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  • 301.
    Lunde, Torodd
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    När läroplan och tradition möts: Om lärarfortbildning och undersökande aktiviteters syfte inom den laborativa NO-undervisningen i grundskolans senare del2014Licentiatavhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    The Swedish curricula for compulsory school science emphasize laboratory inquiry-based science teaching (IBST) to develop pupils’ critical thinking. In contrast, several studies indicate that teachers within the Swedish teaching tradition almost solely emphasize laboratory work as a way to gain students understanding of traditional science content. In this thesis the aim is to investigate how this gap emerged in lower secondary science teaching and to investigate possible ways to bridge this gap between curricula and tradition. Two studies were carried out. In the first study, the aim was to explore how science teachers met the curricula’s expectations of involving pupils in IBST. The result is based on twelve teachers reflecting in groups about their own inquiry activities. Two strategies were identified. Hybridization (existing laboratory activities were transformed) and imitation (investigative inquiry as carried out on national tests was imitated). The way scientific practices are represented in such activities is probably limiting pupils’ potential for critical thinking in everyday life. In the second study, possibilities to bridge gaps between the laboratory tradition and IBST in curricula were explored within a teacher professional development program. Tensions between key ideas of laboratory work in Swedish teaching tradition and IBST, as discussed in international literature, were made explicit. It was then used as a point of departure to negotiate upon the purposes of involving students in laboratory work. The result was based on ten teachers divided in three groups. Eventually, two out of the three groups did explicit articulated awareness of different purposes linked to different types of laboratory activities. The third group showed limited awareness although they developed similar activities as the two other groups. This indicates that teaching tradition is an important variable when implementing new ideas and worthy taking into account and challenge.

     

  • 302.
    Lunde, Torodd
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper. Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper.
    Chang Rundgren, Shu-Nu
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    Developing a continuous professional development to enhance inquiry-based science teaching.2014Inngår i: Enhancing Inquiry-based Science Professional Development in Europe: PROFILES Project and other Projects funded by the European Commission / [ed] Bolte, C., & Rauch, F, 2014Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    In this paper, based on PROFILES, a continuous professional development (CPD) program developed in Karlstad Sweden is presented. A main strategy was to incorporate the elements of (1) the existing laboratory teaching tradition and (2) the teachers’ group reflections on inquiry-based science teaching mentioned in Swedish curriculum (Lgr 11), besides offering possibilities to use new equipment and using PROFILES three-step teaching module as teaching support. This was to facilitate the teachers’ negotiation process between the key ideas of laboratory work existing in the Swedish teaching tradition/teaching practice and of laboratory inquiry-based teaching discussed in the international literature. The CPD program demonstrated the co-constructing process among the in-service science teachers and the CPD provider. The participants were 15 lower secondary teachers and the program lasted for forty hours distributed on the total of six workshops.

  • 303.
    Lunde, Torodd
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    Chang Rundgren, Shu-Nu
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    Matching Inquiry- and Context-based Science Education to Swedish Curricula.2012Inngår i: Inquiry-based Science Education in Europe: Reflections from the PROFILES Project / [ed] Bolte, C., Holbrook, J., Rauch, F., 2012, s. 179-182Konferansepaper (Annet vitenskapelig)
  • 304.
    Lunde, Torodd
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    Chang Rundgren, Shu-Nu
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    Drechsler, Michal
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    Exploring the negotiation of the meaning of laboratory work in a continuous professional development program for lower secondary teachers2016Inngår i: The Electronic Journal of Science Education, ISSN 1087-3430, Vol. 20, nr 8, s. 28-48Artikkel i tidsskrift (Fagfellevurdert)
  • 305.
    Lunde, Torodd
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    Rundgren, Carl-Johan
    Stockholms universitet.
    Chang Rundgren, Shu-Nu
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper. Stockholms universitet.
    När läroplan och tradition möts: hur högstadielärare bemöter yttre förväntningar på undersökande arbete i naturämnesundervisningen2015Inngår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 11, nr 1, s. 88-101Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The current Swedish curricula for compulsory school (Lgr11) emphasize inquiry-based science teaching to develop pupils’ critical thinking while the Swedish laboratory teaching tradition emphasize laboratory work to gain students conceptual understanding. The aim of this study is to illuminate how a group of teachers within the Swedish teaching tradition, based on the prevailing condition, met the external expectations of involving pupils in inquiry-based science teaching. During a teacher professional development program, the entire group of lower secondary science teachers within a school district, twelve in total, participated in group reflections about own inquiry activities. The results indicated that teachers, despite shortage of activates, wanted to involve pupils in inquiry-based science teaching to meet the curricula’s’ and national tests’ request for such activities. The teachers did this through hybridization, in which the teachers opened up and transformed existing laboratory activities; and by imitation, in which they imitated how investigative inquiry is carried out on national tests. Inquiry-based science teaching, as it emerges in this study, possessed several characteristics might limiting the potential for pupils to develop an understanding functional for critical thinking in private- and public lives. 

  • 306.
    Lundqvist, Caroline
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik.
    Kvinnors historia: mer än vårt kön: En intersektionell studie över tidskriften Historiskan2016Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    There have been several studies that have found that history textbooks are not equal when it comes to the representation of men and women. They are characterized by male perspective, where women as individuals and in groups are unapparent. The magazine Historiskan arose as a response to this problem, whose stated purpose is to highlight women in history and creating a gender historiography. When women on the other hand are being highlighted in history, other studies have shown that it is in general only the white Western heterosexual middle-class woman's perspective that historians include. Women of other ethnicity, class and sexuality ​​are excluded. The Swedish schools policy documents expresses that equality must be included in students’ education, and ethnicity, class and sexuality are perspectives to be included in the teaching of history.

    Based on a qualitative content analysis and intersectional gender theory this essay aims to examine how Historiskan depict women from the social categories; ethnicity, class and sexuality. The result shows that the stories are dominated by white Christian Western women as the norm. Women of different ethnic origin, color and religion exist, to a lesser extent, in which their ethnicity and skin color are more prominent in the narrative. Class and social status is a clear category that explains women's diverse experiences and opportunities. Heterosexuality is the norm, which is depicted as an economic and political agreement between the sexes. The big deviant is the unmarried woman.

  • 307. Lundström, Mats
    et al.
    Stolpe, Karin
    Christenson, Nina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Once again? - How an upcoming vaccination debate is portrayed in (Swedish) media2016Konferansepaper (Fagfellevurdert)
  • 308.
    Luo, Xingbing
    et al.
    School of Mathematics and Informations Science, Shannxi Normal University, China.
    Wei, Yin-ying
    School of Mathematics and Informations Science, Shannxi Normal University, China.
    Liu, Yang
    Örbro universitet.
    Engström, Arne
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för matematik.
    On the Character and Model of Distribution of Mathematics History in the High School Mathematics Textbook: Based on the Analysis of the Mathematics Compulsory Textbook Published by Beijing Normal University Press2012Inngår i: Journal of Mathematics Education, ISSN 1004-9894, Vol. 21, nr 1, s. 30-33Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In the high school mathematical compulsory text books published by the Beijing Normal University Press, the knowledge on the history of mathematics occurs in 22 places. Among which, about 63.64% is in the form of reading materials. The contents about history of mathematics are focused on the stories of mathematicians, famous mathematical problems and other materials relative to the history of mathematics, and they were mainly represented in text forms. There are two designing models for integrating the history of mathematics into mathematics teaching, that is, explicit integration and implicit integration. The former includes two ways, one is deriving the history of mathematics from mathematical knowledge and the other is deriving the mathematical knowledge from the history of mathematics.

  • 309.
    Lödén, Hans
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013).
    Citizenship education, national identity and political trust: The case of Sweden2014Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2014:2, s. 116-136Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The challenging effects of globalization upon the nation-state have been a recurrent theme in the social science discourse since the 1990’s. Nationally organized education is also seen as challenged by new demands originating from globalization. In this article it is argued that ‘nation-state’ and ‘national identity’ are highly relevant concepts when discussing a citizenship education that seeks to develop a civic ethos with, potentially, a global reach. It is further argued that the understanding of such an ethos would benefit significantly from incorporating the role of political trust since trust has been identified as a main feature of the social capital that makes democracy work. Three themes are brought together: national identity and identification, the importance for democracy of political trust and the challenges citizenship education face when carried out in a national context but intended to manage issues that go far beyond the reach of the nation-state. The importance of citizenship education is discussed using recent research on the Swedish citizenship education classroom.

  • 310.
    Lödén, Hans
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för politiska och historiska studier.
    Forskning av och för lärare: 14 ämnesdidaktiska studier i historia och samhällskunskap2012Collection/Antologi (Annet vitenskapelig)
    Abstract [sv]

    I denna bok berättar fjorton forskande lärare om sina forskningsresultat.

    Resultaten handlar om bland annat betyg och bedömning, om prov och deras betydelse, om interkulturell undervisning, hur man kan intressera pojkar på yrkesprogram för politik och om lärarens position mitt emellan styrdokument och klassrumsverklighet. Lärarna är alla förre detta studenter från Forskarskolan i historia och samhällskunskap (FLHS) inom Lärarlyftets första omgång 2008-2010.

    Genomgående för de fjorton bidragen är att de tar utgångspunkt i lärarens vardag och verklighet. Forskarutbildade lärare är därmed en viktig faktor för att knyta samman skola och forskning. Knytningen mellan skola och akademi är nödvändig om skollagens skrivning att utbildningen i den svenska skolan ska vila på både vetenskaplig grund och beprövad erfarenhet ska bli verklighet. 

    I boken argumenteras också för att forskarskolor för yrkesverksamma lärare, som fortsätter sin lärargärning efter avslutad forskarutbildning, är ett viktigt medel för att knyta skola och akademi närmare varandra

  • 311.
    Lödén, Hans
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik.
    Recension av Carina Holmqvist Lidhs licentiatuppsats Representera och bli representerad2017Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2017:3, s. 97-101Artikkel, omtale (Annet vitenskapelig)
  • 312.
    Lödén, Hans
    Karlstads universitet.
    Vetenskaplig litteratur om internationell migration – en introduktion och diskussion2019Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2019:1, s. 1-16Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    : International migration is one of the defining issues of our time. In this introduction to scientific texts on migration it is argued that teaching on migration in teacher training and in secondary and upper secondary school would benefit from the conscious use of the concept of powerful knowledge when texts are selected. Thus, about 30 peer-reviewed texts in English, Swedish and Norwegian on international migration are referred to and discussed from the point of view of powerful knowledge. Five concepts or perspectives are suggested as important and useful. These are push-pull as explanation to migration; levels of analysis; network; the role of women in migration and the role of religion in migration. Further, the tension between the positions of an alleged ‘methodological nationalism’ and the national characteristics of migration are discussed. Among the suggested concepts ‘levels of analysis’ and ‘network’ are proposed as especially important in order to develop powerful knowledge. Both concepts are highly useful in order to give teachers and students some structure and order in the studied issue while the concepts also can be re-contextualized to and used within other issue areas.        

  • 313.
    Löfström, Jan
    Helsingfors universitet.
    Mot interkulturella färdigheter? De utomeuropeiska samhällenas historia i finländska gymnasiets läroplansgrunder, läroböcker och studentexamen2015Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2015:4, s. 66-85Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    There is since 2003 an optional history course, Meeting of cultures (Kulturmöten), in the Finnish National Core Curricula for upper secondary schools. The course discusses the history of non-European societies. Some of the learning objectives can be criticised for reproducing a static picture of culture and cultural regions and for emphasising the competence to identify cultural differences rather than similarities. How images of cultural difference are constructed and what social implications and political uses they have is ignored in the objectives. The article analyses the curricula, the textbooks, and the matriculation examination questions relating to the course. It discusses, partly from an insider perspective, how the connections between curricula, textbooks and high-stakes test limit the possibility to redirect the approach in the course. It argues there has been little space in the course for reflexive analyses of the production and uses of cultural difference. Yet recent minor changes in the core curriculum may push textbook authors and exam constructors to a new fruitful direction when interpreting the objectives and contents in the core curriculum.

  • 314.
    Löfström, Jan
    et al.
    University of Helsinki.
    Tani, Sirpa
    University of Helsinki.
    Editorial Nordidactica 2016:2: Does the future of subject didactics look darker than its past?2016Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2016:2, s. i-iiiArtikkel i tidsskrift (Annet vitenskapelig)
  • 315.
    Madsen, Roar
    et al.
    NTNU Trondheim.
    Stabel Jørgensen, Camilla
    NTNU Trondheim.
    Editorial/Oaivečálus Nordidactica 2019:22019Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2019:2, s. i-vArtikkel i tidsskrift (Annet vitenskapelig)
  • 316.
    Malama, Mia
    UNICEF Finland.
    Student teachers’ viewpoints of the current RE solution and how RE should be profiled in the future in Finland2017Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2017:4, s. 70-86Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study focuses on Finnish student teachers’ viewpoints of the current RE model and their views on how RE should be profiled in the future. The idea of this article is to formulate possible models to organize RE in Finland based on the data gathered by student teachers. The topic is very timely and urgent as Religious Education (hence RE) has been fiercely debated in different European countries. There have also been debates about the function and profile of, and the most suitable model for, RE in Finland. The data of this study consist of 149 essays written by 35 student teachers studying in a class-teacher program and 114 teacher students studying in a subject-teacher program. The data were analyzed by qualitative content analysis. The main research questions are: 1. What kinds of strengths and challenges do student teachers see in the current RE solution? 2. What kinds of RE-models would they prefer in the future? 3. According to them, what kinds of model scenarios could be formulated? Many student teachers prefer a model where RE is taught both according to an individual’s faith as well as collectively, irrespective of the individual students’ faiths. Could this kind of combination model take into account the strengths of both models (the current and joint models) and at the same time correct the problems associated with these models?

  • 317.
    Maninnerby, Lina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Barnböcker med vatten som tema: En innehållsanalys utifrån ett kemi-och fysikperspektiv2019Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    In this study, 10 children’s books with water as a theme, for 1-6-year-olds have been reviewed through a content analysis, to get knowledge of how chemistry and physics are anchored and used in the books text. The results of the analysis showed a very weak use of science concepts while more everyday-words linked to water were used frequently. During the analysis, some texts in the books were considered, to be able to implement science concepts without disturbing the text flow. Why it seemed to have been avoided can possibly be linked to the different language usage and the society’s relationship to these.

  • 318.
    Manni, Annika
    Umeå University.
    Contingency and transformation. Teachers’ and students’ experiences of a Climate Council School Project2018Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2018:4, s. 1-20Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper presents a case study of a Climate Council School project within education for sustainable development (ESD). Students and their teachers from grade 9 and upper secondary school took part in this project when working on finding sustainable visions and solutions for their city in 2030. The project involved the local government as well as businesspeople, since they all met and shared sustainable visions at the climate council conference. Drawing on transformative learning theories, the case is studied and analysed from both teacher and student perspectives. Educational challenges as well as new possibilities are documented outcomes through the participants’ experiences in this school project aiming for sustainability. Initial contingency, in relation to the complex content and new ways of teaching, is found to be a presumption for learning as creative work, transformation, and new ideas contributing to a more sustainable society.

  • 319.
    Mateos-Moreno, Daniel
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för konstnärliga studier (from 2013).
    Contributions from Neuroscience and Philosophy for Music Education [Evidencias desde la neurociencia y la filosofía para la educación musical]2014Inngår i: Música y educación: Revista trimestral de pedagogía musical, ISSN 0214-4786, Vol. 27, nr 98, s. 20-31Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The place of music in the general education of individuals is addressed from a renovated paradigm.Through a rereading of certain ideas of Rousseau, Freud, Hegel, Malinowski and Leibniz, a thesis is grounded on what is permanent in human nature and what the aims should be foreducating that nature. Later, recent advances in neuroscience are discussed in relation tothe biological and functional nature of any individual facing music. Finally, a convergence of both paradigms is discussed within the Spanish education system, concludingthat the necessary presence of music as a key pillar in education is supportedby two mainstays: for the intrinsic value of music towards the developmentof human potentiality (music “for the sake of music”); and for theextrinsic values of music given its cross-disciplinary effectson different human potentialities.

  • 320.
    Mateos-Moreno, Daniel
    et al.
    University of Castilla-La Mancha, Didáctica de la Expresión Musical, España.
    Iborra, Mario Alcaraz
    Pedagogy of musical styles in performance [Didáctica del estilo en la interpretación musical]2011Inngår i: Música y educación: Revista trimestral de pedagogía musical, ISSN 0214-4786, Vol. 24, nr 88, s. 16-29Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Style is not commonly taken into account for leveling difficulties in instrumental performance, as technique is. Accordingly, teaching resources are solely organized around the technicalities of performance, leaving style as a cross-curricular aspect. With the aim of achieving a more meaningful learning of style, our work proposes a model for establishing instrumental teaching built not only around technicalaspects but also on performance style, taking as a starting point the rethinking oftwo dichotomies: on one hand, printed music and performance stylisticallyadequate; on the other, instrumental technique and interpretative style.

  • 321.
    Mathé, Nora E. H.
    et al.
    Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo.
    Elstad, Eyvind
    Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo.
    Elevers vurdering av politikeres bruk av sosiale medier i et postfakta-samfunn og implikasjoner for samfunnsfaget2017Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2017:3, s. 71-96Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In the age of political confrontation the public is at times presented with statements in the media that are less than truthful. At the same time, social media create new arenas for political communication. These trends implicate that today’s students need to develop critical awareness, but also experience with factual argumentation about political issues to develop political understanding and their own viewpoints. The purpose of this article is to explore how Norwegian 16-17-year-old students perceive and evaluate some examples of politicians’ communication in social media, and to discuss the need for social studies to provide students with sufficient prerequisites for meeting an ever-changing future. We make use of theory on rational behaviour as well as theory on deliberative and radical democracy to shed light on the student data. The analysis shows that the students are critical of politicians’ use of social media. Further, they judge their own information evaluation abilities too positively. Implications for social studies are discussed: Students should practice political discussion and argumentation and the focus on critical analysis of political communication should be further strengthened.

  • 322.
    Matoonwal, Wolayat Khan
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Assessment in Khost Teacher Training Colleges.: A study of formative or summative assessments.2013Independent thesis Advanced level (degree of Master (One Year)), 40 poäng / 60 hpOppgave
    Abstract [en]

    The importance of assessment is recognized in research and it is argued that assessment, teaching and learning are strongly linked with one another. If teachers want to have good teaching, for teachers it is necessary to care for assessment to make students with learning achievements. Assessment is starting by teachers and students from the beginning of schools, because of the importance that it has in teaching and learning. Teachers, administrators and students use different kinds of assessment to achieve the goals of learning and to get knowledge about the effectiveness of their teaching. Formative assessment is used for learning in the learning process, whereas summative assessment is using for grading and judging on students’ progress at the end of learning process. For this study two kinds of questionnaires were used. One was for teachers and one was for students. Every questionnaire had 31 questions. The questionnaires asked students and teachers about the use of the two types of assessment (formative and summative) in TTCs, advantages and disadvantages of assessment use and how teachers with varied background use formative and summative assessment. 150 respondents filled in the questionnaires. The results highlight the need for greater emphasis of assessment in the teaching and learning, moreover on the role and effectiveness of the concept of assessment in teaching.

  • 323.
    Mattsson, Emil
    Karlstads universitet.
    Elitidrottssatsning på gymnasiet: En intervjustudie om idrottslärarens syn på elitsatsande elever och deras studier i idrott och hälsa2015Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
  • 324.
    Mc Ewen, Birgitta
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för hälsovetenskaper (from 2013).
    Epigenetics gives new knowledge about learning: The example physical education2018Inngår i: Electronic Proceedings of the ESERA 2017 Conference: Research, Practice and Collaboration in Science Education / [ed] Odilla Finlayson, Eilish McLoughlin, Sibel Erduran, Peter Childs, Dublin, Ireland: Dublin City University , 2018, Vol. Part 2, s. 367-374Konferansepaper (Fagfellevurdert)
    Abstract [en]

    New knowledge in biology accumulates fast. This has great implications, for example, for our views of learning. Brain research, as well as research in the new field of epigenetics, have been very intense during the last few decades, and will doubtless influence our view of learning. It is important to follow the development in biology, derive advantages from new insights, and to consider changed practices at school. This paper is an example of how an increased amount of physical education in the school timetable could increase performance in theoretical school subjects. This relation is discussed in the light of the recently discovered epigenetic mechanisms. Studies have revealed epigenetic modifications in the brain cells during learning. Learning, combined with physical activity, has revealed increased epigenetic modifications. Thus, it has been speculated that epigenetic mechanisms might explain improved results in theoretical subjects due to physical activity. This ought to have implications for the school timetable, and lead to more physical education at school. It is discussed that one of the easiest ways to improve results in theoretical school subjects could be to increase the amount of physical education in the school timetable.

  • 325.
    Mc Ewen, Birgitta
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för omvårdnad.
    How interests in science and technology have taken women to an engineering career2013Inngår i: Asia-Pacific Forum on Science Learning and Teaching, ISSN 1609-4913, E-ISSN 1609-4913, Vol. 14, nr 1Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study connects to gender issues within the field of science and technology. Women who had started strongly male-dominated engineering educations at Karlstad University were interviewed to find out why they had chosen these programs. A very clear picture emerged about the professions of the women’s fathers. Almost all fathers were engineers or employed in positions that required skills in technology. The women described their fathers as the most important person who had introduced them into the traditionally masculine technology world during childhood. Also other male relatives had influenced the women often in the same way as fathers had done. Mothers had encouraged their daughters for further studies, but not necessarily in the field of science and technology. Mathematics had often been the gateway to studies in science and technology. Thus, these women started early on a trajectory into a technical career. It is discussed if only girls with this strong masculine models and influences can enjoy settings with male norms or if these norms ought to be changed. Results from this study show that it is important to early influence young girls to opportunities that will stimulate their interests in science and technology. © 2013 HKIEd APFSLT.

  • 326.
    Mc Ewen, Birgitta
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013).
    New findings of epigenetics could influence science didactic research2014Konferansepaper (Fagfellevurdert)
  • 327.
    Mc Ewen, Birgitta
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för hälsovetenskaper (from 2013).
    Rethinking reviews - how to design reviews about complex biology for teachers2019Konferansepaper (Fagfellevurdert)
  • 328.
    Mc Ewen, Birgitta
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013).
    Skolämnens betydelse för val till ingenjörsstudier: Olika mönster hos kvinnor och män2016Konferansepaper (Fagfellevurdert)
  • 329.
    Mc Ewen, Birgitta
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013).
    The need of teacher professional development in rapidly expanding fields of biology2016Konferansepaper (Fagfellevurdert)
  • 330.
    Mc Ewen, Birgitta
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för hälsovetenskaper.
    Lidesten, Britt-Marie
    Biologiskt resurscentrum, Uppsala universitet.
    A professional learning initiative in bio informatics and evolution for senior-level and upper secondary school teachers.2015Konferansepaper (Fagfellevurdert)
  • 331.
    Mellroth, Elisabet
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    Developing the design of a role-play in a professional development2016Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The poster shows how a role-play conducted by teachers can be developed through the methodology of educational design research. The role-play represents a classroom situation and is an instructional activity as part of a two-year long teacher professional development program. The implementation focuses on some of the features identified as important in an effective professional development. The aim of the role-play is to practice and deepen mathematics teachers’ knowledge and skills of stimulating mathematically gifted pupils higher order thinking. After the development of the role-play, the study can move forward and include; teachers’ change in instruction and pupil learning in order to study the effectiveness of the role-play as a part of a professional development program.

  • 332.
    Mellroth, Elisabet
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap.
    High achiever! Always a high achiever?: A comparison of student achievements on mathematical tests with different aims and goals2014Licentiatavhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    This study explored changes in relative achievement over time. It also investigated differences in how two groups of students activate mathematical competencies. The aim of the study was to investigate students’ relative achievement in mathematics over time, and how mathematical competencies can be used to explore differences between groups of students on a non-curriculum based test in mathematics. The study was divided in two parts. Study 1 compared students’ (n=568) relative achievement in two national tests in mathematics (years 3 and 6). Study 1 explored changes in relative achievement between the two national tests as well as differences in relative achievement between the national test in year 6 and the mathematical kangaroo in year 7 (age 13). The study identified, from a sample (n=264) of study 1, two groups of students with high achievements in only one of the tests, the national test in year 6 or the mathematical kangaroo. Study 2 explored how differences between those students relative achievement on the mathematical kangaroo could be explained through activation of mathematical competencies. The results in study 1 show that students undergo large changes, both increases and decreases, in relative achievement between the national tests in years 3 and 6. Study 2 shows how the two identified groups activate the mathematical competencies differently on the mathematical kangaroo. 9% of the students achieve highly in the mathematical kangaroo although they do not in the national test. The study implicates the importance of using non-curriculum bounded tests to identify strength in mathematical competencies among students that not are able to show them through the national test.

  • 333.
    Mellroth, Elisabet
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap.
    Mathematically Able but Yet Underachieving in School Mathematics2013Inngår i: Proceedings of the EightŠ Congress of the European Society for Research in Mathematics Education / [ed] Behiye Ubuz, Çiğdem Haser, Maria Alessandra Mariotti, Ankara, Turkey, 2013, s. 1264-1265Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Teacher observation has shown that some pupils achieve very high on the Kangaroo Competition test (KC) but very low on the Swedish National test in Mathematics (SNM). This study will investigate the number of pupils who have high achievement scores on the KC (top 10%) but low achievement scores on the SNM (bottom 50%). Individual results on the SNM given in grade 6 (age 12) will be compared to results on the KC given in grade 7; concerning approximately 700 individuals. Results will give an example of the quantity of mathematically able pupils who underachieve in School Mathematics in Sweden. Data interpretation will connect this study to international research concerning mathematical abilities and mathematical achievement among mathematically able pupils.

  • 334.
    Mellroth, Elisabet
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap.
    Problem solving competency and the mathematical kangaroo2015Inngår i: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education / [ed] Konrad Krainer, Naďa Vondrová, Prague, Czech Republic, 2015, s. 1095-1096Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The goal of the study was to investigate differences in how two groups of students activated mathematical competencies in the mathematical kangaroo (MK). The two groups, group 1 and 2, were identified from a sample of 264 students (grade 7, age 13) through high achievement (top 20 %) in only one of the tests: the MK or a curriculum bounded test (CT). Analysis of mathematical competencies showed that the high achievers in the MK, activated the problem solving competency to a greater extent than the high achievers in the CT, when doing the MK. The results indicate the importance of using non-traditional tests in the assessment process of students to be able to find students that might possess good mathematical competencies although they do not show it on curriculum bounded tests.

  • 335.
    Mellroth, Elisabet
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap. Karlstads kommun.
    The suitability of rich learning tasks from a pupil perspective2017Inngår i: CERME 10: Proceedings of the Tenth Congress of European Society for Research in Marhematics Education, European Society for Research in Mathematics Education, 2017, s. 1162-1169Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The construction of tasks is important to challenge pupils, but the exploration of pupils’ perceptions connected to their work with tasks, is rare. This paper presents the results of a study using a tool aimed at measuring pupils’ perception of joy and interest connected to ‘rich learning tasks’ by comparing the views of mathematically promising pupils and others. Two tasks were pre- and postevaluated, the first by 139 and the second by 106 pupils from grade 4-9. The results indicate that the tool is suited for the exploration of pupils’ views, especially as it can be deduced from the comparison that mathematically promising pupils perceived both tasks more positively than the other pupils, and that the non-identified pupils became more positive after working especially with one of the tasks.

  • 336.
    Mellroth, Elisabet
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    Thyberg, Annika
    Karlstads kommun.
    Spielfelder2018Inngår i: Alle zusammen!: Offene, substanzielle Problemfelder als Gestaltungsbaustein für inklusiven Mathematikunterricht / [ed] Ralf Benölken, Nina Berlinger und Marcel Veber, Münster: WTM Verlag für wissenschafliche Texte und Medien Münster , 2018, s. 37-49Kapittel i bok, del av antologi (Fagfellevurdert)
  • 337.
    Mikander, Pia
    University of Helsinki.
    Colonialist "discoveries" in Finnish school textbooks2015Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2015:4, s. 48-65Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The article focuses on the descriptions of colonial events in Finnish history textbooks for comprehensive school (basic education). This includes the descriptions of "voyages of discovery" and the treatment of the indigenous people in America. The article analyses articulations in the textbooks and describes three discourses supporting the hegemonic idea that people in the "West" are superior to "others." The first discourse shows that the images of explorers as heroes and colonized peoples as exotic objects still endure, even though some textbooks include stories written from the point of view of the oppressed people. The second discourse concerns justified violence as part of colonialism, while the third discourse focuses on the textbook lessons that are taught through the study of colonialism. It also portrays Western knowledge as the only relevant knowledge. These representations of colonialism do not necessarily teach students about its horrors as much as about colonial techniques. The article also discusses the role of textbooks regarding education about colonialism and proposes alternative starting points for the study of colonialism and its implications today.

  • 338.
    Mlakar, Louise
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap. 1993.
    Lokalhistoria som upplevelse: Arkiv och museum som resurs i skolans historieundervisning2017Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this essay is to discuss and shed light on the possibilities with micro history in the

    classroom. In collaboration with local archives and museums, history can be made fun and

    interesting for students when the purposefulness of the subject is fleeting. To visit the local museum

    or archive and be educated in micro history is an experience and stimulates their creativity and

    learning. In order to answer the research questions one educator at the museum and on educator at

    the archive was interviewed. The study is of a qualitative manner. Results show that there are many

    benefits with a collaboration between museums, archives and schools, but there can also be

    obstacles on the way. Both educators believe that the main purpose of students visiting museums

    and archives is the experience.

  • 339.
    Modig, Niclas
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap.
    Lärarstudenters ekonomididaktiska kunskapsutveckling i samhällskunskap2017Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2017:3, s. 23-45Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The focus of this article is on how civics/social studies student teachers develop in their ability of transforming theoretical knowledge into pedagogical content knowledge (PCK). It does so by exploring how the student teachers transform economic theory into teaching economics to pupils in primary, secondary, and upper secondary education. The study draws its findings and conclusions on qualitative in-depth interviews with four student teachers in civics/social studies. The main conclusions are that the student teachers develop PCK like a process depending on theoretical and practical studies, and that they develop both didactical skills and knowledge that influence their teaching. However the study also shows that the student teachers’ individual PCK are rather weakly developed after taking the courses. One further conclusion is that the topic of economics is perceived to be difficult to teach, however the ‘difficulty’, lies within the many concepts used and how these are interrelated with each other. As a result of these findings the article discusses the role of using threshold concepts in the context of teaching and learning economics.

  • 340. Moerlands, Frans
    et al.
    van Bommel, Jorryt
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    Alla kan räkna med ägg2017Inngår i: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, Vol. 1, nr 201, s. 15-21Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 341.
    Mogren, Anna
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Education forSustainable Development, ESD implementation and transformative schoolorganization: a Swedish perspective of Whole school approach2015Konferansepaper (Fagfellevurdert)
  • 342.
    Mogren, Anna
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    ESD, a matter of School Organization2014Konferansepaper (Fagfellevurdert)
  • 343.
    Mogren, Anna
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Implementering av lärande för hållbar utveckling – den skolorganisatoriska nivån som ett stöd eller hinder?2016Konferansepaper (Fagfellevurdert)
  • 344.
    Mogren, Anna
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    The role of school organization in ESD implementation2015Konferansepaper (Fagfellevurdert)
  • 345.
    Mogren, Anna
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Scherp, Hans-Åke
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Education for Sustainable Development (ESD), a matter of school organization2014Konferansepaper (Fagfellevurdert)
  • 346.
    Mogren, Anna
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Scherp, Hans-Åke
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Whole school approaches to education for sustainable development: A model that links to school improvement2018Inngår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 25, nr 4, s. 508-531Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study applies a model of school organisation developed by one of the authors to investigate school improvement processes leading to a whole school approach in Education for Sustainable Development (ESD) literature. The model is operationalized to a survey instrument and distributed to Swedish upper secondary teachers. The instrument provides empirical indications of teachers’ perceptions of their schools in terms of four major dimensions of an ESD whole school approach, the importance assigned to a holistic vision, routines and structures, professional knowledge creation, and practical pedagogical work. The aims of the study are to compare the teachers’ perception of their school organisation. We compare perceptions of teachers working in schools actively implementing ESD and teachers in comparable reference schools. Comparisons are also made between teachers from schools applying different strategies and quality approaches in implementing ESD. The results indicate that, relative to teachers in ordinary schools, those in ESD schools perceive their school organisations to have higher quality and coherence, with greater potential to support teaching and pedagogical work in practice. However, there is substantial variation in perceptions of teachers from different ESD schools. The model’s robustness is validated by coherence of earlier results in the same schools.

  • 347.
    Molin, Lena
    et al.
    Uppsala University.
    Grubbström, Ann
    Uppsala University.
    Bladh, Gabriel
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Westermark, Åsa
    Jönköping University.
    Ojanne, Kaj
    Lund University.
    Gottfridsson, Hans-Olof
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för geografi, medier och kommunikation (from 2013).
    Karlsson, Svante
    Umeå University.
    Do personal experiences have an impact on teaching and didactic choices in geography?2015Inngår i: European Journal of Geography, ISSN 1792-1341, Vol. 6, nr 4, s. 6-20Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Factors influencing teachers’ selection of content in geography teaching is a fundamental didactic matter.1 The purpose of the present study was to investigate whether Swedish geography teachers’ informal and formal experiences have influenced their interest in geography and if so, in what way. The results disclosed that informal experiences like outings, holidays, and childhood memories have a significant impact. The results also revealed that childhood experiences might increase the comprehension of how nature and mankind are connected, and how various places differ. Selective traditions showed to be strong, i.e. geographic names and map reading were prioritized while at excursions, physical geography was particularly dominating. We argue that in the geography teacher education, didactics should include methods for field studies, giving emphasis also to the part dealing with human geography. Forthcoming teachers need to reflect on how to make didactic choices in order to renounce the selective traditions in the subject.

  • 348.
    Morén, Göran
    Högskolan Dalarna.
    "Social Issues Open up Social Studies": Upper Secondary Teachers´Conceptions of, and Didactical Reflections upon the Subject2017Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2017:2, s. 1-24Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article identifies and discusses conceptions of the Swedish school subject social studies in upper secondary school through an empirical study consisting of qualitative interviews with seven teachers of social studies. The curriculum declares that teaching social studies shall be done with “social issues as the point of departure”. The analysis focuses on the teachers’ didactical reflections on the subject specific concept of social issues in relation to their own teaching practice. Conclusions that are made are that the approach of teaching social studies with ‘social issues as the  point of departure’ leads to conceptions of social studies as being a subject that is open to the unexpected and that transcends its borders, and with its purpose seen as its content, or put differently: the ‘what’ defined through, or as, its ‘why’. It seems more relevant to discuss what the social issues, as a didactical concept, do to the subject rather than what they are. The very quest for a certain core in the subject is being challenged. A reflection on these results leads to a discussion on the potential intrinsic value of social issues in teaching social studies.  

  • 349.
    Moyo, Nathan
    Great Zimbabwe University.
    Nationalist historiography, Nation-state making and Secondary School History: Curriculum Policy in Zimbabwe 1980-20102014Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2014:2, s. 1-23Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper studies the curriculum policy trajectories that have characterized the teaching of secondary school History as a subject that is historically enmeshed in the politics of nation-state making in post-independence Zimbabwe. Through content analysis, the paper examines the ways in which the post-independence History syllabi, namely 2166 and 2167, have drawn from recent historiographies to frame both the aims and content of school History. The argument developed is that both syllabi have been deployed to serve the envisaged nation-state project; with Syllabus 2166 associated with the socialist nation-state project of the 1980s and 2167 with patriotic history since 2000. The paper concludes that such (mis)uses of school are not unique to Zimbabwe, but represent the political instrumentalization of school History that has become prevalent throughout the world.

  • 350.
    Muir, Hollie
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för språk, litteratur och interkultur (from 2013).
    Literature Education and English as a World Language: Various countries’ representation in literary texts in coursebooks in English education for upper secondary school in Sweden.2019Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    This essay aims to investigate which countries and geographical regions are most prevalent in literary texts in coursebooks published before and after the curriculum change in 2011, as well as determining if there is a greater diversity of countries and regions represented in the coursebooks published after 2011. A content analysis was used as well as studies by various researchers to investigate the literary texts in the coursebooks. Ten coursebooks published before and after 2011 were analyzed by using the four categories text origin (i.e. country of original publication), author, setting and character to answer the research questions for this thesis. This study concludes that coursebooks published before 2011 do not meet the requirements for the current national curriculum, whereas coursebooks published after 2011 show a much broader diversity in countries represented and meet the current curriculum requirements.

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