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  • 401.
    Olsson, Daniel
    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).
    Gender and students’ sustainability consciousness2016Konferansepaper (Fagfellevurdert)
  • 402.
    Olsson, Daniel
    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 Gender Gap in Environmental and Sustainability Education - A cross sectional study of Swedishstudents from grade six, nine and twelve2016Konferansepaper (Fagfellevurdert)
  • 403.
    Olsson, Daniel
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Chang-Rundgren, Shu-Nu
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    Young people and their integrated understanding of sustainable development2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This study aims to investigate young peoples’ knowledge, attitudes and behaviors as well as their integrated understanding of sustainable development (SD). Comparisons will be made between two groups of Swedish primary (6th graders) and secondary (9th graders) pupils. A common description of SD often includes the interrelationship between the environmental, economic and social dimensions. Education for Sustainable Development (ESD) is described as a framework in teaching that will incorporate all three of these dimensions. To integrate the different dimensions in everyday-life and decision making for a sustainable future requires new ways of thinking, valuing and acting. Hence, the integrated understanding of SD in terms of knowledge, also have to be reflected in pupils’ attitudes and behavior, which is investigated in this study. The research design is based on a quantitative approach using a survey instrument consisting of items with Likert-type scales. The survey instrument is developed by considering the dimensions of SD as they are described by UNESCO. During spring 2013, data will be gathered from pupils in the 6th-grade level (n=1000) and 9th-grade level (n=1000). Half of the pupils in each grade are from schools having supporting structures that help them in the ESD approach and the other half are from regular schools without an explicit ESD approach. At the time of ESERA conference the data analyzes will be completed and preliminary results can be presented. For analysis one way ANOVA and T-test will be used.  We will highlight whether there are differences between primary and secondary pupils’ knowledge, attitudes and behavior in the dimensions of SD or not, and secondly whether there are differences between primary and secondary school pupils’ recognition of the three dimensions as part of SD. Implications for the implementation of ESD will be discussed.

  • 404.
    Olsson Ekström, Henrik
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Lärares erfarenheter av utvecklande faktorer och arenor i skolan: Skillnader och likheter i ämneslärares syn avseende faktorers inverkan på utveckling av undervisning2016Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
    Abstract [sv]

    The Aim of this paper is to investigate which factors and arenas teachers in different subjects finds more developing regarding teaching. It also reveals differences between teachers in different subject due to their opinion in the matter. The result can be used when working with finding developing areas for teachers depending on their subject.

    The survey has been conducted with a web based survey targeted to five junior high schools in a metropolitan region. The survey is based on teachers view of factors and arenas that could contribute to developing lessons.

    The study shows there are common factors such as the students role, collegiate learning, formative asessment and scientific education at centre. It also shows there is quite a strong consensus regarding developing factors although on the other hand there are great differences in factors that does not affect teaching in a positive way. The forums teachers find more important are the ones where the student comes to speak about the teaching quality, and forums that connects to their teaching subject. The teachers also specifies informal forums such as coffe breaks as important forums regarding teaching quality development.   

    Denna studie har som syfte att undersöka vilka faktorer och arenor ämneslärare i grundskolan anser är mest utvecklande för undervisningen. Den åskådliggör också vilka skillnader avseende denna fråga det finns mellan olika ämneslärare.  Resultatet från undersökningen kan användas när man vill arbeta med att finna olika utvecklingsområden kopplat till olika ämneslärare.

    Undersökningen har genomförts genom en webbaserad enkätstudie riktad till fem högstadieskolor i en storstadsregion. Enkäten grundade sig på faktorer och arenor som lärare skulle förhålla sig till avseende hur mycket de tyckte dessa bidrog till utvecklande av undervisningen.

    Undersökningen visar att det finns gemensamma faktorer som lärare anser påverkar undervisningen. Av dessa faktorer är elevens roll, kollegialt lärande, formativ bedömning, samt vetenskaplig fortbildning i centrum. Den påvisar även att det finns stark samsyn mellan vilka faktorer som är mest utvecklande för undervisningen, samtidigt som det återges stora skillnader gällande vad som minst inverkar på utvecklingen av kvaliteten på undervisningen.  De forum som lärare anser viktigast för att utveckling är forum knytet till undervisningsämne, samt forum där eleven får uttrycka sina åsikter. Lärare anger även att informella forum, såsom fikaraster är viktiga för att undervisningen skall utvecklas positivt.

     

    Begrepp: Didaktik, forum, skolutveckling, undervisningsfaktorer, utvecklingsområden 

  • 405.
    Olsén, Andreas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    Att återkoppla till elever: Matematiklärares uppfattningar om hur de arbetar med feedback i sin undervisning2018Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this study has been to investigate how math teachers in the last three years in compulsory school and in the upper secondary school perceive how they work with feedback. Another aspect of the study was to describe the context of the feedback given by the teachers and what the teachers focus on in their feedback. In this text, feedback is defined as different ways of giving the student a way to take the learning process to the next level. The theoretical framework has been Hatties and Timperleys (2007) "model of feedback". Qualitative interview was the method chosen for this study. The interviews were semi-structured which is a method that's right in between a questionnaire and an open interview. In total, eight interviews with math teachers were conducted.

    The result of the study showed that the teachers like to work with feedback, but that the time they are given isn't enough to formulate it in a, for them, satisfactory way. The teachers generally gave feedback directly to the student during the lessons which was centered around the task at hand or directed towards the student. Many of the teachers would like to see a more individualized feedback. They would also like to work more with teaching the students different strategies for feedback, in order to increase their learning.

  • 406.
    Ongstad, Sigmund
    Högskolan i Oslo och Akershus.
    Fra kunnskap, via kontekst, kjerne og komparasjon til kommunikasjon. En fagdidaktisk utviklingslinje?2012Inngår i: Nordidactica - Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2012:1, s. 1-25Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Several studies of disciplinary didactics (Norw. fagdidaktikk) describe the field as expansive and changing. The article interprets perceptions of such dynamic changes as results of encounters between given knowledge and new contexts in which disciplines and school subjects communicate, such as practices and projects, and hence as products and processes. It is argued that the expansion will challenge the so-called disciplinary core and that growth in turn generates both general and comparative disciplinary didactics. Definitions of disciplines and school subjects have traditionally tried to trace and segregate significant core elements. However, studies of ‘core disciplinary’ in comparative perspective rather seem to conceive similarities and differences more in terms of accentuation of certain shared/not shared elements or aspects. A key hypothesis is that this emphasis is influenced by how disciplines are related to certain constitutive aspects of (communicative) utterances. This means that focus on communicational aspects such as form, content, action, time and place will correspond with prioritised disciplinary aspects such as aesthetics, epistemology, ethics, chronology and topology, respectively. It is further described how disciplines stress their ‘essential’ disciplinarity by emphasising certain main and sub-aspects in such ‘sets’. It is concluded tentatively that theories of communication can help revealing systemic connections in the didactic field between developmental patterns of key concepts such as knowledge, context, comparison and communication.

  • 407.
    Onsjö, Helena
    Karlstads universitet, Estetisk-filosofiska fakulteten.
    "Lägg er tillrätta, sätt er skönt, gör er öppna för en stunds högläsning": högläsning som metod2008Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
  • 408.
    Osbeck, Christina
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Centrum för de samhällsvetenskapliga ämnenas didaktik.
    Att undervisa och lära religionskunskap – Vad säger ERIC?2011Konferansepaper (Fagfellevurdert)
  • 409.
    Osbeck, Christina
    Göteborgs universitet.
    Conditions for Teaching and Learning in Religious Education (RE): Perspectives of Teachers and Pupils at the Beginning of the 6th Grade in Sweden2014Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2014:2, s. 76-96Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article empirical findings from interviews with teachers of three classes of 12-year-old pupils are presented, together with questionnaire-responses from these 54 pupils. The interviews focus on teaching aims for Religious Education (RE), a subject that in Sweden, besides dealing with religion, also explores other kinds of beliefs, ethics and life questions. In the questionnaire the pupils are asked to solve four RE tasks with content that is central from a Swedish curriculum perspective. The research involves pupils at the beginning of the sixth grade and the purpose of this article is to look at the teachers’ aims and the pupils’ responses, and consider what these may indicate about conditions for teaching and learning RE in these classes. The findings show that the perspectives of the pupils at the beginning of the sixth grade seem to be rather far from the expectations of the RE syllabus. The pupils’ statements are rather vague with regard to religion as a phenomenon and there are few examples of pupils interpreting religious symbols in a way that is useful in further analysis. While existential and ethical plots, messages and point of views are comparatively easy to describe, it is harder to express multiple perspectives, reasons, comparisons and questions. A problem for the teachers in developing the perspectives of their pupils is that they find it hard to say what kind of general difficulties pupils have in RE, a fact that makes it hard to direct the teaching. Another challenge is that the teachers’ RE-aims are rather overarching and primarily related to fostering fundamental values. What improves the conditions for teaching and learning is the teachers’ concern for the pupils and their relationships with the teacher and with each other, a factor which is of vital importance for learning and which can also be used as a specific teaching method in subject matter education.

  • 410.
    Osbeck, Christina
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Centrum för de samhällsvetenskapliga ämnenas didaktik.
    Den existentiella reflektionens nedtonade roll2011Inngår i: Religion och Livsfrågor, ISSN 0347-2159, nr 2, s. 3-3Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 411.
    Osbeck, Christina
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Centrum för de samhällsvetenskapliga ämnenas didaktik.
    En skola för alla: som vidgar vår livsförståelse2011Inngår i: Religion & Livsfrågor, ISSN 0347-2159, nr 1, s. 3-3Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 412.
    Osbeck, Christina
    University of Gothenburg.
    Examples of knowledge contributions in Swedish RE – A discussion of disciplines as frames for knowledge re/production2017Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 1, s. 66-86Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this article is to examine kinds of knowledge contributions – in a) RE research, exemplified by three dissertations, and b) three textbooks for RE student teachers – in relation to the academic disciplines/milieus in which these knowledge contributions occur, and to discuss how these milieus work as frames for knowledge development. Characterisations of knowledge contributions in subject didactics and RE are used as analytical tools while the study as a whole draws on socio-cultural perspectives on learning and activity theory which stress how learning takes place in the discursive practices where people are active. A striking similarity between the dissertations is that none of them has been developed in an in an RE discipline, with an RE supervisor, or in an academic milieu specialising in RE. The different academic contexts have contributed to interesting combinations and developments of theoretical perspectives but simultaneously there is a lack of milieus that deal with these findings and integrate them into further developmental processes. Moreover, there seem to be larger differences in RE knowledge contributions between the dissertations and the textbooks as groups than within these groups. While the dissertations represent empirical studies of the participants in the teaching practices and use the findings as foundations for discussions and problematisations of RE teaching, the student teacher texts take the RE content and curriculum for granted to a larger extent. One conclusion of this article is that in order to strengthen the RE field – both in school, teacher education and research – extended cooperation between these different practices is needed.

  • 413.
    Osbeck, Christina
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Centrum för de samhällsvetenskapliga ämnenas didaktik.
    To teach and learn in RE: A research survey2012Inngår i: Religious Education Between Formation, Knowledge and Control: Papers from the 11th Nordic conference of Religious Education / [ed] Götke, Povl; Nissen, Johannes, 2012Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The aim of this paper is to give an overview of current international classroom research. The kind of questions and problems that this research has paid attention to and the result which have been shown are focused.

    The studied material consists of about 200 journal articles. The sample has been chosen from searches in the database ERIC from the words "classroom" och "religious education". Especially empirical studies from compulsory school level have been studied. The articles were shown to be most frequently from the following journals: "British Journal of Reli-gious Education", "Religious Education", "International Journal of Spiritual Education" and "Teaching Theology and Religion".

    Conclusions and consequences of the presented picture is discussed both in relation to re-search practices and to school practices.

  • 414.
    Osbeck, Christina
    et al.
    University of Gothenburg.
    Buchardt, Mette
    Aalborg University.
    Editorial Nordidactica 2017:1: Epistemologies of Religious Education Research in the Nordic Welfare states2017Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2017:1, s. I-VIIArtikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    The theme of this special issue is the epistemological conditions and significant features for doing research in religious education in the Nordic region. Historical and institutional conditions make up an important part of the background for understanding. The articles in this issue which are introduced here try to grasp and explore the conditions for scholarly knowledge production concerning the teaching of religion in the states in question: Iceland, Norway, Sweden, Finland and Denmark.

  • 415.
    Osbeck, Christina
    et al.
    Göteborgs universitet.
    Franck, Olof
    Göteborgs universitet.
    Editorial Nordidactica 2017:3: SO-didaktisk forskning som förmår bidra på skilda nivåer2017Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2017:3, s. i-iiiArtikkel i tidsskrift (Annet vitenskapelig)
  • 416.
    Osbeck, Christina
    et al.
    Göteborgs universitet.
    Franck, Olof
    Göteborgs universitet.
    Editorial Nordidactica 2018:1: Historiedidaktik, SO-didaktik och ämnesdidaktik – Nordidactica som ett forum för möten2018Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2018:1, s. i-iiArtikkel i tidsskrift (Annet vitenskapelig)
  • 417.
    Osbeck, Christina
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Centrum för de samhällsvetenskapliga ämnenas didaktik.
    Lied, Sidsel
    Högskolan i Hedmark, Norge.
    Hegemonic speech genres of classrooms and their importance for RE learning2012Inngår i: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, Vol. 34, nr 2, s. 155-168Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The purpose of this article is to illustrate how potential learning is related to hegemonic speech genres. This we do through examples from two religious education (RE) classrooms, one Norwegian and one Swedish. By presenting important dimensions of speech genres used in RE classrooms, the article also contributes to developing theory. The theoretical perspectives in use are drawn from sociocultural theory. The Bakhtinian concept of speech genre is the central one, but positions, positioning and discursive practice and its institutional framing are highlighted too. Methodologically the article starts with the theoretical perspectives and uses data from a case study to illustrate the importance of these perspectives in understanding constructions of potential learning in RE classrooms. Besides demonstrating the importance of these theoretical perspectives, the article shows how the potential learning of the RE classroom is related to the teachers’ positioning along a pupil–content axis and to the character of the speech genres where two dimensions seem of special importance: how religion is valued (respectfully – mockingly) and how the borders of religions and beliefs are to be understood (fixed – open).

  • 418.
    Ouakrim-Soivio, Najat
    et al.
    University of Helsinki.
    Rautopuro, Juhani
    University of Jyväskylä.
    Hildén, Raili
    University of Helsinki.
    Shadows under the North Star- The inequality developing in Finnish school education2018Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2018:3, s. 65-86Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In Finland, the National Core Curriculum for Basic Education is supposed to ensure equal opportunity for enrollment to upper secondary education by defining the learning objectives for each school subject at the end of basic education. The first nine years of education in Finland are described locally as ‘basic education’. Having equal learning opportunity as the leading ideal of educational equity implies that no statistically significant differences should prevail between groups, such as genders or regions.  This study sets out to map the fulfilment of equality via two research questions: How do learning outcomes at the end of basic education vary across certain background variables in three school subjects, and what is the size of between-school-variation in learning outcomes of students at Finnish- and Swedish-language of instruction schools. The results show that educational equality is not uniform across school subjects and schools. Learning outcomes in social studies, mathematics and English (advanced syllabus) vary according to gender, parents’ educational level and the language of instruction. However, the between-school variation, although small in general, differs only slightly between Finnish- and Swedish-language of instruction schools.

  • 419.
    Palmér, Hanna
    et al.
    Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM.
    van Bommel, Jorryt
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    Problemlösning som utgångspunkt: Matematikundervisning i förskoleklass2016Bok (Annet vitenskapelig)
    Abstract [sv]

    Förutom en introduktion till ett problemlösande arbetssätt presenteras genomförda problemuppgifter med tydliga kopplingar till styrdokumenten. Varje problemuppgift har testats och bearbetats, och i boken finns förslag till fördjupning eller förenkling av problemuppgifterna. Författarna ger även exempel på hur eleverna kan utvärdera både problemuppgifterna och det problemlösande arbetssättet. Boken vänder sig till blivande och verksamma lärare i förskola, förskoleklass och de tidiga skolåren.

  • 420.
    Palmér, Hanna
    et al.
    Linnaeus University, Sweden.
    van Bommel, Jorryt
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    Young student's feelings towards problem-solving tasks: What does "success" imply?2018Inngår i: Views and Beliefs in Mathematics Education: The Role of Beliefs in the Classroom / [ed] Benjamin Rott, Günter Törner, Joyce Peters-Dasdemir, Anne Möller & Safrudiannur, Springer, 2018, s. 69-78Konferansepaper (Fagfellevurdert)
    Abstract [en]

    According to the Swedish curriculum, problem-solving is to be part of mathematics teaching from preschool continuing throughout all grades in school. However, little is known about young students’ feelings towards problem-solving tasks. This paper reports on an educational design research study investigating the potential in teaching problem-solving in preschool classes (6-year-olds). Two examples are presented showing how the students evaluate their feelings towards the problem-solving tasks they have been working on. The results show that understanding a task from the beginning or being able to solve it quickly are not necessary prerequisites for young students to experience enjoyment when working with the tasks. Quite the opposite, the majority of the students evaluated the tasks as fun and accessible, even though their initial solutions were often incorrect and they had to struggle a lot to solve the problems.

  • 421.
    Parkes, Robert John
    The University of Newcastle, Australia.
    Postmodernism, historical denial, and history education: What Frank Ankersmit can offer to history didactics2013Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2, s. 20-37Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    History educators frequently ignore, or engage only reluctantly and cautiously with postmodernism. This is arguably because postmodernism is frequently accused of assaulting the epistemological foundations of history as an academic discipline, fostering a climate of cultural relativism, encouraging the proliferation of revisionist histories, and providing fertile ground for historical denial. In the Philosophy of History discipline, Frank Ankersmit has become one of those scholars most closely associated with ‘postmodern history’. This paper explores Ankersmit’s ‘postmodern’ philosophy of history, particularly his key notion of ‘narrative substances’; what it might do for our approach to a problem such as historical denial; and what possibilities it presents for history didactics.

  • 422.
    Persson, Anders
    Högskolan Dalarna.
    Historieundervisningens existentialiserande potential2017Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr "017:2, s. 59-74Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article presents a study of how history education can be understood as a practice directed towards existentialisation. Through classroom observation, teacher interviews and focus group interviews with students in grade 9 in Swedish lower secondary school, a complex teaching practice is uncovered where history teachers have to deal with matters pertaining to disseminating a meaningful narrative of the past, a critical approach to these narratives and an awareness of historicity and its implications for how we approach and understand the past. These results are then discussed from the perspectives of how history education can promote existentialisation among students, and what challenges and opportunities this may present to history teachers.

  • 423.
    Persson, Anders
    Karlstads universitet.
    Visa-att-uppgifter på gymnasiet: Hur bevisar och förklarar elever på gymnasiet matematiska påståenden?2019Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    I den här uppsatsen undersöks en grupp gymnasieelevers förmågor när det gäller att lösa den typ av matematikuppgifter som kallas visa-att-uppgifter. Denna typ av uppgifter består i att verifiera matematiska påståenden. Uppgifter har valts från underområdena heltal, geometri och avancerade aktuella begrepp. Gymnasiets båda studieförberedande spår och två av inledande matematikkurserna är representerade.Undersökningen är kvasi-empirisk och bygger på elevers lösningar och dessa analyseras uti-från forskning på området. Främst används Balacheffs fyra utförandenivåer och de tre förmågorna begrepps-, resonemangs- och kommunikationsförmågan.Resultatet är en kvantitativ beskrivning av elevernas lösningar där nivåer och förmågor utgör variabler. En kvalitativ beskrivning utan specifik metod är också med.

  • 424.
    Persson, Christel
    Högskolan Kristianstad.
    Hållbar utveckling - En grupp gymnasieelevers resonemang om några livsstilsval2014Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2014:1, s. 119-145Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Citizens need to be prepared on socio- scientific issues in order to argue in interdisciplinary subjects related to cycles in soil, air and water, and the increased greenhouse effect. The ecological, economic and social perspectives must be understood as a whole, while the consumption of resources stems from various conflicts of interest. Focus in the study is to investigate how students in secondary school argue in a long term perspective about their ability to act in food-, water- and energy issues. Interviews and questionnaires have been the data collection methods. The analytical method was to reflect the students' statements regarding the external and internal environment in which the Earth System Science respective Agens´ model accounted analyzers. Most pupils expressed egocentric and short-term perspectives in their reasoning and they reflected on their lack of factual knowledge from school.

  • 425.
    Persson, Linda
    Karlstads universitet, Estetisk-filosofiska fakulteten.
    Språkhistoria i undervisningen: En studie om fem verksamma lärares syn och arbetssätt2011Independent thesis Advanced level (degree of Master (One Year)), 15 poäng / 22,5 hpOppgave
    Abstract [sv]

    De nationella styrdokumenten för gymnasiet påvisar att läraren skall undervisa om samt

    bedöma elevernas prestationer i språkhistoria. I dagsläget saknas det forskning om hur

    verksamma lärare skall didaktisera det språkhistoriska momentet i svenskundervisningen.

    Som konsekvens av detta blir momentet starkt bundet till de läromedel som används, där de

    språkhistoriska epokerna är tydligt avgränsade till att beskriva utveckling av det svenska

    språket ur en historisk aspekt. Därmed framträder det dilemma som denna studie har som

    syfte att belysa.

    En kvalitativ undersökningsmetod med semistrukturerade intervjuer användes för att söka

    svar till hur fem verksamma gymnasielärare i dagsläget undervisar i det språkhistoriska

    momentet. Centralt för studiens frågeställningar är hur respondenterna angriper de

    språkhistoriska epokerna i undervisningen samt hur de tydliggör det faktum att

    språkförändring är ett konstant fenomen.

    Studiens resultat visar att det språkhistoriska momentet får relativt lite utrymme i

    svenskämnet, möjligen till följd av att den lokala arbetsplanen lyser med sin frånvaro. Den

    undervisning som existerar är starkt bunden till de läroböcker som respondenterna använder

    sig av i undervisningen, men det blir tydligt att momentet får en erfarenhetspedagogisk prägel

    när det sätts i praktiken trots läroböckernas traditionella framställning. Respondenterna finner

    alternativa arbetssätt för att belysa de traditionella språkhistoriska epokerna som relaterar till

    elevernas förståelse om språket som fenomen och respondenterna är orädda för att

    konfrontera språkhistoriska fenomen när de dyker upp i kontext till övriga moment i

    svenskundervisningen.

     

  • 426.
    Persson, Magnus
    Malmö universitet.
    Uppfinningen av ett skolämne: Ett historiesociologiskt perspektiv på samhällskunskapsämnets logik2018Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2018:4, s. 160-183Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    From being a part of the history subject, social studies was established as an independent school-subject in Sweden during the first decades of the postwar era. By using a historical sociology analysis this article argue that the specific social and moral setting that dominated how the educational system were organized after WWII, formed durable and still present  logics of the definition of subject-content, the societal function of the subject and the means of knowledge (re)production related to the subject. Social studies developed a normative content taught with progressive methods in close relation to state-ideological ideas of citizenship and democracy rather than academic production of knowledge. This developed a school-subject based on institutionalized unpredictability, a content with high elasticity and with weak links to knowledge (re)production system most often carried out by the academic system.

  • 427.
    Persson Riis, Maja
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    "Vi ska inte vara rädd föratt möta människor utanför skolan": En studie som belyser ett lärarperspektiv på studiebesök i religionskunskap2015Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    The project of this thesis is to illuminate the teacher perspective on study visits by examining how six religion teachers relate to the study visit method in high school religious education. The research object of the thesis is to investigate whether teachers believe there are viable didactic possibilities and challenges associated with the study visit concept in education, and to define them if present. The results show that the main didactic advantage, as perceived by the teachers participating in this study, lies in the meeting the study visit enables. A meeting may lead to increased insight and understanding of other people’s way of thinking, conceiving and believing. It may result in improved understanding of religiosity in general and religious identity in particular. The teachers also acknowledged that impressions and activities of a study visit may be remembered longer, as such learning methods incorporate our senses more integrally, allowing us to remember them better. The study visit is an experience the students may find useful long after graduation. One didactic challenge teachers identified is that of time and commitment investment for the individual teacher. All participants agreed that a clearly defined aim is imperative to a successful study visit, emphasizing the importance of conducting preparatory work before and after the event. The teachers also identified a didactic challenge regarding representativity. One side of the problem regarded the selection, what religions would be included in the study visits program? It was also a matter of deciding who would be representing an entire religion. The didactic challenge presented by representativity has been prioritized and is linked to theories on sociocultural perspectives on learning and intercultural pedagogy. Viewing teaching methods in a sociocultural perspective, one can conclude that students are absorbing knowledge by making study visits. The difficulty for the teacher lies in identifying what they are learning. Adopting intercultural pedagogy could circumvent this. Students are then equipped with an intercultural awareness. They will have the tools to interpret this meeting in a meaningful way, recognizing the qualities and benefits of a multicultural society.

  • 428.
    Petersson, Maria
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Lärares beskrivningar av evolution som undervisningsinnehåll i biologi på gymnasiet2012Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    Biological evolution is part of the syllabi for Biology and Science in Swedish upper secondary school. In the syllabi, evolution is not only presented as a topic in Biology courses, but is also regarded as a unifying theme. The teacher has a fundamental role in deciding how the national curriculum is translated into the educational situation. This thesis investigates teachers’ accounts of their teaching of evolution in Swedish upper secondary school, describing their understandings of the purpose of teaching and learning evolution as part of biology education.

    The thesis is based on interviews of teachers teaching the course Biology A, which is compulsory as dictated by the Natural Science Program. The interviews were supplemented with questionnaires. The interviews were orientated towards questions about selection of course content and the reasons for choosing this content. The interviews were focused on teachers experiences based on their own practice. Two aspects of content were examined: (1) the scientific content taught in terms of themes and (2) the socializing value-laden aspects, such as priorities taken by the teachers and the teachers´ overarching aims. 

     The results showed that teachers described different teaching contents with regard to values, even when the core content of themes was similar. Four different selective traditions for choosing content were identified among teachers. The results are discussed in relation to the context and conditions that the teachers identify as influential on the content chosen. Teachers’ interactions with their students as well as their world views are important for their selection and adjustment of content. There are also indications that teachers’ personal views about purposes are important for selecting the teaching content.

  • 429.
    Petrov, Kristian
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    Förståelse utan förförståelse?: Hermeneutisk-teoretiska reflektioner kring lärande och socialisation hos en grupp studieovana svenska universitetsstudenter, 2004–20062017Inngår i: Studentcentrerat lärande, bedömning och examination: Bidrag från universitetspedagogisk konferens 2016 / [ed] Madelaine Johansson, Lena E. Johansson, Karlstad: Universitetspedagogiska enheten, Karlstads universitet , 2017, s. 129-155Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    Syftet i denna essä är att förmedla och teoretisera erfarenheter av en fakultetsöverskridande introduktionskurs som riktade sig till särskilt studieovana studenter 2004–2006, samt kritiskt reflektera över olika möjliga sätt att bemöta studenter med bristande formella förkunskaper. Hur kunde studenterna på kursen ifråga ha aktiverats och initierats mer i undervisningen? Kurserfarenheten tolkas i ljuset av olika pedagogiska teorier. Överraskande var att studenterna tycktes röra sig i motsatt riktning jämfört med William Perrys kategorier för kunskapsutveckling, med ett förstärkande av instrumentella och”dualistiska” attityder. Som alternativ föreslås att didaktiken görs mindre överföringsinriktad och mer återkopplande, men utan avkall på att lärande förutsätter motstånd. Skilda förutsättningar råder emellertid på olika nivåer. Inför studieovana studenter tjänar pedagoger på att lägga undan sin forskarattityd. För att undvika kontraproduktiva effekter rymmer den föreslagna didaktiken en dialektik mellan ackommodation och assimilation inom ramen för ett närmande mellan lärarens och studenternas förståelsehorisonter. Kursplanen bör således kontinuerligt omförhandlas i takt med dess implementering.

  • 430.
    Petteri, Muukkonen
    helsingfors universitet.
    Recension av Elmeroth: Etnisk maktordning i skola och samhälle2019Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2019:1, s. 156-157Artikkel, omtale (Annet vitenskapelig)
  • 431.
    Pettersson, Annika
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap.
    Grafisk och algebraisk representation: Gymnasieelevers förståelse av linjära funktioner2016Licentiatavhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    This thesis concerns upper secondary students’ understanding of algebraic and graphic representation of linear functions. Components of the students’ concept images, so-called ‘concept elements’, were studied as a way to capture their understanding. Four aspects affect the graphical view of a linear function, namely the parameter k, the parameter m, the scale of the coordinate axes and the domain of the function. Concerning the scale of the coordinate axis, there is a need to distinguish between two kinds of slope. When the scale of x-axis is changed, the k-value of the function, the so-called analytic slope, is constant but the visual slope changes. The tasks were designed so that three aspects were held constant in each task and one was varied. The study is qualitative and consists of two sub- studies. In the first, six students worked with two tasks involving the parameters k and m in the dynamic software GeoGebra. In the second, eight students were interviewed about a task concerning functions with different domains. Both studies also involved a task concerning the aspect of slope in a non-homogeneous coordinate system (a system with different scales on the axes). The results indicate three main findings: Firstly, students displayed difficulties in distinguishing between analytic and visual slope. Secondly, the word ‘start value’ can lead to conceptual problems when there is no visible intercept between the graphical representation of the function and the y-axis. Thirdly, the students displayed almost no concept elements in relation to the domain of a function.

  • 432.
    Puurtinen, Marjaana
    et al.
    University of Turku.
    Nivala, Markus
    University of Regensburg.
    Virta, Arja
    University of Turku.
    Visual Sources and Historical Thinking in Higher Education2015Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2015:4, s. 1-20Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this paper we argue that a meaningful perspective for framing the development of historical thinking is needed and suggest the expertise approach for this purpose. In an interview study, 12 master’s and 11 bachelor’s students of history were invited to name themes for two series of historical images and reflect on the images and their conclusions. Only eight students explicitly demonstrated what we define as advanced historical thinking: instead of simply describing the sources, these students used both conceptual and analytical tools, and evaluated the sources critically. We suggest that learning history at university should be a more frequent topic of research in history education and that the scaffolding of history students on different levels of expertise should be taken more into account.

  • 433.
    Rebecka, Vahlström
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Förskollärares kompetensutveckling och förutsättningar för undervisning av fysik i förskolan: En studie av sju förskollärares uppfattningar om deras kompetensutveckling och fortbildning i fysik samt förutsättningar för fysikundervisning i förskolan.2018Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    The aim of this study was to investigate seven in-service preschool teachers’ conception of their competence in physics, needs in further educational training and their perceptions around conditions surrounding physics education in preschool. The study is based on a phenomenographic approach where individual interviews have been conducted.The study shows that most of the preschool teachers feels that physics is difficult and something they are struggling with, both when it comes to teaching and understanding the subject themselves. Everyone in the study does not share these thoughts. The conception that also appears is that they do have good knowledge in the subject but not in teaching it. Most of the teachers are open minded in their needs of professional development. They express that they want education in the form of workshops, that both has a basic theoretical and practical approach. A minority feels that they can seek further development themselves through various types of literature. The study shows that there are many aspects of underlying conditions for why they do not teach preschoolers in physics. Perception that stands out are time-economic circumstances, their lack of knowledge in physics, lack of interest in the subject and arguments that indicate that they also use the preschoolers’ lack of interest as a defending argument.

  • 434.
    Reynolds, Ruth
    et al.
    University of Newcastle, Australia.
    Vinterek, Monika
    Dalarna University.
    Globalization and classroom practice: Insights on learning about the world in Swedish and Australian schools2013Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 1, s. 104-130Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Globalization and global education implies changes to practices at the classroom level to adapt to new imperatives associated with technology use and awareness, and environmental sustainability. It also implies much more. It implies that teachers apply their classroom pedagogy to take account of students’ new found global understandings of which they, and the school community, is largely unaware. This article addresses and discuses three key consequences of globalization for classrooms worldwide; an increased diversity of experience of the students within the classroom, an increased competitiveness of educational outcomes between national states and subsequently some standardisation of curriculum across nations to enable this, and an increased emphasis on teaching skills and values associated with intercultural understanding. Young children’s map knowledge and their resultant, and associated, interpretations of the world from a comparative study a from Swedish and Australian primary classrooms is used as examples of some of these implications of the impact of ‘global culture’ and ‘global issues’ on current and future classroom practice.

  • 435.
    Ribeck, Judy
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för språk, litteratur och interkultur (from 2013).
    Dyrvold, Anneli
    Uppsala university.
    Subject Language in mathematics textbooks: Verbal text fragments supplemented by other semiotic resources2019Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Different subjects have developed their own ways to construe meaning. To be able to convey the message, specific linguistic means are used in particular ways depending on the subject. The subject language in mathematics is characterized by the utilization of verbal language together with the semiotic resources mathematical notation and images. Each semiotic resource contribute to different functions of language and one resource can modulate the meaning made by another resource. Thus, adding one semiotic resource enhances the affordances of the other, a phenomenon referred to as meaning multiplication(e.g., Lemke, 1998). The intricacy of how the semiotic resources can be used together is indeed an asset, but at the same time this intricacy increases the demand on the reader. There are several reasons why students of mathematics must appropriate the subject language and learn to read mathematics. For example, language not only determines what is possible to communicate within a subject, but also modulates the way we think (e.g., Pederson, Danziger, Wilkins, Levinson, Kita, & Senft, 1998). In addition, texts with multiple semiotic resources are an important means to enhance students’ conceptual knowledge (e.g., Kilpatrick, Swafford, & Findell, 2001). 

    Important contributions have been made to characterize the subject language in mathematics (e.g., Morgan & Tang, 2016; O'Halloran, 2005), but much is still unknown or needs further analysis. There are also features about the subject language in mathematics that are taken for true, but for which the empirical evidence is weak (Österholm, & Bergqvist, 2013). Since knowledge about the particular features of a subject language is a prerequisite for teaching the subject, there is a need to develop our understanding about how we communicate in mathematics to solidify the basis on which language-conscious mathematics teaching must be built. 

    One distinguishing feature of printed mathematics texts is the mixture of mathematical notation and words, even in short fragments of text (Ribeck, 2015). In this study, we aim at characterizing the subject language in mathematics by linguistically analysing such verbal text fragments(hereafter referred to as VTFs), sorting out how the totality of semiotic resources interact to make the message complete. The categories taken into account in the analysis concern information structure (i.e. Theme and Rheme) and semantic roles (i.e. Participant, Process and Circumstance). In line with this focus, the following research questions are posed:

     

    RQ 1) What characterizes VTFsin mathematics textbooks regarding their linguistic content?

    RQ 2) What role do VTFs and the semiotic resources mathematical notationand imagestake in relation to each other to make the message complete?

    The analysis of relations between the different semiotic resources is based on a functional perspective on language, with a particular focus on means that are used to create a mental representation of reality. Royce’s (2007) framework for intersemiotic complementarity between the semantic categories ProcessParticipantand Circumstance is used. Intersemiotic complementarity is a concept that catches how the means of different semiotic resources in a text interact to provide a coherent message. Since mathematical notation is an important resource in mathematics texts the framework is modified to include also mathematical notation (cf. Dyrvold, 2016). In addition, we use the notion of Theme and Rheme (Halliday 1994), which is seen as crucial to the organisation and construal of meaning from a reader’s perspective.

    Method

    The data used in this study builds upon previous results from Ribeck (2015), where VTFs are automatically extracted from a corpus of 5.2 million words originating from Swedish secondary and upper secondary textbooks. For every word in the VTFs, a parser has added information about part of speech and syntactic function. In the current study these VTFs are analysed quantitatively and qualitatively. Two different analyses are conducted, each relating to one research question. The first step aims at identifying the most common types of VTFs. Here, the VTFs are coded and analysed for their linguistic characteristics. This quantitative analysis will reveal patterns among the VTFs as to what information they convey. In the next step, the common VTFs that have been identified are analysed in relation to the other semiotic resources. The focus is laid on how meaning is construed around Themes and Rhemes and the means used to obtain cohesion between Participants, Processes and Circumstances represented by the different semiotic resources. In the analysis of the thematic progression between Themes and Rhemes (see e.g., Danes, 1974) the role of the VTFs is taken as the starting point for the message that is construed in the text. Thereafter, the roles of all semiotic resources are included in the analysis to describe the information structure throughout the text. The analysis of cohesion between Participants, Processes and Circumstances is bidirectional; first potential cohesive relations to other semiotic resources indicated by the VTFs are analysed, second the content represented by the other semiotic resources are analysed in relation to the VTFs.

    Expected Outcomes

    This study is expected to contribute knowledge about a particular feature that distinguishes the mathematical subject language from other subject languages in natural and social sciences, namely its substantial share of VTFs (cf. Ribeck, 2015). The utilization of two different analyses enables us to elucidate the subject language of mathematics from different point of views. It may be argued that verbal language in multimodal texts only makes sense in their context, and consequently is not meaningful to analyse separately. However, the VTFs are present in the textbooks and the reader needs an understanding of their textual function. Thus, we argue that a deepened understanding of the separate semiotic resources is a necessary first step towards understanding the intricacy in how they together construe subject-specific meaning. The analysis of the role of the VTFs in relation to the other semiotic resources is expected to offer a rich understanding of a crucial characteristic of the subject language in mathematics, namely how the semiotic resources complement each other. The combination of resources may either be necessary for a particular message or redundant to each other, something that will be highlighted by the bidirectional analysis. The results will contribute to characterize the subject language in mathematics, which is necessary to plan and implement teaching that strengthen students’ language competence.

    References

    Danes, F. (1974). Functional Sentence Perspective and the organization of the text. In F. Danes (ed.). Papers on Functional Sentence Perspective, (pp.106-28). The Hague: Mouton. Dyrvold, A. (submitted and preprint). Relations between various semiotic resources in mathematics tasks – a possible source of students’ difficulties. In Dyrvold, A. (2016). Difficult to read or difficult to solve? The role of natural language and other semiotic resources in mathematics tasks. Diss. Umeå universitet: institutionen för matematik och matematisk statistik. Halliday, M.A.K. (1994) An introduction to functional grammar. 2nd ed. London: Edward Arnold. Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press. Lemke, J. L. (1998). Multiplying Meaning: Visual and verbal semiotics in scientific text In J. R. Martin & R. Veel (Eds.), Reading Science (pp. 87-113). London: Routledge Morgan, C. & Tang, S. (2016). To what extent are students expected to participate in specialised mathematical discourse? Change over time in school mathematics in England, Research in Mathematics Education, 18:2, 142-164, doi: 10.1080/14794802.2016.1174145 O'Halloran, K. (2005). Mathematical Discourse: Language, symbolism and visual images. London: Continuum. Pederson, E., Danziger, E. Wilkins, D., Levinson, S., Kita, S., & Senft, G. (1998). Semantic typology and spatial conceptualization. Language, Vol. 74, No. 3 (Sep., 1998), pp. 557-589 Published by: Linguistic Society of America. Royce, T.D. (2007). Intersemiotic Complementarity: A framework for multimodal discourse analysis. In Royce, T. & W. Bowcher, New Directions in the Analysis of Multimodal Discourse, New York: Routledge, 2007, pp. 63-109 Ribeck, J. (2015). Step by step. A computational analysis of Swedish textbook language. Diss. University of Gothenburg: Department of Swedish. Österholm, M. & Bergqvist, E. (2013) What is so special about mathematical texts? Analyses of common claims in research literature and of properties of textbooks. ZDM ‐ The International Journal on Mathematics Education, 45 (5), 751‐763.

  • 436.
    Riveros Boström, Cecilia Inez
    Karlstads universitet, Institutionen för samhällsvetenskap.
    Hur omsätts i praktiken den förändrade medborgarrollen i skolan idag?2006Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Sammandrag

    Examensarbete av Cecilia Inez Riveros Boström, vt-05

    Handledare: Magnus Lindh

    ”Hur omsätts i praktiken den förändrade medborgarrollen i skolan idag?

    De senaste decennierna har begreppet globalisering tydligt fokuserats. Det talas om att medborgarrollen förändras i globaliseringens tidevarv. I den nya medborgarrollen ingår begreppen rättigheter, deltagande, ansvar, och identitet som enskilda företeelser som har stor inverkan på medborgarrollen. Det handlar om en ny medborgarroll som är följden av en process som intensifierar relationer och beroendeförhållanden över hela världen.

    Studiens utgångspunkt kretsar kring problematiken om den nya medborgarrollen som råder i samhället, och hur lärarnas sätt att arbeta i undervisningssituationen påverkas av detta. Syftet med studien ligger i att ta reda på i vilken grad sådant har skett.

    Undersökningen på Herrgårdsgymnasiet i Säffle visar att lärarna påverkas av globaliseringen och den nya medborgarrollen som därmed leder till en förändrad lärarroll. Detta sker genom att lärarna använder sig av andra metoder, såsom t ex. att uppmuntra eleverna till att söka information som sedan förvandlas till kunskap. Detta görs på olika sätt, genom bl.a. Internet och andra källor som kritiskt granskas. Lärarna visar med olika exempel att eleverna är tvungna att aktivt delta i undervisningen för att kunna visa sina färdigheter. Lärarna är också eniga om att det krävs större engagemang från deras sida för att hos eleverna kunna väcka intresse, deltagande, ansvar och för att stärka deras identitet. Därför är katederundervisning inte det enda sättet att bedriva undervisning på.

  • 437.
    Rosenlund, David
    Malmö University.
    Powerful knowledge and equity: How students from different backgrounds approach procedural aspects of history in large-scale testing2019Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2019:2, s. 28-49Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The study takes its point of departure in two interrelated discussions on education. One addresses the extent to which education should include aspects from academic disciplines, while the second addresses observed differences between two groups of students those with a Swedish background and those with a non-Swedish background. The research question is if and how the inclusion of academic aspects in curricula is a factor behind the differences in grades and results on the national test in history. In the study, 100 student responses on one item in the national test in history are examined. Concept analysis is applied to examine the extent to which students from the two groups have command over disciplinary aspects. The model of cognitive representations suggested by Wineburg is used as a theoretical framework. The results show that there are significant differences not only between the two groups of students but also between students within the groups. The results are related to the discussion on knowledge and curriculum, on the one hand and the issue of equity in education on the other

  • 438.
    Rundgren, Carl-Johan
    et al.
    Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN).
    Chang Rundgren, Shu-Nu
    Linköpings universitet, Utbildningsvetenskap.
    Tseng, Yuen-Hsien
    National Taiwan Normal University.
    Chang, Chun-Yen
    National Taiwan Normal University.
    Difficult biological concepts in media coverage2011Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The ability of citizens to be able to understand and critically read and discuss the scientific reports presented in media is of inc creasing importance in science education. The SLiM (Scientific Literacy in Media) approach, on which this study is based, gives a possibility to measure scientific literacy based on the most commonly appearing scientific terms in news media. This study analyzed the 22 biology items from the prior SLiM study and identified the most difficult biology concepts for Taiwanese (N=619) and Swedish (N=117) non-science majors from university and upper secondary levels. The correct rate (%) of each item was analyzed to present students’ performances on each item. From the results, in general, it was found that Taiwanese students performed better than Swedish students at both university and upper secondary levels. However, Swedish university students were a bit better than the Taiwanese in definition-based (DB) items. Looking at the individual country, both Swedish and Taiwanese students’ performances on context-based (CB) items were better than DB items with significant difference (p<.01). Among the four items that were found difficult for both Swedish and Taiwanese students, two relates to biotechnology, and the other two are about function of enzymes and cell biology.

  • 439.
    Rundgren, Carl-Johan
    et al.
    Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN).
    Chang Rundgren, Shu-Nu
    Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN).
    Tseng, Yuen-Hsien
    National Taiwan Normal University, Taipei.
    Lin, Pei-Ling
    National Taiwan Normal University, Taipei.
    Chang, Chun-Yen
    National Taiwan Normal University, Taipei.
    Are you SLiM? Developing an instrument for civic scientific literacy measurement(SLiM) based on media coverage2012Inngår i: Public Understanding of Science, ISSN 0963-6625, E-ISSN 1361-6609, Vol. 21, nr 6, s. 759-773Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The purpose of this study is to develop an instrument to assess civic scientific literacy in media (SLiM). A total of 50 multiple-choice items were developed based on the 95 most common scientific terms appearing in media covering the subjects of biology (45.26%, 22 items), earth science (37.90%, 19 items), physics (11.58%, 6 items) and chemistry (5.26%, 3 items) in Taiwan. A total of 1034 students from three distinct groups (7th graders, 10th graders and undergraduates) were invited to participate in this study. The reliability of this instrument was 0.86 (KR20). The average difficulty of the SLiM ranged from 0.19 to 0.91, and the discrimination power is 0.1 to 0.59. According to participants’ performances on SLiM, it was revealed that 10th graders (Mean = 37.3±4.2) performed better than undergraduates (Mean = 33.0±5.5) and 7th graders (Mean = 26.7±8.3) with significant differences (p< .05).

  • 440.
    Rundgren, Carl-Johan
    et al.
    Stockholm Univ, Dept Math & Sci Educ MND, S-10691 Stockholm, Sweden..
    Hirsch, Richard
    Linkoping Univ, Dept Culture & Commun, S-58183 Linkoping, Sweden..
    Rundgren, Shu-Nu Chang
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper (from 2013).
    Tibell, Lena A. E.
    Linkoping Univ, ITN, Dept Sci & Technol, S-60174 Norrkoping, Sweden..
    Students' Communicative Resources in Relation to Their Conceptual Understanding: The Role of Non-Conventionalized Expressions in Making Sense of Visualizations of Protein Function2012Inngår i: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 42, nr 5, s. 891-913Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study examines how students explain their conceptual understanding of protein function using visualizations. Thirteen upper secondary students, four tertiary students (studying chemical biology), and two experts were interviewed in semi-structured interviews. The interviews were structured around 2D illustrations of proteins and an animated representation of water transport through a channel in the cell membrane. In the analysis of the transcripts, a score, based on the SOLO-taxonomy, was given to each student to indicate the conceptual depth achieved in their explanations. The use of scientific terms and non-conventionalized expressions in the students' explanations were investigated based upon a semiotic approach. The results indicated that there was a positive relationship between use of scientific terms and level of education. However, there was no correlation between students' use of scientific terms and conceptual depth. In the interviews, we found that non-conventionalized expressions were used by several participants to express conceptual understanding and played a role in making sense of the visualizations of protein function. Interestingly, also the experts made use of non-conventionalized expressions. The results of our study imply that more attention should be drawn to students' use of scientific and non-conventionalized terms in relation to their conceptual understanding.

  • 441.
    Rundgren, Carl-Johan
    et al.
    Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN).
    Hirsch, Richard
    Linköpings universitet, Institutionen för kultur och kommunikation.
    Tibell, Lena A. E.
    Linköpings universitet, Visuell informationsteknologi och applikationer.
    Chang Rundgren, Shu-Nu
    Linköpings universitet, Utbildningsvetenskap.
    Help-words – a Creative Way of Making Sense of visualizations in molecular life science2010Konferansepaper (Fagfellevurdert)
    Abstract [en]

    When confronted with the representations and terms of science, students make meaning using the knowledge and language they possess. They make frequent use of conventional expressions, but they also use words that seemingly have no conventional meaning, here labelled help-words. This study explores the verbal resources upper secondary students use to make meaning of molecular life science. The paper gives a description of the phenomenon of non-conventionalised expressions, help-words, based on a study of 20 upper secondary students. The results indicate that help-words are meaningful in learning situations, especially in abstract disciplines such as molecular life science.

  • 442.
    Rundgren, Carl-Johan
    et al.
    Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN).
    Hirsch, Richard
    Linköpings universitet, Filosofiska fakulteten.
    Tibell, Lena
    Linköpings universitet, Visuell informationsteknologi och applikationer.
    Chang Rundgren, Shu-Nu
    Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN).
    Students’ Use of Terms and Conceptual Understanding inMaking Meaning of Visualizations of Protein Function2010Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Molecular life science has become one of the fastest-growing fields regarding scientific and technical innovation. Images, diagrams and other forms of visualizations are playing increasingly important roles in molecular life science research, teaching and learning. This study examines how upper secondary students interpret visualizations of protein function. Thirteen upper secondary students and four tertiary students (majoring in biochemistry) were interviewed in semi-structured interviews. The interviews were structured around two 2D illustrations of proteins and an animated representation of water molecules being transported through a channel in the cell membrane. In the analysis of the transcripts, a score, based on the SOLO-taxonomy, was developed to evaluate the depth of students’ conceptual understanding. Furthermore, the relative use of scientific terms, metaphors, deictic and non-conventionalized expressions in the students’ explanations was also disclosed. The results indicate that the beginner students frequently use metaphors which came from their school education or created by themselves, i.e. spontaneous metaphors. Students also make use of non-conventionalized expressions that seemingly have no meaning in relation to scientific concepts and processes. The results from this study indicated that there was no simple positive correlation between use of scientific terms and the depth of conceptual understanding. Interestingly, in the interviews, non-conventionalized expressions were used to express conceptual understanding and they play a role in the meaning-making of the students. Moreover, the results revealed that difficulties in science education may to a large degree be connected to the potential problems concerning communicating the precise and general nature of scientific terms.

  • 443.
    Rundgren, Shu-Nu Chang
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper (from 2013). Stockholm Univ, Dept Educ, Stockholm, Sweden..
    Rundgren, Carl-Johan
    Stockholm Univ, Dept Math & Sci Educ, Stockholm, Sweden..
    What are we aiming for?: A Delphi study on the development of civic scientific literacy in Sweden2017Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 61, nr 2, s. 224-239Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Based on the EU FP 7 project, PROFILES, this article presents our findings from a three-round Delphi study conducted in Sweden that aimed at establishing a consensus on how science education should be developed for citizens to enhance civic scientific literacy. A total of 100 stakeholders (9th graders, school teachers, scientists, and science education researchers) were involved in our Delphi study in 2012-2013. The results revealed that there were some highly ranked consensus ideas: environmental issues, inquiry skills, motivation/interest, and holistic comprehension. The conclusions of our research imply the importance of involving different stakeholders in the educational reconstruction process; we suggest that schoolteachers in particular should play a vital role.

  • 444.
    Ryrberg, David
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013).
    Kartans roll i skolan och vardagslivet: En beskrivande studie av lärares och elevers uppfattning av kartan som undervisningsmedel på utvalda högstadieskolor2015Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Denna studie undersöker hur lärare arbetar med kartor i skolan och hur elever uppfattar användandet av kartor, både i skolan och i vardagslivet. Hur lärare uppfattar förändringen i mötet med kartan genom bytet från Lpo 94 och Lgr 11 kommer också att belysas. För att få svar på dessa frågor har åtta stycken intervjuer av lärare på högstadiet samt fyra fokusgrupper innehållande fyra elever styck genomförts. I intervjuerna uppger lärarna att det idag finns en bristfällig helhetssyn gällande kartan hos eleverna, fokus ligger ofta på ett litet område. Lärarna anser att denna utveckling inom ungdomars kartuppfattning påverkas av dagens teknik, som till exempel GPS där fokus ligger på start- och slutpunkten. Både papperskartor och digitala kartor är nödvändiga för att skapa en strukturerad världsbild där fokus ligger både på det lilla och på det stora menar lärarna. Fem av de intervjuade lärarna anser att de behöver mer kompetens gällande IT för att kunna använda sig mer av digitala kartor. I fokusgrupperna ansåg först de flesta eleverna att de inte mötte kartan överhuvudtaget i vardagslivet, men efter diskussion framgick det att de möter någon form av karta varje dag, som till exempel i dator/Tv-spel, checkar in på ett ställe med Facebook eller söker reda på en adress med hjälp av Google Maps. Bland de 16 elever som var med i fokusgrupperna ansåg 12 stycken att både papperskartan och den digitala kartan behövdes i undervisningen. De ansåg att den digitala kartan, då framförallt Google Earth, var ett roligare verktyg och gjorde lektionstillfällena mer intressanta, men de menade på att en papperskarta ger en bättre helhetsbild av området man skulle undersöka.

  • 445.
    Samuelsson, Christopher Robin
    et al.
    Uppsala universitet.
    Elmgren, Maja
    Uppsala universitet.
    Haglund, Jesper
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik (from 2013). SMEER.
    Going through a phase: Teaching about energy transformations in phase changes with infrared cameras2018Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Students have difficulties understanding energy transformations involved in phase changes in physics and chemistry education. For example, with a predict-observe-explain set-up, we have found that students tend to intuit that when table salt is poured onto ice, the ice will melt and the temperature increase. They are surprised to see that although the ice melts (due to freezing-point depression), the temperature actually decreases. In this study, we explore how infrared cameras as a visualization technology can help students come to terms with such challenges.

    We have designed a teaching sequence for in-service science teachers on the topic of phase changes, with a focus on the central idea that it requires energy to break bonds between particles. In group discussions, students are encouraged to use this idea to explain how the temperature of water can be constant during phase change from solid to liquid, and from liquid to gas, and draw on their experiences that it feels cold when they walk out of the shower but hot when water is poured onto the stove in a sauna. With the help of an infrared camera, students can see how the temperature decreases as water evaporates from their body. With this technology, they can also see that the temperature of a piece of paper increases as moist air condenses on its surface, and that the temperature decreases when the water evaporates away in dry air. Through video analysis, we study students’ interactions with each other and the types of talk they engage in during the exercises. Early findings in a pilot study with secondary school students indicate that they tend to interpret condensation as release of energy due to particles colliding with a surface, rather than bond formation.

  • 446.
    Samuelsson, Christopher Robin
    et al.
    Uppsala universitet.
    Elmgren, Maja
    Uppsala universitet.
    Haglund, Jesper
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik (from 2013). SMEER.
    Hot vision: Affordances of infrared cameras in investigating thermal phenomena2019Inngår i: Designs for Learning, ISSN 1654-7608, Vol. 11, nr 1, s. 1-15Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Lab activities typically involve phenomena that are invisible to the naked eye. For example, in thermodynamics transfer of heat and temperature changes are perceived by the sense of touch or indirectly observed by the use of thermometers. New tools can be introduced to increase the opportunities for talking science. In this paper, we explore affordances and semiotic resources related to infrared (IR) cameras, including color imaging, numerical values and the form of the tool itself, as used by undergraduate students and instructors in chemistry, representing a scientific community at two different levels of expertise, in investigation of a thermal phenomenon. The participants come to attend to thermal aspects of what happens when a salt (sodium hydroxide) is exposed to air, with and without the use of IR cameras. Video data were gathered and transcribed multimodally. Results show that the IR cameras afford a focus on the disciplinarily relevant thermal aspects of the phenomenon in both groups of participants, but that the students’ discussion, coordinated by their embodied engagement with the IR cameras, was limited to cumulative talk, where they do not challenge each other, and static use of the technology. This is contrasted with the instructors who shared their knowledge with each other and explored the phenomenon both spatially with the IR cameras, and verbally through exploratory talk. We suggest that this difference in the use of novel technology may be due to differences in experience of lab work and understanding of the studied phenomena, and that a shift between cumulative and exploratory talk may be an indicator of learning.

  • 447.
    Samuelsson, Christopher Robin
    et al.
    Uppsala universitet.
    Haglund, Jesper
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik (from 2013). SMEER.
    Using infrared cameras in physics and chemistry education2018Konferansepaper (Annet vitenskapelig)
  • 448. Samuelsson, Johan
    Kunskapsdelning om undervisning i historia och SO-ämnena på sociala medier; en komparativ studie mellan USA och Sverige2019Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2019:3, s. 101-121Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article reports on a study of how teachers share knowledge about teaching on social media, specifically in teacher groups on Facebook, which is a common channel for teachers sharing experience on teaching issues. Group discussion fora for teachers in the US and Sweden in History and Social Studies Subjects are compared. Most of the posts concern teaching content knowledge in various areas. There are very few examples of discussions on why a topic is being taught, however. The similarities between the US and Sweden in this context are significant, and can be understood as a result of a shared school system, which is characterized by a focus on performance, standards and tests. The group similarities can also be understood in relation to the special "Facebook culture” in which certain expected behaviours recur regardless of national context.

  • 449.
    Samuelsson, Johan
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    Nationella utvärderingar i historia: en statsreglerad reformpedagogisk historia?2012Inngår i: Ämnesdidaktisk komparation länder, ämnen, teorier, metoder, frågor och resultat , Karlstad: Karlstad University Press, 2012Kapittel i bok, del av antologi (Fagfellevurdert)
  • 450.
    Samuelsson, Johan
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik.
    Ämnesintegrering och ämnesspecialisering: SO-undervisning i Sverige 1980-20142014Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2014:1, s. 85-118Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    A major issue in Swedish and international research has, indeed, been the overriding purpose of social studies, along with the recurring discussion on whether the teaching of social studies should be organised in the individual subjects or be subject-integrated. The main aim of this article is to analyse how social studies as a specific field of study is featured in government commissions of inquiry and steering documents in the period 1980-2014. The analysis is primarily based on American and Nordic history and social studies education theory, which has identified a number of concepts regarding the purpose and organization of the social studies subject; the humanistic approach; the progressively approach; the disciplinary oriented approach and the postmodern and interpretive approach. The article is based on an analysis of national evaluations and reviews of social studies as well as curricula and government commissioned inquiries. The analysis shows that social studies as a knowledge domain is characterized by progressivism in the national evaluations in the whole period. Although curricula nowadays have a disciplinary perspective on the purpose and organization of social studies, progressivism is still prevalent in evaluations. It is clear that the public authorities responsible for the most recent inspections embrace progressivism. Concurrent with the predominance of certain education philosophies–progressivism in 1980-2011 and the disciplinary perspective from 2011– there are also traces of other approaches in the curricula, for example, the humanistic as well as the postmodern perspectives.

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