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  • 251.
    Hansen, Martin
    et al.
    Institut for Farmaci, Københavns Universitet.
    Rodríguez-Navas, Carlos
    University of Texas Southwestern Medical Center.
    Björklund, Erland
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Plattformen för molekylär analys. Kristianstad University, Faculty of Natural Science, Avdelningen för miljö- och biovetenskap. Kristianstad University, Faculty of Natural Science, Research environment MoLab.
    Lægemidler i vandmiljøet på Mallorca2013In: Dansk kemi, ISSN 0011-6335, Vol. 94, no 8, p. 24-27Article in journal (Other (popular science, discussion, etc.))
  • 252.
    Hansson, Lars-Anders
    et al.
    Lund University.
    Ekvall, Mattias K.
    Lund University.
    Ekvall, Mikael T.
    Lund University.
    Ahlgren, Johan
    Lund University.
    Sidemo Holm, William
    Lund University.
    Dessborn, Lisa
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Man & Biosphere Health (MABH).
    Brönmark, Christer
    Lund University.
    Experimental evidence for a mismatch between insect emergence and waterfowl hatching under increased spring temperatures2014In: Ecosphere, ISSN 2150-8925, E-ISSN 2150-8925, Vol. 5, no 9, p. 120-Article in journal (Refereed)
    Abstract [en]

    By combining a large-scale experimental assessment on timing of insect emergence with longtermmonitoring of waterfowl hatching date, we here show that insect emergence is mainly driven bytemperature, whereas there is only a weak effect of increasing spring temperatures on inter-annualvariability in observations of waterfowl chicks. Hence, a change in timing of the mass-emergence of insectsfrom lakes and wetlands, which is the crucial food source for waterfowl chicks, will likely result in aconsumer/resource mismatch in a future climate change perspective. Specifically, we experimentally showthat a moderate increase in temperature of 38C above ambient, expected to occur within 25–75 years, leadsto a considerably (2 weeks) earlier, and more pronounced, peak in insect emergence (Chironomus sp).Moreover, by utilizing long-term Citizen Science databases, ranging over several decades, we also showthat common waterfowl species are unable to significantly adjust their reproduction to fit futuretemperature increase. Hence, based on our data we predict a future mismatch between insect emergenceand waterfowl species basing their reproduction on temperature. This will have a profound impact onreproductive success and population dynamics of many aquatic birds, as well as on freshwaterbiodiversity.

  • 253.
    Hansson, Lena
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Elever och universum2016Other (Other (popular science, discussion, etc.))
  • 254.
    Hansson, Lena
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Elever och universum2016Conference paper (Other (popular science, discussion, etc.))
  • 255.
    Hansson, Lena
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    "Enligt fysiken eller enligt mig själv?": gymnasieelever, fysiken och grundantaganden om världen2007Doctoral thesis, monograph (Other academic)
    Abstract [sv]

    I avhandlingen studeras elevers grundantaganden om världen, samt de grundantaganden som eleverna förknippar med fysiken. Det är utifrån de grundantaganden vi gör om hur världen är beskaffad som vi försöker tolka och förstå nya fenomen och företeelser vi möter, t.ex. i den naturvetenskapliga undervisningen. Exempel på grundantaganden kan vara att det existerar en materiell värld, att det inte finns något annat än den materiella världen, att en gud existerar som kan ingripa i skeendet här på jorden, att allting som finns har eller kommer att få en naturvetenskaplig förklaring, att allt som finns har en mening, eller att naturen är överordnad oss människor. I avhandlingen ligger intresset primärt på grundantaganden som vanligtvis tas för givna i naturvetenskapen samt sådana som är av intresse för relationen mellan naturvetenskap och religion. För avhandlingens empiriska studier har ett specifikt område, nämligen universums uppkomst och utveckling samt existentiella frågor relaterade till detta, valts som ram för elevernas resonemang. Avhandlingen bygger på två olika studier. I den första studien studeras elevers skriftliga svar och uttalanden under intervjuer, medan den andra studien bygger på observationer av elevers gruppdiskussioner. Gruppdiskussionerna utformades utifrån erfarenheterna från den första studien och utgjorde en del av en undervisningssekvens inom ramen för elevernas fysikundervisning. Eleverna som deltar i de båda studierna går alla det tredje året på gymnasiet och läser kursen Fysik B. Resultaten visar att det finns elever som beskriver sin egen och fysikens syn på olika sätt. Detta gäller såväl frågor om universums uppkomst och utveckling som frågor om t.ex. relationen mellan naturvetenskap och religion. Resultaten visar vidare att de grundantaganden som vanligtvis underförstås i fysiken inte med självklarhet associeras med fysiken av eleverna. I avhandlingen lyfts tre argument fram för att en diskussion bör föras, inom ramen för fysikundervisningen, kring vilken typ av grundantaganden som fysiken bygger på samt andra typer av antaganden som människor kan göra om hur världen är beskaffad. Det första argumentet handlar om att det är svårt att förstå resonemang och modeller i fysiken om man inte känner till de grundantagande som fysiken bygger på. Det andra argumentet handlar om att grundantaganden bör ses som en del av undervisningen om naturvetenskapens natur (NOS). Resultaten visar att det är vanligt att elever associerar scientistiska synsätt med fysiken. Scientism innebär att man menar att ingenting utom det som är åtkomligt för naturvetenskapen existerar. Detta utesluter möjligheten att andra möjliga dimensioner av verkligheten än den materiella existerar. Det tredje argumentet handlar om elevens identitet i relation till fysiken. Att förknippa fysiken med antaganden som inte av nödvändighet måste förknippas med fysiken (t.ex. scientistiska synsätt) kan göra att elever, som inte själva delar dessa antaganden, får svårare att identifiera sig med fysiken och kanske t.o.m. väljer bort studier i fysik när möjlighet ges.

  • 256.
    Hansson, Lena
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Science education, indoctrination, and the hidden curriculum2018In: History, philosophy and science teaching: new perspectives / [ed] Michael Matthews, Springer, 2018, p. 283-306Chapter in book (Refereed)
    Abstract [en]

    This chapter takes as its starting point discussions about the concept of indoctrination in the philosophy of education and provides an overview of the use of the concept in relation to science education. The chapter then focuses on indoctrination through the hidden curriculum. Messages about the nature of science communicated in the classroom, which are not in line with the formal curriculum, are part of this hidden curriculum. It is suggested that widespread views about science (e.g. associating science with positivistic, scientistic, atheistic and modernistic views) could be viewed as a result of an indoctrination of students. Since these views are not necessary for science, science becomes distorted for students. Thus, indoctrination could have unfortunate consequences for students’ possibilities of identifying with science and therefore, for the possibility to achieve a desirable pluralism in science.

  • 257.
    Hansson, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Students' views concerning worldview presuppositions underpinning science: is the world really ordered, uniform, and comprehensible?2014In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 98, no 5, p. 743-765Article in journal (Refereed)
    Abstract [en]

    That nature and the universe are ordered, uniform, and comprehensible is a starting point in science. However, such worldview presuppositions are often taken for granted, rather than explicitly mentioned, in science and in science class. This article takes a worldview perspective and reports from interviews (N = 26) with upper secondary students on how they view order, uniformity, and comprehensibility. In the article, it is shown that while most students view the universe as ordered and comprehensible, it is common for students to disagree that the universe is uniform. That is, they view scientific laws as only locally valid. In addition, many of them do not know that science builds upon such worldview presuppositions. In some cases, the results show differences between students’ own views and the views they associate with science. For example, it is common for students to state that science views the universe as more comprehensible than they themselves do. The consequences for students’ interests as well as their learning of science are discussed.

  • 258.
    Hansson, Lena
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    The relevance of worldview perspectives in science education2016Conference paper (Other academic)
    Abstract [en]

    In research focusing science education in western countries, worldview perspectives have been rather neglected (with prominent exceptions such as the research by William Cobern). More specifically this is the case concerning science education in Europe. Often worldview issues are instead raised mostly in relation to indigenous cultures, and to some extent in research focusing religious issues in relation to science education in western countries. However, also in secular countries such as Sweden, students' worldviews should be of interest for science educators. During the presentation I will, with the starting point in previous research by myself and colleagues, highlight the value of worldview perspectives on science education also in "secular" countries. Such a perspective could contribute to our understanding of what happens in the science classroom, and shed light on questions such as why some students have difficulties understanding science (while others have not), and why some students are uninterested in science (and others view science as very much for them). Implications for science education - research and practice - will be raised. E.g. it will be suggested that worldview presuppositions should be discussed in science class as part of other nature of science perspectives.

  • 259.
    Hansson, Lena
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Upper secondary students’ views concerning presuppositions underpinningscience: a worldview perspective2013Conference paper (Refereed)
  • 260.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Arvidsson, Åsa
    Att arbeta med naturvetenskapernas karaktär i NO-undervisningen genom fysikhistoriska berättelser2017Conference paper (Other (popular science, discussion, etc.))
    Abstract [sv]

    En aspekt av naturvetenskap är att synen på vissa fenomen ibland kan förändras genom nya upptäckter. Genom väl valda berättelser ur fysikhistorien kan dessa aspekter bli tydligare. Vi ger exempel på några olika berättelser och diskuterar med utgångspunkt från frågor om naturvetenskapernas karaktär.

  • 261.
    Hansson, Lena
    et al.
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Hansson, Örjan
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Juter, Kristina
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    The role of mathematics for physics teaching and learning in upper-secondary school2019Conference paper (Refereed)
    Abstract [en]

    The aim of this three-year study is to further contribute to the understanding of how relations between Reality – Theoretical models – Mathematics are communicated in different kinds of instructional situations (lectures, problem solving and labwork) in Swedish upper-secondary physics. A developed analytical framework from the pilot (Authors, 2015; 2019) is used to focus the analysis of the classroom communication on relations made (by teachers and students) between Reality – Theoretical models – Mathematics. The framework, results from an online survey to Swedish upper-secondary teachers on views of physics, mathematics and physics teaching, and results from classroom studies at upper secondary school during 2018 will be reported and discussed at the conference.

  • 262.
    Hansson, Lena
    et al.
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Hansson, Örjan
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Juter, Kristina
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Redfors, Andreas
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    A case study of the role of mathematics in physics textbooks and in associated lessons2019In: Mathematics in physics education / [ed] G. Pospiech, M. Michelini, & B. Eylon, Dordrecht: Springer, 2019, p. 293-316Chapter in book (Refereed)
    Abstract [en]

    This chapter describes a case study of the role of mathematics in physics textbooks and in associated teacher led lessons. The theoretical framework (Hansson et al. 2015) used in the analysis focuses on relations communicated between three entities: Theoretical models, Mathematics, and Reality. Previously the framework has been used for analysing classroom situations. In this chapter, the framework is further developed and refined, and for the first time used to analyse physics textbooks. The case study described here is a synchronised analysis of a physics textbook and associated classroom communication during teacher led lessons, and contributes with an in-depth description of relations made between Theoretical modelsMathematicsand Reality. With the starting point in this case we discuss future uses of the analysis framework. We also raise questions for further research concerning how physics textbooks support and not support a meaningful physics teaching with respect to the role of mathematics and how relations between Theoretical modelsMathematics, and Reality are communicated.

  • 263.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Hansson, Örjan
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Juter, Kristina
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Redfors, Andreas
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Ett forskningsprojekt om matematikens roll i gymnasiefysiken2016In: NATDID:s skriftserie: Naturvetenskapernas och teknikens didaktik, no 1, p. 97-101Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Matematik är ett viktigt verktyg för fysiken och matematiken sägs varafysikens språk. Tidigare forskning visar dock att elever ägnar mycket tid åt matematisk formelmanipulation medan mindre tid och kraft läggs på att relatera fysikens teoretiska modeller och begrepp till verk- ligheten. Syftet med forskningsprojektet vi beskriver här, är att för- djupa vår förståelse av matematikens roll i fysikundervisningen gene- rellt. Vi studerar därför matematikens roll i såväl problemlösningssitu- ationer som lärarledda genomgångar och laborativa moment. Pro- jektet kommer att ge förutsättningar för en ökad förståelse av matema- tikens roll i olika typer av fysikundervisning och för att identifiera i vilka situationer som kommunikationen visar på att matematiken ut- gör hinder eller möjligheter för fysiklärandet. Genom att identifiera så- dana tillfällen öppnas också möjligheten att arbeta för att bryta oöns- kade och stimulera önskade kommunikationsmönster och förstå hur matematiken kan användas på ett konstruktivt sätt i fysikundervis- ningen. Slutsatserna från projektet kommer därför att kunna användas i lärarutbildning, lärarfortbildning och av läromedelsförfattare, liksom av fysiklärare som vill arbeta för att utveckla sin undervisning.

  • 264.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Hansson, Örjan
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Juter, Kristina
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Redfors, Andreas
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Reality - theoretical models - mathematics: a ternary perspective on physics lessons in upper-secondary school2015In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 24, no 5-6, p. 615-644Article in journal (Refereed)
    Abstract [en]

    This article discusses the role of mathematics during physics lessons in upper-secondary school. Mathematics is an inherent part of theoretical models in physics and makes powerful predictions of natural phenomena possible. Ability to use both theoretical models and mathematics is central in physics. This paper takes as a starting point that the relations made during physics lessons between the three entities Reality, Theoretical models and Mathematics are of the outmost importance. A framework has been developed to sustain analyses of the communication during physics lessons. The study described in this article has explored the role of mathematics for physics teaching and learning in upper-secondary school during different kinds of physics lessons (lectures, problem solving and labwork). Observations are from three physics classes (in total 7 lessons) led by one teacher. The developed analytical framework is described together with results from the analysis of the 7 lessons. The results show that there are some relations made by students and teacher between theoretical models and reality, but the bulk of the discussion in the classroom is concerning the relation between theoretical models and mathematics. The results reported on here indicate that this also holds true for all the investigated organisational forms lectures, problem solving in groups and labwork.

  • 265.
    Hansson, Lena
    et al.
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Hansson, Örjan
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Juter, Kristina
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Redfors, Andreas
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    The notion of projectile motion: a case study2018In: Proceedings of the 42nd Conference of theInternational Group for the Psychology of Mathematics Education / [ed] E. Bergqvist, M. Österholm, C. Granberg & L. Sumpter, 2018, Vol. 5, p. 243-Conference paper (Other academic)
    Abstract [en]

    This study adds to research on the use of mathematics in physics classrooms at upper secondary school. The aim is to look closer into what types of transfer do the teacher and textbook set up for the pupils with respect to ways of reasoning from other physics contexts as well as from mathematics. The frame for analysis is an analytical model based on relations made between Reality, Theoretical models and Mathematics (Redfors, Hansson, Hansson & Juter, 2016). Horizontal and vertical transfer is defined as mappings of new information to an activated known structure and as the creation of a new structure in the learner’s mind, respectively (Rebello, Cui, Benett, Zollman & Ozimek, 2007). Transfer occurs within mathematics and physics and also between the topics.We will focus on a physics lecture (40 min, video recorded) in a 3rd year class. When reasoning movement of charged particles in electric fields the teacher stresses hori- zontal transfer from mechanics and projectile motion. The procedure used is focused on analysing movement in “x direction” and “y direction” separately, not explicitly relating movement to the field direction. Whereas the argumentation in the textbook is based on movement in relation to the existence of a field direction. When considering velocity, the main focus is in both cases on a framework where the components of velocity is central.The tangent of a curve is a notion the students in the present study are quite familiar with from their courses in mathematics, which makes an opportunity for transfer from a mathematics context to help understanding physics. However, the notion of tangent is not used in the textbook or by the teacher in relation to velocity. Using the vector concept in this way would require students and teachers to perform a vertical transfer. This has been shown hard for both students and teachers. However, introducing this way of reasoning had made use of an opportunity for structural use of mathematics – an opportunity overlooked by both teacher and textbook.

  • 266.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Leden, Lotta
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Att arbeta med naturvetenskapens karaktär i NO-undervisningen2015Conference paper (Other (popular science, discussion, etc.))
  • 267.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Leden, Lotta
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Att arbeta med naturvetenskapens karaktär i NO-undervisningen2015Conference paper (Other (popular science, discussion, etc.))
  • 268.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Leden, Lotta
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Att arbeta med naturvetenskapens karaktär i NO-undervisningen2017Conference paper (Other (popular science, discussion, etc.))
    Abstract [sv]

    Vad är naturvetenskap? Hur kommer naturvetenskaplig kunskap till? Hur säker är kunskapen? Varför gör man experiment? Påverkas den nya kunskapen av samhället forskarna befinner sig i? Kommer naturvetenskapen att kunna besvara alla frågor? Det här är frågor som har med naturvetenskapens karaktär att göra. Naturvetenskapens karaktär handlar alltså om vad naturvetenskap är, hur kunskapsprocessen ser ut och vad man kan säga om hur säker den naturvetenskapliga kunskapen är, i vilken utsträckning den är eller kan vara objektiv etc. Under den här workshopen beskriver vi naturvetenskap utifrån den här typen av perspektiv och hur dessa perspektiv relaterar till kursplanerna. Som deltagare får du också ta del av exempel på hur man kan arbeta med detta i NO-undervisningen.

  • 269.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Leden, Lotta
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Bilder av naturvetenskap2016Conference paper (Other (popular science, discussion, etc.))
  • 270.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Leden, Lotta
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Researchers in science textbooks– present or absent?: an analysis of “ordinary” textbooks and textbooks adjusted for students in need of special education2017Conference paper (Other academic)
  • 271.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Lund University.
    Leden, Lotta
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Lund University.
    Working with the nature of science in physics class: turning 'ordinary' classroom situations into nature of science learning situations2016In: Physics Education, ISSN 0031-9120, E-ISSN 1361-6552, Vol. 51, no 5Article in journal (Refereed)
    Abstract [en]

    In the science education research field there is a large body of literature on the 'nature of science' (NOS). NOS captures issues about what characterizes the research process as well as the scientific knowledge. Here we, in line with a broad body of literature, use a wide definition of NOS including also e.g. socio-cultural aspects. It is argued that NOS issues, for a number of reasons, should be included in the teaching of science/physics. Research shows that NOS should be taught explicitly. There are plenty of suggestions on specific and separate NOS activities, but the necessity of discussing NOS issues in connection to specific science/physics content and to laboratory work, is also highlighted. In this article we draw on this body of literature on NOS and science teaching, and discuss how classroom situations in secondary physics classes could be turned into NOS-learning situations. The discussed situations have been suggested by secondary teachers, during in-service teacher training, as situations from every-day physics teaching, from which NOS could be highlighted.

  • 272.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Leden, Lotta
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Pendrill, A-M
    Göteborgs universitet.
    Möten med aktuell fysikforskning och forskare2017Conference paper (Other (popular science, discussion, etc.))
  • 273.
    Hansson, Lena
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Leden, Lotta
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Pendrill, Ann-Marie
    Lunds universitet.
    Att arbeta med naturvetenskapens karaktär i NO-undervisningen2014In: LMNT-nytt, ISSN 1402-0041, no 2, p. 2-6Article in journal (Other (popular science, discussion, etc.))
  • 274.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Leden, Lotta
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Pendrill, Ann-Marie
    Lunds universitet.
    Contemporary science in the lower secondary phyiscs classroom2017Conference paper (Refereed)
    Abstract [en]

    Can contemporary science have a role in the classroom? While many students find contemporary science exciting, they often view school science as boring and uninteresting. Most of the physics taught in school was developed over a century ago and can be seen as well-established consensus science. Including discussions on contemporary research is one way to increase interest and motivation, and is also a way to provide students with possibilities to learn what research today could look like. It is also one way to teach general nature of science (NOS) perspectives, which have been argued to be important for many different reasons. In this presentation we will describe how a group of science teachers developed and implemented teaching sequences focusing on contemporary physics during in-service training. Each teacher chose a research area, interviewed a researcher, and wrote a popular science article aimed at secondary students (13-15 years old). Finally they designed, implemented and evaluated a teaching unit built around the popular science article. During the presentation we will describe the teachers’ experiences, the resources developed by them, and the kind of NOS perspectives included by the teachers.

  • 275.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Lindahl, Britt
    Kristianstad University, Department of Mathematics and Science. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Apropå Fuglesang: världsbilder och rekryteringen till naturvetenskapliga/tekniska utbildningar2007In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 3, no 2, p. 99-106Article in journal (Refereed)
    Abstract [en]

    In connection to the astronaut Christer Fuglesang’s space flight, different stakeholders have expressed a hope that this event will increase the interest among youths for science and technology studies. The modernistic and technique positive discourse that is used is however not unproblematic in this situation. In the article this is exemplified with students’ views concerning the possibility that humans in the future will be able to live on other planets. This is something that, during an interview, was mentioned by Fuglesang as the main reason for space flights.

  • 276.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Lindahl, Britt
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Elevers sätt att hantera naturvetenskapen: Några fallbeskrivningar med fokus på världsbild2008Conference paper (Refereed)
  • 277.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Lindahl, Britt
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Students' presuppositions of what the world is like and their interest in choosing a science profile in their studies2007Conference paper (Refereed)
  • 278.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Lindahl, Britt
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Students, science and scientism: a story about resistance2015Conference paper (Refereed)
    Abstract [en]

    The article takes a worldview perspective and discusses students, science and scientism with the starting point in empirical data. The aim is to shed light on the kinds of worldviews students associate with science, and how these worldviews are related to the worldviews of the students. Data consist of answers to a questionnaire (N=47) and interviews (N=26) with upper secondary students. The results show that it is common that students associate science with scientism. A possible consequence if science teaching communicate an image of science which the students interpret as science being connected to scientism, is that the teaching of science functions as a way to socialize/indoctrinate students into scientism. However the results show that many students are resisting indoctrination into scientism. These students describe their own views in ways that differ from the ones they associate with science. E.g. students frequently associate science with scientism, but state that they themselves do not agree with these kinds of views. The results are also discussed in relation to students’ identity and inclusion/exclusion in relation to science teaching.

  • 279.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Löfgren, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Naturvetenskap i förskolan genom att "fånga tillfället": en problematiserande diskussion2016In: Naturvetenskap i ett förskoleperspektiv: kreativa lärandeprocesser / [ed] Susanne Thulin, Malmö: Gleerups Utbildning AB, 2016, p. 153-168Chapter in book (Other academic)
  • 280.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Löfgren, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Preschool science with a starting point in everyday situations: preschool teachers’ reasoning2017Conference paper (Other academic)
  • 281.
    Hansson, Lena
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Löfgren, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Pendrill, Ann-Marie
    Lunds universitet.
    Att utgå från frågor och situationer i förskolans vardag: vilket naturvetenskapligt innehåll kan det leda till?2014In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 10, no 1, p. 77-89Article in journal (Refereed)
    Abstract [en]

    Identifying and building on children’s questions and everyday situations is often discussed as a basis for science learning in preschool. With a starting point in such questions and situations, children should be given the opportunity to investigate and search for answers. What questions and situations do preschool teachers identify as possible bases for science learning? What science content is present? To what extent are the questions possible to investigate for children and preschool teachers through experiments and observations or theoretical studies? The paper presents children’s questions and everyday situations that might form the basis for science learning, as identified by preschool teachers taking part in a science in-service training course. Based on a content analysis, we discuss possibilities and difficulties that preschool teachers may face in their practice when they try to use these questions and situations as a basis for science learning.

  • 282.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Löfgren, Lena
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Pendrill, Ann-Marie
    NRCF och Göteborgs universitet.
    Förskollärare lyssnar efter barns frågor med ett naturvetenskapligt innehåll2012Conference paper (Other academic)
  • 283.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Löfgren, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Pendrill, Ann-Marie
    Göteborgs universitet.
    Naturvetenskap med utgångspunkt i vardagliga situationer: hur förskollärare resonerar kring olika situationers lämplighet2014Conference paper (Other academic)
  • 284.
    Hansson, Lena
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Löfgren, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Pendrill, Ann-Marie
    Science learning starting in everyday situations: preschool teachers evaluate different situations’ suitability2014Conference paper (Other academic)
    Abstract [en]

    This article takes a starting point in the idea that science in preschool would benefit from starting with children’s questions and situations in preschool everyday life. In a previous study preschool teachers have collected such questions and everyday situations in their own preschool practice. A content analysis was performed resulting in a number of different categories describing the potential science content. With the present study we want to contribute to a deepened understanding of how preschool teachers view the possibility to work with science starting from different kinds of questions and situations in preschool everyday life. The data were collected in focus group interviews with preschool teachers who were asked to evaluate different questions/situations (collected in the previous study) in respect to the extent they could work as starting points for science learning situations. The results show that the preschool teachers put forward different kinds of reasons when discussing whether or not the questions/situations could work as a starting point for science learning. These reasons are discussed in relation to policy documents as well as earlier results in the research field concerning science and preschool.

  • 285.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Pendrill, Ann-Marie
    Lunds universitet & Göteborgs universitet.
    Examples of socio-scientific issues (SSI) in physics education: a development project at NRCF2013Conference paper (Other academic)
  • 286.
    Hansson, Lena
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Redfors, Andreas
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Lower secondary students' views in astrobiology2013In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 43, no 5, p. 1957-1978Article in journal (Refereed)
    Abstract [en]

    Astrobiology is, on a profound level, about whether life exists outside of theplanet Earth. The question of existence of life elsewhere in the universe has been of interestto many societies throughout history. Recently, the research area of astrobiology has grownat a fast rate, mainly due to the development of observational methods, and the media isfrequently reporting on new research findings. International surveys show that astrobiologyquestions are among those that interest young people the most. The popularity of astrobiologyand the way it captures much science content makes it an interesting area for scienceteaching. However, there is very little research directly focused upon students’ views inastrobiology. The study reported in this paper draws from the answers of 186 Swedish lowersecondary students (16 years old) to a questionnaire, with closed and open-ended questionsregarding their views of issues in astrobiology. The study was guided by the worldviewtheory (Cobern 1991; Cobern, Science Education 80(5):579–610, 1996; Cobern, Scienceand Education 9:219–246, 2000). The results show that even though basic reasoning inastrobiology is known by a majority of the students, there is a considerable number ofstudents, for whom this is not the case. Furthermore, it was found that for all questions, thereare students answering in different ways when asked to describe their own view and the viewthey associate with science researchers. The implications of the study for further researchand for the teaching of astrobiology in science class are discussed.

  • 287.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Redfors, Andreas
    Kristianstad University, Department of Mathematics and Science. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Physics and the possibility of a religious view of the universe: Swedish upper secondary students' views2007In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 16, no 3-5, p. 461-478Article in journal (Refereed)
    Abstract [en]

    This study is addressing both upper secondary students’ views of whether it is possible to combine a scientific view of the universe with a religious conviction, and their views of miracles. Students are asked about their own views as well as the views they associate with physics. The study shows that in some cases the students’ own views differ from the views they associate with physics. This we consider to be a possible problem for these students. Through looking at how the students explain the views they associate with physics concerning the issues above, we show that these views are for many of the students intertwined with and linked to other views, that in the students’ views, are part of the worldview of physics. It is common that the students associate scientism with physics. We question whether these kinds of views are necessary for the building of scientific knowledge. Consequences for the teaching and learning of science are discussed.

  • 288.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Redfors, Andreas
    Kristianstad University, School of Education and Environment.
    Swedish upper-secondary school students' worldviews: taking a starting point in their views of the universe2003Conference paper (Refereed)
  • 289.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Redfors, Andreas
    Kristianstad University, Department of Mathematics and Science.
    Tre elever berättar om universum, gud och fysiken2006In: Nordina, ISSN 1504-4556, Vol. 1, no 6, p. 31-43Article in journal (Refereed)
  • 290.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Redfors, Andreas
    Kristianstad University, Department of Mathematics and Science. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Upper secondary students in group discussions about physics and our presuppositions of the world2007In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 16, no 9-10, p. 1007-1025Article in journal (Refereed)
    Abstract [en]

    In this article we report on a group activity, based on previous work [Hansson & Redfors: 2006b, Science & Education (accepted)], in an upper secondary physics class in Sweden. The aim was to engage students in a discussion about which presuppositions that are really necessary for physics. During the activity the students were to decide about the physics’ view concerning a number of statements. The overall aims of the study were to gain more knowledge about what kind of presuppositions the students associate with physics, and to identify possible ways to address this with students in class. The study shows that it is common for students to associate ‘scientism’ with physics. This is only to some extent problematised and questioned during the discussions. Furthermore we can see that presuppositions necessary for physics are not immediately recognized by the students.

  • 291.
    Hansson, Örjan
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Begreppskartor: ett verktyg i matematikdidaktisk forskning2008In: Dokumentation av Matematikbiennalen: Matematik - en huvudsak: Stockholm 2008, 31 januari - 1 februari, Stockholm: Stockholms universitet , 2008Conference paper (Other academic)
  • 292.
    Hansson, Örjan
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Creating opportunities for prospective teachers to reflect on conceptual relations2011In: Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education / [ed] Ubuz, Behiye, Ankara, Turkey: IGPME , 2011, Vol. 1, p. 310-310Conference paper (Refereed)
  • 293.
    Hansson, Örjan
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Examining prospective teachers' reasoning of function: a feedback perspective2009In: Nordic research in mathematics education: Proceedings from NORMA 08 / [ed] C Winsölw, Rotterdam The Netherlands: Sense Publishers , 2009, p. 175-184Conference paper (Refereed)
  • 294.
    Hansson, Örjan
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Examining prospective teachers’ reasoning of functions in school mathematics2009In: Prooceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education / [ed] M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.), Thessaloniki, 2009, p. 385-Conference paper (Refereed)
  • 295.
    Hansson, Örjan
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Lärarstudenters syn på funktioner2009In: Matematikdidaktiska frågor: resultat från en forskarskola / [ed] G Brandell, B Grevholm, K Wallby & H Wallin, Göteborg: NCM , 2009, p. 42-55Chapter in book (Other (popular science, discussion, etc.))
  • 296.
    Hansson, Örjan
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Matematiska modeller2014Other (Other academic)
  • 297.
    Hansson, Örjan
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Matematiska modeller - vi studerar ett exempel2013Other (Other (popular science, discussion, etc.))
  • 298.
    Hansson, Örjan
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Matematiska modeller inom samband och förändring2013Other (Other (popular science, discussion, etc.))
  • 299.
    Hansson, Örjan
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Preservice teacher's conceptions of the function concept and its significance in mathematics2007In: Relating practice and research in mathematics education: proocedings of NORMA 05, Fourth Nordic Conference on Mathematics Education / [ed] C Bergsten, B Grevholm, H Stromskag Måsoval & F Rönning, Trondheim: Tapir Academic Press , 2007, p. 271-285Conference paper (Refereed)
    Abstract [en]

    The purpose of this paper is to examine preservice teachers’ conceptions of the function concept as well as their conceptions of the significance of functions in mathematics. A further purpose is to study the effects of an intervention regarding the function concept. Two groups of preservice teachers who are specializing in mathematics and science are participating in the study. The findings indicate changes, firstly in the preservice teachers’ view on the function concept related to the intervention, and secondly with respect to different themes of relevance in their reasoning on the significance and presence of functions in various contexts.

  • 300.
    Hansson, Örjan
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Preservice teachers' views of the presence of functions in school mathematics2010In: Proceedings of the 34th Conference of the. International Group for the Psychology of Mathematics Education: Mathematics in different settings / [ed] Pinto, M.M.F., Kawasaki, T.F., Belo Horizonte, Brazil, 2010, p. (vol 3) 49-56Conference paper (Refereed)
    Abstract [en]

    This paper examines preservice teacher's views on the function concept. It includes two groups of preservice teachers as they consider the presence of functions in school mathematics. The findings imply that preservice teachers will give issues related to the concept of function low priority in their teaching, and that they require additional support to develop their views on functions. The study illustrates that discussion about fundamental concepts should be an essential component in the preparation of preservice teachers. It also illustrates that reflection on the presence of functions impacts preservice teachers' reasoning, and serves as a starting point for valuable didactical discussions, which are related to subject matter knowledge, pedagogical content knowledge and curricular knowledge.

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