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  • 251.
    Ammert, Niklas
    University of Kalmar, School of Human Sciences.
    Gemenskap och ambivalens: Finsk-svenska möten i finlandssvenska läroböcker i historia2009In: Historisk Tidskrift för Finland, ISSN 0046-7596, E-ISSN 2343-2888, Vol. 94, no 1, p. 1-19Article in journal (Refereed)
  • 252.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Historia som kunskap: Innehåll, mening och värden i möten med historia2013Book (Other academic)
  • 253.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    History as knowledge: ethical values and meaning in encounters with history2015 (ed. 1)Book (Other academic)
    Abstract [en]

    What do you know when you know something about history? What is important to know and how do you learn? Adolescents encounter history everywhere: at school, in the family, in media and society. But how do adolescents perceive history and in what ways do aspects of meaning and ethical values affect the encounters with history? This study discusses how Swedish adolescents and teachers encounter, communicate and define knowledge about history, analysing the process from curricula and history textbooks to the world of the pupils.

  • 254.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    History IRL: How participants perceive time travels2016In: Bridging Ages Conference: Sept 13-16, 2016, Kalmar, Sweden, 2016Conference paper (Other academic)
    Abstract [en]

    To travel in time can be described as an encounter between now and then. The time traveller experiences a constructed past interpreted in present time. At the same time the time traveller could use the past as a mirror to learn something about herself. These multidimensional relations between the past and the present could be perceived and interpreted in a variety of ways. In this presentation I will discuss a typology to chategorize and analyze time travellers’ perceptions of the past.

  • 255.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Identifying aspects of temporal orientation in students' moral reflections2019In: / [ed] Linnaeus University, 2019Conference paper (Other academic)
  • 256.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    Inledning (Att spegla världen)2011In: Att spegla världen: Läromedelsstudier i teori och praktik / [ed] Niklas Ammert, Lund: Studentlitteratur AB, 2011, p. 17-22Chapter in book (Other academic)
  • 257.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    'Ja utan ondska skulle det knappt finnas någon historia': Värden som bärare av historisk kunskap2012In: Historiedidaktik i Norden 9: Del I: Historiemedvetande - historiebruk / [ed] Per Eilasson, Hammarlund, Karl Gunnar, Lund, Erik, Nielsen, Carsten Tage, Malmö och Halmstad: Malmö högskola , 2012, p. 54-74Chapter in book (Other academic)
  • 258.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    Kontakt och kontrast: Historieämnets innehåll och dess relation till elever 1905-20052012Conference paper (Other academic)
  • 259.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Meddelande till rymden2015In: Rymden och människan: Rymdforskning i humaniora, konst och samhällsvetenskap, p. 10-11Article in journal (Other (popular science, discussion, etc.))
  • 260.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Mening i möten med historia2016In: Möten med mening: Ämnesdidiaktiska fallstudier i konst och humaniora / [ed] Karin L. Eriksson, Lund: Nordic Academic Press, 2016, p. 19-33Chapter in book (Other academic)
  • 261.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Mot samma mål?2015In: Manus: Sveriges läromedelsförfattares förbunds tidskrift, ISSN 2000-4028, no 2Article in journal (Other (popular science, discussion, etc.))
  • 262.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    Mörkrets hjärta i klassrummet:: Historieundervisning och elevers uppfattningar om förintelsen: av Bo Persson2011In: Scandia, ISSN 0036-5483, Vol. 77, no 2, p. 186-187Article, book review (Other academic)
  • 263.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    Om läroböcker och studiet av dem2011In: Att spegla världen: Läromedelsstudier i teori och praktik / [ed] Niklas Ammert, Lund: Studentlitteratur AB, 2011, p. 25-42Chapter in book (Other academic)
  • 264.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    Om vad och hur 'må' ni berätta?: undervisning om Förintelsen och andra folkmord2011Book (Other academic)
  • 265.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    On Genocide and the Holocaust in Swedish History Teaching2015In: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 2, no 1, p. 58-69Article in journal (Refereed)
    Abstract [en]

    Teaching about the Holocaust and other genocides is emphasized in Swedish History teaching. In Sweden there is a public authority commisioned to work with issues related to tolerance, democracy and human rights. It is this context and under these conditions, that Swedish History teachers select a variety of topics for their students to learn, as part of the History curriculum. In addition to the Holocaust, they teach about crimes against humanity committed under communist regimes, the genocide of Tutsies in Rwanda, and mass murder and ethnic cleansing in former Yugoslavia. Teachers use a multiplicity of uses of history and teaching methods. They conduct a scientific use of history when focusing on the historical contexts and explaining the background, motives and consequences of genocide. Teachers also stress the students’ personal reflections and standpoints in a moral use of history. The teaching aims at developing understanding and empathy among students.

  • 266.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Patterns of reasoning: A tentative model to analyse historical and moral consciousness among Swedish 9th grade students2015In: Book of Abstracts: NoFa5 Nordic Conference on Subject Education, 27-29 May 2015, University of Helsinki , 2015, p. 94-94Conference paper (Other academic)
    Abstract [en]

    Students find ethical and moral issues central and interesting when they interpret history. History can offer explanations and references to moral values that are still valid – or not valid – in our time. At the same time moral values provide conceivable contexts that connect students to the past. Views on interrelations between the past and the present seem to interact with the students’ moral foundations, questions, interpretations, understanding or repudiation. On a societal level similar phenomena can be identified when groups of people turn to history, either to handle challenges or to apologize or heal wrongs of the past. Furthermore the National Curricula prescribe ethical dimensions in school education, not least for the subject of history.

    In this pilot study Swedish 9th grade students discuss a text from Christopher Brownings’ book Ordinary Men. The students’ answers are analysed in a theoretical model including different types of historical consciousness and different aspects of moral reasoning. The aim is to study if there are patterns of interrelations and, if so, how these patterns are manifested.

  • 267.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    [recension av:] Sirkka Ahonen: Coming to terms with a dark past - how post-conflict societies deal with history2014In: Historielärarnas Förenings Årsskrift 2014, ISSN 0439-2434, p. 218-219Article, book review (Other academic)
  • 268.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    To Bridge Time: Historical Consciousness in Swedish History Textbooks2010In: Journal of Educational Media, Memory and Society, ISSN 2041-6938, E-ISSN 2041-6946, Vol. 2, no 1, p. 17-30Article in journal (Refereed)
    Abstract [en]

    Since the early 1990s, the concept of historical consciousness has been central to didactic research in Sweden. It has mostly been used as a theoretical framework on a macro-level or as an attempt to identify students' historical consciousness. This article applies the theoretical concept of historical consciousness to tangible source material: history textbooks from the twentieth century. It focuses on whether Swedish history textbooks for lower secondary school have articulated contexts that may be conducive to developing historical consciousness. The article employs a number of theoretical concepts—narratives, multichronology, identity, and values—in order to analyze perspectives that can be utilized to trigger historical consciousness.

  • 269.
    Ammert, Niklas
    University of Kalmar, School of Human Sciences.
    To Bridge Time: Historical Consciousness in Swedish History Textbooks During the 20th Century2009Conference paper (Other academic)
  • 270.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Vad kan man när man kan något om historia?2013Other (Other (popular science, discussion, etc.))
  • 271.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    Värden som bärare av historisk kunskap2011Conference paper (Other academic)
  • 272.
    Ammert, Niklas
    et al.
    Faculty of Arts and Humanities, Linnaeus University, Sweden.
    Edling, Silvia
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Löfstrom, Jan
    History and Social Studies Education, University of Helsinki, Finland.
    Sharp, Heather
    School of Education, University of Newcastle, Australia.
    Bridging historical consciousness and moral consciousness: promises and Challenges2017In: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 4, no 1, p. 1-13Article in journal (Refereed)
    Abstract [en]

    This special issue is the result of the workshop, Towards an integrated theory ofhistorical and moral consciousness, supported by Riksbankens Jubileumsfond (The SwedishFoundation for Humanities and Social Sciences) and Suomen kasvatuksen ja koulutuksen historianseura (The Finnish Society for the History of Education) and held at the University of Helsinki, in2015. History teaching and social studies education are increasingly expected to develop, amongother things, students’ historical consciousness. This goal is highly relevant for students’ ability todeal constructively with controversial issues of history which is an important civic competence inthe situation where in many societies’ political arguments concerning, for example, citizenshiprights, ethnic and cultural diversity, and democracy are only too often fuelled by simplistic narrativesof historical change and continuity. However, there is a blank spot in the existing research onhistorical consciousness in that intersections between historical and moral consciousness remainvery much unexplored. This special issue seeks to identify promising theoretical and conceptualpoints of convergence for future interdisciplinary studies of historical and moral consciousness.Contributors are from the fields of history, educational research, social psychology, and philosophy.

  • 273.
    Ammert, Niklas
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Eliasson, Per
    Malmö University, Sweden.
    Externa historieprov: En studie av validitetsfrågor2019Book (Other academic)
    Abstract [sv]

    Dåvarande Malmö högskola fick 2011 Skolverkets uppdrag att utarbeta och utforma det nationella ämnesprovet i historia för årskurs 9 i grundskolan. Malmö universitet har även utarbetat kursprov i historia för gymnasieskolans kurser 1a1 och 1b. Ett syfte med denna studie är att analysera externa prov i historia i ett longitudinellt perspektiv. Det ger möjligheter att se och problematisera såväl förändringar som kontinuitet när det gäller proven, hur de har uppfattats samt deras resultat.

  • 274.
    Ammert, Niklas
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Eliasson, Per
    Malmö University.
    Prov på prov: En studie av validitetsaspekter i externa historieprov2017In: Nationella nätverket för historiedidaktisk forskning, konferens Halmstad, 3-4 maj 2017, 2017, p. 1-31Conference paper (Other academic)
  • 275.
    Ammert, Niklas
    et al.
    Linnéuniversitet.
    Löfström, Jan
    Helsingfors universitet.
    Edling, Silvia
    University of Gävle.
    Sharp, Heather
    Newcastle University, Australia.
    Identifying aspects of temporal orientation in students’ moral reflections2019Conference paper (Refereed)
  • 276.
    Ammert, Niklas
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Löfström, Jan
    Sharp, Heather
    Edling, Silvia
    Social perspective taking and moral reflection [judgment] in lower secondary school students’ responses to historical moral dilemmas: observations from a Swedish-Finnish survey study2019Conference paper (Refereed)
  • 277.
    Ammert, Niklas
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Sharp, Heather
    Working with the Cold War: Types of Knowledge in Swedish and Australian History textbook Activities2016In: Journal of Educational Media, Memory and Society, ISSN 2041-6938, E-ISSN 2041-6946, Vol. 8, no 2, p. 58-82Article in journal (Refereed)
    Abstract [en]

    This article presents a comparative analysis of pupils’ activities dealing with the Cold War in Swedish and Australian history textbooks. By focusing on text- book activities to which pupils respond in relation to their learning of a particular topic, this study identifies knowledge types included in a selection of history text- books. The study also focuses on the question whether, and if so how, social values are evident in activities concerning the Cold War. The authors develop a matrix that makes it possible to examine knowledge types and social values conveyed by ac- tivities. By analyzing textbook activities, this article exposes the hidden curriculum present in the textbooks on the basis of underlying and unstated values present in the activities, and at the same time identifies the way in which the selected text- books incorporate these values. 

  • 278.
    Ammirato, Salvatore
    et al.
    Department of Mechanical, Energy and Management Engineering, University of Calabria, Rende CS, Italy.
    Aramo-Immonen, Heli
    Industrial Management and Engineering, Tampere University of Technology Pori Unit, Pori, Finland.
    Sofo, Francesco
    Toikka, Tarja
    Thinking about Geography: the Effect of Socio-Economic and Cultural Differences on Styles of Thinking2011In: Proceedings of 6th IFKAD 2011 International Forum on Knowledge Asset Dynamics, 15-17 June 2011, Tampere, Finland / [ed] Giovanni Schiuma, Antti Lonnqvist, JC Spender, Matera, Italy: Institute of Knowledge Asset Management , 2011, p. 1036-1045Conference paper (Refereed)
    Abstract [en]

    Purpose: This study follows a previous one based on a comparison of styles of thinking among university students from two Italian regions with substantial socio-economical and cultural differences (Sofo, Berzins, Colapinto & Ammirato, 2009). This paper explores whether university students at some European universities report markedly different thinking style preferences from each other. A sample of students from two universities of Western Finland were surveyed using the Thinking Style Inventory (TSI) (Sofo, 2008); statistical results have been analysed and compared with the data from the two Italian samples in the 2009 study.

    Design/methodology/approach: The TSI approach is useful to identifying differences in thinking styles. The paper explores possible connections between thinking style and established different economic and socio-cultural variables. The TSI measures preferences for stylistic aspects of intellectual functioning and is based on the theory of reality construction (Sofo, 2008) whereby people create their own realities through their ways of thinking. A sample of total 624 European university students from Italy and Finland was tested and compared. The fifty items on the TSI require respondents to assess their ways of thinking using a likert-scale. To verify reliability and consistency of the TSI instrument, reported data have been studied calculating the Cronbach alpha coefficient.

    Originality/value: This paper presents new results of a study which is the first of a kind in comparing thinking styles of students coming from three different EU regions. Over the past few decades, researchers have hypothesized that difference in socio-economic status impacts on thinking style. However our previous study (Sofo et al., 2009) affirms that other factors such as greater ease, freedom of mobility and the massive use of ICT can have a positive effect in mitigating difference in thinking style. This study offers a confirmation in the earlier study on a larger scale.

    Practical implications: A practical significance of this study is that if economic and socio-cultural differences impact on preferred ways of thinking and learning of university students, the impacts may very well be mediated through various methods such as pedagogy or ICT. Student learning capability is a factor of thinking style. Differences do exist among three EU regions located in northern Italy, southern Italy and in western Finland. It is suggested that supporting a range of student thinking styles through a greater diversity and sensitivity of teaching styles can mitigate any deleterious effects emanating from the differences. This result unveils the rising significance of additional possible mediating variables that may have emerged as increasingly significant within the new global order.

  • 279.
    Amrén, Therése
    Södertörn University, Teacher Education.
    ”En läsande klass – Träna läsförståelse”: Autentiska frågor vs icke autentiska frågor2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this study, I examined how the study guide for A reading class - Practice reading comprehension is used in both theory and in practice, based on the type of questions asked. The aim of the concept is to practice reading comprehension based on five characters: foretell lady, reporter, detective, cowboy and artist. I have studied what type of questions the concept use and categorized these questions as authentic- or non-authentic questions. I have also studied how two teachers in Central Sweden use the concept, what type of questions they ask and then categorized them as authentic- or non-authentic questions. My results shows that the concept of A reading class - Practice reading comprehension use most authentic questions unlike the teachers who use slightly more non-authentic questions. The authentic questions give the students a greater opportunity to speak, unlike the non-authentic questions. When the students speaking space becomes greater the power relationship between the teacher and students becomes more equal.

  • 280.
    Amrén, Therése
    et al.
    Södertörn University, Teacher Education.
    Engman, Åsa
    Södertörn University, Teacher Education.
    Den synliga och osynliga maktutövningen i klassrummet: En undersökning av maktstrukturer, undervisningens ramar och normer i ämnet svenska i årskurs 22016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay is to highlight the space students receive through teachers´ questions in text conversations from a power perspective. The empirical data is based on observations in the classrooms, and student and teacher interviews. The ambition of this essay is to investigate the way power and standards reproduce and are created in classrooms. This is preformed through observations. Through interviews with students and teachers the study aims to display their experiences and reflections about the space provided. Methods used in the study are both quantitative and qualitative. The material in this study is represented by two schools and four classrooms in grade two.

    The theoretical framework is based on Foucault's theory of power and on Åsa Bartholdsson´s concept of "friendly exercise of power". The theoretical framework is also based on exercise of power as it has been analyzed in Donald Broady´s "educational frameworks" and the relationship between these frames and power, as well as the analytical concepts of speaking space, action space and interaction space.

    The results show that speaking space in the classroom is dominated by closed questions. To answer the teacher's questions the student needs to sit still on a chair and raise the hand and also that teachers do not create enough opportunities for students to refer to each other’s reply in conversations about a text.

    The conclusion that can be drawn is that teachers teach students through hidden power shapes and democratic forms for students' future roles as democratic citizens.

  • 281.
    Anderhag, Per
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Taste for Science: How can teaching make a difference for students’ interest in science?2014Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The objective of the thesis is to describe and analyse aspects of home background and teaching that may be important for students’ capability and will to participate in science. The purpose is to make explicit how teaching can support students in developing an interest in science and so counter-balance the restricted opportunities some students may have due to upbringing. In study 1 population data is used to make evident what associations there are between home background variables and the students’ choice of applying for the Swedish post-compulsory Natural Science Programme (NSP). The findings show that home background is important for Swedish students’ choice of the NSP but also that some lower secondary schools can make a difference. Students’ interest in science has usually been examined through questionnaires and rarely studied as constituted in classroom action as a result of teaching. In study 2 therefore an action-oriented methodology is developed based on the concept of taste to study what difference a teacher can make for the constitution of interest in the science classroom. The concept of taste is grounded in pragmatism and the works of Pierre Bourdieu and acknowledges the affective, normative, and cognitive dimensions of situated science learning. In study 3 this methodology is used to examine how a teacher located through Study 1 supports his students in developing an interest in science. The results of study 3 suggest how teaching can make the object of science the focus of students’ interest and so showing that science, with its aims, norms, and values, can be enjoyed in itself. Study 4 draws on the findings of studies 1-3 to discuss the possibility of an overlooked field in studying interest in science; namely whether primary, secondary, tertiary students in effect have different objects of interest. The findings of studies 1-4 are used to discuss how teaching may make a difference to a continued student interest in science.

  • 282.
    Anderhag, Per
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Danielsson Thorell, Helena
    Andersson, Carina
    Holst, Andreas
    Nordling, Johan
    Syften och tillfälligheter i högstadie- och gymnasielaborationen: en studie om hur elever handlar i relation till aktivitetens mål2014In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 10, no 1, p. 63-76Article in journal (Refereed)
    Abstract [en]

    Purposes and contingencies in the lower and upper secondary school lab

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

  • 283.
    Anderhag, Per
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim Mikael
    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.
    What can a teacher do to support students’ interest in science?: A study of the constitution of taste in a science classroom2015In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 45, no 5, p. 749-784Article in journal (Refereed)
    Abstract [en]

    In this study, we examined how a teacher may make a difference to the way interest develops in a science classroom, especially for students from disadvantaged socioeconomic backgrounds. We adopted a methodology based on the concept of taste for science drawing on the work of John Dewey and Pierre Bourdieu. We investigated through transcripts from video recordings how such a taste is socially constituted in a 9th grade (ages 15–16) science classroom, where there was evidence that the teacher was making a positive difference to students’ post-compulsory school choice with regard to science. Salient findings regarding how this teacher supported students’ interest are summarized. For example, the teacher consistently followed up how the students acknowledged and enjoyed purposes, norms, and values of the science practice and so ensuing that they could participate successfully. During these instances, feelings and personal contributions of the students were also acknowledged and made continuous with the scientific practice. The results were compared with earlier research, implications are discussed, and some suggestions are given about how these can be used by teachers in order to support student interest.

  • 284.
    Anderhag, Per
    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.
    An evalutation of how NTA is helping schools to attain the Science Studies syllabus goals at the grade 5 level2007Report (Other academic)
  • 285.
    Anderhag, Per
    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.
    Signs of taste for science: A methodology for studying the constitution of interest in the science classroom.2012Conference paper (Refereed)
  • 286.
    Anderhag, Per
    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.
    Taste for science: bridging the Cartesian divide between interest and cognitive learning in science?2015Conference paper (Refereed)
    Abstract [en]

    Emotions, aesthetics and affect are natural elements in everyday science classroom practice, but our understanding of their role for learning in science is limited. It has been suggested that the epistemological tradition of approaching human conduct as essentially separated intovarious dualisms, such as social-mental, emotion-cognition, fact-value, body-mind and so forth, can explain why affect and learning have received so relatively little attention from the science education research field. This theoretical paper addresses some of these issues by discussing how the concept of taste, which is grounded in the works of Pierre Bourdieu and pragmatism research on aesthetics and learning, can be used for approaching cognition, norms, and values as simultaneously transacted in classroom action.

  • 287.
    Anderhag, Per
    et al.
    Educ Adm, Sweden.
    Wickman, Per-Olof
    Stockholm University, Sweden.
    Bergqvist, Kerstin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Jakobson, Britt
    Stockholm University, Sweden.
    Hamza, Karim Mikael
    Stockholm University, Sweden.
    Säljö, Roger
    University of Gothenburg, Sweden.
    Why Do Secondary School Students Lose Their Interest in Science? Or Does it Never Emerge? A Possible and Overlooked Explanation2016In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 100, no 5, p. 791-813Article in journal (Refereed)
    Abstract [en]

    In this paper, we review research on how students interest in science changes through the primary to secondary school transition. In the literature, the findings generally show that primary students enjoy science but come to lose interest during secondary school. As this claim is based mainly on interview and questionnaire data, that is on secondary reports from students about their interest in science, these results are reexamined through our own extensive material from primary and secondary school on how interest is constituted through classroom discourse. Our results suggest the possibility that primary students do not lose their interest in science, but rather that an interest in science is never constituted. The overview indicates that studies relying on interviews and questionnaires make it difficult to ascertain what the actual object of interest is when students act in the science classroom. The possibility suggested should, if valid, have consequences for science education and be worthy of further examination.

  • 288.
    Anderhag, Per
    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.
    Hamza, Karim
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    What difference can a teacher make for the constitution of taste in the science classroom?:  2013Conference paper (Refereed)
  • 289.
    Anderhag, Per
    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.
    Hamza, Karim Mikael
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    How can teaching make a difference to students’ interest in science? Including Bourdieuan field analysis2015In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 10, no 2, p. 377-380Article in journal (Refereed)
    Abstract [en]

    In this article we respond to the discussion by Alexandra Schindel Dimick regarding how the taste analysis presented in our feature article can be expanded within a Bourdieuan framework. Here we acknowledge the significance of field theory to introduce wider reflexivity on the kind of taste that is constituted in the science classroom, while we at the same time emphasize the importance of differentiating between how taste is reproduced versus how it is changed through teaching. The contribution of our methodology is mainly to offer the possibility to empirically analyze changes in this taste, and how teaching can make a difference in regard to students’ home backgrounds. However, our last two steps of our taste analysis include asking questions about how the taste developing in the classroom relates more widely in society. Schindel Dimick shows how these two steps can be productively expanded by a wider societal field analysis.

  • 290.
    Anderhag, Per
    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.
    Hamza, Karim Mikael
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Signs of taste for science: a methodology for studying the constitution of interest in the science classroom2015In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 10, no 2, p. 339-368Article in journal (Refereed)
    Abstract [en]

    In this paper we present a methodological approach for analyzing the transformation of interest in science through classroom talk and action. To this end, we use the construct of taste for scienceas a social and communicative operationalization, or proxy, to the more psychologically oriented construct of interest. To gain a taste for science as part of school science activities means developing habits of performing and valuing certain distinctions about ways to talk, act and be that are jointly construed as belonging in the school science classroom. In this view, to learn science is not only about learning the curriculum content, but also about learning a normative and aesthetic content in terms of habits of distinguishing and valuing. The approach thus complements previous studies on students’ interest in science, by making it possible to analyze how taste for science is constituted, moment-by-moment, through talk and action in the science classroom. In developing the method, we supplement theoretical constructs coming from pragmatism and Pierre Bourdieu with empirical data from a lower secondary science classroom. The application of the method to this classroom demonstrates the potential that the approach has for analyzing how conceptual, normative, and aesthetic distinctions within the science classroom interact in the constitution of taste for, and thereby potentially also in the development of interest in science among students.

  • 291.
    Anderhag, Per
    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.
    Jakobson, Britt
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim Mikael
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Why do secondary school students lose their interest in science?: A possible overlooked explanationManuscript (preprint) (Other academic)
  • 292.
    Anderson, Agnes
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    En funktionell tradition?2017Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Because Swedish teachers rely heavily on teaching materials in the form of grammar education, the content and structure thereof should be important for which knowledge is taught. The purpose of the present study is to analyse and problematise how teaching materials for the college preparatory course Swedish 2 structure the sections dealing with grammar. The empirical material of the study consists of five teaching materials for the upper secondary school subject Swedish 2, which were analysed on the basis of qualitative text analyses. The results of the study showed that the teaching materials are characterised by either a functional grammar, where the grammar is seen as a normative tool for writing, or as a static and unproblematised conceptual knowledge. Furthermore, it is also shown that many of the study's teaching materials have shortcomings and are far from always completely in line with the curriculum’s objectives. There is also a significant difference between the school grammar presented in the study's teaching materials and the one that linguistics advocates. This suggests that it is highly central to question the legitimacy of the teaching materials. Finally, it is concluded that the teaching materials should be removed from the traditional grammar description so that teachers can choose teaching materials whose grammar sections are similar to linguistics.

  • 293.
    Anderson, Trevor
    et al.
    Purdue University, USA.
    Schönborn, Konrad
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    du Plessis, Lynn
    University of KwaZulu-Natal, South Africa.
    Gupthar, Abindra
    University of KwaZulu-Natal, South Africa.
    Hull, Tracy
    University of KwaZulu-Natal, South Africa.
    Identifying and Developing Students' Ability to Reason with Concepts and Representations in Biology2013In: Multiple Representations in Biological Education / [ed] D.F. Treagust and C.-Y. Tsui, Springer Science+Business Media B.V., 2013, p. -390Chapter in book (Refereed)
    Abstract [en]

    This new publication in the Models and Modeling in Science Education series synthesizes a wealth of international research on using multiple representations in biology education and aims for a coherent framework in using them to improve higher-order learning. Addressing a major gap in the literature, the volume proposes a theoretical model for advancing biology educators’ notions of how multiple external representations (MERs) such as analogies, metaphors and visualizations can best be harnessed for improving teaching and learning in biology at all pedagogical levels.The content tackles the conceptual and linguistic difficulties of learning biology at each level—macro, micro, sub-micro, and symbolic, illustrating how MERs can be used in teaching across these levels and in various combinations, as well as in differing contexts and topic areas. The strategies outlined will help students’ reasoning and problem-solving skills, enhance their ability to construct mental models and internal representations, and, ultimately, will assist in increasing public understanding of biology-related issues, a key goal in today’s world of pressing concerns over societal problems about food, environment, energy, and health. The book concludes by highlighting important aspects of research in biological education in the post-genomic, information age. 

  • 294.
    Andersson, Alexandra
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Jönsson, Emelie
    Labbar för alla!: Ett flexibelt läromedel i NO för grundskolans fk-3.2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I kursen självständigt arbete 15hp under grundlärarprogrammet fk-3 vid Uppsala Universitet har vi valt att göra ett läromedel i NO för dessa årskurser. Vi har i största möjliga mån försökt utforma läromedlet så flexibelt som möjligt, för såväl elever som lärare. Materialet är tänkt som en handledning för lärare i fysik och kemi, med elevsidor med experiment som är kopieringsbara. Boken har utformats utifrån ett genusperspektiv, men också med hänsyn till uppsatta kriterier för läromedel anpassade för elever med neuropsykiatriska funktionsnedsättningar (med särskilt fokus på ADHD). Boken är skriven av oss, för oss. Inledningsvis hade vi förhoppningen att den skulle bli tryckt och utgiven av ett förlag, men i nuvarande läge kommer den endast användas för personligt bruk. Det övergripande ansvaret för valt genusperspektiv, samt hur ett läromedel med genusperspektiv bör utformas har huvudsakligen legat hos Alexandra. Emelie har tagit ansvar för delen som behandlar neuropsykiatriska funktionsnedsättningar, samt hur ett läromedel med hänsyn till dessa elever bör utformas. Avsnittet om skolans naturvetenskap har skrivits tillsammans. I slutprodukten,

    Labbar för alla!, har Alexandra tagit huvudansvaret för layout, illustrationer samt foton. Alla beslut har fattats gemensamt. Emelie har tagit ansvar för de flesta experiment, medan Alexandra har tagit ansvar för ca 10 stycken. Detta ansvar inkluderar att leta upp, skriva in, redigera, utveckla samt skriva förklaringar till experimenten. Dessa har sedan testats tillsammans av både Alexandra och Emelie. Resterande uppgifter har utförts i samarbete.

  • 295.
    Andersson, Alfred
    Linnaeus University, Faculty of Social Sciences, Department of Sport Science.
    Hur klär sig barn vid utomhusundervisning?: Ett kartläggning av femteklassares klädsel vid utomhusaktiviteter2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka vilka kläder barn har tillgång till hemma, och vilka kläder de väljer att använda i skolan.  Studien undersöker även hur mycket undervisning femteklassare har fått om klädsel vid utomhusaktiviteter, samt om detta går att koppla till deras val av kläder i skolan. Studien utgörs av en enkätundersökning med 116 elever i årskurs 5 i en medelstor stad i södra sverige. Enkäten var av formen gruppenkät och distribuerades till femteklassarna på fyra olika skolor i staden. Resultaten har redovisats i diagram och analyserats utifrån Maslows behovsteori. Resultatet visar att det inte är alla elever som har tillgång till lämplig utomhusklädsel, av de som har tillgång till lämplig klädsel är det inte alla som tar med den till skolan. Implikationerna av detta är att det finns elever som inte har möjlighet att delta i undervisningen på lika villkor om den utförs utomhus. Enstaka skillnader har hittats mellan stad och landsbygd gällande användandet av vissa utomhusplagg vid olika årstider. Studien har visat på att mindre än hälften av de tillfrågade eleverna säger sig ha haft undervisning om hur de ska klä sig utomhus, men ingen koppling har kunnat hittas mellan undervisningsgrad och vilka kläder eleverna faktiskt tar med sig till skolan.

  • 296.
    Andersson, Alfred
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Robin, Hoogstraten
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    En studie om utomhusmatematik: Elevers erfarenheter och åminnelse av en lektion i utomhusmatematik.2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka hur elever upplever matematikundervisning utomhus samt vilket lektionsinnehåll eleverna kommer ihåg efter genomförd lektion.

    Studien utgörs av intervjuer med tolv elever i årskurs 5. Grunden för studien är en lektion som genomförts några veckor innan intervjuerna där utomhusmatematik använts som undervisningsmetod. Intervjuerna har bestått av frågor kring denna lektion och elevernas uppfattningar av den. Intervjuerna har genomförts i grupper om tre. Resultaten har redovisats i diagram och jämförts med tidigare forskning inom området. Resultatet antyder att utomhusmatematik har många fördelar, som exempelvis att abstrakt matematik kan konkretiseras, och att eleverna överlag har en positiv uppfattning om utomhusmatematik. En av de negativa aspekterna som eleverna kan se med utomhusmatematik är att det kan bli oordning och brist på fokus bland eleverna. Vi ser att detta problem skulle kunna bero på val av plats för att genomföra undervisningen. Elevernas tidigare associationer till en plats kan påverka ordning och fokus i gruppen.

  • 297.
    Andersson, Amelia
    et al.
    Halmstad University, School of Teacher Education (LUT).
    Ivonen, Anneli
    Halmstad University, School of Teacher Education (LUT).
    En studie om specialundervisning i idrott och hälsa för elever med funktionsnedsättning och autism: med fokus på motorisk utveckling2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Det område som denna studie har forskats kring är specialundervisning för elever med autism och annan funktionsnedsättning inom ämnet idrott och hälsa. Syfte med studien är att beskriva hur idrottslärare arbetar med den motoriska utvecklingen hos de elever som har autism och annan funktionsnedsättning i ämnet idrott och hälsa. I studien beskrivs elevers normala motoriska utveckling för att på så sätt förstå vilka svårigheter elever med funktionsnedsättning och autism har och vilka anpassningar som krävs i skolmiljön för att elever ska kunna vara delaktiga. Empirin har samlats in genom nio observationer på tre olika skolor i västra Sverige. I resultatet framgår det att en idrottslärare bör ha kunskaper om barns motoriska utveckling, övningar och moment som tränar grov- och finmotoriken, elevens funktionsnedsättning, elevens personliga egenskaper och elevens intresse dvs. vad som motiverar eleven.

  • 298.
    Andersson, Anna
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Assessment: A Continuous Process that Takes Place at the End?2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

         The hypothesis for this essay is: ”Teachers use assessment methods that are mainly summative and as a consequence student involvement in the assessment process is low, with too little focus on the goals of the education.” The primary aim is to investigate whether or not this hypothesis is true. To answer this, students were asked their opinions about assessment. Also, teachers were asked questions about assessment, to see if there is a correlation between students' and teachers' thoughts. The investigation was conducted through a questionnaire, which 46 students and three teachers answered. The students came from three different ninth grade classes.

         The results from the questionnaires indicate that mainly summative assessment methods are used since, for example, only 50% of the students know how they are being assessed. Also, when giving examples of assignments they get to do in class, most students gave answers that traditionally are connected with summative assessment. The results also show that student involvement in the assessment process is low, as 65% answered that they rarely or never get to self-assess, and they are only involved in planning subject areas sometimes. Also, a majority of 74% would like to have more personal conversations with their teacher about their development. However, most students feel that their teacher is clear about the goals and objectives of assignments.

         The conclusion reached in this essay is that the hypothesis was partly true. The teachers in this study use mainly summative assessment methods, and student involvement in the assessment process is low. On the other hand, teachers are good at explaining the educational goals. In a majority of the questions, students' and teachers' opinions about assessment coincide. However, the opinions differ greatly between the classes in all but two questions.

  • 299.
    Andersson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Makt och delaktighet: Elevers och föräldrars upplevelse av ett extra år i skolan.2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Föreliggande uppsats är en fenomenologisk studie som syftar till att undersöka hur ett urval elever och föräldrar upplevt att beslutet kring ett extra år i skolan gått till, om de upplevt sig delaktiga, samt hur de anser att de extra året påverkat eleven ämnesmässigt, kamratmässigt och känslomässigt. Studien är genomförd via kvalitativa ostrukturerade intervjuer där totalt fyra elevers och två föräldrars livsberättelser fått ta form. Dessa livsberättelser har sedan analyserats narrativt med avsikt att finna svar på studiens frågeställningar samt även utifrån avsikt att finna underliggande framträdande teman. Studiens resultat visar att ett extra år i skolan kan vara lyckosamt om elever och föräldrar upplever sig delaktiga i beslutet, om eleven endast har svårt med ett eller ett fåtal ämnen i skolan samt om hela elevens sociala situation beaktas, inklusive kamratrelationer. Om eleven inte upplever sig varit delaktig i beslutet och om eleven dessutom har flera svårigheter i skolan tyder studien på att ett extra år i skolan kan vara negativt, och att det extra året då kan leda till en negativ påverkan på självkänslan och kamratrelationer, något som i sin tur kan leda till att eleven projicerar sin ilska och besvikelse på skola och lärare.

  • 300.
    Andersson, Anna-Lena
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    The transition between the compulsory school and the school for children with mild intellectual disability - A study in Swedish and Mathematics education2015In: Marketisation and Differentiation in Education, 2015Conference paper (Refereed)
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