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  • 1.
    Benerdal, Malin
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Department of applied educational science. Örebro universitet, Örebro, Sverige.
    Cervantes, Sara
    Luleå tekniska universitet, Luleå, Sverige.
    Westman, Anna-Karin
    Mittuniversitetet, Sundsvall, Sverige.
    Ahlström, Björn
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Utveckling, Lärande, Forskning?: Slutrapport från genomlysningen av försöksverksamheten med ULF-avtal i Umeå-noden2022Report (Other academic)
    Abstract [sv]

    Hösten 2020 påbörjades en genomlysning av Umeå-nodens försöksverksamhet ULF-avtal (Utveckling, Lärande, Forskning). Genomlysningens syfte var att undersöka hur respektive lärosäte skapar förutsättningar för ULF:s försöksverksamhet med utgångspunkt från nodens gemensamma ställningstaganden som uttryck i nodens ULF-plan; samt identifiera övergripande hinder och möjligheter till samverkan mellan lärosäte och skolhuvudmän inom ramen för utgångspunkterna. I föreliggande rapport redogörs för Umeå-nodens försöksverksamhet ULF ur ett generellt perspektiv, där en samlad bild av lärosätenas arbete med ULF och generella hinder och möjligheter för samverkan synliggörs. Rapporten är en av sju rapporter som författats i genomlysningen, övriga rapporter berör respektive lärosätes ULF-verksamhet. Till Umeå-nodenärutöver Umeå universitet, fem lärosäten knutna; Luleå Tekniska Universitet (LTU), Mittuniversitetet (MIUN), Örebro Universitet (ORU), Mälardalens Högskola (MDH) och Högskolan i Dalarna (HDA). Materialinsamlingen har skett via enkäter, intervjuer och gruppintervjuer med lärosätesrepresentanter och dialogforum med skolhuvudmanna-representanter. Analysen av resultatet har utgått från en organisationsteoretisk modell där bland annat aspekter som struktur, kultur och politik lyfts fram. I Umeå-nodens ULF-plan framhålls vikten av; att testa olika samverkansmodeller, utgå från ett symmetriskt komplementärt förhållningssätt, att skolans behov ska vara vägledande, praktiknära forskning av kvalitet och i nära samverkan med verksamhetsutveckling och att lärarutbildningen involveras i försöksverksamheten. Resultatet indikerar att det finns utmaningar och möjligheter relaterade till samtliga områden i ULF-planen. ULF-arbetet i noden genomsyras att ett undersökande förhållningssätt, med låg grad av styrning och hög grad av delaktighet och inflytande. Det finns en ambition och vilja att samverka och föra dialog, där professioner, kompetenser och erfarenheter tas tillvara. Ambitionen angående symmetrisk komplementär samverkan är sympatisk, samtidigt finns det i samverkan inbyggda gränser och asymmetri där olika praktiker har skilda auktoritet. Den struktur, kultur och politiksom genomsyrar lärosätenas och skolhuvudmännens ULF-arbete får betydelse och påverkar konstruktionerna av ULF-verksamheten, samverkansgränserna och de utmaningar och möjligheter som framträder.

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    fulltext
  • 2.
    Benerdal, Malin
    et al.
    Umeå universitet, Centrum för skolledarutveckling.
    Cervantes, Sara
    Luleå tekniska universitet, Luleå, Sverige.
    Westman, Anna-Karin
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Ahlström, Björn
    Umeå universitet, Centrum för skolledarutveckling.
    Utveckling, Lärande, Forskning?: Slutrapport från genomlysningen av försöksverksamheten med ULF-avtal i Umeå-noden2022Report (Other academic)
    Abstract [sv]

    Hösten 2020 påbörjades en genomlysning av Umeå-nodens försöksverksamhet ULF-avtal (Utveckling, Lärande, Forskning). Genomlysningens syfte var att undersöka hur respektive lärosäte skapar förutsättningar för ULF:s försöksverksamhet med utgångspunkt från nodens gemensamma ställningstaganden som uttryck i nodens ULF-plan; samt identifiera övergripande hinder och möjligheter till samverkan mellan lärosäte och skolhuvudmän inom ramen för utgångspunkterna. I föreliggande rapport redogörs för Umeå-nodens försöksverksamhet ULF ur ett generellt perspektiv, där en samlad bild av lärosätenas arbete med ULF och generella hinder och möjligheter för samverkan synliggörs. Rapporten är en av sju rapporter som författats i genomlysningen, övriga rapporter berör respektive lärosätes ULF-verksamhet. Till Umeå-nodenärutöver Umeå universitet, fem lärosäten knutna; Luleå Tekniska Universitet (LTU), Mittuniversitetet (MIUN), Örebro Universitet (ORU), Mälardalens Högskola (MDH) och Högskolan i Dalarna (HDA). Materialinsamlingen har skett via enkäter, intervjuer och gruppintervjuer med lärosätesrepresentanter och dialogforum med skolhuvudmanna-representanter. Analysen av resultatet har utgått från en organisationsteoretisk modell där bland annat aspekter som struktur, kultur och politik lyfts fram. I Umeå-nodens ULF-plan framhålls vikten av; att testa olika samverkansmodeller, utgå från ett symmetriskt komplementärt förhållningssätt, att skolans behov ska vara vägledande, praktiknära forskning av kvalitet och i nära samverkan med verksamhetsutveckling och att lärarutbildningen involveras i försöksverksamheten. Resultatet indikerar att det finns utmaningar och möjligheter relaterade till samtliga områden i ULF-planen. ULF-arbetet i noden genomsyras att ett undersökande förhållningssätt, med låg grad av styrning och hög grad av delaktighet och inflytande. Det finns en ambition och vilja att samverka och föra dialog, där professioner, kompetenser och erfarenheter tas tillvara. Ambitionen angående symmetrisk komplementär samverkan är sympatisk, samtidigt finns det i samverkan inbyggda gränser och asymmetri där olika praktiker har skilda auktoritet. Den struktur, kultur och politiksom genomsyrar lärosätenas och skolhuvudmännens ULF-arbete får betydelse och påverkar konstruktionerna av ULF-verksamheten, samverkansgränserna och de utmaningar och möjligheter som framträder.

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    FULLTEXT01
  • 3.
    Benerdal, Malin
    et al.
    Umeå Universitet.
    Westman, Anna-Karin
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Mathematics, and Science Education (2023-).
    Collaborative arrangements between schools and universities explored through a lens of organizing2023Conference paper (Refereed)
    Abstract [en]

    Collaborative arrangements between schools and universities explored through a lens of organizing

    Malin Benerdal1, Anna-Karin Westman2

    1Umeå university, Sweden; 2Mid university, Sweden

    Knowledge production in collaboration between academia and society has been put forward in governmental policies on research and development to an increasing extent over the last two decades (Jonsson et al., 2022; Skoglund, 2022) in the Nordics and beyond. This article focuses on one such effort, abbreviated ULF in Swedish, aiming at testing different models of collaboration between universities and school organizers in Sweden. It was initiated as a state-funded trial during the years 2017-2021. Drawing on an evaluation of the work at six participating universities, the aim of the paper is to analyze the organizing of the collaborative project focusing on university representative’s experienced efforts and challenges in relation to organizing the collaboration. The framework for analysis builds on literature of partial organization (Ahrne & Brunsson, 2011) and the analysis was conducted in two steps. First, we analyzed the material to determine which organizational elements were present and visible in the setup of the collaboration at the different universities. In the second step we focused on expressions and statements tied to the different elements focusing expressed efforts, solutions and difficulties in relation to the different elements of organization. The material consisted of transcripts from group interviews with 22 representatives from six universities and written responses from a survey.

    The results indicate a partial organization where the elements of membership, hierarchy and rules being present. Different solutions were sought in relation to the universities and school organizers different contextual conditions, and different solutions to overcome hindrances was evident. The execution of the elements of organization were partly similar, but variation in prerequisites seems to have influenced the design. Thus, illustrating the importance of the contextual circumstances of both universities and schools. As the trial with ULF being prolonged and the previous government declared the intent of permanenting the initiative, the national organization is under reconstruction. It is therefore important to continue following the organizing and the consequences of collaborative initiatives such as ULF. As collaboration and partnerships between universities and school organizers is in demand, not at least from the political level in the Nordic countries, we need to further scrutinize how they are constructed and experienced not least from the outset of power dynamics in play and their consequences.

    References

    Ahrne, G., & Brunsson, N. (2011). Organization outside organizations: The significance of partial organization. Organization, 18(1), 83–104. https://doi.org/10.1177/1350508410376256

    Jonsson, A., Grafström, M., & Klintman, M. (2022). Unboxing knowledge in collaboration between academia and society: A story about conceptions and epistemic uncertainty. Science and Public Policy, scac010. https://doi.org/10.1093/scipol/scac010

    Skoglund, K. N. (2022). Social interaction of leaders in partnerships between schools and universities: Tensions as support and counterbalance. International Journal of Leadership in Education, 25(5), 747–766. https://doi.org/10.1080/13603124.2020.1797178

  • 4.
    Benerdal, Malin
    et al.
    Umeå University, Faculty of Social Sciences, Department of Political Science. Centrum för skolledarutveckling, Centre for Principal Development.
    Westman, Anna-Karin
    Department of Mathematics and Science Education, Mid Sweden University, Sundsvall, Sweden.
    Organising for collaboration with schools: experiences from six Swedish universities2023In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed)
    Abstract [en]

    Collaboration between universities and schools has been emphasised byboth governments and within educational development research in the Nordic countries. However, educational research has tended to focus onthe practitioners’ perspectives and experiences, i.e., researchers andteachers. Our intention is to contribute to the field with research from another perspective; that of organising for collaboration. This is done by focusing on the experiences of university representatives responsible for the organisation of collaboration within a Swedish nation-wide initiative,the ULF project. Our theoretical framework draws on the literature of partial organisation. The results indicate that the different approaches and solutions used by universities could not only potentially strengthen schools’ opportunities to participate in educational collaboration with universities but also lead to different opportunities, reinforcing previously existing differences between school organisers. The results are discussed in relation to governmental intentions and guidelines.

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  • 5.
    Benerdal, Malin
    et al.
    Umeå universitet, Statsvetenskapliga institutionen.
    Westman, Anna-Karin
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Mathematics, and Science Education (2023-).
    Organising for collaboration with schools: experiences from six Swedish universities2023In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed)
    Abstract [en]

    Collaboration between universities and schools has been emphasised byboth governments and within educational development research in the Nordic countries. However, educational research has tended to focus onthe practitioners’ perspectives and experiences, i.e., researchers andteachers. Our intention is to contribute to the field with research from another perspective; that of organising for collaboration. This is done by focusing on the experiences of university representatives responsible for the organisation of collaboration within a Swedish nation-wide initiative,the ULF project. Our theoretical framework draws on the literature of partial organisation. The results indicate that the different approaches and solutions used by universities could not only potentially strengthen schools’ opportunities to participate in educational collaboration with universities but also lead to different opportunities, reinforcing previously existing differences between school organisers. The results are discussed in relation to governmental intentions and guidelines.

  • 6.
    Eliasson, Nina
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Westman, Anna-Karin
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Naturvetenskaplig begreppsförståelse: Fördjupningsrapport om elevsvar i TIMSS 20192020Report (Other academic)
    Abstract [en]

    I den här rapporten presenteras en fördjupad analys av svenska elevsvar på fyra olika kunskapsfrågor i naturvetenskap som samlats in inom ramen för TIMSS 2019.

    Rapporten har skrivits av Nina Eliasson och Anna-Karin Westman, Mittuniversitetet, på uppdrag av Skolverket.

    Syftet med analysen av elevsvaren är att fördjupa förståelsen för vilka kunskaper hos eleverna, innehållsliga såväl som kognitiva, som döljer sig i dessa svar.

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    fulltext
  • 7.
    Eliasson, Nina
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Westman, Anna-Karin
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    ”Nu kan vi sätta ord på det vi gör”: att utveckla naturvetenskap och teknik i förskolan2021In: Forum för forskningsbaserad NT-undervisning: Bidrag från konferensen FobasNT19 17–18 oktober 2019 i Norrköping / [ed] Andreas Larsson, Karin Stolpe, Gunnar Höst, Linköpings universitet , 2021, p. 99-106Chapter in book (Refereed)
    Abstract [sv]

    I detta bidrag delar vi med oss av våra erfarenheter att genomföra fortbildningskurser i naturvetenskap och teknik för pedagoger i förskolan. Syftet med kurserna är att deltagarna ska förvärva kunskaper inom teknik och naturvetenskap och få möjlighet att stärka tilltron till sin förmåga att planera och leda pedagogisk verksamhet om naturvetenskap och teknik. I den här texten beskriver vi hur kursen har genomförts. För att bedöma hur genomförandet av kursen motsvarar fastställda mål har vi utgått ifrån pedagogernas utvärderingar i anslutning till kursavslut. Från utvärderingar och diskussioner med deltagarna kan vi se flera exempel på olika framgångsfaktorer i samband med fortbildning som exempelvis en glädje över att upptäcka naturvetenskapen i det man redan gör på förskolan. Deltagarna beskriver också hur de upplever att de sänkt kraven på sig själva om att alltid kunna leverera de korrekta svaren på barnens frågor. Istället vågar de oftare ställa produktiva frågor och utforska vidare tillsammans med barnen. 

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  • 8.
    Jaldemark, Jimmy
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Eriksson Bergström, Sofia
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    von Zeipel, Hugo
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Westman, Anna-Karin
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Wearable technologies as a research tool for studying learning: The application of spy glasses in data collection of children's learning2019In: Handbook of mobile teaching and learning / [ed] Yu Aimee Zhang, Dean Cristol, Springer, 2019, 2Chapter in book (Refereed)
    Abstract [en]

    This chapter discusses the potential that wearable technologies have for studying and understanding how people learn. In particular, the focus is on how spy glasses can be used as a tool for collecting data from educational situations. The chapter report from two different cases performed by the authors in which spy glasses were used, including considerations made from a methodological point of view. From the first case a conclusion is that spy-glass recording made it possible to closely follow teaching and learning during science labwork and find specific elements not found in video data from ordinary video cameras. The second case reports on valuable information about how the motivation for learning works in young children. Drawing further from these studies, the study elaborate on themes that arise as central to video research: ethics, technology and methodology as well as selection and analysis. The chapter discusses a transformation in how childhood is considered in relation to new technology. Here children are seen as more active and participatory in the shaping of their own childhoods. This can also result in developing new research methods in order to understand and visualise the child’s perspective, and using wearable technologies could certainly be one of these areas. In other words, it is a unique perspective when participants are co-creators of research studies. This implies important future work ahead, developing and applying wearable technologies for education and educational research.

  • 9.
    Jidesjö, Anders
    et al.
    Linköpings universitet.
    Oskarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Westman, Anna-Karin
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    An Update of Secondary Student's Interest in Science and Technology in Sweden.2021Conference paper (Refereed)
    Abstract [en]

    This paper presents an update of student’s interest in learning science and technology. The Swedish empirical evidence has been collected in a large scale explorative international research study called the Relevance of Science Education Second (ROSES). The results show that students are interested in learning about for example space and things that scientists cannot explain. Girls are more interested in the human body, dreams and the human soul while boys favour items about weapons and explosions. Everyday science and technology do not seem to be engaging. Several items students show low interest in are typically part of a secondary school science curriculum. The results are discussed from trends and developments.

  • 10.
    Jidesjö, Anders
    et al.
    Linköping University, Department of Thematic Studies, Tema Environmental Change. Linköping University, Faculty of Arts and Sciences.
    Oskarsson, Magnus
    Mittuniversitetet, Institutionen för matematik och ämnesdidaktik.
    Westman, Anna-Karin
    Mittuniversitetet, Institutionen för matematik och ämnesdidaktik.
    An Update of Secondary Student's Interest in Science and Technology in Sweden.2021Conference paper (Other academic)
    Abstract [en]

    This paper presents an update of student’s interest in learning science and technology. The Swedish empirical evidence has been collected in a large scale explorative international research study called the Relevance of Science Education Second (ROSES). The results show that students are interested in learning about for example space and things that scientists cannot explain. Girls are more interested in the human body, dreams and the human soul while boys favour items about weapons and explosions. Everyday science and technology do not seem to be engaging. Several items students show low interest in are typically part of a secondary school science curriculum. The results are discussed from trends and developments.

  • 11.
    Jidesjö, Anders
    et al.
    Linköpings universitet, Institutionen för tema, Tema Miljöförändring.
    Oskarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Westman, Anna-Karin
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    ROSES codebook: Data entry, cleaning and reporting2021Report (Other academic)
    Abstract [en]

    This text contains information about how to work with data entry to create the file that should be sent back to the ROSES organizers. To assist we provide the ROSES Codebook and ROSES Data entry files. These documents provide information about th e character of data and how data should be compiled, processed, and reported. They should be used together with the ROSES master ques tionnaire to complete the process of data collection.

    In a large-scale research project, such as ROSES, it is important that answers of respondents in different countries can be easily interpreted which is the basic purpose of coding. It is also important that data are entered in data files correctly, to be able to compare results. The purpose with coding the ROSES data the way that it is described in the Codebook, is to reduce the large quantity of information into a format that can be analysed and compared in the international setting.

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    fulltext
  • 12.
    Jidesjö, Anders
    et al.
    Linköping University, Department of Thematic Studies, Tema Environmental Change. Linköping University, Faculty of Arts and Sciences.
    Oskarsson, Magnus
    Mittuniversitetet, Institutionen för matematik och ämnesdidaktik.
    Westman, Anna-Karin
    Mittuniversitetet, Institutionen för matematik och ämnesdidaktik.
    ROSES codebook: data entry, cleaning and reporting2021Report (Other academic)
    Abstract [en]

    This text contains information about how to work with data entry to create the file that should be sent back to the ROSES organizers. To assist we provide the ROSES Codebook and ROSES Data entry files. These documents provide information about th e character of data and how data should be compiled, processed, and reported. They should be used together with the ROSES master ques tionnaire to complete the process of data collection.

    In a large-scale research project, such as ROSES, it is important that answers of respondents in different countries can be easily interpreted which is the basic purpose of coding. It is also important that data are entered in data files correctly, to be able to compare results. The purpose with coding the ROSES data the way that it is described in the Codebook, is to reduce the large quantity of information into a format that can be analysed and compared in the international setting.

    Download full text (pdf)
    FULLTEXT01
  • 13.
    Jidesjö, Anders
    et al.
    Linköpings universitet, Institutionen för tema, Tema Miljöförändring.
    Oskarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Westman, Anna-Karin
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    ROSES Handbook: Introduction, guidelines and underlying ideas2020Report (Other academic)
    Download full text (pdf)
    fulltext
  • 14.
    Jidesjö, Anders
    et al.
    Linköping University, Department of Thematic Studies, Tema Environmental Change. Linköping University, Faculty of Arts and Sciences.
    Oskarsson, Magnus
    Mittuniversitetet, Institutionen för matematik och ämnesdidaktik.
    Westman, Anna-Karin
    Mittuniversitetet, Institutionen för matematik och ämnesdidaktik.
    ROSES handbook: introduction, guidelines and underlying ideas2020Report (Other academic)
    Download full text (pdf)
    FULLTEXT01
  • 15.
    Jidesjö, Anders
    et al.
    Linköpings universitet.
    Oskarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Westman, Anna-Karin
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Trender i elevers intresse för naturvetenskap och teknik: resultat från The Relevance of Science Education Second (ROSES) studien2020Conference paper (Refereed)
    Abstract [sv]

    Forskningsprojektet ”The Relevance of Science Education (ROSE)” genomfördes under 2000-talets början och hade inverkan både på både forskning och politik i Sverige och internationellt. Studien undersökte 15-åriga elevers erfarenheter och attityder till naturvetenskap och teknik i och utanför skolan. Modernitet, ungdomskultur och identitet användes som teoretiska perspektiv för att analysera den data som samlades in. Resultaten visade att många studenter upplevde en brist på relevans för innehållet i skolan. Upplevelserna får konsekvenser för meningsfullt lärande och i förlängningen för att samhället ska få informerade medborgare som kan ta ställning i frågor som rör naturvetenskap och teknik, liksom för rekrytering. Resultaten visade också på tydliga skillnader mellan grupper av elever. För att kunna följa trender och utveckling inom detta forskningsområde uttryckte många kollegor runt om i världen en önskan om en andra ROSE-studie. År 2016 togs därför ett initiativ för att genomföra en ny studie, ROSE Second (ROSES). Datainsamlingen i Sverige genomfördes under våren 2020 och de första resultaten från ROSES i Sverige kan nu presenteras. I presentationen redogörs också för arbetet med att utveckla en ny enkät och att etablera ett nytt internationellt nätverk. Preliminära resultat indikerar förändringar i intresse, vilka presenteras och diskuteras vid konferensen.

  • 16.
    Jidesjö, Anders
    et al.
    Linköping University, Department of Thematic Studies, Tema Environmental Change. Linköping University, Faculty of Arts and Sciences.
    Oskarsson, Magnus
    Mittuniversitetet, Institutionen för matematik och ämnesdidaktik.
    Westman, Anna-Karin
    Mittuniversitetet, Institutionen för matematik och ämnesdidaktik.
    Trender i elevers intresse för naturvetenskap och teknik: resultat från The Relevance of Science Education Second (ROSES) studien2020Conference paper (Other academic)
    Abstract [sv]

    Forskningsprojektet ”The Relevance of Science Education (ROSE)” genomfördes under 2000-talets början och hade inverkan både på både forskning och politik i Sverige och internationellt. Studien undersökte 15-åriga elevers erfarenheter och attityder till naturvetenskap och teknik i och utanför skolan. Modernitet, ungdomskultur och identitet användes som teoretiska perspektiv för att analysera den data som samlades in. Resultaten visade att många studenter upplevde en brist på relevans för innehållet i skolan. Upplevelserna får konsekvenser för meningsfullt lärande och i förlängningen för att samhället ska få informerade medborgare som kan ta ställning i frågor som rör naturvetenskap och teknik, liksom för rekrytering. Resultaten visade också på tydliga skillnader mellan grupper av elever. För att kunna följa trender och utveckling inom detta forskningsområde uttryckte många kollegor runt om i världen en önskan om en andra ROSE-studie. År 2016 togs därför ett initiativ för att genomföra en ny studie, ROSE Second (ROSES). Datainsamlingen i Sverige genomfördes under våren 2020 och de första resultaten från ROSES i Sverige kan nu presenteras. I presentationen redogörs också för arbetet med att utveckla en ny enkät och att etablera ett nytt internationellt nätverk. Preliminära resultat indikerar förändringar i intresse, vilka presenteras och diskuteras vid konferensen.

  • 17.
    Jidesjö, Anders
    et al.
    Linköpings universitet.
    Oskarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Westman, Anna-Karin
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Trends in student’s interest in Science and technology: Developments and Results from the Relevance of science education second (ROSES) study2021Conference paper (Refereed)
    Abstract [en]

    Results from a precious international research project called “The Relevance of Science Education (ROSE)” had an impact both for research and policy. The studies are concerned with student’s voices in science and technology education in an international setting. Student’s perceived lack of relevance has consequences for good learning as well as for educating scientifically literate citizens. In being able to follow trends and developments an initiative was taken in 2016 to carry out a ROSE Second (ROSES) study. The work with developing a new instrument and establish a new international network together with first results from ROSES in Sweden will be presented. The development will be discussed in an international setting.

  • 18.
    Jidesjö, Anders
    et al.
    Linköping University, Department of Thematic Studies, Tema Environmental Change. Linköping University, Faculty of Arts and Sciences.
    Oskarsson, Magnus
    Mittuniversitetet, Institutionen för matematik och ämnesdidaktik.
    Westman, Anna-Karin
    Mittuniversitetet, Institutionen för matematik och ämnesdidaktik.
    Trends in student’s interest in Science and technology: Developments and Results from the Relevance of science education second (ROSES) study2021Conference paper (Other academic)
    Abstract [en]

    Results from a precious international research project called “The Relevance of Science Education (ROSE)” had an impact both for research and policy. The studies are concerned with student’s voices in science and technology education in an international setting. Student’s perceived lack of relevance has consequences for good learning as well as for educating scientifically literate citizens. In being able to follow trends and developments an initiative was taken in 2016 to carry out a ROSE Second (ROSES) study. The work with developing a new instrument and establish a new international network together with first results from ROSES in Sweden will be presented. The development will be discussed in an international setting.

  • 19.
    Johansson, Helena
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Westman, Anna-Karin
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Likvärdig matematikundervisning: En modell för att stötta obehöriga lärare2022Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    I denna rapport presenteras resultat från projektet Likvärdig matematikundervisning: Kompetensutveckling i matematikdidaktik ur ett organisationsperspektiv. Projektet syftade till att identifiera viktiga aspekter för att stötta obehöriga lärare. Intervjuer med två obehöriga lärare och deras mentor genomfördes kontinuerligt under ett läsår. Vidare samlades skriftliga planeringar av matematikundervisning in från de obehöriga. De huvudsakliga resultaten visade att möjligheten att närvara på mentorns matematiklektioner och att ha mentorn närvarande på egna lektioner, samt regelbunden handledning hade stor betydelse för de obehörigas utveckling av att själva planera och genomföra en matematikundervisning som grundas i viktiga matematikdidaktiska aspekter. Resultaten visade också att regelbunden handledning inte räcker för att synliggöra styrdokuments betydelse för planering av matematikundervisningen.

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  • 20.
    Oskarsson, Magnus
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Mathematics, and Science Education (2023-).
    Al Haj Ibrahem, Noor
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Mathematics, and Science Education (2023-).
    Westman, Anna-Karin
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Mathematics, and Science Education (2023-).
    Jidesjö, Anders
    Linköpings universitet, Tema Miljöförändring.
    ROSES students' voice in Science Education2023In: The Gulf Comparative Education Conference 2023 - GCES Symposium 2023, 2023, p. 39-39Conference paper (Refereed)
    Abstract [en]

    The Relevance of Science Education - Second (ROSES) is an international comparative research projectgathering empirical evidence on factors with importance for learning science and technology from astudent point of view. (Jidesjö, Oskarsson, & Westman, 2020; Oskarsson, Westman, & Jidesjö, 2019).ROSES uses a common questionnaire to students containing categories such as S&T content in andoutside school, future job, environmental challenges, social media, and informal S&T experiences.We will present comparisons between students opinion and willingness to engage in Science from awide range of countries. We will further present results from Sweden where a group of studentsbelieves it is important to learn about sustainability and that they can influence what happens. This alsoindicate some agency where students are willing to act as well as willing to sacrifice. Group of studentsin our material shows sign of Science Capital, a feeling of science being for them, (Archer et al 2015).

  • 21.
    Oskarsson, Magnus
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Westman, Anna-Karin
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Jidesjö, Anders
    Linköping University.
    Roses - The Relevance Of Science Education Second2019Conference paper (Other academic)
    Abstract [en]

    Students’ interest in science and motivation to learn science are considered important for their future career choices as well as their understanding of the role of science in modern society. ROSES The Relevance Of Science Education - Second is a network of researchers in more than 35 countries which collect data from a common questionnaire about students’ interest, thrust and engagement in relation to Science and Technology. ROSES is open for new findings and new voices about young peoples’ attitudes and engagement in relation to Science and Technology.

    The ROSES team are happy to present a fully piloted new ROSES questionnaire and invite researchers from more countries are to cooperate with us in the ROSES network.

  • 22.
    von Zeipel, Hugo
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Westman, Anna-Karin
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Elevers och lärares fokus i naturvetenskapliga laborationer2019In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 28, no 3, p. 57-75Article in journal (Refereed)
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  • 23.
    von Zeipel, Hugo
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Westman, Anna-Karin
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    The Science labwork situation and opportunities for learning – Teacher and student perspectives2018Conference paper (Other academic)
    Abstract [en]

    Labwork in science education has been questioned with respect to its contribution to learning. This paper reports on critical factors to enhance students’ meaning making during labwork in six different Swedish schools. Using Spy-glass cameras we were able to collect close-up video data from student talk and activities. Student focus varied between schools and student groups, on most occasion a majority of time was spent focusing clearly outside anything related to the subject. Teachers’ introductions were categorized according to their main focus (scientific ideas, laboratory skills or knowledge of scientific inquiries) and school-related students’ negotiations were analyzed using the same categories. There was no clear-cut relationship between the focus of teacher introductions and the nature of the school-related student negotiations. Overall, teacher introductions most often focused on the scientific ideas. However, student negotiations were dominated by the laboratory skills category, followed by scientific ideas. Negotiations concerning knowledge of scientific inquiry were rare. Small variations among groups suggests that students had similar experiences of what was expected from them in the labwork situation. We found a connection between whether the scientific ideas had been previously processed and the likelihood that students discussions would focus on the scientific ideas. There was a range in the type of tasks given to the students in connection with the labwork. We found that both open discussions about scientific topics as well as limited activities such as simply filling in a form could potentially generate scientific discussions. However, the combination of previously unprocessed scientific content and openly formulated tasks was never successful. We conclude that several factors affect student focus and that the labwork situation remains questionable as learning situations as long as all these factors are not entirely appreciated by teachers.

  • 24.
    Westman, Anna-Karin
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Förskollärares barnsyn kan motverka eller förstärka könsstereotyper2020In: ATENA Didaktik, E-ISSN 2003-3486, Vol. 3, no 1Article in journal (Other academic)
  • 25.
    Westman, Anna-Karin
    Mid Sweden University, Department of Applied Science and Design.
    Investigation of Peer Discussions on Genetic Concepts2013In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 9, no 1, p. 82-90Article in journal (Refereed)
    Abstract [en]

    This study is an investigation on how students express their understanding of genetic concepts and their relations during peer discussions. Participants in this study were non-major students from a Swedish upper secondary school. Special attention was paid to how the groups treated the domain- specific vocabulary, how they expressed their understanding of reduction division and how they connected concepts from different biological organization levels. These subject areas have been reported as difficult for students in earlier studies. The results show discussions concerning the three subject areas and in the discussions the students help each other to make the meaning of the genetic concepts clear. The analysis is based on socio-cultural perspectives with focus on how the participants treated the genetic content from the previously presented subject areas in their discussions.

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  • 26.
    Westman, Anna-Karin
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Macroscopic Phenomena and Microscopic Particles: Students’ Discussion about Relationships between Central Concepts in Cell BiologyManuscript (preprint) (Other academic)
  • 27.
    Westman, Anna-Karin
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Meningsskapande möten i det naturvetenskapliga klassrummet2016Doctoral thesis, comprehensive summary (Other academic)
    Abstract [sv]

    Bakgrund Syftet med denna avhandling är att få veta mer om hur elever skapar mening i mötet med innehållet i skolans naturvetenskap. De resultat som presenteras i avhandlingen är resultat som visar hur eleverna uttrycker sig under utvalda interaktioner från naturvetenskaplig undervisning. Elevernas uttryck för meningsskapande jämförs också med vad som tidigare forskning rapporterat som svårt i skolans naturvetenskap. Lärandet betraktas genomgående som en sociokulturell aktivitet.

    Metoder För att kunna besvara frågan om hur ett meningsskapande uttrycks har elevernas uttalanden under interaktioner karaktäriserats kvalitativt och med objektet för undervisningen i förgrunden. Datainsamlingen har gjorts med ljud- eller videoinspelningar. Ämnesinnehållet i interaktionerna är i fokus och hur eleverna samtalar om genetik, cellandning, blodomlopp eller genomförandet av en laboration är centralt i avhandlingens delstudier. De deltagande eleverna är från grundskolans årskurs fem, årskurs nio och från gymnasiet.

    Resultat Resultaten visar en variation i hur ofta elever diskuterar och uttrycker någon egen mening om de naturvetenskapliga förklaringsmodellerna. När elever konstruerar begreppskartor med utvalda begrepp uttrycker gruppen sitt meningsskapande på sätt som många gånger närmar sig det vetenskapliga. En undervisningsfilm presenterar många vetenskapliga förklaringsmodeller av blodomloppets funktion, men få av dem används av eleverna i det efterföljande samtalet. I interaktioner under laborationer uttrycker elever inte så ofta ett meningsskapande av de naturvetenskapliga förklaringsmodellerna.

    Sammanfattning Avhandlingens delstudier ger prov på flera tillfällen när eleverna diskuterar ett meningsskapande av de naturvetenskapliga förklaringsmodellerna. Det finns också exempel när förklaringsmodellerna inte diskuteras, även om de för en skolad naturvetare helt uppenbart presenteras. En viktig faktor för att elevernas naturvetenskapliga meningsskapande ska ske är i studierna om undervisningen uppmärksammar hur naturvetenskapliga förklaringsmodeller knyter samman synliga fenomen med molekylära förklaringar och symboler. En annan faktor är om undervisningen lyfter fram naturvetenskapens sätt att kommunicera. Ytterligare en viktig faktor för att de naturvetenskapliga förklaringsmodellerna ska bli ett verktyg för elevernas meningsskapande är om det nya innehållet knyter an till elevernas tidigare vardagserfarenheter eller erfarenheter från tidigare undervisning.

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  • 28.
    Westman, Anna-Karin
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Stor variation när elever visualiserar naturvetenskap2022In: ATENA Didaktik, E-ISSN 2003-3486, Vol. 4, no 2Article in journal (Other academic)
  • 29.
    Westman, Anna-Karin
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Viktigt att lärare engagerar sig både under och efter grupparbeten2019In: ATENA Didaktik, E-ISSN 2003-3486, Vol. 1, no 1Article in journal (Other academic)
  • 30.
    Westman, Anna-Karin
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Eliasson, Nina
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Att utveckla naturvetenskap och teknik i förskolan2019Conference paper (Refereed)
    Abstract [sv]

    I vår presentation delar vi med oss av erfarenheter från fortbildningskurser inaturvetenskap och teknik för pedagoger i förskolan. Mittuniversitetet har på uppdragav Skolverket i flera omgångar erbjudit dessa kurser i form av kommunförlagdafortbildningskurser. I vår presentation utgår vi från pedagogernas utvärderingar avkurserna och från våra egna erfarenheter som utbildare. Syftet med kurserna är attdeltagarna dels ska förvärva kunskaper inom teknik och naturvetenskap. Deltagarnaska även få möjlighet att stärka den egna tilltron till förmågan att planera och ledapedagogisk verksamhet om naturvetenskap och teknik. Kurserna består av fyra träffaroch mellan dessa genomför deltagarna egna aktiviteter som knyts till läroplanen förförskola och det naturvetenskapliga ämnesinnehåll som tagits upp under träffarna.Uppgifterna bygger på att deltagarna ska utmanas att genomföra aktiviteter med barnute i förskoleverksamheten med anknytning till naturvetenskap och teknik. Dessaverksamhetsförlagda aktiviteter bygger på en tanke om progression från korta, enklauppgifter till mer omfattande.Från utvärderingar och diskussioner med deltagarna kan vi se flera exempel påframgångsfaktorer som exempelvis en glädje över att upptäcka naturvetenskapen i detman redan gör på förskolan. Deltagarna beskriver också hur de upplever att de sänktkraven på sig själva om att alltid kunna leverera de korrekta svaren på barnens frågor.Istället vågar de oftare ställa produktiva frågor och utforska vidare tillsammans medbarnen. Vi hoppas att vårt bidrag vid konferensen kan vara en utgångspunkt fördiskussioner om hur fortbildning på bästa sätt kan bidra till att förstärka teknik ochnaturvetenskap i förskolan.

  • 31.
    Westman, Anna-Karin
    et al.
    Mittuniversitetet, Institutionen för matematik och ämnesdidaktik, Sweden.
    Jidesjö, Anders
    Linköping University, Department of Thematic Studies, Tema Environmental Change. Linköping University, Faculty of Arts and Sciences.
    Oskarsson, Magnus
    Mittuniversitetet, Institutionen för matematik och ämnesdidaktik, Sweden.
    Science Identity among Swedish secondary students2022Conference paper (Refereed)
    Abstract [en]

    Science Identity among Swedish secondary students Short Abstract – Paper 5 This paper presents Swedish data from a larger project, Relevance of Science Education – Second (ROSES). It is an international project which aims to explore students’ interest in, and motivation to learn, science and technology. The factor analyses show a group of students that believe it is important to learn about sustainability and that they can influence what happens. This also indicate some agency where students are willing to act as well as willing to sacrifice. Group of students show signs of science capital, a feeling of science being for them (Archer et al., 2010, 2015). The results will be further investigated and connected with theoretical developments. Especially variations between schools have been identified as an aspect of science capital which will be deepened in continued work.

  • 32.
    Westman, Anna-Karin
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Jidesjö, Anders
    Linköpings universitet.
    Oskarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Science Identity among Swedish secondary students2022Conference paper (Refereed)
    Abstract [en]

    Science Identity among Swedish secondary students Short Abstract – Paper 5 This paper presents Swedish data from a larger project, Relevance of Science Education – Second (ROSES). It is an international project which aims to explore students’ interest in, and motivation to learn, science and technology. The factor analyses show a group of students that believe it is important to learn about sustainability and that they can influence what happens. This also indicate some agency where students are willing to act as well as willing to sacrifice. Group of students show signs of science capital, a feeling of science being for them (Archer et al., 2010, 2015). The results will be further investigated and connected with theoretical developments. Especially variations between schools have been identified as an aspect of science capital which will be deepened in continued work.

  • 33.
    Westman, Anna-Karin
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Mathematics, and Science Education (2023-).
    Jidesjö, Anders
    Linköpings universitet, Tema Miljöförändring.
    Oskarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Mathematics, and Science Education (2023-).
    Swedish Secondary Student’s Science Identity Coupled With Science Capital2023In: ESERA 2023, Cappadocia, Turkey: 15th Conferenceof the European Science Education Research Association, held on August 28 - September 1, 2023 in Cappadocia, Türkiye. / [ed] Gultekin Cakmakci, Cappadocia Turkey: ESERA conference 2023 , 2023, p. 665-668Conference paper (Refereed)
    Abstract [en]

    This paper presents how Swedish secondary student’s science capital is coupled with science identity. The data is part of a large international research study called The Relevance of Science Education Second (ROSES) which aims to explore students’ interest in, and motivation to learn, science and technology. The result identifies five science identities having different correlations with five factors of science capital. The study if framed by the theoretical development of an extended bourdieusian notion of capital together with science identity. 

  • 34.
    Westman, Anna-Karin
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Mathematics, and Science Education (2023-).
    Johansson, Helena
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Mathematics, and Science Education (2023-).
    Självständigt arbete i samverkan: En försöksverksamhet på lärarutbildningen2023Report (Other academic)
    Abstract [sv]

    I denna rapport presenteras resultat från projektet Självständigt arbete i samverkan mellan praktik och lärarutbildning. Syftet var att pröva en modell för hur samverkan mellan lärarutbildningen och skolpraktiken kan se ut, som innefattar studenters självständiga arbete. Intervjuer genomfördes med deltagande studenter, lärare från skolpraktiken samt handledare från lärarutblidnignen. Med hjälp av aktivitetsteorin identifierades olika dilemma som uppkom mellan deltagarna, och på detta sätt möjliga förbättringar av den prövade modellen. Resultaten visade att det bland annat behövs ökad kännedom om varandras tidsscheman, samt tydlig plan för hur återkoppling av resultat ska ske.

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  • 35.
    Westman, Anna-Karin
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Karlsson, Karl Göran
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Does every cell get blood? Young students’ discussions about illustrations of human blood circulation2016In: European Journal of Science and Mathematics Education, E-ISSN 2301-251X, Vol. 4, no 2, p. 161-175Article in journal (Refereed)
    Abstract [en]

    This article presents a study of how groups of young students discuss illustrations of human blood circulation. Transparency is not an innate quality of illustrations, visual information is always coded and interpretations are always related to culture and context. Results of this study are discussed with reference to Kress and van Leeuwens’ theoretical framework on multi-modal communication. Four student groups discussed the human blood circulation with a researcher after the groups had watched an educational film. Data was collected by video recording and an analysis of the group discussions was done by coding the transcripts according to the research questions. The results show how the students mainly discuss human blood circulation on a macroscopic level and that they only partly understand the illustrations from the film. Students showed difficulties to interpret illustrations with a scientific/technical orientation. The students in this study would need more help to find connections between human blood circulation and the content in the film, such as analogies and everyday phenomena, as the results show that the students do not easily connect the different illustrations to each other and they expressed only a few of the scientific ideas from the illustrations in this study.

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  • 36. Westman, Anna-Karin
    et al.
    Karlsson, Karl-Göran
    Does every cell get blood? Young students’ discussions about illustrations of human blood circulation.2016In: European Journal of Science and Mathematics Education, E-ISSN 2301-251X, Vol. 4, no 2, p. 161-175Article in journal (Refereed)
    Abstract [en]

    This article presents a study of how groups of young students discuss illustrations of human blood circulation. Transparency is not an innate quality of illustrations, visual information is always coded and interpretations are always related to culture and context. Results of this study are discussed with reference to Kress and van Leeuwens’ theoretical framework on multi-modal communication. Four student groups discussed the human blood circulation with a researcher after the groups had watched an educational film. Data was collected by video recording and an analysis of the group discussions was done by coding the transcripts according to the research questions. The results show how the students mainly discuss human blood circulation on a macroscopic level and that they only partly understand the illustrations from the film. Students showed difficulties to interpret illustrations with a scientific/technical orientation. The students in this study would need more help to find connections between human blood circulation and the content in the film, such as analogies and everyday phenomena, as the results show that the students do not easily connect the different illustrations to each other and they expressed only a few of the scientific ideas from the illustrations in this study.

  • 37.
    Westman, Anna-Karin
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Oskarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Students’ engagement in a new learning environment2018Conference paper (Other academic)
    Abstract [en]

    The aim of this study is to contribute to an increased understanding of how changes in the learning environment can influence students’ motivation in school. The research was conducted in a Swedish primary school in which the learning environments for science have been developed during the last year and the teachers have had in-service training regarding science education. Data has been collected in the form of students’ questionnaires, which were answered by the students every month. Data has also been collected by student interviews in focus groups at the end of the year of the development work. Motivation has proven to be closely related to feelings of competence; autonomy and relatedness and students’ questionnaire as well as the semi-structured interviews included questions about feelings in relation to the school, to the new teaching and learning environment and to science and technology in general. Results presented here show that students like to be in School and appreciate science and technology. Younger students like science and technology compare to other subject to a greater degree than older students do. Students also reports that the usually are doing well in Science. Preliminary results from the interviews show that students express feelings of relatedness to their school. Students also expressed experiences of autonomy especially in relation to programming. Conclusions are that the programs seems to have contributed to students feeling of competence, autonomy and sense of belonging in school.

  • 38.
    Westman, Anna-Karin
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    von Zeipel, Hugo
    Meaning potentials and meaning making during laboratory workManuscript (preprint) (Other academic)
  • 39.
    Åberg-Bengtsson, Lisbeth
    et al.
    Högskolan i Borås, Borås.
    Beach, Dennis
    Högskolan i Borås, Borås; Göteborgs universitet, Göteborg.
    Bergnell Karlsson, Anneli
    Högskolan i Borås, Borås.
    Ljung-Djärf, Agneta
    Högskolan Kristianstad, Kristianstad .
    Ottosson, Torgny
    Högskolan Kristianstad, Kristianstad.
    Karlsson, Karl Göran
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Norberg, Malin
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Westman, Anna-Karin
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    von Zeipel, Hugo
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    När Agnes fick va solen så fattade man ju precis: Om illustrationer i undervisning av yngre elever2014In: Resultatdialog, Stockholm: Vetenskapsrådet , 2014, p. 246-254Chapter in book (Other academic)
    Abstract [sv]

    Att göra adekvata tolkningar av bilder och modeller kan vara verkliga stötestenar för många barn. Särskilt besvärligt förefaller det vara att tolka bilder av processer och förlopp i tryckta läromedel. Även enk-lare bilder och vanliga symboler kan dock leda till icke avsedda tolkningar. Barnen i studien föreföll i många fall betrakta illustrationerna som enbart dekoration och förbigick dem ofta om de inte direkt uppmärksammades på dem. Å andra sidan kunde illustrationer också, särskilt sådana som visade på extremer av något slag, väcka förundran och intresse.

  • 40.
    Åberg-Bengtsson, Lisbeth
    et al.
    Högskolan i Borås, Borås, Sverige.
    Beach, Dennis
    Högskolan i Borås, Borås; Göteborgs universitet, Göteborg, Sverige.
    Bergnell Karlsson, Anneli
    Högskolan i Borås, Borås, Sverige.
    Ljung-Djärf, Agneta
    Högskolan Kristianstad, Kristianstad, Sverige.
    Ottosson, Torgny
    Högskolan Kristianstad, Kristianstad, Sverige.
    Karlsson, Karl Göran
    Avdelningen för ämnesdidaktik och matematik, Mittuniversitetet, Sverige.
    Norberg, Malin
    Avdelningen för ämnesdidaktik och matematik, Mittuniversitetet, Sverige.
    Westman, Anna-Karin
    Avdelningen för ämnesdidaktik och matematik, Mittuniversitetet, Sverige.
    von Zeipel, Hugo
    Avdelningen för ämnesdidaktik och matematik, Mittuniversitetet, Sverige.
    När Agnes fick va solen så fattade man ju precis: Om illustrationer i undervisning av yngre elever2014In: Resultatdialog, Stockholm: Vetenskapsrådet , 2014, p. 246-254Chapter in book (Other academic)
    Abstract [sv]

    Att göra adekvata tolkningar av bilder och modeller kan vara verkliga stötestenar för många barn. Särskilt besvärligt förefaller det vara att tolka bilder av processer och förlopp i tryckta läromedel. Även enk-lare bilder och vanliga symboler kan dock leda till icke avsedda tolkningar. Barnen i studien föreföll i många fall betrakta illustrationerna som enbart dekoration och förbigick dem ofta om de inte direkt uppmärksammades på dem. Å andra sidan kunde illustrationer också, särskilt sådana som visade på extremer av något slag, väcka förundran och intresse.

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