unintended consequences.