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Jonsson, Gunnar
Publications (10 of 31) Show all publications
Gustafsson, P., Jonsson, G. & Enghag, M. (2015). The problem-solving process in physics as observed when engineering students at university level work in groups. European Journal of Engineering Education, 40(4), 380-399
Open this publication in new window or tab >>The problem-solving process in physics as observed when engineering students at university level work in groups
2015 (English)In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 40, no 4, p. 380-399Article in journal (Refereed) Published
Abstract [en]

The problem-solving process is investigated for five groups of students when solving context-rich problems in an introductory physics course included in an engineering programme. Through transcripts of their conversation, the paths in the problem-solving process have been traced and related to a general problem-solving model. All groups exhibit backward moves to earlier stages in the problem-solving process. These earlier stages are revisited by the groups for identifying sub-problems, setting parameter values or even restating the goal. We interpret this action as coming from the fact that the students have not yet developed a knowledge base and a problem-solving scheme. Connected to the backward moves in the process are opportunities for the group members to build such a knowledge base from contributions and experiences from all group members. Problem contents that induce such moves are identified and can thus be considered by science teachers when constructing problems for group work.

Place, publisher, year, edition, pages
Taylor & Francis, 2015
Keywords
problem-solving, physics, physics education, context-rich problems, collaborative learning, group work
National Category
Chemical Sciences
Research subject
Chemical Engineering
Identifiers
urn:nbn:se:kau:diva-41603 (URN)10.1080/03043797.2014.988687 (DOI)000356348200003 ()
Available from: 2016-04-11 Created: 2016-04-11 Last updated: 2019-09-26Bibliographically approved
Jonsson, G., Enghag, M. & Gustafsson, P. (2011). Discussing Physics in Groups Using Quantitative and Qualitative Problems. In: : . Paper presented at NFSUN 2011, Linköping, Sweden, June 14-16, 2011.
Open this publication in new window or tab >>Discussing Physics in Groups Using Quantitative and Qualitative Problems
2011 (English)Conference paper, Published paper (Refereed)
National Category
Natural Sciences
Research subject
Physics
Identifiers
urn:nbn:se:kau:diva-16022 (URN)
Conference
NFSUN 2011, Linköping, Sweden, June 14-16, 2011
Available from: 2012-11-30 Created: 2012-11-30 Last updated: 2014-11-21Bibliographically approved
Jonsson, G. & Bjurulf, V. (2009). Technology in pre-school and primary school analyzed in a degree project perspective. In: Arien Bekker, Ilja Mottier & Marc J. de Vries (Ed.), Strengthening the Position of Technology Education in the Curriculum: Proceedings PATT-22 ConferenceDelft, the Netherlands, August 24-28, 2009. Paper presented at PATT-22 Conference, Delft, August 24-28, 2009 (pp. 262-269). ITEEA
Open this publication in new window or tab >>Technology in pre-school and primary school analyzed in a degree project perspective
2009 (English)In: Strengthening the Position of Technology Education in the Curriculum: Proceedings PATT-22 ConferenceDelft, the Netherlands, August 24-28, 2009 / [ed] Arien Bekker, Ilja Mottier & Marc J. de Vries, ITEEA , 2009, p. 262-269Conference paper, Published paper (Refereed)
Abstract [en]

Today, technology is a very important part of our society, further more it has be-come apparent that an early start with this subject is important to arouse young peoples interest. Therefore, also preschool educators and teacher for the early years of primary school need knowledge in technology. In that sense it is worrying to read the report on the new syllabus for teacher education in Sweden (SOU 2008:109), since the subject syllabus for technology has been strongly reduced for these categories of teachers.

Technology is a relatively young school subject in Sweden. It has been compulsory in the Swedish curriculum since 1980 (Skolöverstyrelsen, 1980), with its own syl-labus since 1994 (Utbildningsdepartementet, 1994). Therefore, some of the teach-ers teaching the subject today lack experience of being taught technology them-selves. In addition, many of them have only little or no background education in the subject at all (Bjurulf, 2005; Teknikföretagen, 2005). In the first Swedish cur-riculum for preschool, technology is mentioned only once: Develop their ability to build, create and design using different materials and techniques (Utbildningsde-partementet, 2006, p 9). This raises questions about how technology in preschool and school settings is presented to the children.

The purpose of the study is to find out how technology in the Swedish preschools and primary schools, is construed in degree projects in the frame of the teacher training programme at Karlstad University (2007-2008).

The results from this study indicate that there is a need of skills development by educators, both in pre- and primary school, concerning technology. This may be the reason why the trainee teachers themselves carry through exercises in technology, in the frame of their degree projects.

The results also indicate differences between boys and girls, where the boys focus more on functional aspects during their construction work, while the girls focus more on the appearance of the artifacts. Preschools that are organized from a gen-der perspective encourage children to play in a more varying way. When the pre-schools are organized in a traditional way, with dolls rooms and building rooms, the girls often misses the chance to play with construction toys.

Place, publisher, year, edition, pages
ITEEA, 2009
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-11127 (URN)
Conference
PATT-22 Conference, Delft, August 24-28, 2009
Available from: 2012-02-08 Created: 2012-02-08 Last updated: 2013-10-30Bibliographically approved
Jonsson, G., Gustafsson, P. & Enghag, M. (2007). Context Rich Problems as an Educational Tool in Physics Teaching: a Case Study. Journal of Baltic Science Education, 6(2), 26-34
Open this publication in new window or tab >>Context Rich Problems as an Educational Tool in Physics Teaching: a Case Study
2007 (English)In: Journal of Baltic Science Education, ISSN 1648-3898, E-ISSN 2538-7138, Vol. 6, no 2, p. 26-34Article in journal (Refereed) Published
Abstract [en]

We present a case study, in which we used context rich problems as an educational tool in a university level physics course. The students worked in groups of three to four when solving these problems, which provided them with an opportunity to discuss physics together at their own level. Video recordings of groups working with the problems allowed us to study how different groups functioned and also to look for what is known as exploratory talks. This form of communication was interpreted as situational interest on the part of the students. A questionnaire at the end of the course, and interviews with a few of the students after the course, revealed that the students considered that context rich problems facilitated understanding of physical concepts and made physics more interesting.

Keywords
context rich problems, cooperative groups, science education, teaching methods, university physics
National Category
Physical Sciences Didactics
Identifiers
urn:nbn:se:kau:diva-17849 (URN)
Available from: 2013-01-21 Created: 2013-01-21 Last updated: 2017-12-06Bibliographically approved
Benckert, S., Enghag, M., Gustafsson, P., Johansson, O., Jonsson, G., Norman, R. & Petersson, S. (2007). Diskutera fysik i grupp! Utgå från kontextrika problem.
Open this publication in new window or tab >>Diskutera fysik i grupp! Utgå från kontextrika problem
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2007 (Swedish)Book (Refereed)
Keywords
Ämnesdidaktik, Subject Didactics
Identifiers
urn:nbn:se:kau:diva-18396 (URN)
Available from: 2013-01-21 Created: 2013-01-21 Last updated: 2013-01-21
Enghag, M., Gustafsson, P. & Jonsson, G. (2007). From Everyday Life Experiences to Physics Understanding Occurring in Small Group Work with Context Rich Problems During Introductory Physics Work at University.
Open this publication in new window or tab >>From Everyday Life Experiences to Physics Understanding Occurring in Small Group Work with Context Rich Problems During Introductory Physics Work at University
2007 (English)Article in journal (Refereed)
Keywords
Ämnesdidaktik, Subject Didactics
Identifiers
urn:nbn:se:kau:diva-19510 (URN)
Available from: 2013-01-21 Created: 2013-01-21 Last updated: 2013-01-21
Enghag, M., Gustafsson, P. & Jonsson, G. (2007). From everyday life experiences to physics understanding occurring in small group work with context rich problems during introductory physics work at university. Research in Science Education, 37:449-467
Open this publication in new window or tab >>From everyday life experiences to physics understanding occurring in small group work with context rich problems during introductory physics work at university
2007 (English)In: Research in Science Education, 37:449-467Article in journal (Refereed)
Keywords
Ämnesdidaktik, Subject Didactics
National Category
Physical Sciences
Research subject
Physics
Identifiers
urn:nbn:se:kau:diva-19511 (URN)
Available from: 2013-01-21 Created: 2013-01-21 Last updated: 2014-11-21
Enghag, M., Niedderer, H., Gustafsson, P. & Jonsson, G. (2007). Student Ownership of Learning: Context Rich Problems in Physics.
Open this publication in new window or tab >>Student Ownership of Learning: Context Rich Problems in Physics
2007 (English)Conference paper, Published paper (Other (popular science, discussion, etc.))
Keywords
Ämnesdidaktik, Subject Didactics
Identifiers
urn:nbn:se:kau:diva-23875 (URN)
Available from: 2013-01-22 Created: 2013-01-22 Last updated: 2013-01-22
Johansson, L. E., Aldaeus, F., Jonsson, G., Hamp, S. & Roeraade, J. (2006). Determination of Conductivity of Bacteria by Using Cross-flow Filtration.
Open this publication in new window or tab >>Determination of Conductivity of Bacteria by Using Cross-flow Filtration
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2006 (English)Article in journal (Refereed)
Identifiers
urn:nbn:se:kau:diva-18256 (URN)
Available from: 2013-01-21 Created: 2013-01-21 Last updated: 2013-01-21
Jonsson, G., Gustafsson, P. & Enghag, M. (2005). Context Rich Problems - An Educational Tool in Physics Teaching.
Open this publication in new window or tab >>Context Rich Problems - An Educational Tool in Physics Teaching
2005 (English)Conference paper, Published paper (Other (popular science, discussion, etc.))
Keywords
Ämnesdidaktik, Subject Didactics
Identifiers
urn:nbn:se:kau:diva-17846 (URN)
Available from: 2013-01-21 Created: 2013-01-21 Last updated: 2013-01-21
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