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  • 201.
    Chang Rundgren, Shu-Nu
    et al.
    Karlstads universitet.
    Rundgren, Carl-Johan
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Science in media: An important aspect to be included to enhance civic scientific literacy2013Conference paper (Refereed)
    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?
  • 202.
    Chang Rundgren, Shu-Nu
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Rundgren, Carl-Johan
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    SSI pedagogic discourse: embracing scientific media literacy and ESD to face the multimedia world.2014In: 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, p. 157-168Conference paper (Refereed)
    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.

  • 203.
    Chang Rundgren, Shu-Nu
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education. Karlstad University, Sweden.
    Rundgren, Carl-Johan
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    What are we aiming for?—A Delphi study on the development of civic scientific literacy in Sweden2017In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 61, no 2, p. 224-239Article in journal (Refereed)
    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.

  • 204.
    Chatzikos, Petros
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    "Matematiken är ju samma överallt... eller?": Lärande och kunskap inom matematikens och matematikundervisningens multikulturella värld2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 205. Chibas, Åsa
    et al.
    Nouri, Jalal
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Norén, Eva
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Zhang, Lechen
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Sjöberg, Christer
    Didactical strategies and challenges when teaching programming in pre-school2018In: EDULEARN18: Proceedings, The International Academy of Technology, Education and Development, 2018, p. 3345-3350Conference paper (Refereed)
    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.

  • 206.
    Christiansen, Iben
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Bertram, Carol
    Early schooling teachers’ learning from a formal teacher development programme in South Africa2019In: International Journal of Educational Development, ISSN 0738-0593, Vol. 66, p. 78-87Article in journal (Refereed)
    Abstract [en]

    Continuing professional development for teachers is seen as an important factor in improving South African education. However, few studies have interrogated the extent to which teachers develop their professional knowledge and competencies by attending formal professional development programmes offered by universities. The purpose of the paper is to compare the results of two tests, which we designed to measure the professional learning of the Foundation Phase (Gr R – Gr 3) teachers who enrolled on an Advanced Certificate for Teaching (ACT) programme, offered by the University of KwaZulu-Natal in South Africa. We designed a pen-and-paper test which the participants completed in February 2014 when they enrolled on the ACT programme and then again in October 2015, when they had completed the two-year part-time programme. A comparison of the test results indicate that teachers may have developed slightly more confidence in some areas, that some shifted their beliefs about teaching and learning yet not always in the desired direction, and that the improvement in conceptual knowledge appeared rather limited. We discuss a range of possible explanations for this.

  • 207.
    Christiansen, Iben
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Bertram, Carol
    Mukeredzi, Tabitha
    Contexts and concepts: analysing learning tasks in a foundation phase teacher education programme in South Africa2018In: Asia-Pacific Journal of Teacher Education, ISSN 1359-866X, E-ISSN 1469-2945, Vol. 46, no 5, p. 511-526Article in journal (Refereed)
    Abstract [en]

    Within teacher education, there is ongoing debate about the nature and extent of the propositional and conceptual knowledge that teachers need. In this paper we interrogate the learning tasks detailed in six learning modules offered in a formal qualification for South African Foundation Phase (grade R-3) teachers. Our purpose is to analyse to what extent the in-text informal learning tasks foreground the conceptual object of study or the practice-based context, and thus the extent to which these tasks require teachers to develop systematic conceptual knowledge which is clearly related to practice. Tasks which make visible both the conceptual object of study and the practice-based context are most likely to enable teachers to systematise ideas, and thus build professional judgement. Our findings show that there are differences between the six modules, but that generally the conceptual object of study is not made strongly visible in the learning tasks, except in the mathematics education modules. We argue that this will have implications for the development of the student teachers’ systematised knowledge and professional judgement.

  • 208.
    Christiansen, Iben Maj
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education. University of KwaZulu-Natal, South Africa.
    When conceptual blending isn’t: Examples from mathematics education2015In: Conceptual integration and educational analysis / [ed] Wayne Hugo, Cape Town: HSRC Press, 2015, p. 129-138Chapter in book (Refereed)
  • 209.
    Christiansen, Iben Maj
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Els, Rosanne
    The CALL of Zulu: reflections on the development of a computer-assisted language learning package2019In: Computer Assisted Language Learning, ISSN 0958-8221, E-ISSN 1744-3210Article in journal (Refereed)
    Abstract [en]

    Few people who did not grow up speaking Zulu have learned the language later. There are limited resources for second language Zulu learning, whether textbooks, readers, or computerised resources. We set out to develop software for this purpose, to support learners’ independent learning. Drawing on research on language learning, we used a number of principles that then informed the design of the programmes. In this paper, we reflect on the applicability of the principles and the difficulties in structuring an application for an agglutinative language.

  • 210.
    Christiansen, Iben Maj
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Österling, Lisa
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    THE DESIRED TEACHER REFLECTED IN RESEARCH ARTICLES ON PRACTICUM2018In: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education / [ed] Ewa Bergqvist, Magnus Österholm, Carina Granberg, Lovisa Sumpter, Umeå, Sweden: PME , 2018, Vol. 2, p. 259-266Conference paper (Refereed)
    Abstract [en]

    Starting from questions about what is privileged in mathematics teacher education, we conducted a systematic review of research on practicum. One element was to in-terrogate the notion of the desired mathematics (student) teacher reflected in existing research. Selecting peer reviewed, empirically based articles for 2001-2017 resulted in the inclusion of 51 articles. Our findings suggest the desired teacher implied in papers to have content knowledge, MKT/PCK, positive beliefs and attitudes, and the ability to reflect on teaching. Teachers who can exercise reasoned judgement were more frequently valued than teachers who can implement specific practices.

  • 211.
    Christiansen, Iben Maj
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Österling, Lisa
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Skog, Kicki
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Images of the desired teacher in practicum observation protocols2019In: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146Article in journal (Refereed)
    Abstract [en]

    ‘Good teaching’ remains disputed, but few studies have empirically studied variations in views of good teaching as reflected in teacher education. This study performed a content analysis of criteria for student teacher lesson observations stated in protocols from universities in six countries. Similarities across the protocols were the absence of images of the charismatic and the technical-professional teacher, and the dearth of teleological aspects. The degree to which protocols reflected a knowledge base, had clear implementation requirements, valued reasoned judgement, and valued transformation of content varied. On the basis of this range of images of the desired teacher, we suggest four categories of teacher images: the knowledgeable teacher, the knowledge-transforming teacher, the efficient teacher, and the constantly improving teacher, and further discuss the possibility of an inspired teacher.

  • 212.
    Colliander, Louisa
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Kriterier som beaktas i valet av matematiklärobok: En kvalitativ studie ur lågstadielärarens perspektiv2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Det övergripande syftet med studien var att synliggöra lågstadielärares tankar och uppfattningar kring valet av en matematiklärobok samt belysa granskningens komplexitet i samband med det. Varför det är viktigt att undersöka detta är för att matematikläroboken traditionellt sett har haft en central roll i matematikundervisningen, samt att förhandsgranskningen av läromedel främst har ålagts lärarna, sedan den statliga granskningen lades ned i början av 1990-talet. Därav är följande två frågor centrala i studien ”Vilka kriterier beaktar lågstadieläraren i sitt val av matematiklärobok?” samt ”Vilka faktorer påverkar valet av matematiklärobok enligt lågstadieläraren?”. Den metod som har använts för datainsamlingen är kvalitativa intervjuer av fem lärare. Studiens data har kategoriserats och genererat ett resultat om sex stycken kriterier, som lärarna beaktar i valet av matematiklärobok samt synliggjort två faktorer som påverkar valet. Några av dessa kriterier var att matematikläroboken ska ha ett tydligt upplägg och rikt innehåll, tilltalande layout och vara kopplad till Lgr11s kursplan i matematik. De två faktorer som kom fram berörde lärarnas syn på sin kompetens samt lärobokens funktion i praktiken. Studiens resultat diskuteras gentemot tidigare forskning, där de olika kriterierna och faktorerna tas upp och behandlas för att visa på hur en adekvat matematiklärobok kan väljas, samt vilken komplexitet som involveras i valet. En matematiklärobok som uppfyller de kriterier som lärarna efterfrågar, skulle kunna ha möjlighet att bidra till positiva erfarenheter hos eleverna samt bättre kunskapsinhämtning. Studien är av signifikans för lärare, då deras yrkesåtaganden bland annat berör val av matematiklärobok. Den kan också ha betydelse för fortsatt forskning på området vad gäller läromedelsgranskning och hur väl matematikläroböcker uppnår de efterfrågade kriterierna.

  • 213.
    Colliander, Louisa
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Uppskattningsstrategier på lågstadiet: En fallstudie2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte var att synliggöra vilka uppskattningsstrategier som används på lågstadiet, utifrån de fyra uppskattningskategorierna mängder, tallinje, överslagsberäkning och storheter. Detta eftersom uppskattning enligt forskning inte uppmärksammas tillräckligt, vilket ofta härleds till det skrala innehållet i läroböckerna, samt lärares syn på uppskattning. Dessutom ingår uppskattning i taluppfattning och är avhängig för elevers kommande matematikinlärning, främst inom aritmetik och problemlösning. Studiens centrala frågor var (1) Vilka strategier använder elever i årskurs 3 vid uppskattningsuppgifter? (2) Hur ser lågstadielärarnas inställning till uppskattning ut? samt (3) Hur uppmärksammas uppskattning och dess strategier i matematikböckerna enligt lågstadielärare? Metoderna för datainsamling var fokusgrupper med elva elever och semistrukturerade intervjuer med tre lågstadielärare. Resultaten visade två grunddrag (1) att eleverna använde uppskattningsstrategier, dock var dessa något begränsade i förhållande till undersökningens uppgifter samt (2) att lärarna inte medvetet beaktade uppskattningsstrategier i sin undervisning, de ansåg dock att uppskattning var en kunskap för livet. Det vill säga att mer sofistikerade uppskattningsstrategier, såsom del/helhet, spann och referenspunktsjämförelse, kan behöva uppmärksammas mer på lågstadiet, för att ge eleverna en bred repertoar och därmed utveckla deras taluppfattning. Utifrån det skulle studien kunna vägleda lärarna om vilka uppskattningsuppgifter och strategier de kan undervisa tydligare. Studien är därtill signifikant för lärares professionella uppdrag, då de enligt Lgr11 ska undervisa elever om uppskattning och tillika lämpliga strategier. Den skulle även kunna ha betydelse för vidare forskning på området, exempelvis vad gäller granskning av lärarhandledningars innehåll avseende uppskattningsuppgifter och uppskattningsstrategier.

  • 214. Cooke, Audrey
    et al.
    Jenßen, Lars
    Norén, Eva
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Mathematics in Initial Teacher Education Programs in Sweden, Germany, and Australia2019In: Mathematics Education Research: Impacting Practice: Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia / [ed] G. Hine, S. Blackley, A. Cooke, Perth: Mathematics Education Research Group of Australasia, 2019, Vol. 42, p. 188-195Conference paper (Refereed)
    Abstract [en]

    International comparisons of student achievement in mathematics and their attitudes towards, confidence with and anxiety to mathematics have a long history. Likewise, detailed international comparisons of teacher education programs have also been conducted. However, the relationship between the teacher education programs and teacher anxiety for teaching mathematics have not been investigated. This paper is part of a larger research project investigating the relationship between teacher education programs and mathematical anxiety of its pre-service teachers. It reports on the initial comparison of the teacher education programs for primary teachers from a university in Sweden, Germany, and Australia, specifically the mathematics education addressed in the programs. The paper concludes with an outline of the future research.

  • 215.
    Creutzberg, Lars
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education. Stockholm University, Faculty of Science.
    Historia i fysikläroböcker för grundskolans senare år2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med detta arbete är att undersöka om ”fysikens karaktär” kan skönjas i läroböcker för fysik i grundskolans senare år. Med ”fysikens karaktär” åsyftas här hur fysiken belyses genom sin historiska utveckling och framväxt av kunskap, vilket anknyter till texterna under avsnittet om ”fysikens karaktär” i kursplanen för fysik för grundskolan. Arbetet försöker finna svar på följande frågor. I vilken form presenteras historiken i ett antal fysikböcker avsedda för grundskolans senare del? Hur förankras de historiska texterna i fysikböckerna till historien? Belyser de historiska texterna i fysikböckerna utveckling och framväxt av kunskap? Undersökningen utfördes genom en textanalys. I denna användes en checklista som historiken i läroböckerna systematiserades och kategoriserades efter. Ur undersökningsmaterialet framkom att läroböckerna använde ett likartat sätt att presentera historiken. Denna var oftast förankrad via ett årtal, medan en koppling i en vidare kontext som exempelvis till samhälle eller kultur var liten. Drivkrafterna bakom den historiska utvecklingen har ofta varit nytta och för vetenskapen självt. Läroböckerna fokuserade på resultatet av vetenskapen och inte på dess processer. I arbetet konstaterades att fysikböckerna inte illustrerar vad vetenskap är och hur denna praktiseras.

  • 216.
    da Silva, Marcio Antonio
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Valero, Paola
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Brazilian high school textbooks: Mathematics and students’ subjectivity2018In: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education / [ed] E. Bergqvist, M. Österholm, C. Granberg, L. Sumpter, Umeå, Sweden: PME , 2018, Vol. 4, p. 187-194Conference paper (Refereed)
  • 217. da Silva, Marcio Antonio
    et al.
    Valero, Paola
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Coradetti Manoel, Camila Aparecida
    Berto, Ludiane Felix
    Brazilian High School Mathematics Textbooks and the Constitution of the Good Student Citizen2018In: Acta Scientiae. Revista de Ensino de Ciências e Matemática, ISSN 1517-4492, Vol. 201, no 6, p. 1071-1081Article, book review (Refereed)
  • 218.
    Dahlstedt, Marica
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Förväntade kunskaper: en jämförelse av kursplaner i matematik2014Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This study analyzes national syllabuses in mathematics. The focus of the study was the students' expected knowledge of mathematics. The study is based on the The National Agency for Educations mandate to develop syllabuses and knowledge requirements for grade 1-9 which is the compulsory school in Sweden. The analysis was conducted on the current and present syllabus. Based on the differences and similarities that can be found between the syllabuses, the mandated to develop syllabuses and knowledge requirements was analyzed. The tool that has been used for the analysis is multimodal social semiotics. The study shows that the syllabuses layout are clarified and made more accessible. This means that the elements in the syllabuses related to students' knowledge has become easier to find and relate to. The syllabuses content and concreteness in this study has been defined in terms of both mathematical competencies and mathematical areas. The progression in the syllabuses is clear regarding the mathematical areas. The new elements of mathematical areas introduced in LGR11 display a sharpening of the students' expected knowledge in mathematics.

  • 219.
    Danckwardt-Lillieström, Kerstin
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Drama i kemisalen: En designbaserad studie av hur kreativt drama kan stödja gymnasieelevers lärande av kemisk bindning2019Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    A major challenge for chemistry education is to develop the students' understanding of chemical bonding. In upper-secondary school, the challenges are commonly expressed as difficulties for students to distinguish between intra and intermolecular bonding and to understand chemical bonding in terms of electronegativity. The aim of this thesis is to investigate in what ways creative drama can support the students' learning of non-spontaneous chemical concepts related to electronegativity and chemical bonding. Drama has previously been suggested to support science learning, but studies in science education are limited and the potential of using drama to afford student theoretical reasoning in chemistry needs further scrutiny and design development. In the study which forms the basis of the thesis, socio-cultural theory of learning is combined with multimodal social semiotic analysis. The study was conducted as a design-based study with interventions in three cycles in two schools. The interventions, including the drama activity and students group discussions before and after, were video-and audiotaped. In Article 1, data from cycle 2 was analyzed with respect to what kind of semiotic work students were engaged in. In Article 2, the data from cycles 1, 2 and 3 were analyzed on the basis of thematic content analysis resulting in themes regarding in what ways the students explored electronegativity and chemical bonding and in what ways creative drama afforded collective student agency. The main findings point to the importance of meaning-making through transduction to develop students' conceptual understanding of chemical bonding. In the students' semiotic work, it was possible to create relations between electronegativity and the polarity of molecules and to link the polarity of the molecules to intermolecular bonding in the collective whole class interaction, which in turn is a prerequisite for understanding phase changes. The interaction between the student groups was pivotal for linking the chemistry's sub-micro and macro levels. Further, the results show that the students' bodily formations of molecules in certain groups prompted semiotic work in other groups, which got consequences for the students’ collective agency. The visualization of the students' bodily formations created opportunities for students to pay attention to differences in representations of chemical bonding. A notion called epistemic dissonance is introduced to account for the emergent epistemic tensions/contradictions that become recognized by the students in the creative drama. Emergent epistemic dissonances constitute opportunities for collective work concerning the conceptual relations where students act as learning resources for oneanother. This thesis points to the importance of designing creative drama in such ways that both the material and social structure may support the students' collective agency.

  • 220.
    Danckwardt-Lillieström, Kerstin
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Muntlig formativ kamratbedömning som kommunikativ praktik: En designbaserad studie i det naturvetenskapliga klassrummet2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In the school subject of the natural sciences it is imperative that the students are given opportunities to ”talk science”, since the dialogues that occur in the classroom have a significant importance for the students’ abilities to engage in meaning-making in their learning process. Hence, the student and teacher interaction in the classroom and the feedback given there play a significant role in the students’ learning process. The aim of this study is to contribute to the development of formative assessment tools that can mediate the students’ meaning-making in natural sciences subjects in upper-secondary school. I have designed and tested a method of oral peer-assessment that enables dialogue-interaction in the natural science-classroom where the students, under supervision of the teacher, get to use each other as learning-resources in groups. The oral formative peer-assessment has been conducted in form of a design-based study in two upper-secondary school classes where each teacher taught natural sciences. The data collected include conversations in small groups, between groups and with the teacher. Data was analysed based on different types of talk (exploratory, cumulative and disputational talk) and type and level of feedback that was given in the classroom. The results showed that the students were given different opportunities for meaning-making, where the lack of subject-knowledge, difficulties with peer-assessment and physical artefacts were seen to significantly affect the learning process. The analyses of the interaction in the classroom showed that the teachers, in both studies, gave a direct feedback, where the students got the opportunity to compare and support their results in a dialogue with each other and the teacher. This type of feedback is considered highly efficient for learning. This study shows that the oral formative peer-assessment is a tool that teachers can use, and adapt to their practices, in order to create interactions in the classroom that can increase the students’ meaning-making.

     

     

     

  • 221.
    Danckwardt-Lillieström, Kerstin
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Andrée, Maria
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Enghag, Margareta
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Creative drama in chemistry education: a social semiotic approach2018In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, no 3, p. 250-266Article in journal (Refereed)
    Abstract [en]

    Drama is a way of teaching that has been suggested to support learning, but studies in science education are limited and the potential of using drama needs further scrutiny and design development. In this study, from an upper secondary school in Sweden, we investigate how creative drama may afford students’ meaning-making of abstract non-spontaneous chemical concepts, by exploring what kind of semiotic work students are engaged in when given the opportunity to use their own bodies as semiotic resources. We combine sociocultural theory of learning with multimodal social semiotic analysis. In our analysis, we found different types of transductions and transformations that had consequences for students' meaning-making. A conclusion is that when creative drama activities open up for students to use bodily mode in combination with a variety of other semiotic resources, the students are afforded to explore intermolecular forces in new ways.

  • 222.
    de Gysser, Isabell
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Rustad för framtiden?: En studie om vad elevsamtal i SNI-undervisning handlar om.2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här studien är att ta reda på om naturkunskapsundervisning i en svensk mellanstadieklass kan dra fördel av att elever får samtala kring en samhällsfråga med naturvetenskapligt innehåll. Utöver detta syftar studien till att försöka förstå om elever, genom bidrag till diskussioner, visar upp en handlingskompetens. Studien ställer upp två frågor. Vad talar eleverna om när en samhällsfråga med naturvetenskapligt innehåll är fokus för en lektion? Vad i samtalen kan tyda på utveckling av handlingskompetens? Femton elevpars respons på sju påståenden kretsat kring kärnkraft och fossila bränslen har analyserats i en modell som bygger på nyckelord och som gett output i form av nio teman. I ett andra led har temanas grad av förekommande mätts och slutligen har temana kategoriserats in i dimensioner för handlingskompetens. Mest framträdande i elevsamtalen visade sig temat ämneskunskaper vara. Det är ett motsatt utfall jämfört med vad andra forskningsresultat på samma område visar. Den här studien berör möjliga orsaker till detta. Dimensionerna i handlingskompetens utgörs av ett kognitivt-, ett socialt-, ett personligt samt ett värderingsbaserat perspektiv. Alla dessa dimensioner finns representerade i elevsamtalen. Eleverna hanterar verklighetsförankrade och icke-tillrättalagda frågor med mer eller mindre självständigt tänkande och reflekterande handling. I detta kan lärare se möjligheter i sitt arbete att uppfylla styrdokumentens krav och dra nytta av detsamma i bedömningsaspekter. Diskussioner i studien leder fram till nya obesvarade frågor för vidare forskning på området. Vad kan påverka vad elever samtalar om i SNI-undervisning och är lärare rätt rustade för att bedriva undervisning såsom denna? 

  • 223.
    de Gysser, Isabell
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Språkstödjande undervisning i de naturorienterade ämnena: En studie i grundskolans år 4-6 utifrån lärares perspektiv på undervisning2016Student paper second term, 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här studien är att belysa och tillföra ämnesdidaktisk kunskap kring språkstödjande undervisning i de naturorienterade ämnena i grundskolans årskurser 4-6. Studien ställer upp tre forskningsfrågor som handlar om hur några lärare beskriver sin undervisning i de naturorienterade ämnena utifrån ett språkligt förhållningssätt, vilka praktiska tillvägagångssätt de väljer att använda samt hur dessa val syftar till att skapa förståelse för ämnesspecifikt innehåll hos eleverna. Studien har således ett perspektiv på undervisning utifrån en lärarhorisont och grundar sig på sex kvalitativa semistrukturerade lärarintervjuer. Insamlat material har analyserats och resulterat i fem teman som strukturerar informanternas utsagor om deras språkinriktade undervisning: mötet med ämnesspråket, svårigheter och signifikant svårare områden, metoder och aktiviteter, synlig kunskapsutveckling samt framgångsfaktorer. Studien visar i likhet med tidigare empirisk forskning kring det naturvetenskapliga språkets särdrag att det skolspråk eleverna möter i NO-undervisningen i årskurs 4-6 har komplexa beståndsdelar. Undervisningen handlar mycket om att stötta eleverna i den språkligt och innehållsligt abstrakta världen genom metoder och aktiviteter som kopplar nytt ämnesstoff till en för eleverna välkänd kontext. När lärarna beskriver didaktiska val handlar det i stor utsträckning om sådana som kontextualiserar ämnesinnehållet, gör eleverna delaktiga i kommunikativa sammanhang samt ställer upp ett stödjande ramverk kring språket. Utifrån studiens resultat och teoretiska bakgrund kan lärarstudenter, lärare, skolledare eller annan personal verksam i svensk skola finna belägg för vikten av att ställa upp kunskapsmål och språkliga mål. Diskussionen i studien leder fram till ett förslag på vidare studier som handlar om de, från tidigare forskning uppställda tre kännetecken för en funktionell språkinriktad undervisning; kontextualisering, interaktion samt språkstöttning, skulle kunna utökas till att även omfatta en aspekt som handlar om vikten av repetition i undervisningen. I den här studien blev denna fjärde aspekt framträdande tillsammans med de tre övriga. 

  • 224.
    de Ron, Anette
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hur kommuniceras värderingar av matematik i kursplanen?: En diskursanalys av värderingar i kommentarmaterialet tillkursplanen i matematik2013Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
  • 225.
    de Ron, Anette
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hur kommuniceras värderingarav matematik i kursplanen?: En diskursanalys av värderingar i kommentarmaterialet tillkursplanen i matematik.2014Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This study is part of an international project, The Third Wave Project. The project aims to conductstudies with students of different cultures to see what they value as important in mathematics andmathematics learning. Part of the project involves carrying out a survey, the WIFI study. The WiFistudyaims to examine values of mathematics teaching that may affect student learning. The valuesthat are examined in this study are based on the mathematical values which are described by Bishop(1991). The WiFi-study conducted in Sweden will explore the values that may be typical of a Swedishcontext. This work is part of the Swedish group's work in translating the WiFi study to a Swedishcontext. One way to do this is to examine whether and how the values are represented in thecurriculum for the Swedish compulsory school.The aim of this study is to identify the implications of how the use and choice of words in thecurriculum explicitly or implicitly highlights values. This is done through a critical discourse analysis.In this work it is discussed how the values is used both explicitly and implicitly in the curriculum.

  • 226.
    de Ron, Anette
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Perspektiv på problemlösning: En studie av problemlösning i matematikdidaktisk litteratur och läromedel i grundskolan2009Student paper other, 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Problemlösning kan beskrivas på olika sätt och ges olika betydelser. Problemlösning är en viktig del av matematiken och matematikämnet i skolan. Ordet har positiva konnotationer. Det ses som viktigt, eftersträvansvärt och önskvärt att kunna lösa problem. Varför är det så och vilken substans har ordet problemlösning? Genom att tolka vad som sägs och hur det diskuteras kring och skrivs om problemlösning kan ordet ges andra innebörder än bara det sagda eller skrivna. I denna uppsats synliggör jag och ger exempel på olika sätt att se på och beskriva området problemlösning i matematikämnet i grundskolan. Jag synliggör också vilka spår av lärandeteorier jag kan se i beskrivningarna av problemlösning. Studien bygger på litteraturstudier. Undersökningsmaterialet är litteratur inom matematikämnets didaktik och läromedel i matematik i grundskolan. 

  • 227. de Toledo e Toledo, Neila
    et al.
    Knijnik, Gelsa
    Valero, Paola
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Mathematics education in the neoliberal and corporate curriculum: the case of Brazilian agricultural high schools2018In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 99, no 1, p. 73-87Article in journal (Refereed)
    Abstract [en]

    The pedagogical principle learning by research guides the current curriculum in agricultural high schools in Brazil. A problematization of the principle shows how (1) it feeds into current neoliberal and corporate agendas in the education sector, and (2) it associates mathematical formalism and abstraction as necessary conditions for the production and use of biotechnology. Data consists of official national and institutional policy documents, as well as interviews conducted with nine former students, along with their school notebooks and tests. The theoretical and methodological framework draws on the work of Michel Foucault. It is argued that neoliberal market values are embedded in the mathematics education, through the articulation of abstract and formal reasoning with techno-scientific knowledge, for the purpose of competitive production. The learning by research principle shapes students' subjectivities to desire becoming techno-scientificized individuals. The ethical question of the subordination of the value of mathematics education to a neoliberal, predominantly marketized logic is raised as a challenge to the role of mathematics in contemporary cultures.

  • 228. de Winter, James
    et al.
    Airey, John
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education. Uppsala University, Sweden.
    The views of pre-service physics teachers on the role of mathematics in the teaching and learning of physics2018Conference paper (Other academic)
    Abstract [en]

    Mathematics is commonly seen as playing a fundamental role in the understanding of undergraduate physics. However, this role poses challenges for teaching physics at lower levels. In England, increased formal assessment of mathematical skills in national physics examinations has made many teachers (re)consider this issue and their classroom practice. This qualitative study explores how English physics teachers view the physics/mathematics relationship. Our data consists of questionnaires and follow up interviews with an entire cohort of pre-service teachers training at an English university (n=13). Analysis included a line of enquiry on the tension between the value of mathematics in undergraduate physics and its value for teaching physics at school level. There was considerable variation across respondents, some seeing mathematics as integral to understanding school physics, whilst others prioritised conceptual understanding over mathematical formalism. Many noted how their views had changed during training, raising questions for those involved in physics teacher preparation.

  • 229. de Winter, James
    et al.
    Airey, John
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education. Uppsala University, Sweden.
    What is a ‘good’ physics teacher?: Views from the UK education community2017Conference paper (Refereed)
  • 230.
    Donner Saand, Charlotte
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Att bygga hus med matematik: Är det möjligt att integrera matematik med byggteori?2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats handlar om integrationen mellan matematik och byggteori på byggprogrammet på Rönninge gymnasium. Den tar upp tidigare forskning och aktuella utredningar som fastslår att yrkesräkning och infärgning av matematik i praktiska gymnasieprogram gör att eleverna lär sig mycket bättre. Undersökningen är endast gjord på Rönninge gymnasium och är därför specifik för den skolan, andra gymnasieskolor som har byggprogrammet kan ha andra upplägg.

     

    Fullständig integration mellan matematik och byggteori finns inte idag på Rönninge gymnasium, men visst samarbete förekommer i några byggkurser. Det jag vill visa på är att integration mellan kärnämnet matematik och karaktärsämnet byggteori är fullt möjligt, men att det som saknas är kurslitteratur som knyter samman de båda. I dagsläget är det upp till varje enskild gymnasieskola och varje enskild lärare att se till att infärgning av matematik i byggteorin genomförs. Det saknas kurslitteratur som knyter samman matematik och byggteori. I detta arbete visar jag att integration mellan kärnämnet matematik och karaktärsämnet byggteori är fullt möjligt.

  • 231.
    Dudas, Cecilia
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Rundgren, Carl-Johan
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Lundegård, Iann
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Didactic modelling of complex sustainability issues in chemistry education2018In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, no 3, p. 267-284Article in journal (Refereed)
    Abstract [en]

    To meet future challenges regarding sustainability issues, science education needs to address how to educate scientifically literate and responsible citizens. One aspect of this is how to draw students’ attention to the complexity in sustainability issues. Therefore, this study analyses how complexity can become visible in students’ deliberations. The study has been conducted as an in-situ study at two upper secondary schools. The data was analysed using Practical Epistemological Analysis (PEA) and Deliberative Educational Questions (DEQ). The results show that four different kinds of considerations were used to visualise complexity. Those considerations regarded facts and values in relation to known and unknown facts. The considerations were used to develop a didactic model. Design principles were also developed, which together with the model can support teachers in didactic analyses regarding complex sustainability issues in chemistry education. Furthermore, the study shows that chemistry education can contribute to development of Bildung and democratic citizenship.

  • 232.
    Dudas, Cecilia
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Rundgren, Carl-Johan
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Lundegård, Iann
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Didactic modelling of complex sustainability issues in chemistry education2018Conference paper (Refereed)
    Abstract [en]

    To meet future challenges regarding sustainability issues, science education needs to address how to educate scientifically literate and responsible citizens. Chemistry education must be organized in a way that gives the students opportunity to participate in discussions and decision-making regarding sustainability issues in which chemistry knowledge is needed. One aspect of education for responsible citizenship is to draw students’ attention to the complexity in sustainability issues.

    The aim of this study is to analyse how complexity in sustainability issues can be visualized in upper secondary school chemistry education.

    This study was conducted as a didactic modelling inspired by Design Based Research. Two cycles were conducted: cycle 1 with 12 students discussing batteries in different products and cycle 2 with 38 students discussing organic pollutants in everyday products. The data was analysed using Practical Epistemological Analysis (PEA) (Wickman & Östman, 2002) and Deliberative Educational Questions (DEQ) (Lundegård & Wickman, 2007).

    Four different kinds of considerations emerged in students’ discussions which were used to develop a didactic model visualizing complexity. Those considerations regarded facts and values in relation to sufficient and insufficient factual knowledge. All four kinds of considerations are needed to visualize complexity.

    The results showed that conflicting perspectives/values and the issues’ incompleteness and uncertainty only emerged to a small extent in the students’ discussions in cycle 1. In cycle 2 all four kinds of considerations emerged more equally. The design principles in cycle 2 were that the students’ activity should explicitly request conflicting perspectives and values and also include frontier research in chemistry. The result indicates that those gave the students more opportunities to visualize complexity.

    The didactic model and design principles that were developed can together be used for teaching and learning from sustainability issues in chemistry education.

  • 233.
    Ehdwall, Dana Seifeddine
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    How can a teacher support students with a second language to talk chemistry?2017Conference paper (Refereed)
    Abstract [en]

    In this study we investigate how four didactic models can be used by chemistry teachers to improve teaching to support students with a second language to “talk chemistry”. The study contributes to show how these models can be used by chemistry teachers to organise, perform and evaluate chemistry lessons in a way that better support second language students to become more active in talking and so learn chemistry. The material consists of video and audio recordings from chemistry lessons in an introductory class in upper secondary school in Sweden. The study was carried out in two cycles of planning, teaching and reflection in two successive classes. The first cycle was to analyse how a “normal” chemistry lesson gave students opportunities to talk and learn chemistry. In cycle two changes were made by using four models for the purpose of increasing the students opportunities to “talk chemistry”. Our findings show how teachers can also support students with a second language to learn to “talk chemistry” by using the didactic models developed in mono-lingual classrooms when planning and performing chemistry lessons.

  • 234.
    Ehdwall, Dana Seifeddine
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hur lärare kan stödja andraspråkselever på gymnasiet att tala kemi2018In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, no 3, p. 299-316Article in journal (Refereed)
    Abstract [en]

    In this study we investigate how two didactic models can be used by chemistry teachers to improve teaching to support students with a second language to “talk chemistry”. The study contributes to show how these models can be used by chemistry teachers to organize, perform and assess chemistry lessons in a way that better supports second language students to become more active in talking and so learn chemistry. The material consists of video and audio recordings from chemistry lessons in an introductory class in upper secondary school in Sweden. The study was carried out in two cycles of planning, teaching and analysis in two successive classes. The first cycle entailed analyzing how a “normal” chemistry lesson gave students opportunities to talk and learn chemistry. In cycle 2 changes were made by using the models for the purpose of increasing the students’ opportunities to “talk chemistry”. Our findings show how teachers can support also second language students’ learning to “talk chemistry” by using the didactic models developed for mono-lingual classrooms when planning and performing chemistry lessons.

  • 235.
    Ekdahl, Anna-Lena
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Elevers skilda sätt att erfara talmönster - en studie av elever i årskurs 3 och 42012Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Matematiken handlar i mångt och mycket om att lösa problem och se mönster. Talmönster är en viktig del inom algebran och aritmetiken och är det fenomen som jag i denna studie vill undersöka elevers uppfattningar av. Syftet med föreliggande kvalitativa studie är att skapa kunskap om elevers skilda sätt att erfara talmönster, såväl talföljder som visuella talmönster. Därutöver syftar studien till att identifiera kritiska aspekter utifrån de skilda sätt som talmönstren erfars av eleverna.

    Nio elever i årskurs 3 och 4 har intervjuats utifrån ett antal talmönster. Fenomenografin och variationsteorin utgör studiens teoretiska utgångspunkter och har använts för att analysera materialet. I analysen har förutom likheter och skillnader mellan sätten att erfara, innehållet i elevutsagorna analyserats utifrån erfarandets referentiella och strukturella aspekt.

    Resultatet av den fenomenografiska analysen har utmynnat i följande sex beskrivningskategorier:

    Jämn förflyttning, Konstant eller icke-konstant skillnad, Kombination av delar, Relation mellan vissa delar, Olika del- och helhetsstrukturer och Utöver angiven helhet. I analysen har de aspekter som eleverna fokuserat på varit vägledande för att skilja kategorierna åt och identifiera sex kritiska aspekter. En av dessa kritiska aspekter handlar om att urskilja att förhållandet mellan delarna i mönstret kan se olika ut. En annan kritisk aspekt är fråga om att kunna urskilja delarnas inbördes relation, relationernas förhållande till helheten och den icke angivna helheten. En tredje innebär att delarna behöver urskiljas samtidigt som helheten. Inte nödvändigtvis samtliga delar, men tillräckligt många för att se en regelbundenhet.

    Studiens resultat har gett didaktiska implikationer om vad eleverna i en undervisningssituation behöver ges möjlighet att urskilja för att utveckla ett mer innehållsrikt och differentierat sätt att erfara talmönster.

    Resultatet diskuteras utifrån tidigare internationella undersökningar. Det förs även en diskussion om vad studiens resultat kan tillföra och de didaktiska implikationer resultatet ger.

  • 236.
    Eklund, Helena
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Algebra och ekvationer – att underlätta lärande: Lärandet börjar byggas vid första kunskapsmötet2014Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Abstract 

    This study aims with a pragmatic approach to investigate the learning about how to solve simple equations, and what the teacher can do to help the student. Four questions asked are: (i) How and why will learning take place? (ii) What will complicate learning? (iii) How to support and facilitate learning? (iv) Is it possible to identify an influence between identity and learning? To answer these questions a qualitative study in elementary school is done. The results of the investigation are compared with previous research, and an interview with the teacher is presented. The recorded lessons are analyzed with PEA (practical epistemology analysis), and letters from the students with the Ecological Systems Theory of Bronfenbrenner. The result that this study reveals confirms former studies in the subject. It is pronounced that future learning shows to be problematic when early entrances to the subject are not being steps towards a long-term end for the learning. Confusion arises together with a challenge of the new knowledge, in this case of the general algebraic solution method. Utterances like: "do not know", "do not want", are heard. After the new learning has taken place, some pupils expressed in letters, that the new approach was "simpler", "funny", "easy". On the other hand, students who need more time to their learning still think the section is "boring" and "troublesome". The conclusion of the study is an answer to the question: What to Consider For The Benefit Of Learning. Three things seem to be crucial, the first two concerns how the lessons are performed and the third concerns how the student thinks about his capability for learning. (i) Target: Have in mind the longtime end for the activity. Be aware of when a knowledge you think is already acquired, is instead questioned by the student. (ii) Technique: Emphasize the methods. Encourage to give exact answers instead of approximations. (iii) Time: Encourage to give exact answers instead of approximations. All new learning needs time, let the student understand that you are convinced that he will succeed in learning if he gives it time enough. 

  • 237.
    Eklund, Sheri
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Climate change education with a bright horizon?: Pedagogical reflections on teacher training for climate education that aims to empower students2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Climate change is already affecting communities around the world and the impacts will only get worse, according to scientists, unless we significantly reduce greenhouse gas emissions.  These realities can lead to climate anxiety, not least among youth.  How can teachers educate students about climate change in a constructive way?  This study examines pedagogical reflections from grade school and gymnasium teachers who participated in a professional development workshop entitled “Climate workshop with a bright horizon” organized by The House of Science, the Bolin Center for Climate Research, and Stockholm City.  To address students’ climate anxiety, research says that teaching methods characterized by pluralism, democratic participation, and authenticity can be empowering to students in helping them to engage, act, and cope with unpredictability.  This study identifies opportunities to strengthen these aspects in climate education by, for example, using socio-scientific issue dialogues. 

  • 238.
    Enghag, Margareta
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education. Karlstad University, Sweden.
    Moons, Ellen
    Forsman, Jonas
    Linder, Cedric
    MacKinnon, Allan
    USING A DISCIPLINARY DISCOURSE LENS TO EXPLORE HOW REPRESENTATIONS AFFORD MEANING MAKING IN A TYPICAL WAVE PHYSICS COURSE2013In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 11, no 3, p. 625-650Article in journal (Refereed)
    Abstract [en]

    We carried out a case study in a wave physics course at a Swedish university in order to investigate the relations between the representations used in the lessons and the experience of meaning making in interview-discussions. The grounding of these interview-discussions also included obtaining a rich description of the lesson environment in terms of the communicative approaches used and the students' preferences for modes of representations that best enable meaning making. The background for this grounding was the first two lessons of a 5-week course on wave physics (70 students). The data collection for both the grounding and the principal research questions consisted of video recordings from the first two lessons: a student questionnaire of student preferences for representations (given before and after the course) and video-recorded interview-discussions with students (seven pairs and one on their own). The results characterize the use of communicative approaches, what modes of representation were used in the lectures, and the trend in what representations students' preferred for meaning making, all in order to illustrate how students engage with these representations with respect to their experienced meaning making. Interesting aspects that emerged from the study are discussed in terms of how representations do not, in themselves, necessarily enable a range of meaning making; that meaning making from representations is critically related to how the representations get situated in the learning environment; and how constellations of modes of disciplinary discourse may be necessary but not always sufficient. Finally, pedagogical comments and further research possibilities are presented.

  • 239.
    Enghag, Margareta
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Schenk, Linda
    Students’ arguments of risks and benefits in a debate about nanotechnology as a socioscientific issue included in a teaching sequence in secondary school2016In: Electronic Proceedings of the ESERA 2015 Conference: Science education research: Engaging learners for a sustainable future / [ed] Jari Lavonen, Kalle Juuti, Jarkko Lampiselkä, Anna Uitto, Kaisa Hahl, Helsinki: University of Helsinki, 2016, Vol. 8, p. 1191-1198Conference paper (Refereed)
    Abstract [en]

    We report from the first iteration of a teaching sequence on nanoscience and nanotechnology (NST) in a Swedish secondary school science classroom. Twelve students, age 18, had seven lessons based on design principles of student ownership and talk space in the learning process. The study covers three areas: 1) the students’ learning of basic knowledge of NST, 2) their risk understanding of NST and 3) their ability to discuss NST as a socioscientific issue during a debate. The present paper focusses on a video recorded and transcribed final debate. In this debate students discussed NST as a socioscientific issue, identified risks and benefits in six different NST areas. These areas were selected from an online outreach activity and studied in groups of two. The debate showed that it is possible with only small resources and few lessons to introduce a discussion promoting climate in the classroom and that students can engage in qualified argumentation on NST. To further develop these aspects, we will add a lesson before the debate providing the students with tools for risk assessment and argumentation in coming iterations of this teaching sequence. Our analysis categorized the students into four groups by argument and decisive values indicating different degrees of risk averseness. These four groups share similarities with the argument–decisions found in earlier science education research. We conclude that students’ judgementof risks and benefits are based on knowledge from the studied course material, but that the decision made also includes personal values. In our continued research with this NST teaching sequence, we hope to find out if all these four groups could be found within each NST area which would indicate that these are general attitudes towards NST risks.

  • 240.
    Engström, Malin
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Normkritik i sexualitet och relationsundervisningen: En undersökning om hur den binära synen på kön och heterosexualitet återskapas och kritiseras2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    #Metoo-uppropen blev starten till att diskussioner och samtal kring sexuella kränkningar och trakasserier tog fart i flera länder. Här i Sverige visar flera yrkesgrupper och även skolan på utbredda problem inom området. Samtidigt som flera krav har kommit på att det ska finnas handlingsplaner för förebyggande arbete, att jämställdhetsarbete från tidig ålder ska ske och nolltolerans mot skolpersonal som ser, men inte ingriper så har det dock funnits krav, i form av ämnesplaner (Lgy 11), på att själva undervisningen ska lyfta innehållet kring det budskap hashtagen förmedlar. Denna undersökning visar på hur en sådan undervisning i naturkunskap kan se ut i en gymnasieklass.

    Tidigare forskning har främst tagit fäste på vilka följemeningar som läraren förmedlar i klassrummet. Denna undersökning utförs genom en analys av gymnasieelevers enskilt skrivna arbeten inom naturkunskapens sexualitet och relationer. För analysarbetet har sju olika definierade processer använts för att synliggöra om den binära synen på kön och heteronormativiteten återskapas respektive kritiseras.

    De tre processer som gav tydligast resultat var Dikotomisering av kön vilken innebär att texterna håller isär och skiljer på man och kvinna och beskriver en binär syn på kön. De flesta texterna visar denna process. Skulle texterna inte skilja könen åt, skulle heller ingen ojämlikhet finnas mellan dem. Samtidigt visar undersökningen att en dikotomisering kan vara nödvändig att göra. När texterna exempelvis tar upp mens och mensvärk eller beskriver historiskt vad som varit norm när det gäller sexualitet behöver ett isärhållande göras för att kunna beskriva det som texten vill förmedla. Den andra processen som kan ses i texterna är Differentiering av sexualiteter som bygger på en förväntan att en person beskrivs som man eller kvinna vilket leder till att olika sorters sexualiteter kan definieras till exempel heterosexualitet. Begrepp som homo-, bi- eller transsexuella kan annars inte användas, vilket flera av texterna dock gör. Positionernas hierarki, den tredje processen, förekommer inte alls i texterna. Processen definieras som att det finns en hierarkisk skillnad mellan sexualiteter vilket kan visa sig i exempelvis i klassrumsdiskussioner om någon gör sig rolig över en sexualitet som inte tillhör normen.

    Analysen visar att den binära synen på kön och heteronormativiteten både kritiseras och återskapas i undervisningen. Användandet av processerna gav en normmedvetenhet och en djupare förståelse för vilken makt normerna kan ha över elever i ett klassrum. Undersökningen kunde följaktligen också bidra till en förbättring av den undervisning som genomfördes.

  • 241.
    Enroth, Josefin
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Nylén, Matilda
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Att skapa motivation i det matematiska lärandet: Lärarens medel att engagera gymnasieelever ur ett metakognitivt perspektiv2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Avsikten med studien är att undersöka om, och i så fall hur, ett metakognitivt arbetssätt kan förbättra elevers matematiska förståelse och om det också kan öka deras motivation inom matematik. Enligt forskning är metakognition en förutsättning för tänkande, kognition. Närmare 60 gymnasieelever har fått prova på ett metakognitivt arbetssätt. Resultatet av undersökningen visar på en bristande metakognitiv förmåga hos flertalet elever. Det visar också på att det finns ett samband mellan metakognitiv förmåga och hur lustfyllt ämnet är för eleven, hur stort självförtroende eleven har och hur viktigt ämnet upplevs.

  • 242.
    Enström, Hanna
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    "Vi limmar månen sist om vi vill ändra oss": En studie av elevers lärande vid användning av begreppskartor2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka elevers lärandeprocess när de jobbar med begreppskartor. Studien fokuserar specifik på hur eleverna använder naturvetenskapliga begrepp i aktiviteten och på vilket sätt eleverna resonerar i arbetet med att lösa uppgiften. Undersökningen genomfördes med fyra grupper om tre till fyra elever från årskurs två som byggde en begreppskarta om solsystemet. Elevernas samtal under aktiviteten spelades in på ljudband och analyserades med hjälp av analys av praktiska epistemologier. Analysen visar att eleverna i alla grupper lyckades med uppgiften att bygga begreppskartan genom att etablera relationer mellan de givna begreppen och kunskaper och  tidigare erfarenheter om solsystemet. För att kunna handla och placera lapparna måste eleverna diskutera dessa begrepp på ett teoretiskt plan. Begreppet månen var svårt att placera i begreppskartan och olika grupper använde olika strategier för att lösa detta, t ex genom att rita nya begrepp. Genom att studera elevernas resonemang och användande av naturvetenskapliga begrepp kan vi få en förståelse kring deras lärandeprocess, vad kan de redan och hur använder de sig av denna tidigare kunskap för att gå vidare och lösa den givna uppgiften. 

  • 243.
    Eriksson, Cecilia
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Lundegård, Iann
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Elevimpulser och lärarresponser: Betydelsen av lärares återkoppling för undervisningens diskurs och elevernas meningsskapande i undervisning om sociovetenskapliga dilemma2018In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, no 3, p. 285-298Article in journal (Refereed)
    Abstract [sv]

    Today teachers face an increased challenge in listening to classroom discourses and students’ areas ofinterest to let these coincides with the overall teaching purpose by feedback. Present study explorehow classroom communication can be modeled to allow this. The socio-scientific-issues raised wereat the same time aimed at creating relevance in the students’ social life as giving a respond to thecurriculum. The data consisted of recordings from science lessons in grade 7 and 8 in Sweden. To makevisible the tension that occurred between different discourses and displacement of power in theconversations, practical epistemological analysis has been made. This resulted in a categorization offive different ways the teacher is taking care of and reconnects the students’ impulses in relation tothe overall purpose. Consequently, this study is offering opportunities for teachers to, in a consciouslymanner, reflect on different strategies for discourse feedback in teaching.

  • 244. Eriksson, Elisabeth
    et al.
    Björklund Boistrup, Lisa
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education. Linköping university, Sweden.
    Thornberg, Robert
    A categorisation of teacher feedback in the classroom: a field study on feedback based on routine classroom assessment in primary school2017In: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146, Vol. 32, no 3, p. 316-332Article in journal (Refereed)
    Abstract [en]

    The aim of the present study was to examine and categorise teachers' strategies for feedback in day-to-day communication in primary school. The different feedback categories constructed and grounded in data are applicable to feedback on learning and knowledge as well as on behavioural skills. Qualitative classroom observations were conducted in 4 primary school classrooms, including a total of 4 teachers and 75 students. A constructivist grounded theory approach was used throughout the analytical process. The analysis of the field data generated five main categories of feedback focuses: expecting, emotionally responding, normalising, steering and deliberating. The categories are all broad, yet with subcategories specific and nuanced, presenting concepts by which we can verbalise and communicate teachers' feedback strategies. The categories place teachers' feedback actions in a landscape, not on a linear axis. The complexity of feedback, as it is shown in the present study, challenges a dichotomisation of feedback and captures more of a complexity of classroom assessment.

  • 245. Eriksson, Elisabeth
    et al.
    Björklund Boistrup, Lisa
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Thornberg, Robert
    A qualitative study of primary teachers' classroom feedback rationales2018In: Educational research (Windsor. Print), ISSN 0013-1881, E-ISSN 1469-5847, Vol. 60, no 2, p. 189-205Article in journal (Refereed)
    Abstract [en]

    Background

    As part of teachers' everyday classroom assessment practice, feedback can be seen as connected to the formative function of assessment, with the aim of helping students in their learning processes. Much research on teacher feedback focuses precisely on the feedback's formative quality. However, in order to strengthen our understanding about the nature of teacher feedback, we also need to understand more about teachers' rationales for giving feedback to their students, especially in primary school settings.

    Purpose

    The present study aimed to explore and conceptualise primary school teachers' rationales for giving students feedback.SampleThirteen Swedish primary school teachers (10 women and 3 men) with 4 to 40 years of teaching experience working with students aged 7-9years-old (grades 1-3), participated in the study. An open sampling procedure was adopted to recruit the teachers.

    Design and methods

    Data were collected using a semi-structured interview approach. We employed a constructivist grounded theory design for the coding and analysis of the transcribed data.

    Results

    Analysis indicated that two main concerns emerged as regulating teachers' assessment practices. These addressed what the teachers perceived as (1) students' academic needs and (2) students' behavioural and emotional needs. According to the findings, the teachers' rationales for giving students feedback were based on those needs, and dependent on factors such as situation, relationships, time and effort. This resulted in a constant comparison and weighing of different needs by the teachers. Some needs were described as prioritised before others, which caused some rationales to be identified as taking precedence over others.

    Discussion and conclusions

    Based on a systematic analysis of - and thus grounded in - interview data from primary teachers, the current qualitative study offers a framework for surveying, understanding and discussing teacher feedback. Overall, the study showed how everyday practices of classroom assessment and classroom management overlapped, thus underlining the importance in teacher education of understanding classroom assessment, classroom management and the relationships between the two.

  • 246. Eriksson, Elisabeth
    et al.
    Björklund Boistrup, Lisa
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Thornberg, Robert
    A Qualitative Study on Primary Teachers’ Classroom Feedback RationalesArticle in journal (Refereed)
    Abstract [en]

    The present study, based on semi-structured interviews with four Swedish primary school teachers, identifies and conceptualizes teachers’ rationales for giving students feedback. Two main concerns were found as regulating teachers’ assessment practices. They addressed what the teachers perceived as students’ academic needs, and behavioural and emotional needs. The teachers’ rationales for giving students feedback were based on those needs, and dependent on factors such as situation, relations, time and effort. This caused a constant comparing and weighing of different needs.

  • 247. Eriksson, Elisabeth
    et al.
    Björklund Boistrup, Lisa
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Thornberg, Robert
    Feedback based on routine classroom assessment in elementary school: A field studyArticle in journal (Refereed)
    Abstract [en]

    The aim of the present study was to examine and categorise teachers’ strategies for feedback in day-to-day communication in primary school. The different feedback categories constructed and grounded in data are applicable to feedback on learning and knowledge as well as on behavioural skills. Qualitative classroom observations were conducted in four primary school classrooms, including a total of four teachers and 75 students. A constructivist grounded theory approach was used throughout the analytical process. The analysis of the field data generated five main categories of feedback focuses: expecting, emotionally responding, normalising, steering, and deliberating. The categories are all broad, yet with sub-categories specific and nuanced, presenting concepts by which we can verbalize and communicate teachers’ feedback strategies.  The categories place teachers’ feedback actions in a landscape, not on a linear axis. The complexity of feedback, as it is shown in the present study challenges a dichotomisation of feedback and captures more of a complexity of classroom assessment.

  • 248.
    Eriksson, Helena
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education. Dalarna University, Sweden.
    Identifying algebraic reasoning about fractions2018In: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education / [ed] Ewa Bergqvist, Magnus Österholm, Carina Granberg, Lovisa Sumpter, Umeå, Sweden: PME , 2018, Vol. 1, p. 255-262Conference paper (Refereed)
    Abstract [en]

    The issue for this paper is to identify algebraic reasoning through students´sense-making actions, during a lesson, where students and a teacher develop learning models for mixed numbers. The analysis focuses the students’ work, trying to make sense of the unknown fractional part of the number. This unknown part was elaborated when the students suggested to “add a little bit more” to construct equality. The un-known part developed to a fractional part with help of an emerging learning model containing algebraic symbols: B=W+p/a. In this activity. The potentialities in the students’ algebraic reasoning were identifyed as: an additive relationship between the integer and the fractional part of the number, and a multiplicative relationship between the numerator and the denominator in this fractional part.

  • 249.
    Eriksson, Helena
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Rationella tal som tal: Algebraiska symboler och generella modeller som medierande redskap2015Licentiate thesis, monograph (Other academic)
    Abstract [en]

    In this study the teaching of mathematics has been developed in relation to rational numbers and towards a learning activity. At the same time topic-specific mediated tools have been studied. The iterative model for learning study has been used as research approach.

    The purpose of the study was to explore what in an algebraic learning activity enables knowledge of rational numbers to develop. The specific questions answered by the study are how an algebraic learning activity can be formed in an otherwise arithmetic teaching tradition, what knowledge is mediated in relation to different mediated tools and what in these tools that enable this knowledge.

    The result of the study shows how an algebraic learning activity can be developed to support the students to understand rational numbers even in an arithmetic teaching tradition. The important details that developed the algebraic learning activity were to identify the problem to create learning tasks and the opportunity for the students to reflect that are characteristic of a learning activity. The result also shows that the mediating tools, the algebraic symbols and the general model for fractional numbers, have had significant importance for the students' possibilities to explore rational numbers. The conditions for the algebraic symbols seem to be the possibilities for these symbols to include clues to the meaning of the symbol and that the same symbol can be used in relation to several of other mediated tools. The conditions in the general model consisted of that the integer numbers and the rational numbers in the model could be distinguished and that the students could reflect on the meaning of the different parts. The general model consists of the algebraic symbols, developed in the learning activity. The algebraic symbols make the structure of the numbers visible and the general model mediates the structure of additive and multiplicative conditions that are contained in a rational number.

    The result of the study contributes in part to the field of mathematics education research by examining Elkonin's and Davydov's Mathematical Curriculum in a western teaching practice and in part to a development of the model of Learning study as a didactical research approach by using an activity-theoretical perspective on design and analysis.

  • 250.
    Eriksson, Helena
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education. Dalarna University, Sweden.
    Sumpter, Lovisa
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Fractions and algebraic reasoning2017Conference paper (Refereed)
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