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  • 201.
    Almqvist, Jonas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Pedagogikutbildningarna och lärarutbildningarna: Pedagogikens och didaktikens förändrade förhållanden2014Conference paper (Other (popular science, discussion, etc.))
  • 202.
    Almqvist, Jonas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Quality and relevance?: On the use of bibliometric studies in the evaluation and planning of didactical research2014Conference paper (Refereed)
    Abstract [en]

    The aim of this presentation is to analyse and discuss the use of bibliometric analyses in evaluation and planning of didactical research.

    The presentation is based on a case study of “the norweigian model” and the results are discussed in relation to one of the ambitions within the didactical research community; to make knowledge contributions within the scientific field as well as to the professionals (C.f. Hudson & Meyer 2011).

    The study of the use of bibliometric studies in the evaluation and planning of didactical research identify three main challenges:

    (1)     In the case study, the ratio between the number of scientific publications (level 1 and level 2) and the total amount of publication is 31% (Nordgren 2011). The discussion of the use of bibliometric analyses for decisions about the allocation of research funds is focused on scientific publications, which may lead to a decrease of publications written for other audiences.

    (2)     A benchmark on 25% publications on level 2 (as decided at Uppsala University) may actually lead to a decrease of the total number of scientific publications.

    (3)     The bibliometic analyses says something about the result of the reseachers’ work, but nothing about the research process or its preconditions.

    The presentation highlights the need of further discussions about different models for research evaluation, planning and publication.

    References

    Nordgren, Joseph (Ed.)(2012). Quality and renewal 2011. An overall evaluation of research at Uppsala University 2010/2011. Uppsala: Uppsala University.

    Hudson, Brian & Meyer, Meinert A. (Eds.)(2011). Beyond fragmentation: didactics, learning and teaching in Europe. Opladen : Budrich, Barbara, 2011

  • 203.
    Almqvist, Jonas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Teaching and Learning in Science Education: Part of the symposium Bildung – instruction/éducation as part of subject teaching and learning (part 2)2014Conference paper (Refereed)
  • 204.
    Almqvist, Jonas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Teaching traditions and learning: A comparative didactic approach2016Conference paper (Refereed)
    Abstract [en]

    In this presentation, I propose that research about the limits and possibilities for action offered by different teaching traditions may influence students’ learning and be useful for teachers in thinking about and planning their teaching practices. Activities such as education, teaching and learning are constituted by choices of content and manners of teaching. These choices communicate what counts as valid knowledge and the proper ways of creating knowledge within the practice. I argue that comparative didactic studies, identifying teaching traditions in different educational practices, subjects and/or countries, contribute to an understanding of the prerequisites for learning formed in each of the traditions. In so doing, the research can create knowledge about the relation between customs of teaching and the learning outcome. In the presentation, I will present the framework of and some results from the project Teaching Traditions and Learning. The project builds on a comparative didactics approach combination with a pragmatic perspective on teaching and learning. The ambition is to search for as many different teaching traditions as possible in order to optimize the possibility to find effective and fruitful teaching approaches. Therefore, the project includes participants from various contexts in three countries; France, Sweden and Switzerland.

  • 205.
    Almqvist, Jonas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Teaching traditions and learning in physical education and science education: A double symposium at ECER 20152015Conference paper (Refereed)
    Abstract [en]

    Within institutionalised educational activities one of, if not the, most important factor for students’ learning is the teacher’s manner of teaching. In this symposium we will present the framework and some of the results from a project where we are identifying teaching traditions – manners of teaching that many teachers use – within science education and physical education and analysing the pros and cons of each of the traditions regarding learning. In other words, the project focuses on the institutional dimension of learning, by identifying limits and possibilities for learning offered by different teaching traditions. The results of this research will then, from the perspective of cooperative engineering (Sensevy et al 2013), be tested in use together with practicing teachers in order to evaluate their potential for helping teachers cope with important didactic choices in planning, realizing and evaluating their teaching.

    The project builds on a comparative didactics approach (Caillot 2007; Mercier, Schubauer-Leoni & Sensevy 2002) in combination with a pragmatic perspective on teaching and learning. The ambition is to search for as many different teaching traditions as possible in order to optimize the possibility to find effective and fruitful teaching approaches. Therefore, the project includes participants from various contexts in three countries; France, Sweden and Switzerland.

    Teaching is only possible through the process of inclusion and exclusion of content (Englund 1986). The term privileging, coined by Wertsch (1998), explicate the fact that also the learning process includes choices (cf. Almqvist & Östman 2006). The term draws attention to the fact that participants in the learning process valuate and judge certain artefacts, meetings, questions, and so forth, as reasonable and fruitful, while others, though fully conceivable, are ignored or disregarded.

    The privileging that takes place during meaning-making directs learning in a certain direction and toward certain content (i.e. Wickman & Östman 2002) and is limited by the institutional "boundaries" in which knowledge, teaching and learning unfold. Focusing on the didactical aspects of education, we search for the connections between selective traditions (cf. Östman 1996, Quennerstedt 2006), teachers’ manners of teaching (cf. Lundqvist et al 2012) and students’ privileging (cf. Almqvist & Östman 2006). These three concepts deal with the fact that activities as education, teaching and learning are constituted by selection of content and teaching strategies.

    In our analyses we are interested to find out what role encounters with the teacher has for students’ privileging and learning. Especially we are interested to find out which role the manner of teaching has for students’ learning of habits of privileging and what effect certain habits have for the learning outcome. The learning of specific habits of privileging is occurring in the interplay between students’ earlier knowledge and experiences, the interaction with peers and the manners of teaching (Lundqvist et al 2012).

    Studies in comparative didactics may be productive in that they contribute with knowledge about different ways of the teaching and learning of specific subject content (Caillot 2007). The differences and similarities identified in the studies will help to describe teaching learning in each school subject more precisely and thereby generate new knowledge about different school subjects. In order to maximize the finding of different teaching traditions we make i) investigations in four subjects – physics, chemistry, biology and physical education and health – in Sweden, France and Switzerland and ii) comparative investigations within these four subjects between the three countries and iii) comparative investigation between these four subjects and between countries.

    ReferencesAlmqvist, J., Östman, L. (2006). Privileging and Artifacts: On the use of information technology in science education. Interchange, 37(3): 225-250Caillot, M. (2007). The Building of a New Academic Field: the case of French didactiques. European Educational Research Journal, 6(2), 125-130.Englund, T. (1986). Curriculum as a political problem. Changing educational conceptions, with special reference to citizenship education. Lund: Studentlitteratur/Chartwell-Bratt.Lundqvist, E., Almqvist, J., & Östman, L. (2012). Institutional traditions in teachers’ manners of teaching. Cultural Studies of Science Education, 7(1), 111-127.Mercier, A., Schubauer-Leoni, M. L., & Sensevy, Gérard. (2002). Vers une didactique comparée. Revue Française de Pédagogie, 141(Numéro thématique), 5-16.Quennerstedt, M.  (2006). Att lära sig hälsa. Örebro Studies in Education 15.Sensevy, G., Forest, D., Quilio, S. & Morales, G. (2013). Cooperative engineering as a specific design-based research. ZDM, The International Journal on Mathematics Education, 45(7), 1031-1043Wertsch, J. V. (1998). Mind as action. New York, Oxford University Press. Wickman, P.-O., & Östman, L. (2002). Learning as discourse change: A sociocultural mechanism. Science Education, 86; 601-623.Östman, L. (1996). Discourse, discursive meanings and socialization in chemistry education. Journal of Curriculum Studies, 28 (1); 37-55.

  • 206.
    Almqvist, Jonas
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Utbildningsforskning för lärare: forskning med relevans för lärarutbildningen bedriven vid Uppsala universitet 1990-19951997Collection (editor) (Other academic)
  • 207.
    Almqvist, Jonas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Utvärderingar av forskning inom det pedagogiska fältet – kriterier, kvalitet och användbarhet2014Conference paper (Other academic)
  • 208.
    Almqvist, Jonas
    et al.
    Uppsala universitet.
    Brickhouse, Nancy
    University of Delaware.
    Lederman, Judith S.
    Illinois Institute of Technology.
    Lederman, Norman G.
    Illinois Institute of Technology.
    Ligozat, Florence
    University of Geneva, Schweiz.
    Östman, Leif
    Uppsala universitet.
    Sadler, Troy D.
    University of Florida.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Zeidler, Dana L.
    University of South Florida.
    Exploring themes of scientific literacy2009Conference paper (Refereed)
  • 209.
    Almqvist, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Brickhouse, Nancy
    University of Delaware.
    Lederman, Judith S
    Illinois Institute of Technology.
    Lederman, Norman
    Illinois Institute of Technology.
    Ligozat, Florence
    University of Geneva.
    Östman, Leif
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Sadler, Troy
    University of Florida.
    Wickman, Per-Olof
    Stockholms universitet.
    Zeidler, Dana
    University of South Florida.
    Exploring themes of scientific literacy2009Conference paper (Refereed)
  • 210.
    Almqvist, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hamza, Karim
    Stockholms universitet.
    Olin, Anette
    Göteborgs universitet.
    Didactical Investigations for Professional Development2016Conference paper (Refereed)
    Abstract [en]

    The research presented in the paper is part of a large research project built on a comparative didactics approach (cf. Almqvist & Quennerstedt 2015; Ligozat et al 2015) with the overall ambition to search for and analyze different teaching traditions in order to optimize the possibility to find effective and fruitful teaching approaches. One of the aims in the project is to use and develop didactic knowledge and concepts in cooperation with teachers (cf. Sensevy et al 2013, Wickman 2015). In this paper we will present and discuss a way for researchers to participate in teachers’ development of teaching.

    Teaching is a complex, transactional process affected by numerous contingencies both within and outside the classroom. Thus, it is necessarily underdetermined by any theories about teaching and learning. Just like medicine or engineering, didactic knowledge therefore needs to be developed in interaction between more general, ”theoretical” models of teaching, and the actual practices which these theories are intended to support (Wickman, 2015). This realization is consistent with current views of teacher professional development as needing to involve teachers in collaborative and inquiry-based projects grounded in problems identified by the teachers themselves (McNicholl, 2013; Sensevy et al 2013; van Driel, Meirink, van Veen, & Zwart, 2012).

    The idea of didactic modelling or inquiry goes beyond these notions by emphasizing not only teacher learning and the development of local practice but also the successive modification and refinement of the theories themselves (Lijnse & Klaassen, 2004; Wickman, 2012). From that point of view, researchers in didactics and practicing teachers are seen as different but equally crucial actors in the joint construction and successive development of disciplinary knowledge about teaching.

    Neither teacher professional learning nor didactic research primarily proceeds by substituting old ideas with new ones. Instead knowledge, personal as well as institutional, is transformed bit-by-bit through noticing of and reflection upon consequences for both practice and theory (Clarke & Hollingsworth, 2002; Wickman, 2012). Through this kind of joint and reciprocal work, generating personal as well as institutionalized knowledge which is thoroughly and continuously mangled through actual practice (Pickering, 1995), teachers as a collective may develop a common basis for their choices of content and methods for teaching (Wickman, 2015).

    However, the ambition to find ways for researchers too contribute to educational development is not new. A research field with long experience of and knowledge about development work where researchers and teachers collaborate is the action research field. Action research is a broad field both in a geographical as well as theoretical sense (Somekh & Zeichner, 2009), including different purposes, conditions, philosophical starting-points and forms for inquiry. Nevertheless, there are also characterizing features in all variations of action research. According to Reason and Bradbury (2001), action research always has an emergent developmental form; it deals with practical issues, supports human development, is founded on knowledge-in-action and aims at participation and democracy (p. 2). The role of teachers in educational research has been an essential topic for decades especially in critical theoretical approaches such as Participatory Action Research (PAR).

    Methodology, Methods, Research Instruments or Sources Used In the seminal book Becoming critical (Carr & Kemmis, 1986) the aim was to clarify that teachers have to be a part of the research together with researchers if there is going to be more than purely theoretical knowledge about educational change, and if actual change is to be effected. From a Swedish perspective working in action research partnerships between teachers and researchers, school and university, has been emphasized and developed since policies for education in the 1990s opened up for this kind of collaborations as a strategy of developing schools on the basis of research (Salo, Furu & Rönnerman, 2008, p.16). Being interested in how research and practice development may occur through productive relationships between researchers and teachers means that not only knowledge itself needs to be explored, but also dimensions like dialogue and recognition (Groves, Olin, & Karlberg-Granlund, forthcoming). In action research, there is a quest towards sound communication in community with other individuals as a foundation for professional growth and development in practices, which can contribute to knowledge formation. In transformative partnerships reciprocal relationships between research and practice based on ongoing negotiation and renegotiation of substantive claims and judgments by all involved in the research, rests on the possibility of recognition of the other within intersubjective spaces that openly nurtures an individual’s sense of being a valuable contributor in the professional learning projects. The methodology developed and discussed in the paper is a way for researchers and teachers to produce knowledge about teaching in common writing about educational cases. The case, which is written by an educational researcher (the lead author) together with an active teacher will (1) describe some kind of didactic dilemma or problem that the teacher has identified and (2) a description of how the dilemma is handled in the teacher's practice. In a second step of the analyses, a couple of researchers from different fields write comments on the case from their different perspectives. In the third step, the lead author and the teacher pull together, summarize and discuss the case and the different comments. Conclusions, Expected Outcomes or Findings In the paper we describe and discuss three cases of teaching written by teachers and researchers together. The results show how questions identified by active teachers can be developed by using results from didactical research, but also how didactical knowledge and concepts may be developed when applied in the cases. Preliminary themes handled in the cases are (a) different ways of teaching the same educational content, (b) student’s participation in the classroom discussion and (c) application of scientific knowledge in everyday situations. During the writing process we also analyze if and how the writers’ ways of thinking about the specific cases develops. Consequently, we produce and present two different kinds of knowledge in the paper. Firstly, the results show how the teaching practices was developed in the joint work of teacher and researcher, and secondly how didactical knowledge and concepts can be applied, and perhaps developed, in the writing process. We will also discuss the cases in relation to professional development – specifically the development of teaching in terms of educational content, teaching and learning – and how the relation between researcher and teacher in cooperation depends on their recognition of each other’s perspectives and knowledge.

    References

    Almqvist, J. & Quennerstedt, M. (2015). Is there (any)body in science education? Interchange, 46(4), 439-453.

    Carr, W., & Kemmis, S. (1986). Becoming Critical: Education, Knowledge and Action Research. London: Falmer Press.

    Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18, 947-967.

    Groves, C.E., Olin, A., & Karlberg-Granlund, G. (forthcoming). Partnership and Recognition in Action Research: understanding the practices and practice architectures for participation and change. Educational Action Research.

    Ligozat, F., Amade-Escot, C. & Östman, L. (2015). Beyond subject specific approaches of teaching and learning: Comparative didactics? Interchange, 46(4), 313-321.

    Lijnse, P., & Klaassen, K. (2004). Didactical Structures as an Outcome of Research on Teaching-Learning Sequences? Special Issue. International Journal of Science Education, 26, 537-554.

    McNicholl, J. (2013). Relational agency and teacher development: a CHAT analysis of a collaborative professional inquiry project with biology teachers. European Journal of Teacher Education, 36, 218-232.

    Pickering, A. (1995). The mangle of practice: Time, agency, and science. Chicago: The University of Chicago Press.

    Reason, P., & Bradbury, H. (2001). Introduction: Inquiry and Participation in Search of a World Worthy of Human Aspiration. I P. Reason & H. Bradbury (Red.), Handbook of Action Research. Participative Inquiry and Practice (s 1-14). London: SAGE.

    Salo, P., Furu, E.M., & Rönnerman, K. (2008). Educational policies and reforms. In K. Rönnerman, E. Moksnes Furu, & P. Salo (Red.). Nurturing Praxis. Action Research in Partnerships Between School and University in a Nordic Light (s 11-20). (Pedagogy, Education and Praxis, 3). Rotterdam/Taipei: Sense.

    Sensevy, G., Forest, D., Quilio, S. & Morales, G. (2013). Cooperative engineering as a specific design-based research. ZDM, The International Journal on Mathematics Education, 45(7), 1031-1043

    Somekh, B. & Zeichner, K. (2009). Action research for educational reform: remodeling action research theories and practices in local contexts. Educational Action Research, 17(1), 5–21.

    van Driel, J. H., Meirink, J. A., van Veen, K., & Zwart, R. C. (2012). Current trends and missing links in studies on teacher professional development in science education: a review of design features and quality of research. Studies in Science Education, 48, 129-160.

    Wickman, P.-O. (2015). Teaching learning progressions: An international perspective. In N. G. Lederman & S. K. Abell (Eds.), Handbook of Research on Science Education (2nd ed., pp. 145-163). New York: Routledge.

    Wickman, P.-O. (2012). How can conceptual schemes change teaching? Cultural Studies of Science Education, 7, 129-136.

  • 211.
    Almqvist, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hamza, KarimStockholms universitet.Olin, AnetteGöteborgs universitet.
    Undersöka och utveckla undervisning: Professionell utveckling för lärare2017Collection (editor) (Other academic)
  • 212.
    Almqvist, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lidar, Malena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Teaching content and national tests in Science Education2014Conference paper (Refereed)
  • 213.
    Almqvist, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lidar, Malena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    What content is assessed in the Swedish national tests in biology, chemistry and physics?2013Conference paper (Refereed)
    Abstract [en]

    All students in year nine in the Swedish compulsory school take a national test in biology, physics or chemistry. The ambition of these tests, which were given for the first time as late as in the spring semester 2009 is to measure the Swedish students’ knowledge in science, but also to provide an aid in teachers’ development of their teaching in order to support equal and fair assessment and grading. The purpose of this paper is to analyze and discuss the content of the national tests in biology, physics and chemistry. The paper highlights and discusses similarities and differences between the three subject tests carried out 2009-2012. The study presented in the paper has clarified five categories of content.The analysis shows that a student, to pass the tests, need to show evidence that he or she can answer correctly on questions about (a) scientific concepts, models theories, (b) the scientific ways of thinking about the world and (c) the scientific method. For higher grades, however, the students need to be able to give correct answers on questions about (d) the use of science in relation to everyday problems and also (e) the use of science in relation to political and moral issues. In the paper we discuss what the privileging of content measured can lead to in teachers’ planning of teaching and for the assessment of students’ knowledge, but also in relation to prerequisites for students’ participation in decision making where scientific knowledge is a central part of the problem at hand.

  • 214.
    Almqvist, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Ligozat, Florence
    University of Geneva.
    Comparing, Combining and Fostering Conceptual Frameworks in Didactics: Double symposium at ECER in Dublin, August 22-262016Conference paper (Refereed)
    Abstract [en]

    In September 2016, the Network 27, Didactics, Learning and Teaching, will celebrate 10 years of development within the EERA. Since the beginning, this network is an important place for discussing and overcoming the fragmentation of the research paradigms in didactics. We focus on the relations between teaching, learning and knowledge content in the classroom from the learners and the teachers enacted practices and /or the curriculum perspectives. The network has been established as a unique place in the European educational research landscape for discussing:

    • Different paradigms for didactic research
    • Frameworks for comparison of teaching and learning actions across subjects and educational contexts
    • Methodologies for classroom observation including video studies of teaching and learning
    • Literacies, language use across school subjects and tacit dimensions of teaching
    • Teaching resources, teacher work and the “enacted” curriculum
    • Relationships between didactics and teacher professional development.

    This symposium will go beyond mapping “state of the art” as documented by the diversity of research on didactics and/or learning and teaching (see Hudson & Schneuwly, 2007). The evolution of the conceptual frameworks used in “European didactics” in a broad sense will be traced, as it results from the encounter of the European researchers in the field (e.g., Hudson & Meyer, 2011; Meyer, 2012; Ligozat, Amade-Escot & Östman, 2015; Vollmer, 2014; Wickman, 2012). We will feature and discuss specific theoretical and empirical research results as they have been presented over recent years within the network.

    The purpose of this symposium is to outline i) some conceptual relationships established between the strands of subject specific and general didactics and/or research on teaching and learning; ii) the significant role of comparison of classroom practices in various subjects for the exploration of the relations between different theoretical approaches to teaching and learning; iii) the emergence of new research processes involving teachers and researchers for jointly producing new didactical knowledge.

    The first part of this double symposium focuses on general issues of frameworks and methodologies, as for example and ethical and political dimensions embedded in the curriculum-making process.

    The second part will focus on the various role of comparison, either empirical and/or conceptual, for fostering our understanding of teaching and learning, and the subjects taught, as well as the conditions for producing and fostering didactic knowledge and professional development.

    References

    Hudson, B., & Schneuwly, B. (Éd.). (2007). Didactics – learning and teaching in Europe. Editorial. European Educational Research Journal, 6(2), 106‑108.

    Hudson, B., & Meyer, M. A. (Éd.). (2011). Beyond Fragmentation: Didactics, learning and teaching in Europe. Opladen & Farmington Hills MI: Barbara Budrich Publishers.

    Ligozat, F., Amade-Escot, C., & Östman, L. (Éd.). (2015). Beyond Subject Specific Approaches of Teaching and Learning: Comparative Didactics. Interchange, 46(4), 313‑321.

    Meyer, M. A. (2012). Keyword: Didactics in Europe. Zeitschrift für Erziehungswissenschaft, 15(3), 449‑482. Vollmer, H. J. (2014). Fachdidaktik and the Development of Generalised Subject Didactics in Germany. Education & didactique, 8(1), 23‑34.

    Wickman, P.-O. (2012). A Comparison between Practical Epistemology Analysis and Some Schools in French Didactics. Éducation et didactique, 6(2), 145‑159.

  • 215.
    Almqvist, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Scientific Literacy and the New National Tests2012Conference paper (Refereed)
    Abstract [en]

    All students in year nine in the Swedish compulsory school take a national test in biology, physics or chemistry. The ambition of these tests, which were given for the first time as late as spring 2009, is to measure the Swedish students’ knowledge in science, but also to provide an aid in teachers’ development of their teaching and to promote student learning. The purpose of this paper is to analyze and discuss what knowledge the national tests in biology, physics and chemistry measure – and what knowledge is not measured - what kind of scientific literacy is assessed by tests. The paper highlights similarities and differences between the three subject tests. The analysis shows that a student, to pass the tests, need to show evidence that she has two kinds of knowledge: (1) scientific knowledge (scientific concepts, models, methods) and (2) applied knowledge (in relation to mundane and technical problems). This also shows that knowledge about the use of science in relation to political and moral issues are not required to pass the tests. The paper discusses what the privileging of the scientific literacy measured can lead to in teachers’ planning of teaching and for students’ prerequisites for learning and socialization.

  • 216.
    Almqvist, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Meckbach, Jane
    Gymnastik. och idrottshögskolan.
    Öhman, Marie
    Örebro universtiet.
    Quennerstedt, Mikael
    Örebro universitet.
    How wii teach physical education and health2016In: SAGE Open, ISSN 2158-2440, E-ISSN 2158-2440, Vol. 6, no 4, p. 1-8Article in journal (Refereed)
    Abstract [en]

    The use of educational computer games in physical education (PE) has become more popular in recent years and has attracted research interest. The aim of the article is to investigate how physical activities and images of the human body are offered by the game. The results show how the “teacher” constituted in the games is one who instructs and encourages the players to exercise and think about their bodies, but not a “teacher” who can help students to investigate, argue, or discuss images of health and the human body. We argue that the use of a wide range and variety of ways of teaching would make the teaching richer and offer a deeper understanding about the body and health.

  • 217.
    Almqvist, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Meckbach, Jane
    Gymnastik- och idrottshögskolan.
    Öhman, Marie
    Örebro universitet.
    Quennerstedt, Mikael
    Örebro universitet.
    How wii teach Physical Education and Health: Contribution to the symposium Learning and active video gaming in school2014Conference paper (Refereed)
  • 218.
    Almqvist, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Orpwood, Graham
    University of London.
    Swedish National Tests in Year 6 Science: Analysis and Review2014Conference paper (Refereed)
    Abstract [en]

    A new curriculum and assessment system for Year 6 science has been implemented in Swedish schools during the 2011-2012 school year.  Along with a revised curriculum in biology, physics and chemistry, national tests have been developed and were administered for the first time in spring 2013.  The five-year research project, from which this paper is drawn, is designed to analyse the curriculum objectives, grading criteria and the national tests and to investigate how the overall changes to assessment and grading affects the teaching of science at the Year 6 level.

    The new tests and grades are based on statements of aims and content for Years 4-6 Biology, Physics and Chemistry  (Curriculum for the Compulsory School, Preschool class and the Recreation Centre, 2011, pp. 105-149).  The analysis of the curriculum and the national tests reported in this paper is focussed mainly on the curriculum aims, which are set out, for each science subject, in three groups corresponding to three general purposes of science education:

    • To develop the ability to participate meaningfully in discussions of ways in which science, technology and society inter-relate (Group A)
    • To develop the ability to conduct scientific investigations (Group B)
    • To develop a good understanding of scientific concepts models, and theories (Group C)

    The tests follow the structure of these three groups of aims and our analysis will trace the relationships among the statements of aim in the curriculum, the questions and tasks the students are expected to undertake, and the grading schemes to be used by the teachers in evaluating the students’ work.  While, in general, the tests appear to be both innovative and very faithful to the curriculum, the challenges of evaluating students’ responses to complex questions and tasks raise both practical grading problems for schools and interesting questions for further consideration by researchers.   The paper, therefore, concludes with some commentary on these questions and seeks to situate them in the broader context of curriculum and assessment in science education.

  • 219.
    Almqvist, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Orpwood, Graham
    University College, London.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lidar, Malena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Analysing validity: The case of Swedish national tests in year 6 science2019Report (Other academic)
    Abstract [en]

    The purpose of this article is to analyse and discuss standardized tests in biology, physics and chemistry with a special focus on their content validity. In the article we describe and discuss three different tensions between the Swedish curricula and standardized tests in science: (1) Curricular intentions and assessment choices, (2) The ‘knowledge requirements’ specified in the curriculum and the marking scheme used in the assessment and (3) The intention of the evaluation system and its actual result. These tensions have consequences for the validity of the tests. Hence, it is necessary to regard these tests as only one of many resources teachers can use in their teaching and assessment practices

  • 220.
    Almqvist, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Orpwood, Graham
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lidar, Malena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Analysing validity: The case of Swedish national tests in year 6 science2019Report (Other academic)
    Abstract [en]

    The purpose of this article is to analyse and discuss standardized tests in biology, physics and chemistry with a special focus on their content validity. In the article we describe and discuss three different tensions between the Swedish curricula and standardized tests in science: (1) Curricular intentions and assessment choices, (2) The ‘knowledge requirements’ specified in the curriculum and the marking scheme used in the assessment and (3) The intention of the evaluation system and its actual result. These tensions have consequences for the validity of the tests. Hence, it is necessary to regard these tests as only one of many resources teachers can use in their teaching and assessment practices.

  • 221.
    Almqvist, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Quennerstedt, Mikael
    Örebro universitet.
    Is there (any)body in science education?2015Conference paper (Refereed)
    Abstract [en]

    In debates about learning, the discussion often centres on how to explore the relation between body and mind. In a pragmatic perspective on learning, however, it is not possible to envision an ontological distinction between body and mind. (Hodkinson et al 2007; Quennerstedt et al 2011). From this perspective, it is also central to study how people use artefacts in different practices (Almqvist & Östman 2006; Quennerstedt et al 2012). Studies of embodied learning are central in research on physical education (PE), a school subject seen as an important location through which bodies are constructed (e.g. Evans et al 2004). In contrast, the embodied aspects of learning are regarded as a somewhat novel perspective on learning in other areas of research on didactics. With notable exceptions (e.g. Arvola Orlander & Wickman, 2010) little attention has for example been paid to embodied learning in studies of science education (SE). Given these differences between the subject didactics of PE and SE respectively, and given this specific research gap in SE, the purpose of this article is to explore and discuss embodied aspects of learning in SE by using the specific insights from PE and thus employing a comparative didactic approach. By comparing video recordings of physical education lessons, we have studied the role of the body in meaning making processes in science education. The results show that the body is used and constituted in different ways in the analysed situations and how the participants use artefacts in order to do things in a way that would not otherwise be possible. Furthermore, we argue that the comparative approach developed in the paper, together with the results of the study, can be used by teachers in their discussions about teaching in relation to different educational objectives and content.

    References

    Almqvist, J. & Östman, L (2006). Privileging and artifacts: On the use of information technology in science education. Interchange, 37(3).Arvola Orlander, A. & Wickman, P. O. (2010). Bodily experiences in secondary school biology. Cultural Studies of Science Education (6), 569-594Evans, J., Davies, B. Wright, J. (2004) Body knowledge and control. Studies in the sociology of physical education and health. Routledge. Hodkinson, P., Biesta, G. James, D. (2007) Understanding learning cultures. Educational Review, 59(4), 415-427.Quennerstedt, M., Öhman, J., & Öhman, M. (2011). Investigating learning in physical education—a transactional approach. Sport, education and society, 16(2), 159-177.Quennerstedt, M., Almqvist, J., Öhman, M. (2012). Keep your eye on the ball: Investigating artifacts-in-use in physical education. Interchange, 42(3), 287-305.

  • 222.
    Almqvist, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Quennerstedt, Mikael
    Örebro universitet.
    Is there (any)body in science education?2015In: Interchange, ISSN 0826-4805, E-ISSN 1573-1790, Vol. 46, no 4, p. 439-453Article in journal (Refereed)
    Abstract [en]

    In this article we develop and use a comparative approach for studies of the role of the body in meaning making processes in science education (SE). In debates about learning, the discussion often centres on how to explore the relation between body and mind. For example, many studies either focus on changes of bodily behaviour or on changes of people’s conceptions and ideas. In a pragmatic perspective on learning it is not possible to envision an ontological distinction between body and mind. By comparing video recordings of physical education lessons, we have studied the role of the body in meaning making processes in SE. The results show that the body is used and constituted in different ways in the analysed situations and how the participants use artefacts in order to do things in a way that would not otherwise be possible. Furthermore, we argue that the comparative approach developed in the article, together with the results of the study, can be used by teachers in their discussions about teaching in relation to different educational objectives and content.

  • 223.
    Almqvist, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Quennerstedt, Mikael
    Örebro universitet.
    Is there (any)body in science education?2015In: Interchange, ISSN 0826-4805, E-ISSN 1573-1790, Vol. 46, no 4, p. 439-453Article in journal (Refereed)
    Abstract [en]

    In this article we develop and use a comparative approach for studies of the role of the body in meaning making processes in science education (SE). In debates about learning, the discussion often centres on how to explore the relation between body and mind. For example, many studies either focus on changes of bodily behaviour or on changes of people’s conceptions and ideas. In a pragmatic perspective on learning it is not possible to envision an ontological distinction between body and mind. By comparing video recordings of physical education lessons, we have studied the role of the body in meaning making processes in SE. The results show that the body is used and constituted in different ways in the analysed situations and how the participants use artefacts in order to do things in a way that would not otherwise be possible. Furthermore, we argue that the comparative approach developed in the article, together with the results of the study, can be used by teachers in their discussions about teaching in relation to different educational objectives and content.

  • 224.
    Almqvist, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Öhman, Marie
    Örebro universitet, Hälsoakademin.
    Meckbach, Jane
    Gymnastik- och idrottshögskolan.
    Quennerstedt, Mikael
    Örebro universitet, Hälsoakademin.
    What do Wii teach in PE?2012Conference paper (Refereed)
    Abstract [en]

    In society, video- and computer games are often pointed out as risk factors in relation to physical inactivity, sedentary behaviour as well as increasing levels of obesity. At the same time, computers are an important source of knowledge where IT-competence and IT-experience provide pronounced advantages in society. 

    In the middle of this paradox a new type of videogames is introduced, where body movement and physical activity constitute the central element. These games, so called exergames or active video games, are games where physical movement is involved in the game through the use of for example balance-boards, step-up boards and dance-pads. Exergames are now more and more put forward in several countries as interesting tools to use in physical education in order to stimulate young people to be physically active.

    In a recent review and synthesis of research on video games and health, Papastergiou (2009) strongly argues that videogames can offer ”potential benefits as educational tools for Health Education and Physical Education, and that those games may improve young people’s knowledge, skills, attitudes and behaviours in relation to health and physical exercise” (Papastergiou, 2009, p 603). However, Vander Schee and Boyles (2010) argue that exergames rather should be seen as a body pedagogy producing certain narrow meanings about health, and that the uncritical implementation of exergames in school is a problematic way to place commercial products in school. Consequently, there are differences in views regarding exergames in educational settings that are worth paying attention to in research about people’s learning about the body, physical activity and health.

    The aim of this paper is to investigate how images of the human body are expected to be learned when using exergames.

    The use of artifacts – physical objects made by humans – is a central part of human life. In fact, there are many activities that would not be possible to perform without the use of them. In schools, students learn to use paper and pencils, computers, vaulting-horses, footballs and so on. How and why artifacts are supposed to be used in educational settings is however not given beforehand (Cuban 1986). The use of artifacts mediates certain meanings about the view of learning and the goals and choices of content in education (Almqvist 2005, Quennerstedt et al in press).  

    In this paper, we will use discourse analytical strategies in order to analyse how meanings about the body are expected to be learned when playing exergames. The discourse analytical strategies involve an interest in how processes of discourse constitute how we experience or relate to ourselves as well as our environment (Laclau & Mouffe 1985). Discourses constitute what is possible to say or do as partial and temporal fixations (Foucault 1980). These fixations are imbued with power, values and ideologies. As Evans and colleagues argue: “/…/ health beliefs, perceptions and definitions of illness are constructed, represented and reproduced through language that is culturally specific, ideologically laden and never value free” (Evans et al 2008 p 46).

    Method

    To investigate what these games offer we have explored the manuals, the content, the animations of the games as well as the instructions and comments offered during game play. The empirical material consists of exergames most commonly used in schools: Wii fit and Wii sports (sports active). In the discourse analysis we have explored what is taken for granted in the empirical material in relation to other possible ways to argue. In this way we can explore what is included and excluded in the games and what is possible to think and act in relation to statements concerning the body.

    Expected Outcomes

    The analysis shows how the logic of the game, its animations, instructions and feedback to the player, constitutes the ideal body as a physically active, well-balanced, slim and strong body. The use of the game, the balance board and the hand control, makes it possible to measure and register how the player follows this logic. The analysis also shows how the way the player is supposed to learn about the body is strongly influenced by behaviorism. In the paper we argue that this way of learning about the body is narrow and limited and that it is important to critically discuss the effects of the use of these games in schools.

    References

    Almqvist, Jonas (2005). Learning and artefacts. On the use of information technology in educational settings. Uppsala: Acta Universitatis Upsaliensis. Cuban, Larry (1986). Teachers and machines. The classroom use of technology since 1920. New York: Teachers College Press. Evans, John, Rich Emma & Davies Bryan (2008). Education, disordered eating and obesity discourse: Fat fabrications. London: Routledge Foucault, Michel (1980). Power/knowledge. Selected interviews & other writings 1972-1977. New York: Pantheon Books. Laclau, Ernesto & Mouffe, Chantal (1985). Hegemony and socialist strategy. Towards a radical democratic politics. London: Verso. Papastergiou, Marina (2009). Exploring the potential of computer and video games for health and physical education: A literature review. Computers & Education, 53(3), 603-622. Quennerstedt, Mikael, Almqvist, Jonas & Öhman, Marie (in press). Keep your eye on the ball. Investigating artifacts in physical education. Interchange. Vander Schee, Carolyn J. & Boyles, Deron (2010): ‘Exergaming,’ corporate interests and the crisis discourse of childhood obesity. Sport, Education and Society, 15(2), 169-185.

  • 225.
    Almqvist, Martina
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Anttila, Isabelle
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Muntlig kommunikation i skolmatematik: En litteraturstudie om vikten av muntlig kommunikation i mellanstadiets matematikundervisning2014Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att redogöra för forskning kring muntlig kommunikation i matematik. Studien syftar till att se över vilka arbetssätt elever möter när muntlig kommunikation i matematik är i fokus, samt lärares val av matematiskt språk vid matematikundervisning. Syftet är dessutom att ta reda på vilken betydelse muntlig kommunikation i matematik har för kunskapsutvecklingen hos elever, bland annat för elever med dyslexi och elever med annat modersmål än svenska.

     

    I denna studie beskrivs muntlig kommunikation i matematik, arbetssätt, matematiskt språk samt kunskapsutvecklingen hos elever, utifrån existerande forskning, föregående läroplan samt nuvarande läroplan.

     

    Resultatet visar att utomhusmatematik är ett lämpligt arbetssätt för att elever ska kunna utveckla matematisk kommunikation. Även laborativ matematik har visat sig vara ett arbetssätt som bidrar till grupparbete och muntlig kommunikation. Elevers logiska tänkande utvecklas i samband med muntlig kommunikation i matematik och eleverna får möjlighet att utveckla förmågor som lyfts fram i Lgr11. Lärares val av det matematiska språket påverkar vilket språk elever använder när de kommunicerar med varandra. Det är viktigt att lärare möter elever på ett vardagsspråk men samtidigt måste lärare presentera matematiska begrepp på ett vetenskapligt språk för att undvika förvirring hos eleverna. Forskning visar även att det är viktigt för elever med svenska som andraspråk att lärare inte växelvis blandar mellan ett vardagsspråk och vetenskapligt språk. 

  • 226.
    Almroth, Sofia
    et al.
    Jönköping University, School of Education and Communication.
    Kangeryd, Ida
    Jönköping University, School of Education and Communication.
    Kan du läsa om du inte förstår vad du läser?: En studie kring hur lärare i årskurs ett till tre beskriver läsförståelse2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka hur sex lärare i årskurs ett till tre beskriver sitt arbete med läsförståelse samt betydelsen av att ha en god läsförståelse. En kvalitativ metod har använts i form av intervjuer med de sex lärarna, vilka alla är behöriga att undervisa i ämnet svenska. Datamaterialet har analyserats med utgångspunkt i ett fenomenologiskt perspektiv där vi utgått ifrån de två frågeställningarna:

    • Hur beskriver sex lärare i årskurs ett till tre att de arbetar med läsförståelse?

    • Hur beskriver de sex lärarna läsförståelsens betydelse för eleverna?

    Resultatet av studien visar att lärarna arbetar med läsförståelse i olika stor omfattning men alla understryker vikten av att läsa med förståelse och inte enbart med flyt. Lärarna anser att läsförståelse är essentiellt för att eleverna ska kunna fungera i dagens informationssamhälle, men även för deras vidare utbildning och yrkesval. Studien visar även vilka metoder och strategier lärarna använder i undervisningen för att stärka läsförståelsen, där LTG och Reciprok undervisning är två återkommande metoder.

  • 227.
    Alnervik, Karin
    et al.
    Jönköping University, School of Education and Communication.
    Öhman, Charlotte
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    Lidén, Eva
    Nilsson, Monica
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    Barn och vårdnadshavares minnen av deltagande i pedagogisk dokumentation2018In: Tidsskrift For Nordisk Barnehageforskning, ISSN 1890-9167, Vol. 17, no 8Article in journal (Refereed)
    Abstract [en]

    The purpose of the article is to contribute with knowledge of pedagogical documentation with a particular focus on the importance of documentation from a democracy perspective. While there are many studies of pedagogical documentation, few studies explicit examine this practice from the perspective of children and guardians. Analyses, based on focus group data of children ́s and guardian ́s conversations from memories of the children ́s time spent in preschool in relation to educational documentation work, are presented. Pedagogical documentation practice is shown to contribute to the creation of a community of practice at the preschool, which in turn enabled democratic education.

  • 228.
    Alsin, Kristofer
    Royal College of Music in Stockholm, Department of Music Education.
    Musik och svenska med andra uttryck: hur ämnesöverskridande samarbeten kan motivera och skapa förutsättningar för lärande2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I denna uppsats har jag undersökt hur jag som ämneslärare i musik och svenska på högstadiet kan aktualisera William Shakespeares pjäs En midsommarnattsdröm få eleverna studiemotiverade samtidigt som det ska främja deras utveckling ur ett mångkulturellt perspektiv. Med aktionsforskning som huvudmetod har jag utifrån läroplanen och hjälpmedel via intermedialitet som pedagogiskt verktyg, det vill säga olika medier och adaptioner, undersökt detta. Skolverket är en av de största källorna för mitt underlag förutom den empiri jag samlat in under undersökningen. Sedan använder jag mig av olika teorier om lärande, dramatik, pedagogik, didaktik, intermedialitet och litteratur om Shakespeare och En midsommarnattsdröm. Jag har undersökt dramats olika teman, ämnen och sakfrågor som anses aktuella även i vår tid och återkopplar innehllet i läro- och kursplaner. Detta för att belysa eventuella problem som uppstår med elever som är omotiverade eller som har svårt för skönlitteratur eller det svenska språket.

    Jag har prövat, reviderat och omprövat olika teorier jag funnit till underlag för att planera de lektionsupplägg jag skapat och har försökt utforma en lektionsmall som ska kunna bearbetas och anpassas av lärare. Jag har alltså undersökt om och i så fall hur denna lektionsmall skulle vara möjlig att genomföra och vad resultatet skulle generera samt vilka svårigheter jag som lärare möter och hur jag handskas med dessa. Att samarbeta ämnesöverskridande, där eleverna i detta fall arbetar med William Shakespeares pjäs En midsommarnattsdröm i både musik- och svenskämnet skapar utrymme för olika förutsättningar men för att dessa ska kunna bidra till lärande innebär det att dessa också måste bejakas. Ämnesöverskridande samarbete är ett av flera nyckelord i denna undersökning och i det här fallet är definitionen av begreppet den när elever arbetar med ett och samma projekt i två eller flera ämnen samtidigt. Jag har genom denna undersökning arbetat fram en mall för undervisning inom detta område. Mallen är skapad för att kunna bearbetas utifrån olika ämnen och förutsättningar. Mallen är inget facit men utgör en god grund att arbeta utifrån.

  • 229.
    Alsing, Torbjörn
    et al.
    University of Gävle, Department of Humanities and Social Sciences, Ämnesavdelningen för religionsvetenskap.
    Hedberg, Mats
    University of Gävle, Department of Humanities and Social Sciences, Ämnesavdelningen för religionsvetenskap.
    Barns gudsföreställning och Guds betydelse för dem: en jämförande studie mellan åk 2 och åk 61995Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I vår kontakt med barn i förskolan och grundskolan har vi lagt märke till att barnen tidigt börjar undra och fråga om Gud och existentiella frågor. Så småningom, runt skolstarten, tycker sig barnen finna svar på många av dessa frågor: Gud är skapare och orsak till att vi människor och hela universum finns. Han ser oss och vakar över oss. Detta sammanfaller med den ålder då barn inser att deras föräldrar har fel och brister, till skillnad mot Gud som är ofelbar.

    Vi tyckte oss se att barn i sjuårsåldern, även de från ickereligiösa miljöer, vill tro på ”Gud”. Vidare syns det som om barn i exempelvis i sjätte klass generellt inte verkar bry sig speciellt mycket om religion.

    Våra frågor i detta inledningsskede var: Vad har dessa barn för gudsbild - gudsbegrepp? Är lågstadiebarnen mer intresserade av Gud än sjätteklassarna?

    Dels ville vi undersöka barnens gudsföreställning och religionens betydelse för dem, dels ville vi göra en jämförande undersökning mellan åk 2 och åk 6.

    Religionsämnet är, för oss, ett spännande men svårt ämne att undervisa i. Vi har alla, lärare och elever, olika värderingar och budskapet är ofta väldigt svårt att formulera. Som lärare måste vi vara lyhörda för barnens tankar och funderingar. Finna vad de behöver för stimulans för sitt ställningstagande. Barn har svårt att förstå det religiösa symbolspråket. Skolan har en viktig uppgift i att hjälpa barnet att begripa de abstrakta religiösa föreställningarna. Det gäller att vara förberedd när barnen frågar hur Gud kan finnas i en värld som består av så mycket dödande, orättvisor och fattigdom.

  • 230.
    Alvandi, Nazanin
    Jönköping University, School of Education and Communication.
    Literary Theory in Upper Secondary School: Should It Be Used Before Higher Education?2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay examines the use of literary theory when teaching literature before higher education. The objective isto see how and if the integration of literary theory facilitates students’ engagement with and understanding of literature. The study is conducted with the qualitative method of interviews. Four teachers, certified for upper secondary school, were deemed appropriate to interview about their current use of literary theory, as well as their attitudes towards an increased use of literary theory. Besides the data collected through interviews, this study finds its theoretical foundation in the literary theories feminist, Marxist and postcolonial theory as well as in the Swedish curriculum for English at upper secondary level. Presently, the teachers do not use literary theory distinctly; however, they do consider the use of literary theory together with literature to be beneficial for the students’ understanding of literature and the world around them. Teachers stated that while some students only will grasp the idea of the theories, other students will be able to use and apply them. The curriculum supports the use of literary theory in the core values for students of upper secondary level.

  • 231.
    Alvegård, Christer
    et al.
    Lunds universitet.
    Anderberg, Elsie
    Lunds universitet.
    Svensson, Lennart
    Lunds universitet.
    Johansson, Thorsten
    Uppsala universitet.
    Användning av uttryck och innebörd i relation till uppfattning av ett fysikaliskt fenomen och dess didaktiska implikationer2007In: Eskilsson, Olle, Redfors, Andreas (red.), Ämnesdidaktik ur ett nationellt och internationellt perspektiv: rapport från Rikskonferensen i ämnesdidaktik 2006, Kristianstad: Kristianstad University Press , 2007, p. 77-87Conference paper (Other academic)
  • 232.
    Alvring, Simon
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Laptops in English language teaching2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study was to investigate the use of laptops in English language teaching, its benefits and disadvantages. Three classroom observations, six student interviews and three teacher interviews were carried out to answer the study’s research questions, namely, what are the benefits and disadvantages of using laptops in the teaching of English at schools under study? How do teachers solve technical and pedagogical problems related to the use of laptops? What kinds of IT-support and possibility to develop teaching skills required by laptops are available for teachers of English?

    Results of the study indicate that easy access to authentic English through laptops is a benefit when teaching English at two Swedish compulsory schools and one high school. Furthermore, the study has shown that laptops are beneficial tools when teaching writing proficiency and working with problem-solving tasks in the classroom. The results of the study have also pointed to the disadvantage in the use of laptops during classroom activities, which are caused by students who are engaged in browsing off-task websites. However, a solution to this could be to include these websites into English language learning activities. The data from the interviews with the three English language teachers have provided evidence about different possibilities for IT-support and IT-development for these teachers.

    This study makes it clear that a successful implementation of one-to-one laptop programs requires teachers who can invest their time and energy into learning new technology, IT-development provided by the school and municipality through courses, workshops and visits at IT-fairs and other schools with one-to-one laptop program as well as a functional IT-support.

  • 233.
    Aman, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    El indígena ‘latinoamericano’ en la enseñanza: Representación de comunidad indígena en manuales escolares europeos y latinoamericanos2010In: Estudios pedagógicos, ISSN 0718-0705, Vol. 36, no 2, p. 41-50Article in journal (Refereed)
    Abstract [en]

    In this article we compare how the native population of Latin America and their culture is represented in History schoolbooks both in Sweden and in Colombia. The aim was to find out if there are differences and similarities in the reproduction of the native community in both countries. The study shows that Colombian schoolbooks give information more thoroughly, describing and explaining the facts, however, both countries consistently show the trend to represent the natives as being different and inferior, especially when describing their way of living and their knowledge. We find explanations about what they owned and what they did not own, what they knew and did not know, all focused from a Eurocentric perspective.

  • 234.
    Aman, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Esclavitud en América Latina: Visión histórica representada en libros escolares suecos y colombianos2009In: Teré: Revista de Filosofía y Socio política de la Educación, ISSN 1856-0970, Vol. 5, no 10, p. 31-39Article in journal (Refereed)
    Abstract [en]

    In this article we compare how ‘slavery’, among Indian population during the colonization in Latin America, is represented in History schoolbooks both in Sweden and in Colombia. The aim of the subject is an intent to point out similarities and differences in the reproduction in both countries. The study shows that Colombian schoolbooks transmit more profound information and give more space to the facts. However, in the schoolbooks of both countries, the connection between the hard work burden which the slavery ment and the change for the worst of the immunsystem in the explinations of the diminishing of the Latin-American indigenous population.

  • 235.
    Amanda, Green
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Historielärares förståelse för begreppet historiebruk: En intervjustudie om det nya området i läroplanen för historia i gymnasieskolan2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna uppsats är att undersöka historielärares förståelse för begreppet historiebruk och hur de undervisar om historiebruk i kursen Historia 1b i gymnasieskolan. Historiebruk infördes i kurs- och ämnesplanen i gymnasiereformen 2011 och blev då en av tre övergripande mål som historieämnet bygger på, tillsammans med kunskap om historiskt innehåll och förmågan att tänka historiskt genom historisk metod. Denna uppsats undersöker det nya övergripande målet, historiebruk, ur ett lärarperspektiv.

     

    För att undersöka detta genomfördes en kvalitativ intervjustudie där fyra historielärare intervjuades. Resultatet analyserades framförallt genom en typologi av Klas-Göran Karlsson. Analysen synliggjorde att lärare har olika förståelse om vad historiebruk är och det kan behövas kompetensutveckling så historielärare förstår hur de kan uppfylla kursplanens mål. Resultaten visade även att undervisning om historiebruk, eller undervisning som inkluderar ett historiebruksperspektiv, sker på många olika sätt. Synliggörandet av undervisningsexempel kan ses som inspiration till lärare för de många ingångar som undervisning om historiebruk kan ha.

  • 236.
    Amin, Tamer G.
    et al.
    American University of Beirut, Lebanon.
    Jeppsson, Fredrik
    Linköping University.
    Haglund, Jesper
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Conceptual metaphor and embodied cognition in science education2017Book (Refereed)
  • 237.
    Amin, Tamer G.
    et al.
    American University of Beirut, Lebanon.
    Jeppsson, Fredrik
    Linköpings universitet.
    Haglund, Jesper
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Conceptual metaphor and embodied cognition in science learning: Introduction to special issue2015In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, ISSN 0950-0693, Vol. 37, no 5-6, p. 745-758Article in journal (Refereed)
  • 238.
    Amin, Tamer
    et al.
    Lebanese American University, Beirut, Lebanon.
    Jeppsson, Fredrik
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Haglund, Jesper
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Strömdahl, Helge
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Arrow of time: Metaphorical construals of entropy and the second law of thermodynamics2012In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, ISSN 1098-237X, Vol. 5, no 96, p. 818-848Article in journal (Refereed)
    Abstract [en]

    Various features of scientific discourse have been characterized in the science education literature, and challenges students face in appropriating these features have been explored. Using the framework of conceptual metaphor, this paper sought to identify explicit and implicit metaphors in pedagogical texts dealing with the concept of entropy and the second law of thermodynamics, an abstract and challenging domain for learners. Three university-level textbooks were analyzed from a conceptual metaphor perspective, and a range of explicit and implicit metaphors were identified. Explicit metaphors identified include entropy as disorder, thermodynamics processes as movements along a path, and energetic exchange as financial transactions among others. Implicit metaphors include application and elaboration of the generic Location Event Structure metaphor, application of the Object Event Structure metaphor, and others. The similarities and differences between explicit and implicit metaphors found in the textbooks are also described. Two key pedagogical implications are discussed: that the selection of explicit instructional metaphors can be guided by consistency with implicit metaphors; and that the range of implicit metaphors found in pedagogical texts implies that a multiple instructional metaphor strategy is warranted. The depth of the phenomenon of conceptual metaphor and its implications for future research are also discussed

  • 239.
    Aminoff, Christina
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samtals- och skriftspråksorienterade lärarledda aktiviteter i förskoleklass2017Licentiate thesis, monograph (Other academic)
    Abstract [sv]

    Syftet med studien är att bidra med kunskaper om förskoleklassens verksamhet med fokus på lärares och barns handlingar i samtals- och skriftspråksorienterade lärarledda aktiviteter. Centrala frågor i studien handlar om vad som händer i mötet mellan läraren och barnen och vilka förutsättningar för barns samtalande och skriftspråkande som skapas i interaktion mellan läraren och barnen i de lärarledda aktiviteterna.

    Metoden har inspiration av etnografisk ansats. Datamaterial består framför allt av delvis deltagande observationer där fältanteckningar skrivits för att dokumentera dessa. I studien ingår tre förskoleklasser från tre olika skolor. Varje förskoleklass har observerats vid sju tillfällen. Datamaterialet har analyserats med hjälp av tematisk analys, begrepp från tidigare forskning samt utifrån studiens teoretiska utgångspunkt, det sociokulturella perspektivet.

    Av resultat framgår att alla barn till stora delar gör samma övningar under de lärarledda aktiviteterna. Läraren och barnen rör sig i höglästa berättelser på ett såväl intratextuellt som intertextuellt sätt och när de tillsammans arbetar med att skriva så förekommer både ett styrt och ett friare skrivande. Resultat visar även att det förekommer en viss upprepning av ett innehåll som vissa barn har kunskap och erfarenhet av sedan tidigare, exempelvis från förskolan.            

     

  • 240.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Ämnesspråk och begreppsanvändning i historieämnet2019Conference paper (Refereed)
  • 241.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    Att spegla världen: Läromedelsstudier i teori och praktik2011Collection (editor) (Other academic)
  • 242.
    Ammert, Niklas
    University of Kalmar, School of Human Sciences.
    Att stimulera historiemedvetande2009In: Grundskoletidningen, ISSN 1652-7844, Vol. 3Article in journal (Other (popular science, discussion, etc.))
  • 243.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    "Det känns mera meningsfullt om det handlar om det": Värdefrågor, elever och undervisningens innehåll2015In: Religionsdidaktiska studier / [ed] Torsten Löfstedt, Kalmar och Växjö: Linnaeus University Press, 2015, p. 5-18Chapter in book (Other academic)
  • 244.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    En banbrytande historiedidaktiker2013In: I farmors kök blev jag människa: historiedidaktiska texter av K G Jan Gustafson / [ed] Niklas Ammert och Roland Hallgren, Lund: Sekel Bokförlag, 2013, 1, p. 19-28Chapter in book (Other academic)
  • 245.
    Ammert, Niklas
    University of Kalmar, School of Human Sciences.
    En katastrofkanon: 1900-talets katastrofer i historieläroböcker2009In: Didaktisk Tidskrift, ISSN 1101-7686, Vol. 18, no 5, p. 377-392Article in journal (Other academic)
  • 246.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    En ögonblicksbild av ondskan: Förintelsen och andra folkmord i svensk historieundervisning2015In: Historia vid skiljevägen: Historiekulturella sonderingar när och fjärran / [ed] Johan Dietsch, Maria Karlsson, Johan Stenfeldt, Ulf Zander, Höör: Agerings Bokförlag , 2015, p. 247-268Chapter in book (Other academic)
  • 247.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Ethical Values and History: a mutual relationship?2013In: International Journal of Historical Learning, Teaching and Research, ISSN 1472-9466, E-ISSN 1472-9474, Vol. 12, no 1, p. 5-15Article in journal (Refereed)
    Abstract [en]

    In the last two decades, ethical values in the form of reconciling with the past and recognizing victimized groups in history, have become more common themes in history books and in history teaching, like a ‘moral turn’ in the writing of history. History didactics research points out that values issues and moral questions clarify issues and contexts, stimulating thinking over time and activating people’s historical consciousness. Previous research, however, often only states that there is a relationship. In this article, I describe and analyze on empirical grounds, first how values are approached, and have been approached, in Swedish history textbooks, and how history and values relate to each other. Thereafter, I describe how 15-year-old students in Sweden express the relationship between values and history. Central to the analysis is how the historical context can clarify values and at the same time, how values can function as an interface creating meaning and bringing together knowledge between the past, the present and the future.

  • 248.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    Ett innehåll förmedlas2011In: Att spegla världen: Läromedelsstudier i teori och praktik / [ed] Niklas Ammert, Lund: Studentlitteratur AB, 2011, 1, p. 259-278Chapter in book (Other academic)
  • 249.
    Ammert, Niklas
    University of Kalmar, School of Human Sciences.
    Finns då (och) nu (och) sedan? Uttryck för historiemedvetande i läroböcker för grundskolan2004In: Historien är nu: En introduktion till historiedidaktiken / [ed] Klas-Göran Karlsson & Ulf Zander, Lund: Studentlitteratur, 2004Chapter in book (Other academic)
  • 250.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Förväntningar och förekomst: Elevers förväntningar och läromedlens urval och presentation av kalla kriget-epoken2017In: NHM-2017, 29: Nordiska historikermøde, 2017Conference paper (Other academic)
    Abstract [sv]

    Elever möter historia i en rad olika sammanhang; i media, i spel, i reklam, i filmer och i historiska faktaprogram på TV för att nämna några. Elevernas uppfattningar och kunskaper har därför sannolikt formats redan innan de möter skolans undervisning och därefter formas de som en parallell process. I skolans historieundervisning spelar läromedlen fortfarande en viktig roll. De används i olika utsträckning och på olika sätt, men de finns ändå där som en konstant. En intressant spänning kan därför uppstå mellan elevernas förkunskaper, deras förväntningar och den bild av det förflutna de möter i skolan. I denna presentation tar jag det inom historiedidaktiken tidigare svagt beforskade begreppet förväntning eller förväntan som utgångspunkt. Jag studerar vilka förväntningar eleverna har på, och vad de menar är viktigt och vad de vill lära sig om, en historisk epok som de ännu inte har studerat i skolan – kalla kriget. Elevernas förväntningar jämförs med läromedlens urval och beskrivning av epoken. Studien bygger på gruppintervjuer med svenska elever i årskurs 8 och en analys av historieläroböcker för årskurs 9. Resultaten diskuteras i ljuset av syften och innehållsbeskrivningen i den kursplan i historia som infördes i Sverige från 2011.

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