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  • 101.
    Christenson, Nina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    The relationship of discipline background to argumentation on socio-scientific issues2012Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In order to prepare learners to engage in discussion and be able to make informed decisions on socio-scientific issues (SSIs), SSI-research has become an important field in biology- and science education. Research has revealed that justifications from various resources are involved in students’ informal reasoning and argumentation on SSIs. The importance of multi-disciplinary involvement of reasoning is shown in connection to the quality of argumentation as well as the number of reasons presented in the argumentation. In this study, to investigate the resources of reasons in students’ argumentation on SSIs in relation to study backgrounds, a model termed SEE-SEP covering three aspects (of knowledge, value and personal experience) and six subject areas (of Sociology/culture, Economy, Environment/ecology, Science, Ethics/morality and Policy), was adopted to analyze students’ reasons in different SSIs. A total of 208 upper secondary students (105 social-science majors and 103 science majors) from Sweden were invited to justify and expound their arguments on four SSIs including global warming, genetically modified organism (GMO), nuclear power and consumption. The results showed that (1) the group of social-science majors generated more numbers of reasons than the science majors; (2) the aspect of value was found to be used most in students’ argumentation without differences between students’ study backgrounds; (3) reasons from the subject area of science were presented most in the topics of nuclear power and GMO, with no difference between students’ study backgrounds; (4) personal experience was referred less often in students’ argumentation by both groups of students than the aspects of value and knowledge, especially in the topics of global warming, GMO and nuclear power, in which, the subject area of economy was also discussed less; (5) the social science major students used more resources from the subject area of environment/ecology than the science majors, regardless of SSI. In addition, we found that the social-science majors could provide more solutions of the SSIs and also use reasons from different subject areas in discussing the consumption issue, in contrast to science majors. The implications to SSI-research and teaching are discussed.

  • 102.
    Christenson, Nina
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Chang Rundgren, Shu-Nu
    Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN).
    Investigating students’ use of knowledge, value and personal experiences (KVP) in relation to the different attributes of socioscientific issues2010Konferansepaper (Fagfellevurdert)
  • 103.
    Christenson, Nina
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Chang Rundgren, Shu-Nu
    Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN).
    Höglund, Hans-Olof
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Upper secondary students’ use of scientific knowledge in arguing socioscientific issues2010Konferansepaper (Fagfellevurdert)
  • 104.
    Christenson, Nina
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Rundgren, Shu-Nu Chang
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    A cross-disciplinary approach to teaching socioscientific issues: A study of the co-operation between language and science teachers teaching about global warming2014Konferansepaper (Fagfellevurdert)
    Abstract [en]

    To combine the teaching of scientific concepts with the challenging problems of socioscientific issues (SSI) has been shown to be effective on engaging students in discussions and in developing students’ skills in decision-making and critical thinking. Research has revealed that teaching SSI in science education is a challenging task for science teachers alone suggesting a co-operation with teachers of the humanities, proposing that these teachers might be better at managing debates and other pedagogical methods related to a SSI driven instruction. However, to our knowledge no one has yet investigated the outcomes of a co-operation between language teachers, who regularly in their courses teach topics like argumentation, debate and how to write an argumentative text, and science teachers. Hence, the aim of our study is to investigate how the co-operation of teachers from different disciplines (language and science teachers) can contribute to upper secondary school students’ argumentation skills about global warming. A total of ten teachers from the subjects of Swedish (mother tongue), English, biology, physics and chemistry will participate in this study together with two classes of science major students in their first year of upper secondary school, which they teach. Data will be collected from both the teachers by interviews at the end of the teaching sequence and from students making a pre- and post-test of written argumentation about global warming, as well as interviews. Since this study is an ongoing project, we are still collecting data. We foresee that we will find that the teachers as well as the students can provide us with insights on how they perceive a cross-disciplinary teaching with focus on SSI, and also that we will be able to follow some progression in students argumentation through the pre- and post-test. Our findings on the learning outcome and how teachers and students perceive a cross-disciplinary teachers’ cooperation on SSI will be presented at the ERIDOB-conference. We believe that the results from our study will provide valuable insights on how to develop future SSI-teaching by using a cross-disciplinary approach and how the involvement of language teachers may be of help to the science teachers in doing this.

  • 105.
    Christenson, Nina
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Rundgren, Shu-Nu Chang
    Stockholm University, Sweden.
    Science and Swedish language teachers’ assessment of upper secondary students’ socioscientific argumentation2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The Swedish curricula, as well as researchers and policy makers worldwide, have recognized the importance of promoting and including sociscientific argumentation in science education to promote scientific literacy. However, to teach socioscientific argumentation in not an easy task for science teachers and among the difficulties is the assessment practice. In this small-scale qualitative study, we have, investigated and compared how science and Swedish language teachers, participating in a SSI-driven project, assess students’ written argumentation about Global warming. The Swedish language teachers have a long tradition of teaching and assessing argumentation and therefore it is of interest to identify possible gaps between these two groups. The results indicate that the science teachers focus on students’ ability to reproduce content knowledge within their respective subject that they have been teaching. The Swedish language teachers include students’ abilities to select and use content knowledge from trustable reference resources, in addition to the structure of the argumentation and the form of the language used. In fact, the Swedish language teachers’ assessment correlates more to previous research about quality in socioscientific argumentation and we suggest that a closer co-operation between these two groups can be beneficial to enhance the quality of assessing students’ socioscientific argumentation.

  • 106.
    Christenson, Nina
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper. Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation.
    Rundgren, Shu-Nu Chang
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    A Framework for Teachers’ Assessment of Socio-scientific Argumentation: An example using the GMO issue2014Inngår i: Journal of Biological Education, ISSN 0021-9266, E-ISSN 2157-6009, nr 2, s. 204-212Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Socio-scientific issues (SSI) have proven to be suitable contexts for students to actively reflect on and argue about complex social issues related to science. Research has indicated that explicitly teaching SSI argumentation is a good way to help students develop their argumentation skills and make them aware of the complexity of SSI. However, assessing the quality of students’ arguments on SSI is evidently difficult for many teachers. This article aims to facilitate teachers’ assessment of the quality of students’ arguments on SSI by introducing a new assessment framework that represents a low degree of complexity and exemplifying it by applying it to students’ written SSI argumentation concerning genetically modified organisms (GMO). The new assessment framework considers both the quality indicators presented in the research literature and curricular guidelines for the science courses in Swedish secondary and upper secondary school. The framework focuses on both the content and the structure that can be revealed in students’ SSI argumentation and is meant to function as a tool for identifying quality indicators that could serve as the basis for grading.

  • 107.
    Dahlin, Bo
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap.
    Om Goethes färglära som "alternativ vetenskap" och kunskap om vetenskapliga kontroverser som nödvändig för naturvetenskaplig bildning2011Inngår i: Norsk pedagogisk tidsskrift, ISSN 0029-2052, E-ISSN 1504-2987, Vol. 95, nr 4, s. 286-296Artikkel i tidsskrift (Fagfellevurdert)
  • 108.
    Dahlström, Fredrik
    Karlstads universitet, Institutionen för samhällsvetenskap.
    Blivande samhällskunskapslärares syn på lärarens uppdragIndependent thesis Advanced level (professional degree)Oppgave
    Abstract [sv]

    Syftet med detta examensarbete är att ta reda på hur blivande gymnasielärare i samhällskunskap ser på sitt kommande uppdrag som lärare. Syftet är vidare att titta på vad styrdokumenten säger om lärarens uppdrag. Undersökningen bygger på fyra intervjuer som genomförts genom kvalitativa intervjuer och analyserats med tematisk analys. Undersökningen bygger också på en analys av läroplan och kursplan för samhällskunskap.

     

    Den tidigare forskningen visar att lärarens uppdrag har förändrats de senaste 20-30 åren till att innefatta alltfler uppgifter. Lärarens uppdrag i dagens skola fokuserar särskilt på sociala uppdrag vilket innebär nya och stora krav på lärarna. Detta är en utveckling som har skett samtidigt som resurserna i skolan har minskat samt att nya direktiv för skolan har kommit.

     

    Resultatet visar att de blivande lärarnas syn på sitt kommande uppdrag i många avseenden överensstämmer med tidigare forskning och styrdokumenten.  Lärarnas syn på läraryrket är att det är ett fritt yrke med många uppgifter och att detta innebär både negativa och positiva aspekter.  Resultatet visar också att lärarna framför allt ser två huvuduppdrag inom läraryrket, kunskapsuppdraget och det sociala uppdraget. Samtliga lärarna i undersökningen anser att båda är viktiga men att det sociala uppdraget blivit allt mer viktigt i dagens skola

  • 109.
    Dalevi, Sören
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap.
    Kunskapen i kyrkorummet: Hur kyrkopedagogik skapar bredare förståelse av religion för skolelever2015Inngår i: Prismet, ISSN 0032-8847, Vol. 66, nr 4, s. 189-202Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In recent years, scholars in the field of Religious Education have noted a tendency to theorize and intellectualize in the teaching of this school subject in Sweden and Norway. The consequence of the theorization is that many who belong to a religious tradition do not recognize themselves when their religion is presented in class. This study is based on texts and images that pupils in a Swedish primary school class (ages 11-12) made after visiting a church. The study shows how the German method Kirchenpädagogik (Church pedagogy) can give primary school pupils a broader understanding of and insights into what religion can be. By visiting a holy place, pupils acquire knowledge of other aspects of the religion in question. The article shows that the learning the pupils themselves emphasize after meeting with a religious place primarily is of aesthetic nature.

  • 110.
    Dalevi, Sören
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Niemi, Kristian
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    RE didactics in Sweden - defined by the national curriculum?: Discussing didactics of RE in a Swedish context2016Inngår i: Usuteaduslik Ajakiri, ISSN 1406-6564, Vol. 69, nr 1, s. 62-78Artikkel i tidsskrift (Fagfellevurdert)
  • 111.
    Dalevi, Sören
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    Niemi, Kristian
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    Vad kännetecknar ämnestexter? (inriktning religion)2016Annet (Annet vitenskapelig)
  • 112.
    De Jong, Onno
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för kemi och biomedicinsk vetenskap.
    The Teacher Trainer as explorer:: In search of Student Teachers´ Pedagogical Content Knowledge and Concerns2009Inngår i: Ämesdidaktiska brobyggen: didaktiska perspektiv inom lärande och forskning, Karlstad: Karlstad University Press , 2009, s. 156-164Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 113.
    Dessingué, Alexandre
    University of Stavanger.
    Dynamisk kulturarv, kritisk literacy og (fler)kulturforståelse i norsk grunnskole?2016Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2016:2, s. 22-46Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In 2010 and 2011 several political leaders in Europe took distance from the multicultural society model. The concept of cultural heritage has been central to this political debate. But this concept is also central in education and actively used both in the general part of the curriculum in Norway and also in the curricula of several subjects. This article examines how «cultural heritage» is defined and used in three central curricula: Norwegian, Religious Studies and Ethics (KRLE), and Social Sciences, at a macro level (subject’s purpose) and also at a micro level (learning outcomes). To analyze how this concept is used in these curricula is an important premise for being able to think critically about this concept within the classroom. It also creates a better prerequisite for understanding the extent to which these subjects are focusing on a more or less dynamic and inclusive understanding of identity, as well as a self-reflexive and critical skills development

  • 114. Dietz, L. W.
    et al.
    Manner, J.
    Harrer, S.
    Lenhard, Jörg
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    Teaching clean code2018Inngår i: Combined Proceedings of the Workshops of the German Software Engineering Conference 2018 (SE 2018) / [ed] Krusche S., Schneider K., Kuhrmann M., Heinrich R., Jung R. et al, CEUR-WS , 2018, s. 24-27Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Learning programming is hard - teaching it well is even more challenging. At university, the focus is often on functional correctness and neglects the topic of clean and maintainable code, despite the dire need for developers with this skill set within the software industry. We present a feedbackdriven teaching concept for college students in their second to third year that we have applied and refined successfully over a period of more than six years and for which received the faculty's teaching award. Evaluating the learning process within a semester of student submissions (n=18) with static code analysis tools shows satisfying progress. Identifying the correction of the in-semester programming assignments as the bottleneck for scaling the number of students in the course, we propose using a knowledge base of code examples to decrease the time to feedback and increase feedback quality. From our experience in assessing student code, we have compiled such a knowledge base with the typical issues of Java learners' code in the format of before/after comparisons. By simply referencing the problem to the student, the quality of feedback can be improved, since such comparisons let the student understand the problem and the rationale behind the solution. Further speed-up is achieved by using a curated list of static code analysis checks to help the corrector in identifying violations in the code swiftly. We see this work as a foundational step towards online courses with hundreds of students learning how to write clean code.

  • 115.
    Dijkstra, Daniel
    Karlstads universitet, Estetisk-filosofiska fakulteten. Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för språk- och litteraturdidaktik.
    Motivation and English as a foreign language: Motivation among Swedish upper secondary school students2009Student paper other, 15 poäng / 22,5 hpOppgave
    Abstract [en]

    In order to be able to influence the motivation of second language learners one first has to understand what motivation is, what its preconditions are and how to detect it. The research for this essay was done with the help of one hundred and ten students from seven classes in two different upper secondary schools and most of these learners were first year students.

    The aim was to find and measure the students' motivation to learn English and how this motivation can be influenced in a positive manner. The method used to collect the necessary data was a questionnaire which asked questions about the relevancy of the English course and how frequently the students used English and how interested they were in the language.

    The results give a clear picture of the students' motivational levels as well as to which parts of the English course they respond and to which they do not.        

  • 116.
    Dolo, Gilbert
    et al.
    University of Cape Town, Sydafrika.
    Haglund, Jesper
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik (from 2013). SMEER.
    Schönborn, Konrad J.
    Linköpings universitet.
    Thermal cameras as a semiotic resource for inquiry in a South African township school context2018Inngår i: Designs for Learning, ISSN 1654-7608, Vol. 10, nr 1, s. 123-134Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Inquiry-based approaches to science education are central to recent South African primary and secondary school curricula, but have been found challenging to adopt in disadvantaged township contexts. It is therefore important to find ways of introducing inquiry-based approaches, where pupils are encouraged to investigate phenomena they are interested in and to engage in true dialogue, as opposed to teacher-led triadic dialogue. We typically experience thermal phenomena through the sense of touch, but infrared (IR) cameras provide an additional opportunity to experience heat-related phenomena through the visual sense. Previously, in a Swedish context, we have found that hand-held IR cameras allow for strong pedagogical affordances and inspire pupils to engage in inquiry in the area of thermal science. In the present case study, grade 7 and 8 pupils (13–14 years old) in two South African township schools were introduced to IR cameras during predict-observe-explain (POE) exercises on heat conduction. The results revealed that if pupils had a sufficient conceptual understanding of heat conduction beforehand, they were capable of engaging in true dialogue in relation to the exercises and interpreting the thermal camera visual imagery. However, if pupils did not show such understanding, it was tempting for them and the facilitator to resort to triadic dialogue.

  • 117.
    Doney, Jonathan
    University of Exeter.
    How did it become possible? Supranational Ecumenical developments and changes in Religious Education during the 1960s and 1970s2015Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2015:2, s. 24-46Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Existing historiographies of Religious Education (RE) are often written from within national boundaries, reflecting the particular relationship between church and state within those bounded spaces; further, they often focus on the question ‘what happened?’. During the 1960s significant developments took place in the supranational discourse of Christian ecumenism, including the expansion of dialogue between Christians and those of other worldviews (both religious and non-religious) particularly as a result of the Second Vatican Council (1962-5) and the work of the World Council of Churches (established 1948). These supranational ecumenical discourses transcend national boundaries and thus have potential to influence even the most nationally-orientated educational systems. However, their significance has hitherto been overlooked. Using a method derived from the historical work of Michel Foucault, which focuses on the question ‘how did this become possible?’, this paper demonstrates the extent to which an awareness of supranational ecumenical discourses enriches understandings of the development of World Religions Teaching in Religious Education. The English context is used as an exemplar, through a single case study, and the potential of the approach is discussed in relation to other national contexts.

  • 118.
    Drechsler, Michal
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap.
    Syror och baser i gymnasieskolan2012Inngår i: Skola och naturvetenskap: - politik, praktik, problematik i belysning av ämnesdidaktisk forskning / [ed] Helge Strömdahl & Lena Tibell, Lund, 2012Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 119.
    Drechsler, Michal
    et al.
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för kemi och biomedicinsk vetenskap.
    Schmidt, Hans-Jürgen
    Textbooks’ and teachers’ understanding of acid-base models used in chemistry teaching2005Inngår i: Chemistry education, ISSN 1109-4028, E-ISSN 1109-4028, Vol. 6, nr 1, s. 19-39Artikkel i tidsskrift (Fagfellevurdert)
  • 120.
    Duesund, Knut
    Högskolan i Telemark.
    Is There a Potential for Norway to Learn from the Ethics Education in the Educational System of India?2013Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2013:2, s. 142-164Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this article is to contribute to the on-going debate about how the Norwegian educational system can meet increasing diversity in schools. The focus here is to investigate ethics education in the Indian educational system and thereafter discuss to what extent Norway can learn from India. The background study in India was carried out to clarify the justification for, content of and pedagogy for ethics education and draws attention to the intended as well as the implemented sector of education. The following discussion highlights the main findings from the background study and relates these findings both to the current discussion in Norway and to international research in the field. The article concludes that Norway would do well to consider what can be learned from the Indian approach to ethics education in order to meet the challenges of the increasing diversity in the Norwegian schools.

  • 121.
    Einarsson, 'Håkan'
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Att utbilda elever med hjälp av GIS: En studie i hur geografilärare i grundskolans senare år och på gymnasiet använder sig av GIS i undervisningen2019Independent thesis Basic level (university diploma), 10 poäng / 15 hpOppgave
    Abstract [en]

    Seven years ago came a new curriculum in Sweden. It emphasized that the students should be taught GIS (geographical information systems). 

    This survey was done with the aim of getting to know more about how the geography teachers today work with GIS. What problems and challenges do they have in their daily work in the teaching and why they experience their situation as they do? How the curricula are interpreted and how the teachers believe that the teaching in GIS gives the students skills that they will use in life. Both here and now, but also in the future.

    The survey was conducted through interviews with teachers within the compulsory school’s later years and within upper secondary school and showed that there is much to be done to make the education in GIS better and correspond to the curricula for the subject of geography. Teachers who, in their profession, are comfortable using digital aids were also more positive to using GIS in geography education.

    The study showed that the teachers think they need more time, more money and, above all, more education in GIS in order to manage using GIS more effectively in teaching.

  • 122.
    Ekman, Joakim
    Södertörns högskola.
    Schools, Democratic Socialization and Political Participation: Political Activity and Passivity among Swedish Youths2013Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 1, s. 1-11Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The present text is based on a key note lecture (‘Civic Education, Democracy and Political Participation’) delivered at the symposium Globalization of School Subjects – Challenges for Civics, History, Geography and Religious Education, Karlstad University, 13–14 December, 2012. Drawing on recent developments in research on political participation and civic engagement, the text starts out with a discussion about different ways of understanding political passivity. Subsequently, the text turns to a brief analysis of ways in which schools may provide young people with political skills and competencies needed in a democratic society. Three dimensions of political citizenship are highlighted: political efficacy, political literacy, and political participation; and the analysis focuses on the impact of a number of different school-related factors on these three ‘citizenship competencies’.

  • 123.
    Ekström, Linda
    et al.
    Skolforskningsinstitutet, Solna.
    Appelgren, Alva
    Skolforskningsinstitutet, Solna.
    Hafsteinsdottír, Elin
    Skolforskningsinstitutet, Solna.
    Bergman, Eva
    Skolforskningsinstitutet, Solna.
    Bergman, Maria
    Skolforskningsinstitutet, Solna.
    Taloyan, Royan
    Skolforskningsinstitutet, Solna.
    Brevik, Lisbeth M.
    Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo, Norge.
    Tengberg, Michael
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Reichenberg, Monica
    Institutionen för pedagogik och specialpedagogik, Göteborgs universitet.
    Läsförståelse och undervisning om lässtrategier2019Rapport (Annet vitenskapelig)
    Abstract [sv]

    Den här systematiska översikten beskriver vad det samlade vetenskapliga kunskapsläget säger om relationen mellan undervisning om och användning av lässtrategier kontra läsförståelse. Lässtrategier definieras i denna översikt som medvetna, målinriktade försök att kontrollera och moderera läsarens arbete med att avkoda text, förstå ord och konstruera mening från text. Översikten fokuserar på elever i åldern 10–19 år, det vill säga motsvarande mellanstadiet och högstadiet i svensk grundskola samt svensk gymnasieskola, och på undervisning om och användning av lässtrategier inom ramen för skolans samtliga ämnen utom ämnen som motsvarar moderna språk inom den svenska skolan.

    Lässtrategier är alltså generellt sett ett redskap som elever kan använda sig av när de stöter på problem i sin läsförståelse. Vilka redskap det mer specifikt handlar om, hur dessa redskap kan kombineras eller vilka redskap som är mer eller mindre användbara i olika situationer är frågor som lärare kan behöva mer kunskap om.

    Genom denna översikt vill vi därför bidra till fördjupad kunskap om vad arbete med lässtrategier innebär liksom hur och för vem lässtrategierna bidrar till förbättrad läsförståelse.

    Översikten utgår ifrån följande överordnade frågeställning:

    Vad kännetecknar effektiv lässtrategiundervisning och lässtrategianvändning hos elever i åldrarna 10–19 år?

    Med effektiv menar vi att lässtrategiundervisningen och lässtrategianvändningen har en positiv effekt på elevernas läsförståelse, baserat på läsförståelsetester, observationer eller elevers självrapportering.

    För att besvara den överordnade frågeställningen har vi ställt följande mer specifika frågor:

    A. Vilka lässtrategier undervisas om och används i de i översikten ingående studierna?

    B. Vilken lässtrategiundervisning bidrar till utvecklad läsförståelse hos elever?

    C. Hur beskriver elever själva sin användning och nytta av lässtrategier?

    D. Hur varierar användning och nytta av lässtrategier med faktorer som kön, läsförmåga och språkbakgrund?

  • 124.
    El-Hani, Charbel
    et al.
    Federal University of Bahia, Brazil.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013).
    Carver, Rebecca
    Norwegian Institute of Public Health.
    Castéra, Jérémy
    Aix-Marseille Université.
    Genes in textbooks and media: Framing the discourse about genetics in society2014Konferansepaper (Fagfellevurdert)
  • 125.
    Eliasson, Per
    et al.
    Malmö högskola.
    Nordgren, Kenneth
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    Vilka är förutsättningarna i svensk grundskola för en interkulturell historieundervisning?2016Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2016:2, s. 47-68Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This is the first major quantitative study of how teachers at the compulsory school look at the subject of History and its conditions. The article focuses on elements of the survey related to the content of teaching and how teachers perceive the conditions for the intercultural mission of the subject. The historical content in the form of selected time periods and geographic focus forms a clear canon: in grades 1–3 local history and Swedish history, in 4–6 Swedish and Nordic history, and in 7–9 Western European history with global, but mainly Eurocentric, outlooks. In terms of students’ skills to interpret history they encounter the result is to some extent contradictory. Empathy and critical thinking are highly valued but the actual work to develop these abilities is of lesser importance. Instead, storytelling is stressed as the major form of education. Teachers in grades 7–9 emphasize that long lines of development are important in their teaching. History’s orienting function leans more to the future and contemporary perspectives in grades 7–9, while students’ perspective on their own historical background ranked highest in 1–3 and 4–6. Future and contemporary issues are highlighted as a pattern in which racism and xenophobia become more important in higher grades while environmental issues decrease in importance. Multiculturalism and diversity issues occupy an intermediate position in this context but are perceived as important by teachers on all levels. An overall conclusion is that in the tension that exists between the traditions of the subject and an external pressure for change teachers need support to deal with the intercultural perspective.

  • 126.
    Enghag, Margareta
    et al.
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för fysik och elektroteknik.
    Forsman, Jonas
    Department of Physics and Astronomy, Uppsala University, Sweden.
    Linder, Cedric
    Department of Physics and Astronomy, Uppsala University, Sweden.
    MacKinnon, Allan
    Faculty of Education, Simon Fraser University, Burnaby, BC, Canada, V5A 1S6.
    Moons, Ellen
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för fysik och elektroteknik. Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Materialvetenskap.
    Using a disciplinary discourse lens to explore how representations afford meaning making in a typical wave physics course2013Inngår i: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 11, nr 3, s. 625-650Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    We carried out a case study in a wave physics course at a Swedish university in order to investigate the relations between the representations used in the lessons and the experience of meaning making in interview–discussions. The grounding of these interview–discussions also included obtaining a rich description of the lesson environment in terms of the communicative approaches used and the students’ preferences for modes of representations that best enable meaning making. The background for this grounding was the first two lessons of a 5-week course on wave physics (70 students). The data collection for both the grounding and the principal research questions consisted of video recordings from the first two lessons: a student questionnaire of student preferences for representations (given before and after the course) and video-recorded interview–discussions with students (seven pairs and one on their own). The results characterize the use of communicative approaches, what modes of representation were used in the lectures, and the trend in what representations students’ preferred for meaning making, all in order to illustrate how students engage with these representations with respect to their experienced meaning making. Interesting aspects that emerged from the study are discussed in terms of how representations do not, in themselves, necessarily enable a range of meaning making; that meaning making from representations is critically related to how the representations get situated in the learning environment; and how constellations of modes of disciplinary discourse may be necessary but not always sufficient. Finally, pedagogical comments and further research possibilities are presented.

  • 127.
    Enghag, Margareta
    et al.
    Mälardalen University.
    Gustafsson, Peter
    Mälardalen University.
    Jonsson, Gunnar
    Mälardalen University.
    Context Rich Problems and Miniprojects in Physics for Upper Secondary School2004Inngår i: Science Education International, ISSN 2077-2327, Vol. 15, nr 4, s. 293-302Artikkel i tidsskrift (Fagfellevurdert)
  • 128.
    Enghag, Margareta
    et al.
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för fysik och elektroteknik.
    Moons, Ellen
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för fysik och elektroteknik. Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Materialvetenskap.
    Forsman, Jonas
    Department of Physics and Astronomy, Uppsala University, Sweden.
    Wikman, Susanne
    Andersson, Steffan
    Department of Physics and Astronomy, Uppsala University, Sweden.
    Linder, Cedric
    Department of Physics and Astronomy, Uppsala University, Sweden.
    Student evaluations of themselves as disciplinary practitioners2009Konferansepaper (Annet vitenskapelig)
  • 129.
    Engström, Arne
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    Från dyskalkyli till låga prestationer i matematik: Arvet efter Olof Magne2016Rapport (Fagfellevurdert)
    Abstract [sv]

    Matematiksvårigheter eller låga prestationer i matematik är en av de stora utmaningar som de europeiska utbildningssystemen står inför idag. Att misslyckas med skolmatematiken får stora konsekvenser för både elever och samhället.

    Den som kanske mer än någon annan kommit att personifiera den svenska forskningen om matematiksvårigheter är Olof Magne. Under 1950-talet arbetade han med de så kallade Göteborgsundersökningarna som omfattade 6000 folkskoleelever. Dessa följdes sedan upp av en serie interventionsstudier under 1960-talet riktade mot räknesvaga elever. Därefter påbörjade han arbetet med en kognitiv taxonomi för den elementära matematikundervisningen.

    De hypoteser som Magne ställde i Göteborgsundersökningarna följdes upp i det stora Medelsta-projektet. Här kan man följa utvecklingen av grundskolelevers matematikkunskaper under en period av 25 år. Den första studien i projektet gjordes 1977 och replikerades sedan vid två tillfällen 1986 och 2002.

    Syftet med föreliggande rapport är att beskriva och analysera Olof Magnes forskning inom området låga prestationer i matematik – vilka var frågorna, metoderna och resultatet samt var står vi idag? De frågor som restes i Magnes inledande studier för mer än 60 år sedan fortsätter att sysselsätta oss än idag. 

  • 130.
    Engström, Arne
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap.
    RC is a theory of learning, not teaching2014Inngår i: Constructivist Foundations, ISSN 1782-348X, E-ISSN 1782-348X, Vol. 9, nr 3, s. 314-316Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The concept of "constructivist teaching" seems unattainable for two reasons: a philosophical and an empirical one. Also, Hugh Gash's survey is not so much about radical constructivism in education, but a review of different connected ideas labeled "constructivism" that have dominated the educational field.

  • 131.
    Engström, Arne
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    Semiotiska perspektiv i matematikdidaktik: En introduktion2018Rapport (Fagfellevurdert)
    Abstract [sv]

    Semiotiska perspektiv i matematikdidaktik har fått en ökad uppmärksamhet under senare år. I flera länder finns en livaktig forskning på området. I Sverige är semiotiska perspektiv inom matematikdidaktiken ännu svagt utvecklad. Föreliggande rapport syftar till att introducera semiotiska perspektiv inom den matematikdidaktiska forskningen. Teoretiskt inspireras dessa perspektiv av Ferdinand de Saussures och Charles S. Peirce arbeten.

    Människor uttrycker matematiska tankar med hjälp av tecken av olika slag. Ett tecken står för någonting. Detta någonting är i matematik ett matematiskt objekt. Matematik kan uppfattas som en generalisering av tecken eller representationssystem. En väsentlig del av den moderna matematiken handlar om symbolisering. Det är inte främst en abstraktion av den direkta verkligheten, utan om en kedja av abstraktioner. Ett matematiskt objekt eller sakförhållande kan bara förstås och kommuniceras när det representeras och tolkas i någon form. Spänningsfältet mellan sakförhållandet, representationen och tolkningen gör därför semiotiska perspektiv mycket intressanta för matematikdidaktisk forskning.

  • 132.
    Engström, Arne
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013).
    Luo, Xing.bing
    School of Mathematics and Informations Science, Shannxi Normal University, China.
    Xu, Hui-yu
    School of Mathematics and Information Science, Shannxi Normal University.
    Problems and Improvement of the Formulations of Mathematics Teaching Objectives: An Example from the Three Dimensional Mathematics Teaching Objectives in Junior High School2014Inngår i: Journal of Mathematics Education, ISSN 1004-9894, Vol. 23, nr 5, s. 23-26Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    On the basis of the theory of teaching objectives and the practice of mathematics teaching objectives formulating, we established a framework for analyzing mathematical teaching objectives. Based on this  analytical framework, we analyzed the teaching mathematics objectives that formulated by junior school mathematics teachers from the whole structure and the specific formulations, and found some problems about formulations of mathematics teaching objectives. Finally we introduced the basic process and gave some examples about improving the quality of mathematics teqaching objectives. 

  • 133.
    Engström, Sara
    Karlstads universitet, Estetisk-filosofiska fakulteten.
    Hur uppfattas betygskriterier i Gy 2011 av gymnasieelever?2011Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
  • 134.
    Eriksson, Daniel
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013).
    Motivationsklimatets betydelse vid undervisning av lagbollsport2016Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Bakgrund: Lagbollsport i idrottsundervisningen har kritiserats för att likna föreningslivets resultatorienterade sätt att bedriva den. Något jag märkte när jag gjorde min idrottslärarpraktik var att många elever inte blev delaktiga under lektionerna då lagbollsport utövades. Kan man som idrottslärare genom att påverka motivationsklimatet få flertalet elever att uppleva mer glädje, delaktighet, variation och tid att lära nytt i lagbollsport?

    Syfte: Syftet med fältexperimentet är att skapa två olika motivationsklimat, processorienterat/resultatorienterat, samt utföra dem under fyra idrottslektioner i fotboll. Detta för att kunna påvisa eventuella för- och nackdelar mellan de båda motivationsklimaten genom resultaten från elevers upplevelser i glädje, delaktighet, variation och tid att lära nya saker.

    Metod: I studien användes en kvantitativ metod i form av enkäter. Totalt deltog 45 årskurs 7 elever från en skola i södra Värmland.

    Resultat: Resultaten visade att eleverna upplevde båda experimentsituationerna/lektionerna processorienterade och inga större skillnader kunde mätas gällande glädje, delaktighet, variation och tid att lära sig något nytt. Totalt sett så upplevde båda könen ett starkare samband mot samtliga bakgrundsvariabler (glädje, delaktighet, variation, tid att lära nytt) i ett upplevt processorienterat motivationsklimat jämfört med ett upplevt resultatorienterat. Vid könsjämförelser hittar man starka samband att speciellt flickor som upplevt motivationsklimatet resultatorienterat kände mindre glädje, delaktighet, variation och tid att lära sig nya saker jämfört med pojkar.

    Diskussion:

    Idrottslektioner är olikt föreningsidrotten i stort då flickor och pojkar idrottar tillsammans, detta är en viktig del av utbildningen i det sociala och livslånga färdigheter av sammarbete samt fysisk aktivitet. Då ett processorienterat motivationsklimat tyder på effektivare inlärningsstrategier samt tron på idrott och hälsa är till för att utveckla sociala och livslånga färdigheter borde varje idrottslärare vara medveten om vad som händer med en grupp om man påverkar motivationsklimatet process- eller resultatorienterat. 

  • 135.
    Eränpalo, Tommi
    et al.
    University of Helsinki.
    Karhuvirta, Tiina
    University of Helsinki.
    How to make a better world: A study of adoelscent deliberations in a problem-solving simulation2012Inngår i: Nordidactica-Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2012-2, s. 54-83Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The article examines the impact of the teaching methods in social studies on the classroom atmosphere and on the students’ motivation, attitudes and engagement. School as a social space consists of several layers and role differentiations, the existence of which may not have been widely recognised and which may prevent students from adopting an active role in class discussions. Particularly from the perspective of teaching social studies, it is essential to create a deliberative atmosphere in the classroom, so that social issues are seen as genuinely open, controversial and approachable from different angles – in other words, as political. The article presents a qualitative case study in which a group of Nordic young people processes problems found in society by playing a simulation game called Act Now!. The data gathered from playing the game has been analysed based on grounded theory and the Straussian inductive-deductive approach. The study examines simulation as a method that has an impact on the learning environment. Simulation can be seen as a method that opens new fruitful possibilities for addressing societal issues in social studies teaching from the interdisciplinary point of view. The results suggest that a proper pedagogic approach for a social interaction creates an atmosphere that allows all students to participate and feel included. This experience of classroom contribution strengthens young people’s positive self-image as citizens who care about public issues. Therefore experiences of classroom contribution should be set more in the focus in social studies education today.

  • 136.
    Eskelund Knudsen, Heidi
    University College Lillebält Danmark.
    Historiefagets forhold till redegörelse2015Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2015:1, s. 47-63Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The article focuses the concept of narrative (redegørelse) as it appears in teachers’ and students’ utterances in and about history as a subject matter. The main finding of the article concerns the observation that narrative on the one hand reflects a dichotomy between narrative understood as both knowledge transfer and knowledge construction. On the other hand, since history teaching is organized and regulated through ideas of cognitive taxonomy thinking and progression, narrative gets evaluated and assessed as knowledge transfer only. The article discusses the fact that narrative as knowledge construction appears in the way teachers and students reflect on subject issues meanwhile the transferring of a grand and common narrative occupy a great deal of the history teaching. In the light of a postmodern perspective, the article draws the conclusion that history as a subject matter can gain from considering its approach to narrative as knowledge construction.

    The findings of the article rely on thorough and in-depth analysis of teachers’ and students’ utterances transformed into speech act codes established during ethnographic field-studies in Danish upper secondary schools. In supporting the study, theorists such as J.L. Austins, Ole Togeby, Kathy Charmaz and Peter Seixas have all been helpful.

  • 137.
    Eskelund Knudsen, Heidi
    University College Lillebælt, Danmark..
    Viden mellem elev og fag – historieundervisning som dynamisk kommunikation2018Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2018:1, s. 45-64Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The article puts a fundamental focus on conceptions of knowledge in relation to history as a school subject. And in particularly the conceptions as they are reflected and expressed through history teaching and attempts to establish relations between the student and the subject matter i.e. the disciplinary basis and origin of history as school subject. The article takes a theoretical position on a problem in history teaching practice. The problem concerns an often seen accentuation of the student as a basic didactical concern in history teaching when it comes to learning subject oriented content. The article questions this approach by emphasising the important and central role that teaching plays regarding communication processes between the student and the subject. The article argues that the teaching situation regarded as communication has the ability to create links and connect between the student and the subject matter due to the fact that teaching and learning represent fundamentally different systems existing next to each other yet disconnected in teaching situations. A didactical analysis which is focusing solely on the student when discussing history teaching issues risks discussing an aspect of teaching to which there is no access. The article therefore examines how links and connections between the student and the subject matter might become possible if teaching regarded as a communication situation is aware of distinguishing between pieces of information, how this information is communicated, received and understood. An important aspect of this, concerns to what extent the process is influencing episodic or semantic student knowledge. The theoretical approach that supports the article discussion is based on concepts from systems theory and cognitive psychology.

  • 138.
    Espmark, Ingela
    Karlstads universitet.
    Ämnesintegrering i NO: Möjligheter och hinder enligt svenska lärare2018Independent thesis Advanced level (professional degree), 20 poäng / 30 hpOppgave
    Abstract [sv]

    Syftet med den här studien är att undersöka vilken syn som svenska NO-lärare i åk 4-6 har på sina möjligheter att bedriva ämnesintegrerad undervisning. För att ta reda på detta har åtta lärare intervjuats där målet med intervjuerna har varit att ta reda på deras inställning till undervisningsmetoden samt hur de ser på sina möjligheter bedriva en sådan undervisning.

    I Sverige liksom i övriga Europa har flera studier visat att många elever i mellanstadieåldern är intresserade av naturvetenskapliga frågor men att de trots detta tycker att undervisningen i skolan är tråkig. Forskningen visar på en högre motivation och större engagemang när undervisningen blir mer elevcentrerad, men hur ser lärare på detta? Denna uppsats syftar till att visa lärarnas intentioner och peka på de val som varje lärare gör. Vilka möjligheter uppfattar lärarna och hur påverkar detta i sin tur valet av undervisningsmetod?

    I korthet bekräftar studien de tendenser som uppmärksammats i tidigare forskning. Lärares inställning beror på tidigare erfarenheter och hur de själva upplever och tolkar sina möjligheter. De yttre determinanter som påverkar lärarnas val i hög grad är tid för samarbete, tid för planering, ledningen av det pedagogiska arbetet och vad styrdokumenten stipulerar.

  • 139.
    Estenberg, Martin
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik. Karlstads kommun.
    "Ett snäpp högre": En studie av historielärares hanterande av tankeredskap.2016Licentiatavhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    Abstract

    The aim with this study is to examine how practicing history teachers in upper secondary school deal with historical thinking concepts. The three main questions are: which concepts do teachers use in their courses and when do they use them? How can teachers’ use of different historical thinking concepts be described in terms of reconstruction and construction? What factors influence teachers when they work with historical thinking concepts?

     

    To answer these questions, the material, for example tests, lesson plans and notes of seven teachers has been analyzed. These analysis were followed by interviews with the teachers.

     

    The empirical data have been handled in two steps. The first step is a survey of what historical thinking concepts teachers use and when they use them. The survey was done as a detailed reading of the teachers’ material. In this survey two historical thinking concepts, evidence and cause and consequence, have been selected for further analysis, which is the second step.

     

    The results show that when teachers deal with the historical thinking concept of evidence they show their students models and ways to handle evidence. This is not the case when teachers handle the historical thinking concept of cause and consequence. Models are shown here as well but not to the same extent. The result also shows that the teachers’ handling of evidence in a greater extent leads to construction compared with their handling of cause and consequence.

     

    The explanations provided in the study also point to the different character between the two concepts and what form of test the teachers’ use and what words are used to communicate for example cause and consequence. Furthermore, the explanations also indicate that the teachers’ view of what historical knowledge contains of, together with what kind of students and what other subject they teach play some part in their dealing with historical thinking concepts.

  • 140. Evertsson, Bengt
    All in One & Real Time: En jämförelse mellan två läroböcker i engelska för gymnasieskolan, från 1974 respektive 20022011Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This degree paper takes its inspiration from the changes within the Swedish upper secondary school that will take place in the near future. In addition to this, I had a personal interest in revisiting two English textbooks that I have used, albeit in different ways. Based on this I chose, as the main purpose of this paper, to study the relationship between theories and traditions related to language teaching and two textbook packages designated for the first year of Swedish upper secondary school: All in One, Book 1 (theoretical course programmes) from 1974 and Real Time 1 from 2002 (the English A course).

    In order to investigate this topic this paper provides a brief description of a number of important language teaching methods and theories and examines the applicable curricula at the time when the two textbooks were written. This leads into a comparative study of the two textbooks based on a number of fundamental areas of knowledge and skills, as well as the objective of tracing signs of specific approaches to language teaching. 

    This comparison shows that there are features of the predominant views of the time concerning language teaching in the two textbooks. However, this influence seems to interact and be confronted with a number of other factors of influence, e.g. the force of tradition in terms of how textbooks for this age and knowledge level are written and some kind of author‑based independence in relation to current ideals and ruling documents. Consequently, this paper shows that the relationship between approaches to language teaching and the contents and design of two specific textbooks is a very complex one, which is a valuable perspective from a professional point of view, considering the changes within Swedish upper secondary school that will take effect during 2011.

  • 141.
    Fager, Albin
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013).
    Lärares användning av skönlitteratur i historieundervisning2013Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Målet med undersökningen är att ta reda på vilka arbetssätt lärare i åk 4-6 använder sig av dåde inkluderar skönlitteratur i historieundervisningen. Metoden som använts är kvalitativaintervjuer, undersökningen är gjord på fem lärare från fem olika skolor. Lärarna somintervjuats har valts på grund av att de använder skönlitteratur i sin historieundervisning.

    Jag anser att syftet ”att ta reda på vilka arbetssätt lärare i åk 4-6 använder sig av då de inkluderar skönlitteratur i historieundervisningen” uppfylls. Jag tycker att lärarnas arbetssätttydliggörs, inte bara hur de arbetar utan också bakgrunden till varför de arbetar på det sättet.Lärarna och forskningen tydliggör också vilka kunskaper elever får till följd av arbete medskönlitteratur.

    Resultatet visar att lärarna tycker att det är ett roligt arbetssätt för både elever och lärare, detintresserar och engagerar. Skönlitteratur som används är ofta av typen historisk roman ocharbetet kring böckerna är ofta diskussioner i olika format. Lärarna använder skönlitteraturparallellt med annan historieundervisning, skönlitteraturen ska skildra den tidsepok som dearbetar med. Genom böckerna och i arbetet med dom, får elever dels historiska sakkunskapermen också emotionell förståelse för personer och deras levnadsvillkor från den tiden.

    Nyckelord: Historieundervisning, skönlitteratur, romaner

  • 142.
    Fahlgren, Maria
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    Instrumental genesis concerning scales and scaling in a dynamic mathematics software environment2015Inngår i: Proceedings of the Ninth Congress of European Research in Mathematics Education / [ed] K. Krainer, N. Vondrova, Prague: European Society for Research in Mathematics Education, 2015, s. 2347-2353Konferansepaper (Fagfellevurdert)
    Abstract [en]

    It is recognized that the process in which an artefact becomes an instrument for a user, denoted as instrumental genesis, is a complex process. The aim of this paper is to identify elements of the process of instrumental genesis when students are dealing with scales and scaling issues in a dynamic mathematics software environment. This study involves four upper secondary school teachers and their classes. By observing the students’ instrumented techniques while working with tasks designed with a hypothetical instrumental genesis in mind, some key elements are identified.

  • 143.
    Fahlgren, Maria
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    Redesigning task sequences to support instrumental genesis in the use of movable points and slider bars2017Inngår i: The International Journal for Technology in Mathematics Education, ISSN 1744-2710, E-ISSN 2045-2519, Vol. 24, nr 1, s. 3-15Artikkel i tidsskrift (Fagfellevurdert)
  • 144.
    Fahlgren, Maria
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap.
    Teachers’ didactical intention and instrumental orchestrations for ‘follow-up’ lessonsManuskript (preprint) (Annet vitenskapelig)
  • 145.
    Fahlgren, Maria
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    Brunström, Mats
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    How the word 'mathematical' influences students’ responses to explanation tasks in a dynamic mathematics software environment2018Inngår i: Proceedings of the Fifth ERME Topic Conference (ETC 5) on Mathematics Education in the Digital Age (MEDA) / [ed] Hans-Georg Weigand, Alison Clark-Wilson, Ana Donevska-Todorova, Eleonora Faggiano, Niels Grønbæk, Jana Trgalova, Copenhagen, Denmark: University of Copenhagen , 2018, s. 83-90Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Task design is a central issue in mathematics education, not least in relation to digital technology. This paper reports how a smal lbut significant change in wording affects students’ explanatory responses. The study is comparative and involves 229 10th grade students working on tasks designed for a dynamic mathematics software environment. The findings indicate that inclusion of the word ‘mathematical’ prompted students to use algebraic symbols and algebraic arguments, to a higher degree.

  • 146.
    Faizi, Ahmadwali
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Students learning achievements in biology. The case of Learning achievements among boys and girls in grade 7 in Urozgan province of Afghanistan: The case of Learning achievements among boys and girls in grade 7 in Urozgan province of Afghanistan2013Independent thesis Advanced level (degree of Master (One Year)), 40 poäng / 60 hpOppgave
    Abstract [en]

    The main goal with studies of learning achievements is to obtain research based knowledge about the issue and to make appropriate actions. The aim of this study is to explore some factors which may influence grade 7 students’ learning achievements in science and to compare boys and girls learning achievements in relation to different variables in Urozgan province of Afghanistan.

    Learning achievements in science and especially in biology is an over studied issue in worldwide research but in the Afghan context much more research is needed to find out what are the factor which may help and promote students learning achievement.

    This study is carryout in the southern province of Urozgan and the data is collected from schools administration (students final exam scores of 788 students) and student’s views about biology through a questionnaire (84 students field questionnaire). The main finding of this study was that girls have higher average scores compared to boys in biology subject in this sample. Moreover it was found that girls received less support at home than boys enjoyed. This fining also confirms similar studies in the country as well as in the region. In this study some factors which may influence their achievement were looked up on.

    Those students who enjoy the subject of biology have higher scores than students who don’t find it an enjoyable topic. That those girls who see biology as a "difficult" subject scored higher indicate that they have low self-confidence. Those students whose mothers were educated had higher scores than students with not educated mother. Moreover it was observed that children of educated mothers scored higher than children of educated fathers. This finding, although, self-evidence but still indicate the high value of girls education, especially in educationally poorer rural areas such as Urozgan. This study also confirms that the more experience the teachers have the higher the scores of their students. Another worth mentioning point in this study is that teachers view both boys and girls as equally talented in biology.

  • 147.
    Falkevall, Björn
    Högskolan Dalarna.
    Exempel-vis. Det oväntade och föreställningar om religionskunskapslärares professionella kunnande2017Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2017:2, s. 44-58Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The article is a critical interpretation of different perceptions of teacher’s professional knowledge as it is implicit in evidence based studies and Learnings Studies, two common ways of grounding the professional knowledge in educational science and in school politics today and therefore studied in teacher education. These two perceptions are analyzed with two metaphors from a research overview by Clandinin & Clandinin, called the conduit metaphor and teacher as curriculum maker. Strengths and shortcomings are pointed out. Especially in relation to unexpected events in teaching situations. A third perception of teacher’s professional knowledge is introduced and labelled teacher as jazz musician and the professional knowledge is viewed as improvisation. Based on the assumption from Gudmundsdottir experienced teachers have developed a curriculum story that helps them to improvisator – the re-active dimension of teaching. The two later perceptions are used in discussing three cases from students teaching. The thesis advocated is that the metaphor jazz - improvisation gives wider focus on RE as a school subject with content and meaning than the other two.

  • 148.
    Fatheddine, Djamila
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för språk, litteratur och interkultur (from 2013).
    Den kroppsliga läsningen: Bildningsperspektiv på litteraturundervisning2018Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    This thesis explores aspects of reading literature, embodiment and Bildung with a specific focus on literature education in compulsory school. The main purpose of this study is to discuss and problematize literature education in Swedish compulsory schools by focusing on embodiment and Bildung. The theoretical framework of this thesis draws on hermeneutics and phenomenology, and especially on the concepts of experience and the lived body. Through four studies, the thesis investigates different aspects of literature reading and literature teaching. In the first study the focus is on the curriculum of the school subject Swedish, while the second study investigates teachers' classroom practices when teaching literature in years three and five. In the third study, the focus is on pupils in years four and five, who enjoy reading fiction, and their stories and experiences of reading. The fourth study is based on empirical material from the third study that is combined with empirical material presented earlier in order to highlight possible approaches to Bildung in literature education in the school subject Swedish. The methods used in the thesis are textual analysis (study 1), observation (study 2) and interviews (study 3 and 4). 

    The overall result shows that children's reading experiences can be considered a possible way of initiating a process of Bildung, and further that this process has bodily dimensions. The study also reveals that there is a discrepancy between how literature reading is articulated in the Swedish curriculum, on the one hand, and how reading is experienced by pupils and how reading education take place in practice, on the other. Possible implications of this discrepancy is that the formative potential does not reach all pupils.

  • 149.
    Fatheddine, Djamila
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för språk, litteratur och interkultur (from 2013).
    Den kroppsliga läsningen: En studie av ungas inlevelsefulla läsning2017Konferansepaper (Annet vitenskapelig)
  • 150.
    Fatheddine, Djamila
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för språk, litteratur och interkultur (from 2013).
    Litteraturläsning i skolan - en analys av kursplanen i svenska och dess syn på berättande texterManuskript (preprint) (Annet (populærvitenskap, debatt, mm))
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