Publikationer från Karlstads Universitet
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I want to play the drum, let me do that : A qualitative interview study of experiences of the educational chain and professional sphere for percussionists in Sweden
No full textDenna kvalitativa intervjustudie undersöker hur yrkesverksamma slagverkare, frilansande och musiklärare, upplever utbildningskedjan, återväxten och yrkesliv inom sitt område. Hermeneutik är teoretiska utgångspunkten. I resultatet av tre intervjuer framkommer det att ingen av de tre kvinnliga slagverkarna påbörjade sin musikaliska resa inom slagverk men att samtliga har studerat musik på gymnasienivå, folkhögskola och musikhögskola. Studien visar att socialt sammanhang, förebilder och lustfyllt musicerande varit avgörande faktorer för respondenternas fortsatta engagemang. Bristande representation och genusnormer påverkar både utbildning och yrkesidentitet. Respondenterna uttrycker en komplex relation till entreprenörskap som ses som en nödvändighet snarare än en självklar del av yrkesrollen. Studien bidrar med insikter om hur slagverksutbildning och professionell utveckling kan förstås och förbättras ur ett musikpedagogiskt perspektiv.This qualitative interview study investigates how professional percussionists – both freelancers and music educators – perceive the educational trajectory, generational renewal, and professional life within their field. The study is grounded in a hermeneutic theoretical framework. Findings from three interviews indicate that none of the three female percussionists commenced their musical journey with percussion; however, all have pursued studies in music at the upper secondary, folk high school, and conservatory levels. The study highlights the decisive role of social context, role models, and intrinsically motivated music-making in sustaining the respondents’ long-term engagement. Furthermore, insufficient representation and prevailing gender norms are shown to shape both educational experiences and the construction of professional identity. The respondents articulate a nuanced and often ambivalent relationship to entrepreneurship, which is regarded more as a necessity than as an inherent aspect of the professional role. Overall, the study contributes insights into how percussion education and professional development may be understood and enhanced from a music education perspective.
Investigating DIF: The role of response format for students following the syllabus for Swedish as a second language– Experiences from the Swedish National Tests in Social Studies
No full textIn developing the national tests in Social Studies, a critical issue is ensuring that the items work in the same way for subgroups of students, i.e., the test is fair and shows no signs of severe Differential Item Functioning (DIF). In Sweden, the national tests will be digitalized, but items with a selected response format (SR) is also intended to increase. This study aims to analyze how different items (defined by varying formats and contents) function for students following the syllabus of Swedish as a second language (SvA) compared to the general student population. The study is based on data from the Swedish national tests in Social Studies in 2018, 2019, 2022, and 2023. The results reveal that there are DIF between the two syllabus groups: Students following the SvA syllabus have more difficulties compared to Sv students, with SR items. However, SvA students perform significantly better on some constructed response items where they are asked to describe, analyze, and elaborate on a topic using their own language. As this study shows that the SvA group has significantly more difficulties compared to the general student group with the SR items that are intended to increase due to digitalization, there seems to be an obvious risk for this group to be disadvantaged
De nationella SO-provens effekt på betyg – insikter från ett lotteriexperiment
No full textStudents in grade 9 receive grades in all four social science subjects. In subjects with national tests, results must be given particular weight in grading. The tests in the four subjects are randomly assigned across schools, each school takes only one test but assigns grades in all subjects. This allows estimation of the effect of standardized tests on grades by comparing schools that received a test in a given subject with schools that did not. Using data from 2013-2023, the study shows - consistent with international research - that tests generally raise grades. Differences between school providers are small, but effects vary with the share of students with foreign background and are weaker in municipalities with strong school competition. This suggests higher overall grading in competitive areas and that tests may be used to acquit rather than penalize students. The findings raise questions about the purpose and future role of national tests
A didactic model for teaching social studies: Contributing to rich tasks
No full textThis article proposes a didactic model for teaching social studies, presenting selected didactic categories that support teaching rich tasks. Rich tasks exhibit characteristics such as purposeful connections to the world beyond the classroom and offer diverse opportunities to cater to the different needs of students (Aubusson et al., 2014). The model is developed using a semantic theoretical approach (Kvernbekk, 2005). The didactic relation model for lesson planning (Hiim & Hippe, 1998; 2006) serves as a framework offering tools for planning and reflection on teaching to facilitate students’ learning and studying. Drawing on Klafki’s theory of categorical Bildung and didactics (Klafki, 1963; 2000) the new model aims to explore how rich tasks can be merged with categorical Bildung in teaching. It emphasizes how ‘why’ questions related to the educator’s ability to analyse subject content can be related to the students’ lifeworld. Additionally, the article outlines and discusses key didactic categories applicable to teaching rich tasks in social studies
Didaktiska modeller för att stärka professionsrelevans och vetenskaplig grund i en lärarutbildningskurs : Ett utvecklingsprojekt i kursen Naturvetenskap och teknik F-3
No full textI denna texten presenterar vi ett utvecklingsarbete i en 22,5 hp ämnesoch ämnesdidaktisk kurs i grundlärarprogrammet – Naturvetenskap och teknik F-3 (LPGG41) med ungefär 80 studenter på campus och distans. Det finns tre huvudanledningar till kursutvecklingen. Det ena är att vi tydligare ville förankra kursens mål, innehåll och tillvägagångssätt i en vetenskaplig grund där didaktik lyfts fram som professionsvetenskap. Den andra är att studenter efterfrågar mer kunskaper om hur man gör i praktiken, det vill säga hur man kan omvandla sina naturvetenskapliga ämneskunskaper och ämnesdidaktiska kunskaper till redskap som ger stöd för att undervisa framgångsrikt på lågstadiet. För det tredje efterfrågar studenter bättre länkning mellan lärandemål, undervisningsaktiviteter och examinationer. För att adressera utmaningarna ovan har vi tagit utgångspunkt i begreppet didaktiska modeller när vi formulerat lärandemål, innehåll, undervisningsaktiviteter och examinationer. Didaktiska modeller är vetenskapligt grundade begreppsapparater för didaktisk analys och design av undervisning. Kursens lärandemål, undervisningsaktiviteter och examinationer har därför skapats för att träna och bedöma studenternas förmåga att planera, genomföra och utvärdera undervisning med stöd av didaktiska modeller. Detta blir ett sätt att både tydliggöra den vetenskapliga grunden, öka professionsrelevansen och stärka den konstruktiva länkningen. Vi kommer presentera kursplanen och upplägget, tankarna bakom samt några utmaningar och överväganden i arbetet med kursutvecklingen. Kursen genomfördes för första gången under höstterminen 2024
Klimatet i konstitutionen : några tankar om klimatkonstitutionalism i Sverige
No full textIn recent years, Sweden has experienced a climate policy rollback, contributing to an estimated 7% increase in CO₂ emissions in 2024. This development has unfolded despite Sweden’s climate-related obligations under domestic, EU, and international law. The article examines the tension between the government’s insufficient climate policies and its legal commitments through the lens of constitutional law. Drawing on international research on climate constitutionalism and theories of interlegality, it adopts a process-oriented perspective to trace how Sweden’s climate commitments give rise to constitutional norms through dynamic, relational, and indeterminate processes. The analysis suggests that the rollback is not due to an absence of constitutional provisions on climate obligations. Rather, as constitutional meaning emerges through interrelated legal, political, and social-ecological processes, the effectiveness of climate constitutionalism depends not on any particular form but on its capacity to shape climate policy in practice.Klimatet i konstitutionen: om de konstitutionella gränserna för den offentliga maktens klimatarbete
Instance-Based Transfer Learning for Short-Term Load Forecasting in Data-Scarce Buildings
No full textAccurate short-term load forecasting is essential for energy-efficient building operations, however, many buildings lack sufficient historical data to train reliable predictive models. This paper investigates the use of instance-based transfer learning to improve forecasting performance in data-scarce buildings by reusing models trained on similar, data-rich buildings. We cluster buildings of various types based on their energy consumption profiles using dynamic time warping and hierarchical clustering. Within each cluster, we fine-tune XGBoost and LSTM models pretrained on source buildings (with sufficient data) to forecast the consumption in target buildings (with limited data) with access to increasing percentage of their original limited data of 7, 14, 21, 28, ... , 245 days. Our evaluation compares the performance against models trained from scratch using the same limited data. Our results show that transfer learning significantly improves forecasting accuracy in highly data-constrained settings, reducing RMSE by up to 40%. However, as more training data becomes available, its benefits diminish, and baseline models eventually outperform transferred ones beyond an average threshold of 140–168 days
Fokus på samverkan! : En kvalitativ studie om skolledares förståelse av samverkan mellan skola och fritidshem
No full textRecalled childhood trauma and post-psychedelic trajectories of change in a mixed-methods study
No full textThis mixed-methods study examines how participant-identified childhood or youth trauma resurfaces during psychedelic states and how such episodes relate to post-experience trajectories. Including events participants identified as traumatic during psychedelic experiences, and subsequent psychological outcomes, both positive and negative. While psychedelics can facilitate emotional processing of autobiographical material, a minority experience adverse effects or re-traumatization when trauma resurfaces. Phase 1 surveyed 608 individuals who experienced post-psychedelic difficulties lasting beyond acute effects. Those who reported that their post-psychedelic difficulties seemed to be related to early trauma (41.8%) were significantly older, more often female, were more likely to report a prior mental-illness diagnosis, and were more likely to use psychedelics in guided settings compared to those who did not. They also reported significantly more emotional difficulties but fewer perceptual difficulties after the experience. Phase 2 involved semi-structured interviews with 18 purposively selected participants. Reflexive thematic analysis identified four themes describing how trauma surfaced during psychedelic experiences: direct trauma re-experiencing (39% of participants, including some with no prior memory of events), symbolic/somatic re-embodiment (22%), and fragmentation and confusion (50%). A fourth theme captured varied post-experience trajectories, ranging from predominantly positive integration (50%) to mixed effects (28%) to re-traumatization (22%). The study highlights uncertainty around memory veridicality as a source of ongoing distress for some participants. Findings emphasize the critical need for trauma-informed approaches to psychedelic use, stressing appropriate preparation, supportive settings, and robust integration support to maximize therapeutic potential while preventing re-traumatization
"A Complement to Traditional Care – Not a Replacement": : Lung Cancer Patients’ Experiences of Digital Health Services in Nursing
No full textBakgrund: Lungcancer är en av de vanligaste cancerformerna globalt och en ledande orsak till cancerrelaterad dödlighet. I Sverige insjuknar årligen cirka 4 600 personer, ofta i avancerat stadium. Sjukdomen medför omfattande symtom som andnöd, smärta, fatigue, ångest och depression, ofat i symtomkluster, vilket försvårar symtomhantering. Digitala hälsotjänster blir allt viktigare för att främja delaktighet, trygghet och kontinuitet i vårdnaden. Syfte: Att belysa lungcancerpatienters erfarenheter av digital hälsa inom omvårdnaden. Metod: Integrativ litteraturöversikt med induktiv ansats. Elva artiklar publicerade 2015 och 2025 inkluderades efter systematiska sökningar i databaserna CINAHL och PubMed. Resultat: Tre huvudteman identifierades: (1) Digitala hälsotjänster som stöd för trygghet, kommunikation och delaktighet, (2) Digitalisering som väg till förbättrad livskvalitet och egenvård och (3) Utmaningar och hinder i användningen av digitala hälsotjänster. Patienterna upplevde digitala vård som stödjande för trygghet, motivation och kontroll, men betonade behovet av personlig kontakt, tekniskt stöd och kulturell anpassning. Slutsats: Digitala hälsotjänster kan komplettera traditionell vård genom att stärka patientens autonomi, delaktighet och livskvalitet. För sjuksköterskan innebär detta ett ansvar att stödja patienten pedagogiskt i övergången till digital vård och att säkerställa en personcentrerad och jämlik omvårdnad