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  • 151.
    Björklund Boistrup, Lisa
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, PRIM-gruppen.
    Från förvirrad förstaklassare till doktorand2007Ingår i: En klass för sig - om forskning och forskarutbildning vid Lärarhögskolan i Stockholm / [ed] Maria André, Lena Borgström och Birgitta Hammarström-Levenhagen, Stockholm: HLS förlag , 2007, s. 178-183Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 152.
    Björklund Boistrup, Lisa
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Governing through implicit and explicit assessment acts: Multimodality in mathematics classrooms2015Ingår i: Negotiating Spaces for Literacy Learning: Multimodality and Governmentality / [ed] Mary Hamilton, Rachel Heydon, Kathryn Hibbert, Roz Stooke, London: Bloomsbury Academic, 2015, s. 132-148Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    In this chapter the overall context is mathematics education as a semiotic practice. The chapter focuses on a key notion in classroom work in relation to all students’ possibilities to gain some kind of mathematical literacy: assessments taking place in day-to-day interactions between teachers and students. Assessment is here understood as something always present in teaching and learning, incorporating feedback as well as tests. The students display knowing through communicative resources such as speech, symbols, gestures, and the like. The teacher captures student’s displayed knowing and, in some way, s/he also assesses it. This assessment is shown to the student through feedback of various kinds. The assessment can be explicit, for example marks and/or comments on a test. What is foregrounded in this chapter is mainly the implicit feedback and assessments part of most of the interactions that take place on a daily basis in the classroom.

    I argue in this text that teachers’ interactions may differ from each other in such a way that students experience qualitatively different feedback from their teachers (see also Watson, 2000). These differences do not only occur between classrooms but also between students in the same classroom with the same teacher. Moreover, it is argued that a consequence of such differences is that the affordances for students’ engagement and learning differ.

  • 153.
    Björklund Boistrup, Lisa
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, PRIM-gruppen.
    Kicki tar körkort – Bedömning av elevers lärande2008Ingår i: Design för lärande / [ed] Anna-Lena Rostvall & Staffan Selander, Stockholm: Norstedt , 2008, s. 45-58Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 154.
    Björklund Boistrup, Lisa
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för utbildningsvetenskap med inriktning mot matematik och naturvetenskap.
    När Kicki tog körkort: En bedömning av elevers lärande2008Ingår i: Design för lärande, Norstedts Akademiska Förlag, Stockholm , 2008, s. 45-58Kapitel i bok, del av antologi (Refereegranskat)
  • 155.
    Björklund Boistrup, Lisa
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Värderingskompetens i matematik med fokus på feedback2016Ingår i: Matematikksamtaler / [ed] Rune Herheim, Marit Johnsen-Høines, Bergen: Caspar Forlag, 2016, s. 153-173Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    I kapitlet behandlas vad matematiklärares bedömningskompetens med fokus på återkoppling kan handla om. Intresset är riktat mot alla de återkopplingar som är en del av de dagliga samtalen i ett matematikklassrum. Genom tydliga exempel från undervisning med elever i olika åldrar visas hur de återkopplingar och frågor som läraren ger sina elever under samtal i matematik påverkar elevernas engagemang och fokus i matematik. Hur dessa återkopplingar görs beskrivs i termer av bedömningsdiskurser. Dessa är en slags minikulturer som innehåller olika möjligheter för elevers lärande i matematik. Här ingår aspekter som vilken sorts återkoppling som sker, vad som fokuseras i återkopplingen samt hur olika uttrycksformer hanteras. I en diskursiv praktik där det är ett starkt fokus på matematiska processer och där detta understöds av att eleven bjuds in i bedömningen och där det fattas genomtänkta val för vilka uttrycksformer som eleven erbjuds använda ges eleven stora möjligheter att lära matematik. Ett fokus på matematik kvarstår även efter att läraren har gått och eleven arbetar själv. Det finns därför stor potential i en ökad medvetenhet hos lärare, och också hos beslutsfattare om vi vill bjuda in fler elever i matematikens värld.

  • 156.
    Björklund Boistrup, Lisa
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Bellander, Elisabet
    Blaesild, Michael
    Mathematics in pre-vocational education: A model for interfaces between two different teaching contents2018Ingår i: Numeracy as social practice: Global and local perspectives / [ed] Keiko Yasukawa, Alan Rogers, Kara Jackson, Brian V. Street, London: Routledge, 2018Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    This chapter addresses ways of characterising interfaces between mathematics and the educational subject of construction work in pre-vocational studies. A model is presented, which can be used for teaching and research. It is argued that the interfaces between mathematics and construction work should be viewed as a content area of its own. The authors also point to how the interfaces concern substantially more than viewing mathematics as simply being applied in a workplace practice. It may for example also be the case that mathematics in itself may explain aspects of the subject of construction work.

  • 157.
    Björklund Boistrup, Lisa
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Broomé, Åsa
    Jonsson, Ingalill
    Lagerlund, Lotta
    Olovsson, Susanne
    Muntlig kommunikation inom algebra – hur bedömer vi det?: Aktionsforskning om bedömning i matematik i Norrköping HT 20132014Rapport (Refereegranskat)
  • 158.
    Björklund Boistrup, Lisa
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Folkare, Carin
    Jönsson, Birgit
    Rydh, Anette
    Öberg Uhlin, Maria
    Matematikens fem förmågor och huvudräkning: Aktionsforskning om bedömning i matematik i Linköping HT 20132015Rapport (Övrigt vetenskapligt)
  • 159.
    Björklund Boistrup, Lisa
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Gustafsson, Lars
    Analysing and construing mathematics containing designing activities in adults’ workplace competences2014Ingår i: Quaderni di Ricerca in Didattica" QRDM (Mathematics), ISSN 1592-5137, E-ISSN 1592-4424, Vol. 24, nr suppl. 1, s. 86-89Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this paper we describe a study within the theme of “Mathematics and its teaching in relation to other disciplines.” We present findings on mathematics containing activities in adults’ workplace competences. Our interest lies in a broad spectrum of aspects where mathematics is not viewed as possible to “obtain” in a pure sense but is interwoven and contextualised within workplace activities. We adopt a model where the institutional framing is emphasised: a learning design sequence (Selander, 2008). Coordinating with multimodal social semiotics, we have examined the video data and interviews with an interest in mathematical notions, interpersonal aspects, and the role of communicative resources including artefacts.  In a previous study, adopting the same analytical framework, we introduced a theme on measuring which is here followed up when we present a construed theme within what Bishop (1988) labels designing: Forming as functionality and aesthetics (a tentative name). In this paper, we mainly present findings from analysis of data from a coachworks garage where a worker is fixing a bump on a car. We claim that the outcomes from our analyses hold affordances for school mathematics in general and for pre-vocational studies specifically.

  • 160.
    Björklund Boistrup, Lisa
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Gustafsson, Lars
    Construing mathematics-containing activities in adults’ workplace competences: Analysis of institutional and multimodal aspects2014Ingår i: Adults Learning Mathematics - An International Journal, ISSN 1744-1803, E-ISSN 1744-1803, Vol. 9, nr 1, s. 7-23Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this paper we propose and discuss a framework for analysing adults’ work competences while construing mathematics-containing “themes” in two workplace settings: road haulage and nursing. The data consist of videos and transcribed interviews from the work of two lorry-loaders, and a nurses’ aide at an orthopaedic department. In the analysis we adopt a multimodal approach where all forms of communicative resources (e.g., body, speech, tools, symbols) are taken into account. We also incorporate the institutional norms of workplace activities into the analysis. We coordinate a multimodal social-semiotic perspective with a learning design sequence model (Selander, 2008) which makes explicit the institutional framing. Adopting this framework enables us to understand learning as communication within a domain, with an emphasis on content matters, interpersonal aspects, and roles of communicative resources and artefacts. We describe a tentative theme(Measuring: precision through function and time), andilluminate how workplace specific resources for measuring provide efficiency and function.

  • 161.
    Björklund Boistrup, Lisa
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lindberg, Viveca
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    A framework for analysing assessment in working life and vocational education2019Ingår i: Nofa7 Abstracts, Stockholm University, 2019, s. 36-36Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this paper we aim to discuss a research framework for analysing assessment in working life. We view assessment as a broad notion, taking place formally, through tests, coursework and the like, and informally through for example feedback during ongoing work. We argue that education, and significantly vocational education, has much to learn from taking knowledge about assessment as part of working life into account.

    Assessment in working life is in this paper viewed as a teaching content in vocational education. For students in vocational programmes, part of Swedish upper secondary school, it is highly relevant to learn about how working competence may be evaluated in their future occupations. Moreover, teachers carrying out assessment within the vocational programmes have much to learn from the ways assessment may be ‘done’ in working life. To assess vocational competence, also within vocational education, is different from formal educational assessment, since it is about capturing contextual knowing in action. In these actions, there are different logics (see Ellström, 2010) to pay attention to. One logic is a logic of production, where conformity and regulations are essential, and one is a logic of development, where problem solving and creativity are essential. So far, not much research has focused on assessment in working life in a broad sense, with relevance for vocational education.

    Assessment of vocational knowing is a field of research shared by disciplines like education, linguistics, economics and sociology. One theme in the literature addresses assessment for employment. This part of the research field is dominated by economists focusing on management issues, such as tests designed for selection of employees. Another theme is rather new in this field of research; assessment in skills competitions. A third theme is assessment in workplaces. Apart from some studies on assessment of employees’ performances and behaviour, there are few studies (eg. Kvale, 2007; Tanggaard & Elmholt, 2008) on assessment of vocational knowing at work.

    When discussing a framework for analysing assessment in working life, we will draw on theoretical considerations and make critical connections to previous research. In our theoretical considerations we incorporate three levels of practice: personal, interpersonal, and community processes (Rogoff, 2008), all in relation to assessment. To further examine aspects of vocational content in assessment, we adopt a framework of praxeology by Chevallard (2006), where praxis corresponds to ‘know-how’ and logos to ‘know-why’.

  • 162.
    Björklund Boistrup, Lisa
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, PRIM-gruppen.
    Nordlund, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, PRIM-gruppen.
    Analysschema i förändringstider2009Ingår i: Nämnaren, ISSN 0348-2723, nr 3, s. 16-17Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Det har skett några förändringar i ”Analysschema i matematik. För användning före årskurs 6”. Här beskrivs dessa förändringar. Dessutom diskuteras betydelsen av att ge eleverna återkoppling och hur analysschemat kan användas i det syftet.

  • 163.
    Björklund Boistrup, Lisa
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Nordlund, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Norén, Eva
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    "Alla människors möte borde vara så": texter om bedömning : vänbok till Astrid Pettersson2017Bok (Övrigt vetenskapligt)
  • 164.
    Björklund Boistrup, Lisa
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Norén, Eva
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    A school for all? Political and social issues regarding second language learners in mathematics education2015Ingår i: Teaching and Learning Mathematics: Resources and Obstacles: Proceedings / [ed] Cristina Sabena, Benedetto Di Paola, University of Palermo, Italy , 2015, s. 567-572Konferensbidrag (Refereegranskat)
    Abstract [en]

    To investigate one equity aspect regarding mathematics learning in “a school for all” we have investigated how teachers comment on their arrangements for Swedish second language learners (SLL) to succeed on the National Test in mathematics in grade 5 (students are 11–12 years old). With data from a teacher survey and competency profiles for students in grade 5 we have performed a thematic analysis. The findings indicate that there were schools where the teachers worked in line with the instructions of the test and, therefore, adapted the administration of the test to enable SSL students better opportunities to display knowing in mathematics. This is coherent with a view expressed in policy documents. There were also schools where the teachers did not write about how to adapt the test administration but rather justified the exclusion of SLL students from the test or explained SSL students’ poor results due to language issues. In these schools the SSL students were not invited to display mathematics. We discuss these findings from an institutional perspective.

  • 165. Björklund Boistrup, Lisa
    et al.
    Norén, Eva
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Equity in mathematics classrooms: Assessment discourses in day-to-day communication2012Konferensbidrag (Refereegranskat)
  • 166.
    Björklund Boistrup, Lisa
    et al.
    Linköping University, Sweden.
    Norén, Eva
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Power relations in mathematics education: Researching assessment discourses in day-to-day communication in mathematics classrooms2013Ingår i: Proceedings of the seventh international mathematics international and society conference / [ed] Margot Berger, Karin Brodie, Vera Frith, Kate le Roux, 2013Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    In mathematics classrooms as well as in research in mathematics education it is possible to identify various power relations. Here we draw attention to power relations between researcher and teacher during classroom research and also power relations in implicit and explicit assessment acts in communications between teacher and student in the mathematics classroom. We describe a basis for a planned action research project within a critical mathematics education approach. We are drawing on a model by Skovsmose and Borba, and adding a Foucaultian concept of discourse. We include tentative analytical tools as well as methodological considerations.

  • 167.
    Björklund Boistrup, Lisa
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, PRIM-gruppen.
    Pettersson, Astrid
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, PRIM-gruppen.
    Tambour, Torbjörn
    Stockholms universitet, Naturvetenskapliga fakulteten, Matematiska institutionen.
    Skolmatematiken och universitetsmatematiken ur ett didaktiskt perspektiv2007Ingår i: Matematikdidaktiska texter. : beprövad erfarenhet och vetenskaplig grund / [ed] Lena Alm ..., Stockholm: PRIM-gruppen, Institutionen för undervisningsprocesser, kommunikation och lärande, Lärarhögskolan i Stockholm , 2007, s. 8-26Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 168.
    Björklund Boistrup, Lisa
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Samuelsson, Joakim
    Resistance from within the mathematics classroom: Silences, strategies, and subjectivities2018Ingår i: Inside the mathematics class: Sociological perspectives on participation, inclusion, and enhancement / [ed] Uwe Gellert, Christine Knipping, Hauke Straehler-Pohl, Cham, Switzerland: Springer, 2018, s. 63-82Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    This chapter takes its departure from classroom interaction between teacher and students in mathematics classrooms. The chapter has a focus on changing patterns of communication. Specifically, the chapter addresses relationships between silences in teacher-student communication and a focus on mathematics, while also taking the broader institutional context of mathematics classrooms into account. While adopting a selection of concepts by Foucault, the chapter addresses how students and teachers in mathematics classrooms are affected by decisions made on different levels of the institution of school, as well as by dominating discourses. Finally, the chapter discusses how a limited focus on development projects in classrooms, such as on silences, may constitute parts of strategies which work as acts of resistance towards the dominating discourse. These kind of acts may also, when adopted with all students, constitute a resistance against a stratifying role of mathematics education.

  • 169.
    Björklund Boistrup, Lisa
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Samuelsson, Joakim
    Anglesjö, Malin
    Gyllander, Jenny
    Ruul, Pia
    Vestling, Anna
    Fuskböcker och agenter i matematikklassrummet: Aktionsforskning om bedömning i matematik2013Rapport (Refereegranskat)
  • 170.
    Björklund Boistrup, Lisa
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Samuelsson, Joakim
    Bengtsson, Karin
    Bertilsson, Ingrid
    Grundström, Maria
    Järvstråt, Madeleine
    Betydelsen av tystnad: Aktionsforskning om bedömning i matematik2013Rapport (Refereegranskat)
  • 171.
    Björklund Boistrup, Lisa
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Samuelsson, Joakim
    Bergehed, Annika
    Karlsson, Sofia
    Knutson, Annika
    Vilhelmsson, Elisabeth
    Smittande samtal mellan lärare och elev: Aktionsforskning om bedömning i matematik.2013Rapport (Refereegranskat)
  • 172.
    Björklund Boistrup, Lisa
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Samuelsson, Joakim
    Dalsjö, Margareta
    Ingelshed, Lena
    Carlsson, Lars-Åke
    Larsson, Katja
    Elever som skriver och ingriper: Aktionsforskning om bedömning i matematik2013Rapport (Refereegranskat)
  • 173.
    Björklund Boistrup, Lisa
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, PRIM-gruppen.
    Selander, Staffan
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för didaktik och pedagogiskt arbete.
    Coordinating multimodal social semiotics and an institutional perspective in studying assessment actions in mathematics classrooms.2009Ingår i: CERME 6. European Research in Mathematics Education. Proceedings, 2009Konferensbidrag (Refereegranskat)
    Abstract [en]

    What can a multimodal social semiotic perspective in coordination with an institutional perspective make visible? In this paper we describe how we coordinate these two perspectives in order to look at the same empirical material with different focuses. The research interest is assessment actions in mathematics classrooms, an interest that also affects research objectives and possible results. When coordinating the different perspectives, we have chosen, for the analytical frame-work, to develop the social semiotic meta-functions by adding a new, fourth, meta-function: the institutional. For the detailed analysis, we connect to these four meta-functions other compatible concepts to create an analytical framework.

  • 174.
    Björklund Boistrup, Lisa
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Skytt, Anette
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Ämnesprovet i årskurs 32011Ingår i: Matematik - ett grundämne / [ed] Berit Bergius ..., Göteborg: Nationellt centrum för matematikutbildning (NCM), 2011, 1, s. 255-262Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Sedan 2009 finns det ett nationellt prov i matematik för åk 3. Här beskrivs bakgrund och syfte för provet och hur genomförandet på en skola kan gå till.

  • 175. Black, Laura
    et al.
    Norén, Eva
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Editorial2018Ingår i: Research in Mathematics Education, ISSN 1479-4802, E-ISSN 1754-0178, Vol. 20, nr 2, s. 105-109Artikel i tidskrift (Övrigt vetenskapligt)
  • 176.
    Blanco, Roberto
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Från NV till NO2008Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [en]

    This paper deals with how science teachers in the Swedish secondary school choose the content in the education they give to the pupils. What are the reasons for their choices and what do they think of the purpose of science in secondary school? Through interviewing science teachers the investigation shows that there are three different views of how to choose content in the science education: one focuses on the processes of science itself, one integrates the socio-cultural aspects and one emphasizes the interests of the pupils

  • 177.
    Blomqvist, Eva
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för utbildningsvetenskap med inriktning mot matematik och naturvetenskap.
    Dahl, Pernilla
    Institutionen för utbildningsvetenskap med inriktning mot tekniska, estetiska och praktiska kunskapstraditioner.
    Myten om "det du gör med kroppen kommer ut i knoppen"2008Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [sv]

    Vi har i denna studie undersökt vilka uppfattningar ett urval pedagoger i skolan har när det gäller motorikens betydelse för elevernas skolprestationer. Vi har genomfört kvalitativa intervjuer och analyserat dessa utifrån ett fenomenografiskt perspektiv. Resultatet visade att pedagogernas olika uppfattningar om motorikens betydelse kunde delas in i två huvudkategorier. Den ena uppfattningen är att pedagogerna tycker sig kunna se ett samband mellan elevernas motorik och deras självkänsla och/eller koncentrationsförmåga. Den andra uppfattningen är att lärarna kan använda sig av motoriken som ett redskap i undervisningen för att förbättra elevernas skolprestationer. Studien visar att pedagogerna har tolkat myten om ”det du gör med kroppen kommer ut i knoppen” på olika sätt.

  • 178.
    Booth, Shirley
    et al.
    Göteborgs universitet.
    Wistedt, Inger
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Halldén, Ola
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för de samhällsvetenskapliga ämnenas didaktik (CeSam).
    Martinsson, Mats
    Marton, Ference
    Göteborgs universitet.
    Paths of learning: the joint constitution of insights1999Ingår i: Learning mathematics: from hierarchies to networks / [ed] Leone Burton, London: Falmer Press, 1999, s. 62-89Kapitel i bok, del av antologi (Refereegranskat)
  • 179.
    Borén, Jenny
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Gambians don’t like maths?: A Minor Field study on how mathematics is taught in a primary school in the Gambia2010Självständigt arbete på avancerad nivå (yrkesexamen), 15 poäng / 22,5 hpStudentuppsats (Examensarbete)
    Abstract [en]

    In this text about the mathematics education in a primary school in the Gambia, I am researching what this mathematics education consists of and what surrounding factors might be affecting it. The pupils of the school in question speak several different languages. This language situation is one of the factors considered in the research. A connection between the real life led by the pupils and their mathematics education was a second factor. The third factor is financial resources or the lack thereof. I wanted to see if a lack of sufficient financial resources was visible in forming the education and the teaching of the pupils. The teaching of mathematics in the school seemed to be based on behaviourism, but could perhaps take benefit from the ethnomathematics perspective. Through observations, analyzing documents and an interview, I realized that the government had set ambitious objectives for the teachers to follow, but due to lack of economical resources, as far as my study found, these are not achieved. As ambitious objectives, which are not followed by sufficient funding is an issue not only applicable in Gambian schools and since Sweden is a growing multicultural society, I can use my knowledge from this study in my work in Swedish schools.

  • 180. Breen, Sinéad
    et al.
    Larson, Niclas
    O'Shea, Ann
    Pettersson, Kerstin
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    A study of students’ concept images of inverse functions in Ireland and Sweden2017Ingår i: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 22, nr 4, s. 85-102Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this paper we focus on first-year university students’ conceptions of inverse function. We present results from two projects, conducted in Ireland and Sweden respectively. In both countries, data were collected through questionnaires, as well as through student interviews in Sweden. We draw on the notion of concept image and describe the components of students’ evoked concept images. The students’ responses involved e.g. ”reflection”, ”reverse”, and concrete ”examples”, while just a few students gave explanations relating to the definition of inverse functions. We found that the conceptions of inverses as reflections and reverse processes are important and relatively independent of local factors, and the data seemed to suggest that a ”reverse” conception is linked to an appreciation of injectivity more than a ”reflection” conception.

  • 181.
    Brorson Norberg, Birgitta
    et al.
    Mälardalens högskola.
    Enghag, Margareta
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik. Mälardalens högskola.
    Engström, Susanne
    Mälardalens högskola.
    Muntlig kommunikation under en lektion om energikällor i årskurs 5 /Oral Communication during a Lesson on Energy Sources in Grade 52014Ingår i: Nordic Studies in Science Education, ISSN 1504-4556, Vol. 1, nr 1, s. 35-47Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Studies have shown that students’ awareness of the goals and purposes of the laboratory activityis important for their possibility to participate in and learn from the activity. While practical activitiesoften have been considered to be a central part of science education, relatively few studies haveexamined laboratory work in situ. In this paper we addressed these issues by examining (a) whatpurposes are distinguished when students’ work with a laboratory assignment and (b) how thesepurposes are made continuous with the teacher’s aim with the assignment. The data was based onclassroom observations from two ordinary laboratory settings, one from a chemistry class in lowersecondary school and one from a physics class in the natural science programme in upper secondaryschool. Although both student groups acknowledged their teacher’s intentions with the practical andcould act towards the more student centered purposes of the activity, e.g. describe what happens withthe copper and measure the speed of a small vessel respectively, there were differences regarding thepossibilities the students had to act toward the activity’s final aim. The results showed that these factorscan be referred to the amount of purposes introduced by the teacher as well as those that arosebecause of contingences, and the connection of these purposes to students’ prior experiences.

  • 182. Brunila, Kristiina
    et al.
    Valero, Paola
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Anxiety and the making of research(ing) subjects in neoliberal academia2018Ingår i: Subjectivity, ISSN 1755-6341, E-ISSN 1755-635X, Vol. 11, nr 1, s. 74-89Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Based on the crafting of seven fictional stories, the making of academic subjects in universities in times of neoliberal ethos is examined. The simultaneous configuration of subjects and objects of research is grasped in the term research(ing) subjects. Neoliberal governing generates the affect of anxiety as a socially manufactured intensity connected to precarity. We claim that the power effects of neoliberal configurations through the affect of anxiety is a particular governing strategy of subjectivation, and that its effects in making both researching and research subjects direct toward an economic logic where the self of academics and their work is shaped as insufficient. Putting the gaze on research(ing) subjects and anxiety is a way to disclosing the public secret of governing through affect and thus reimagining possibilities for resistance and meaningful academic work.

  • 183.
    Bälter, Olle
    et al.
    KTH Royal Institute of Technology.
    Cleveland-Innes, Martha
    Athabasca University.
    Pettersson, Kerstin
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Svedin, Maria
    KTH Royal Institute of Technology.
    Student approaches to learning in relation to online course completion2013Ingår i: Canadian Journal of Higher Education, ISSN 0316-1218, Vol. 43, nr 3, s. 1-18Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study investigates the relationship between approaches to studying and course completion in two online preparatory university courses in mathematics and computer programming. The students participating in the two courses are alike in age, gender, and approaches to learning. Four hundred and ninety-three students participating in these courses answered the short version of the Approaches and Study Skills Inventory for Students (ASSIST). Results show that students demonstrating a deep approach to learning in either course are more likely to complete. In the mathematics  course, a combination of deep and strategic approaches correlates positively with course completion. In the programming course, students who demonstrate a surface approach are less likely to complete. These results are in line with the intentions of the course designers, but they also suggest ways to improve these courses. Furthermore, the study demonstrates that ASSIST can be used to evaluate course design.

  • 184.
    Caiman, Cecilia
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Naturvetenskap i tillblivelse: Barns meningsskapande kring biologisk mångfald och en hållbar framtid2015Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    The objective of this thesis is to analyze children’s meaning making processes in science related to environment and sustainability at the pre-school level. This thesis examines an approach to early childhood education which is conceptualized by an explorative as well as a listening approach that specifically addresses children’s questions. The purpose is to create knowledge on how the processes develop and what specific science related content that emerges. All studies are based on a Deweyan pragmatic perspective. Study 1 “logs in” to the debate on children’s possibilities to become “agents for change” and contributing to positive changes for the environment. The results reveal that the children’s positive and negative aesthetic utterances have significance for how the process develops and is being fulfilled. The contextual aspects are imperative both for the content and for the choices the children make along the course of actions. Study 2 examines children exploring animals in a pre-school project concerning biodiversity.  Initially, the results reveal that the organisms’ appearances and movements received morphological and physiological explanations. Further on, knowledge was gained in a manner which has similarities to ecological and evolutionary ways of explaining biological phenomena. Study 3 takes departure from the discussion on the fact that sustainability related problems often are unstructured, multifaceted and conceptualized as “wicked”. The study examines how the process of imagination comes into play when children explore a sustainability related problem that is important to them. The results reveal that creative solutions come into existence when blending various experiences.  Study 4 investigates how children raise and answer science related questions by non-verbal actions. The results expose that non-verbal actions serve as inquiry, comparative systematics, visualization, question-generators as well as a public and self-reflective communication.

  • 185.
    Caiman, Cecilia
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Jakobson, Britt
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    The Role of Art Practice in Elementary School Science2019Ingår i: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 28, nr 1-2, s. 153-175Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study was to examine the role of aesthetic practice in elementary school and the consequences for children's meaning-making in science. More specifically, we intended to scrutinise what science learning emerges within the process, to target the consequences of adopting art practice in science class and to explore these two dimensions as a whole in order to better understand how children make meaning when exploring animals' ecology. The data, comprising audio recordings, photographs of children's drawings and field notes, were collected in one school which we visited on three occasions over a period of four consecutive days. The school is located in Sweden, and the children participating in the study were between 6 and 7years old (Swedish grade 1). In this particular study, the children were involved in exploring animals' ecology. Data was analysed by means of practical epistemology analysis (PEA), taking its stance in Deweyan pragmatic philosophy on learning and meaning-making. The results reveal that art practice was important for children's cognitive and aesthetic learning in science. The entanglement of science learning and art-in-the-making was shown to be of significance for broadening and deepening children's science repertoire. In addition, children's imagination and creativity was a vital part of their meaning-making when exploring a complex phenomenon, such as the spinneret, the spider-thread machine. All along the process, the young learners, in transaction with the contextual features, developed agency meaning that the children owned the problems and developed action strategies through art and speech.

  • 186.
    Caiman, Cecilia
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lundegård, Iann
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Pre-school childrens agency in learning for sustainable development2013Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In recent years, there has been a growing interest in pre-school children’s meaning-making and learning in education for sustainability. Young children should be recognized as ‘agents for change’ and active participants in their own day-to-day practices. Such issues are thoroughly discussed in the early childhood education for sustainability field. However, only a few research reports are presented on the subject. In this paper, our purpose is to examine empirically how agency is constituted when pre-school children explore science-related issues in a context of education for sustainability. The empirical material consists of video-recording sequences of four- to five-year-olds. In the analysis, we use a methodological approach based on Dewey’s pragmatist philosophy. We describe what a small group of children are doing and their ‘course of action’ towards ‘fulfilment’. In view of this, agency is explained as something that children achieve together in transactions rather than something they possess. Furthermore, the findings show the significance of the aesthetic relations in the constitution of agency. At the end of the article, we also discuss agency in relation to the ongoing debate on participation in young children’s meaning-making for sustainability.

  • 187.
    Caiman, Cecilia
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lundegård, Iann
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Young children's imagination in science education and education for sustainability2018Ingår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 13, nr 3, s. 687-705Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This research is concerned with how children's processes of imagination, situated in cultural and social practices, come into play when they invent, anticipate, and explore a problem that is important to them. To enhance our understanding of young children's learning and meaning-making related to science and sustainability, research that investigates children's use of imagination is valuable. The specific aim of this paper is to empirically scrutinize how children's imaginations emerge, develop, and impact their experiences in science. We approach imagination as a situated, open, and unscripted act that emerges within transactions. This empirical study was conducted in a Swedish pre-school, and the data was collected in between' a science inquiry activity and lunchtime. We gathered specific video-sequences wherein the children, lived through the process of imagination, invented a problem together and produced something new. Our analysis showed that imagination has a great significance when children provide different solutions which may be useful in the future to sustainability-related problems. If the purpose of an educational experience in some way supports children's imaginative flow, then practicing an open, listening approach becomes vital. Thus, by encouraging children to explore their concerns and questions related to sustainability issues more thoroughly without incautious recommendations or suggestions from adults, the process of imagination might flourish.

  • 188. Carlsson, Carl-Gustaf
    et al.
    Gerrevall, Per
    Växjö universitet, Institutionen för pedagogik.
    Pettersson, Astrid
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Bedömning av yrkesrelaterat kunnande2007Bok (Övrigt vetenskapligt)
  • 189.
    Carlsson, Eva
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Smidiga övergångar inom grundskolan,men hur?: Sex matematiklärares berättelser om övergången mellan skolår 3 och 42014Självständigt arbete på avancerad nivå (masterexamen), 20 poäng / 30 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The study, Mind the Gap between Grade Three and Four is written within the research fields of Mathematics Education. The research interests in the study concerns how to achieve a smooth transition between grade three and four in compulsory school.

    As a mathematics teacher I found out that the transition from one grade to another in compulsory school affects both the pupil and the mathematics teacher and not always in a satisfactory way. Formal meetings concerning handing over information about pupils are not sufficient, and there is a definite difference between what is said about the pupils during a formal meeting and what is said in more informal settings. Are their gaps that occur?

    The aim of this study is to listen to mathematics teachers´ and to illuminate their stories about handing over pupils from grade three and taking over pupils in grade four. I am searching for gaps in their stories. My goal is to safe guard the continuity concerning the changes of grades between grade three and four in compulsory school. The research questions are: What are the important factors for mathematics teacher´s concerning the transition between grade three and four? What themes and gaps concerning the transitions are revealed in their stories?

    The study is based on a theoretical framework made of; Gees (1999) theory about "language-in-use" and "the seven building blocks of language". Social constructions because the idea is to criticize and change the established order regarding the transition between grade three and grade four. I also made a choice to look at the difficulties concerning the transition as external factors and not as the shortcoming of the mathematics teachers´ therefore I use the critical perspective. Discourse is used because this study is about communication, both spoken and written.

    In order to investigate important factors for mathematics teachers concerning the transitions I interview six mathematics teachers. They are asked about the existent transition between grade three and four at their schools and what they think are important factors for transitions overall. I also videotape one formal meeting because when different methods are used it helps me verify 2

    the outcome. The transcriptions from the interviews and the formal meeting are analyzed with help from the discourse analysis based on Gee (1999).

    The analysis/result shows themes that are important and signal about gaps that could be filled by further research. Themes revealed concerns: school organization, formal/informal meetings, teaching, assessment and special pedagogy. Gaps that are visible concern the teachers’ different educations, the school-web and the curriculum, time, relations, communication, assessment, feedback, teaching methods, teaching materials, and pupils in special needs.

    I argue that its´ necessary to create a structure and make guidelines for formal conferences concerning the transition between grade three and four to minimize the discontinuity. It should also be of interest that the gaps mentioned in this study are filled, and one way to begin could be to plan for collegial work between teachers’ in different grades.

  • 190.
    Chang Rundgren, Shu-Nu
    et al.
    Karlstads universitet.
    Christensson, Nina
    Karlstads universitet.
    Rundgren, Carl-Johan
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Analyzing students’ use of reasons in arguing socioscientific issues through the SEE-SEP model.2011Konferensbidrag (Refereegranskat)
    Abstract [en]

    Socioscientific issues (SSIs) are proved as good contexts to make learners achieve the goal of scientific literacy and to enhance skills of argumentation worldwide. Research has found that reasons from various resources are involved in students’ argumentation on SSIs and also shows that multi-perspective involvement of reasoning is important for the quality of argumentation. To study whether students could use reasons from multi-resources in arguing SSIs, we adopt a model termed SEE-SEP to analyze 208 Swedish upper secondary students’ written arguments on SSIs including global warming, GMO, nuclear power and consumption. The results disclosed that (1) social-science majors and females generated more numbers of reasons and also showed multi-disciplinary reasons; (2) the aspect of value was found used most in students’ argumentation without differences among study backgrounds and genders; (3) reasons from the subject area of science were presented most in the topic of nuclear power and GMO, also without differences among study backgrounds and gender; (4) reasons from the subject area of ethics/morality were generated less among the four SSIs, but relatively, females provided more than males; (5) personal experience were involved far less than the aspects of value and knowledge, especially in the topics of global warming, GMO and nuclear power, in which, the subject area of economy was also presented less. The implications to SSI research and teaching are discussed.

  • 191.
    Chang Rundgren, Shu-Nu
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Rundgren, Carl-Johan
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Enhancing science teachers’ professional knowledge on inquiry-based science teaching. 2015Ingår i: II IOSTE Eurasian Regional Symposium & Brokerage Event Horizon 2020 – Science with and for Society. / [ed] B. Cavas & G. Cakmakci, Istanbul: Bahcesehir University , 2015, s. 30-30Konferensbidrag (Refereegranskat)
    Abstract [en]

    Inquiry-based science education (IBSE) has been addressed in science education internationally during the past decades, and the new Swedish curriculum from 2011 also emphasize the need to develop students’ inquiry skills. However, to what extent school teachers in Sweden have developed their professional knowledge on IBSE has only been focused in a small number of studies in Sweden and it was found that in-service teachers were not well-informed about the ideas of IBSE (Lunde, Rundgren, & Chang Rundgren, 2015). Therefore, in the PROFILES project in Sweden, we could create time and space for in-service teachers to develop and reflect on IBSE. The purpose of this presentation is to share our experiences on the development of PROFILES with in-service science teachers (primary and lower secondary school levels) in Sweden during year 2012 to 2014. A model termed context-inquiry-assessment (CIA) continuously professional development (CPD) is introduced in the presentation together with suggestions on different teacher professional development approaches (e.g. design-based, learning study and action research) (Chang Rundgren, in press) as well as the detailed professional reflection on pedagogical content knowledge (PCK).  

     

     

    References

       Lunde, T., Rundgren, C-J, Chang Rundgren, S. N. (2015) När läroplan och tradition möts – hur högstadielärare bemöter yttre förväntningar på undersökande arbete i naturämnesundervisningen. NorDiNa (Nordic Studies in Science Education) 11(1) 88-101.

    Lunde, T. (2014). När läroplan och tradition möts. Om lärarfortbildning och undersökande aktiviteters syfte inom den laborativa NO-undervisningen i grundskolans senare del. Licentiate Thesis. Karlstad University Studies 2014:42. ISBN 978-91-7063-577-9

     

  • 192.
    Chang Rundgren, Shu-Nu
    et al.
    Institutionen för Kemi och biomedicin, Karlstads universitet.
    Rundgren, Carl-Johan
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Experience-Based Teaching and Learning of Socioscientific Issues2012Konferensbidrag (Refereegranskat)
    Abstract [en]

    With the emergence of socioscientific issues (SSIs) like GMO, global warming and the use of nuclear power plants, SSI-research has become one of the main trends in science education. During the past decade, researchers indicate that SSIs are suitable contexts to promote students’ argumentation skills, to achieve the goal of scientific literacy and even to enhance students’ learning interests toward sciences. Evidently, SSI-research shows the importance of its continuation. To date, most of the research focuses on how students’ argue in different SSI topics, but this paper highlights the importance of shifting the main focus from individual student’s argumentation on SSIs to teaching contexts. The SEE-SEP model (with six subject areas and three aspects of value, knowledge and personal experiences) was developed to analyze the resources of students’ supporting reasons in their argumentation. From former research using the SEE-SEP model, it was disclosed that the value aspect dominated students’ argumentation on different SSIs. We argue that, if value-laden argumentation is an essential part of SSI-teaching, teachers need to work on engaging students with various forms of experiences (from low to high authenticity) to develop students’ values towards SSIs. Hence, an experience-based SSI teaching and learning model is suggested in the paper to develop students’ different values on SSI topics, which can contribute to their interests in SSIs as well as competency as citizens of our future society.

  • 193.
    Chang Rundgren, Shu-Nu
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Rundgren, Carl-Johan
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Making chemistry education relevant through mass media.2015Ingår i: Relevant Chemistry Education – From Theory to Practice / [ed] Ingo Eilks and Avi Hofstein, Rotterdam: Sense Publishers, 2015, 1, s. 205-218Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    In today’s society, mass media plays an important role in our life. In addition toschool education, people receive scientific knowledge from mass media to a greatextent. Within chemistry, the information, for example, concerning food chemistry,crime investigation, environmental toxins and local mining issues, pervades massmedia. Today, all the above-mentioned issues are termed socio-scientific issues(SSI), which are seen as suitable contexts to promote scientific literacy and citizeneducation in the global age. In addition to the importance of noticing the emergingSSI in mass media, both of SSI and media have been found useful in enhancingstudents’ learning in sciences, especially at the moment of facing the presentphenomenon concerning students’ low interest in science revealed internationally,in particular among developed countries (e.g. Sweden). Therefore, it is a majortask now for us, as science educators, to put effort on motivating students’ interestin science, and we believe the combination of SSI and mass media can enhancestudents’ interest through making science relevant. In this chapter, the importanceof SSI-based teaching linking to the meaning of relevance is introduced as a visionthat science teachers need to be aware of and develop further. Further, we arguewhy mass media can contribute to making chemistry education relevant forstudents based on research evidence. Two examples of SSI-teaching approaches,based on local SSI topics discussed in mass media in Taiwan and Sweden, arepresented to benefit teaching practices. The implication to teacher education isalso discussed.

  • 194.
    Chang Rundgren, Shu-Nu
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Rundgren, Carl-Johan
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Pre-service teachers’ awareness on the teaching strategies involving socioscientific issues, inquiry-based science education to enhance socioscientific inquiry-based learning.2016Ingår i: ERIDOB 2016: Eleventh Conference of European Researchers in Didactics of Biology, 2016, s. 73-73Konferensbidrag (Refereegranskat)
    Abstract [en]

    Together with Inquiry-Based Science Education (IBSE), teaching and learning about SocioScientifis Issues (SSI) and the related argumentation skill (termed informal ar-gumentation or SSI-argumentation) are emerging and hot research topics in science education internationally during the past decades. Embedding the four important concepts regarding Responsible Research and Innovation (RRI), Citizenship Educa-tion (CE), SSI and IBSE for the education in modern society, the teaching strategy of SocioScientific Inquiry-Based Learning (SSIBL) is generated and recognized by the European Commission to promote in teacher education and apply in school educa-tion. The presentation is based on an EU FP7 project, PARRISE (No. 612438), aiming to develop TPD courses to enhance pre- and in-service teachers’ competence on teaching students’ SSIBL in formal and informal education from primary to upper secondary education levels. The purpose of this presentation is to demonstrate a design of a SSIBL TPD course (with a focus of RRI, SSI, IBSE and CE concepts) for a group of pre-service teachers at primary education level. Further, the pre-service teachers’ awareness on teaching strategies involving SSI, IBSE to enhance SSIBL is investigated with the main research questions including: 1. What are the pre-service teachers’ awareness of SSI and IBSE teaching? 2. What are the re-service teachers’ awareness of SSI, IBSE and SSIBL teaching after the SSIBL TPD course? 3. What are pre-service teachers’ general feedback on the SSIBL TPD course? Through the pre- and post-test with quantitative Likert-Scale questionnaire survey, the results showed that the 26 pre-service teachers’ confidence on SSI, IBSE and SSIBL teaching strategies were increased and need for further education was decre-ased, both with significantly differences (p < 0.05) after the SSIBL TPD course. Also, the general feedback on the SSIBL course was positive as well.

  • 195.
    Chang Rundgren, Shu-Nu
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Rundgren, Carl-Johan
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Primary school pre-service teachers’ confidence and need concerning socioscientific inquiry based learning2017Konferensbidrag (Refereegranskat)
  • 196.
    Chang Rundgren, Shu-Nu
    et al.
    Karlstads universitet.
    Rundgren, Carl-Johan
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Science in media: An important aspect to be included to enhance civic scientific literacy2013Konferensbidrag (Refereegranskat)
    Abstract [en]

    How to create a meaningful science education plat­form for all citizens, and to achieve the goal of scientific literacy, has been a long-standing debate internationally. To date, ‘science for all’ and ‘science for future scientists’ describe science curricula for two different target groups, students who expect to pursue further studies and students who will not continue to study science, of which the latter constitute the majority in the society. The way science education is organized with those two target groups in mind can be connected to the two different ‘visions’ of science education. According to Douglas Roberts, in science education related to ‘vision one,’ the academic subject gives the structure and content of school science teaching. A ‘vision two’ related science teaching generally structures the school science around societal issues in which science knowledge plays an important role. However, the questions of how to create a meaningful ‘science education for all’ linking to society must be addressed. After school, media become one of the main sources for the majority of citizens to access science information. Hence, the importance of conducting research on ‘science in media,’ which can give input to science education in school, has been noticed. In this paper, we focus on discussing civic scientific literacy (related to ‘science for all’ or ‘vision two’) through the aspect of media. Based on our three-year (2009-2011) experiences and research outcomes from SLiM (Scientific Literacy in Media) project in Taiwan (1034 participants) and Sweden (117 participants), the following questions are addressed and reflected in this paper. Implications for science education and research are also discussed.

    • Why is ‘science in media’ important to be included in civic scientific literacy?
    • What ‘science’ is included in media?
    • How can we embed ‘science in media’ in science education?
    • Should we have a ‘uniform’ scientific literacy globally?
  • 197.
    Chang Rundgren, Shu-Nu
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Rundgren, Carl-Johan
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    SSI pedagogic discourse: embracing scientific media literacy and ESD to face the multimedia world.2014Ingår i: Science education research and Education for sustainable development: a collection of invited papers inspired by the 22nd Symposium on Chemistry and Science Education held at the University of Bremen, 19-21 June 2014. / [ed] Ingo Eilks, Silvija Markic & Bernd Ralle, Aachen: Shaker Verlag, 2014, s. 157-168Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this science and technology dominated society, the complex interrelationship of science, technology, environment and society has been noticed during the past 30 years. In line with this phenomenon, socioscientific issues (SSI) are not only emerging in the research field of science/environmental education, but also discussed in our everyday multimedia world. This year is the last year of the UN Education for Sustainable Development (ESD) decade (year 2005 to 2014), it is time to reflect upon what we have done and how we ought to continue in the next step. Therefore, in this presentation, firstly, we will address the important relationship of scientific literacy (SL), ESD, SSI and science media literacy (SML) in the modern society. Secondly, based on the aforementioned important relationship of SML, ESD and SSI, a model of SSI pedagogic discourse is presented to contribute to school education. The implications to ESD, media, science and citizen education are delineated.

  • 198.
    Chang Rundgren, Shu-Nu
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik. Karlstad University, Sweden.
    Rundgren, Carl-Johan
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    What are we aiming for?—A Delphi study on the development of civic scientific literacy in Sweden2017Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 61, nr 2, s. 224-239Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Based on the EU FP 7 project PROFILES, this article presents our findings from a three-round Delphi study conducted in Sweden which 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 2012–13. The results revealed that there were some highly ranked consensus ideas: environmental issues, inquiry skills, motivation/interest and holistic comprehension were all in line with conclusions drawn elsewhere in the literature and ideas within the PROFILES project itself. However, we also found that there were some mismatched aspects of our Delphi study and the Swedish curriculum. The conclusions of our research imply the importance of involving different stakeholders in the educational reconstruction process; we suggest that the school teacher in particular should play a vital role.

  • 199.
    Chatzikos, Petros
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    "Matematiken är ju samma överallt... eller?": Lärande och kunskap inom matematikens och matematikundervisningens multikulturella värld2017Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 200. Chibas, Åsa
    et al.
    Nouri, Jalal
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Norén, Eva
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Zhang, Lechen
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Sjöberg, Christer
    Didactical strategies and challenges when teaching programming in pre-school2018Ingår i: EDULEARN18: Proceedings, The International Academy of Technology, Education and Development, 2018, s. 3345-3350Konferensbidrag (Refereegranskat)
    Abstract [en]

    Many countries around the world have introduced programming curriculum at K-9 level. For a number of years, a lot of studies have surfaced demonstrating enactments of programming education, for instance through the use of visual programming languages as Scratch in different contexts. However, these studies have had a dominating focus on students of age 7 and older and there are few studies reporting on implementation of programming activities for younger children at preschool. This gap is addressed by this study that focus exclusively on learning of programming in a preschool class of six year olds. We have followed one teacher during six months conducting both classroom observations and interviews. In this paper we report on the didactical methods the teacher used when teaching programming through unplugged (analogue) means, with BlueBot robots, and through Scratch Jr. We end the paper by a discussion reflecting on challenges and lessons learned in relation to introducing programming for young children.

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