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  • 8401.
    Wickman, Per-Olof
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Kindenberg, Björn
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Didaktiken är lärarnas egen vetenskap2017In: Skola & samhälle, ISSN 2001-6727, no 9 novemberArticle in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Det finns idag inget särskilt språkbruk, som visar att lärares kunskaper vilar på en gemensam vetenskaplig grund. Därför behövs didaktiken – lärarnas egen vetenskap.

  • 8402.
    Wickman, Per-Olof
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Liberg, Caroline
    Östman, Leif
    Transcending science: Scientific literacy and Bildung for the 21st century2012In: Science Education Research and Practice in Europe / [ed] Jorde, D. & Dillon, J., Rotterdam: Sense Publishers, 2012, p. 39-61Chapter in book (Refereed)
  • 8403.
    Wickman, Per-Olof
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Molander, Bengt-Olov
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Zhao, Z
    Zhao, R
    Hu, J
    Science curriculum reform in China and Sweden: Comparing implementation of scientific literacy through inquiry based learning2012Book (Other academic)
  • 8404.
    Wickman, Per-Olof
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Olin, Anette
    How may a teacher's professional discipline be supported? Findings from professional development 2015Conference paper (Refereed)
  • 8405.
    Wickman, Per-Olof
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Persson, Hans
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Naturvetenskap och naturorienterande ämnen i grundskolan: En ämnesdidaktisk vägledning2009 (ed. 1)Book (Other (popular science, discussion, etc.))
  • 8406.
    Wickman, Per-Olof
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Piqueras, Jesús
    Hamza, Karim
    Angelin, Marcus
    How researchers can support teacher change: lessons from Swedish secondary school2014Conference paper (Refereed)
    Abstract [en]

    In this presentation we show how contributions of researchers sustained teacher change in a professional development program in a Swedish secondary school. The program was part of a research project on how science education research can support science teachers’ day-to-day work with inquiry-based learning. We collected video data from thirteen meetings between researchers and teachers during three teaching cycles. We video recorded all lessons. For analysis we employed Clarke and Hollingsworth’s model of teacher professional growth. Here, we focus on how the researchers supported teachers’ changed PCK and practice through (a) explicit commitments regarding the consequences of employing the research based knowledge and (b) providing the teachers with thorough analyses and attendant concrete suggestions for how to change practice on the basis of this knowledge. These commitments on the researchers’ part resulted in distinct teacher change, observable as the teachers (1) were acknowledging salient outcomes of the researchers’ contributions, (2) took over the terminology of the researchers, and (3) consistently began to employ the associated concepts in their own planning, in talk with the researchers as well as in artifacts such as planning documents. Results have implications for understanding the role of researchers in professional development.

  • 8407.
    Wickman, Per-Olof
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Östman, Leif
    A pragmatic approach to didactic  modelling and analysis2014Conference paper (Refereed)
    Abstract [en]

    The methodological approach to Didactics adopted here is grounded in pragmatism. It is action-oriented and emphasizes learning as the transformation of habits as it occurs in educational settings. Four methodological components have been developed to model the didactic situations and support analysis: (1) the empirical method of inquiry, the notions of (2) selective traditions and (3) organizing purposes, and (4) practical epistemology analysis. Together these tools can be employed for planning, assessing and analyzing the choices of teachers’ regarding methods and content of teaching. They have been systematically developed to support teaching and learning in terms of transactions as encountered by teachers in exercising their profession. The units of analysis concern activities and how they are conducive to the purposes of lessons.

  • 8408.
    Wickman, Per-Olof
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Östman, Leif
    Uppsala universitet.
    Att göra lärandet synligt2014In: Lärande i handling: en pragmatisk didaktik / [ed] Britt Jakobson, Iann Lundegård och Per-Olof Wickman, Lund: Studentlitteratur AB, 2014, p. 37-46Chapter in book (Other academic)
  • 8409.
    Wickman, Per-Olof
    et al.
    Stockholms universitet.
    Östman, Leif
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Practical Epistemology Analysis: Introducing the approach2008Conference paper (Refereed)
  • 8410.
    Wickman, Per-Olof
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Östman, Leif
    Uppsala universitet.
    Practical Epistemology Analysis: Introducing the approach2008Conference paper (Refereed)
  • 8411.
    Wickman, Per-Olof
    et al.
    Stockholms universitet.
    Östman, Leif
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Almqvist, Jonas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hamza, Karim
    Stockholms universitet.
    Lidar, Malena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Practical Epistemology Analysis: Cognitive learning2008Conference paper (Refereed)
  • 8412.
    Wickman, Per-Olof
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Östman, Leif
    Uppsala universitet.
    Almqvist, Jonas
    Uppsala universitet.
    Hamza, Karim Mikael
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Lidar, Malena
    Uppsala universitet.
    Lundqvist, Eva
    Uppsala universitet.
    Practical Epistemology Analysis: Cognitive learning2008Conference paper (Refereed)
  • 8413.
    Widequist, Madelene
    Mälardalen University, School of Education, Culture and Communication.
    Lärares och elevers målspråksanvändning i det spanska språkklassrummet2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka hur mycket läraren respektive eleverna använder målspråket i ämnet spanska, steg 1 på gymnasiet, samt undersöka om och i så fall hur lärarens målspråksanvändning påverkar eleverna på en nybörjarnivå i språket. Studien har utförts på två gymnasieskolor med hjälp av observationer och intervjuer av de observerade lärarna samt av elever ur varje klass. Resultaten visar att lärarna använde en väldigt liten del av sin taltid på målspråket, endast 6 %. Eleverna däremot talade mer av sin taltid på målspråket, 54 %. Men det språk som talades på målspråket var ingalunda fritt producerat, utan eleverna använde endast målspråket till att besvara lärarens faktabaserade frågor eller vid styrda kommunikativa övningar. I denna studie fann jag inga direkta kopplingar mellan lärarens och elevernas målspråksanvändning mer än att endast faktabaserat tal på målspråket förekom, från såväl lärare som elever. Även om mina resultat inte visade på några samband mellan lärarens och elevernas målspråksanvändning, står jag fast vid min övertygelse om att ett ökat användande av målspråket från läraren kommer öka elevernas användning av målspråket, vilket även styrks av flertalet språkforskare. 

  • 8414.
    Widerberg, Elsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Ju mer vi är tillsammans: En fallstudie av ett inkluderingsprojekt.2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats ämnar undersöka vilket förhållningssätt pedagoger och skolledning har till att inkludera elever med diagnos inom Autismspektrumtillstånd samt andra i skolsvårigheter i en vanlig högstadieklass och vilka de eventuella framgångsfaktorerna och fallgroparna är. Studien har genomförts på en högstadieskola där man valt att inkludera nio elever, varav fyra med AST-diagnos, som befinner sig i olika former av skolsvårigheter i en klass och förstärka denna klass med en assistent och en specialpedagog. Studien är en fallstudie och metoden som använts i studien är kvalitativa intervjuer av inblandad personal. Som bakgrundsmaterial har jag även tagit del av dokumentation i form av projektplan och verksamhetsberättelse. Vad gäller organisation pekar resultaten på att tydlig styrning och målbeskrivning är av vikt, samt att det finns risker med att liknande satsningar görs i projektform då man lätt koncentrerar behoven i en och samma klass vilket innebär att denna kan ses som avvikande. Projektformen innebär även att det uppstår en risk att övrig personal uppfattar inkludering som ett undantag från den ordinarie verksamheten. De resurser som krävs för att verksamheten ska lyckas utges bland annat vara tid till reflektion och utvärdering, individuella anpassningar samt extra personalresurser i klassrummet.

  • 8415.
    Widfors Hultqvist, Hanna
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences.
    Sandström, Sara
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences.
    Sökande efter meningspotential-en studie om iPad i förskolan2014Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte är att ta del av förskollärares tankar om vad som händer när en ny potentiell resurs kommer in i förskolan. iPad är något som nyligen gjort inträde i förskolan och det är iPad som potentiell resurs som denna studie handlar om. Vi har gjort kvalitativa intervjuer med sju förskollärare som alla på något sätt jobbar med iPads i sin verksamhet. Det har framkommit i resultatet att förskollärarna på olika sätt försöker anpassa iPaden efter den verksamhet de redan har. Läroplanen, förskolornas profil och aktuella diskurser påverkar hur förskollärare formar den nya resursen. 

  • 8416.
    Widing, Lizette
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Granklint Enochson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    A Student-Active Approach to Science Models and Representation: A Way to Improve Scientific Language of Second Language Learners?2019In: The beauty and pleasure of understanding: engaging with contemporary challenges through science education, 2019Conference paper (Refereed)
    Abstract [en]

    Recent years changes have taken place in European and Swedish schools. The classroom situation has in many schools changed from single-lingual to multilingual. A larger number of students in Sweden are in the beginning of speaking Swedish but who participate in the same teaching as native speakers. The science disciplines, primarily chemistry, are experienced as difficult by many students because chemistry is abstract and contain many subject-specific concepts. It is a great challenge for teachers to offer teaching adapted to all students regardless of first language.

    This study intends to investigate how a student-active approach to representations and models in chemistry might be a way to develop the scientific language of second language learners. Active student approach to  properties of polymers is a concrete way to visualize and discuss chemical bonding, often perceived abstract otherwise. The study is conducted in a multilingual class, with eight different first languages represented, in upper secondary school in Sweden. The teacher and majority of the students speak Swedish as their first language. Since several languages are represented students cannot use code switching or translanguaging when learning chemistry, to the same extent as in bilingual contexts. In this study, learning is approached as a sociocultural activity focusing on how scientific language develop through interaction with others. Data is collected from classroom practices using audio and video recordings and followed up with semi-structured interviews. Language is analysed from the perspective of adequate scientific language and correct use and understanding of subject-specific concepts using a thematic coding approach. To increase validity intra-rater reliability are used. As the amount of research on how second-language learners use subject specific language while working with models and representations in chemistry is limited, this study might provide useful information about new strategies to improve scientific language of second language learners.

  • 8417.
    Widnemark, Linn
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Geography, Media and Communication (from 2013).
    Hur gymnasieelevers världsbild påverkas av erfarenheter från skolans geografiundervisning, egna resande och inflytande från populärkultur2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Undersökningens syfte är att ta reda på hur gymnasieelevernas världsbild påverkas av erfarenheterna som erhålls genom det egna resandet, skolans geografiundervisning samt populärkulturens påverkan på elevernas uppfattning av världen. Med hjälp av följande tre frågeställningar har syftet uppfyllts. Vad beskriver eleverna att de lärt sig av skolans geografiundervisning? Hur framträder erfarenheter från egna resor i ungdomars världsbild? På vilket sätt påverkas ungdomars världsbild av inflytandet från populärkultur? 

    Studien kommer delvis använda samt utgå från tidigare forskning som har gjorts inom ämnet för att sedan kombinera detta med en egen kvalitativ studie med semistrukturerade intervjuer som har gjorts med tre gymnasieelever. Resultatet redogörs sedan genom en tematisk analys.

    Tidigare forskning inom geografididaktik påvisar att populärkulturella fenomen som TV, film, populärmusik och internet är viktiga element i elevers lärande. Genom att integrera dessa element i lärandet och klassrummet skapar man förutsättning för lärande genom en teori som kallas kulturpedagogik (Morgan 2010. s. 294). 

    Undersökningens resultat bekräftar likheter med den tidigare forskningen som har gjorts inom ämnet om hur elevernas världsbild och uppfattning om världen påverkas av skolans geografiundervisning, det egna resandet samt populärkulturen. Några av undersökningens resultat visar att ungdomarna har sämre kunskap om länder som media rapporterar mindre om och av svaren framgår också att respondenterna menar att det främst är en negativ bild som massmedia förmedlar om länder i Afrika. Länder och världsdelar som ungdomarna hade mest kunskap om var platser som de bor eller har bott i, semestrat i eller som de mött genom olika populärkulturella element som tv, internet eller sport. 

     

  • 8418.
    Wiederholm, Tomas
    Mälardalen University, School of Education, Culture and Communication.
    En fenomenografisk studie om hur gymnasielärare i historia uppfattar internets påverkan på undervisningen2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I föreliggande studie undersöks hur en grupp gymnasielärare i historia uppfattar att internet har påverkat deras undervisning. Skolans digitalisering och tillgången till internet som ett ständigt närvarande medium är något som accelererat och på olika sätt kommit att påverka skolan och lärares yrkesutövning. Studien är gjort med en metodologisk utgångspunkt i fenomenografin, där syftet är att åskådliggöra hur lärare själva uppfattar att internet påverkar viktiga delar inom historieundervisningen. Historiedidaktiskt har lärares uppfattningar om historieundervisning tidigare undersökts, men historielärares uppfattningar om digitalisering och internets påverkan på historieundervisningen är däremot inget som tidigare beforskats i någon större omfattning. Därför kan den här studien betraktas som något av en pilotstudie på området. Tidigare forskning kring IKT och digitalisering av skolan har bland annat studerat implementering av En-till-en system och IKT, samt visat på ett gap mellan politiker och beslutsfattares intentioner med digitalisering och IKT implementering och lärares upplevelser av förändringarna. I syfte att belysa en grupp historielärares uppfattningar och fånga de variationer som framträder inom dessa, med utgångspunkt i fenomenografin har samtalsintervjuer använts för datainsamling. Frågorna har varit utformade från en semistrukturerad modell och databearbetningen har gjorts genom en ordagrann transkribering av intervjumaterialet. Studien visar att internet är ett fenomen som alla de intervjuade lärarna upplever sig berörda av på olika sätt i historieundervisningen, ett fenomen de har att förhålla sig till. Variationer i uppfattningar framträder, där för- och nackdelar uppfattas på olika sätt och där lärarna har skiftande uppfattningar beträffande huruvida elevers historieuppfattningar påverkas av internet. En majoritet av de intervjuade lärarna upplever också att deras användning av internet ökat markant över tid. Slutsatser som kan dras är att det finns en ambivalens i uppfattningarna av internets påverkan på historieundervisningen, vilket också är något som får visst stöd i tidigare forskning. I ett längre tidsperspektiv får digitalisering och internet som medium ännu sägas vara ett förhållandevis nytt fenomen, därför kan detta mycket väl påverka lärarnas uppfattningar kring detta. Jag anser därför att det finns ett intresse för forskningen att fortsätta att studera hur digitalisering och internet uppfattas i skolan och hur dessa fenomen påverkar skolan och skolans verksamhet, inte minst historieundervisningen.

  • 8419.
    Wieland, Richard
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Att först, göra sig förstådd och bli lyssnad på: Fyra elevers berättelser om andraspråksundervisning och upplevelsen av inkludering2013Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens centrala syftet är att undersöka elevers upplevelse av inkludering. I intervjuer har fyra elever fått berätta om sina upplevelser av ämnet svenska som andraspråk och hur ämnet och mötet med den svenska skolan har fått dem att uppleva sig inkluderade eller exkluderade. Viktigast för studien är frågeställningen: ”Vad får eleverna att uppleva sig inkluderade”. Svaret på denna fråga sammanfattas av studiens titel: Att förstå, göra sig förstådd och bli lyssnad på. Viktigt för eleverna var också att få visa vad de var bra på.

    Resultatet av intervjuerna diskuteras utifrån aktuell forskning och jämförs med resultat från en avhandling av Ann-Christine Torpsten: Erbjudet och upplevt lärande i möte med svenska som andraspråk och svensk skola. Torpstens avhandling gav röst åt tre olika elever som berättade om sina upplevelser av svenska som andraspråk, ett ämne som de i motsats till denna studies informanter upplevde som ett åtskillnadsämne. Även om de båda studierna på ytan verkar motsäga varandra är resultaten dock entydiga: för att uppleva sig inkluderade måste eleverna känna att de förstår, blir lyssnade på och får en chans att visa vad de går för. Detta var något som framkom i båda studierna.

     

  • 8420.
    Wieland, Richard
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Musikens svårfångade nytta: En läroplansteoretisk och narrativ studie av olika nyttodiskurser i musikämnet2017Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Denna studie undersöker olika nyttodiskurser i kursplanerna i musik från Lgr 62 till Lgr 11. Kursplanerna läses och analyseras diskursivt och resultaten diskuteras sedan inom ramen för en läroplansteoretisk tradition. Läroplansanalysen kompletteras med fem lärares livsberättelser och tankar kring musikämnets nytta.

         Det enskilt viktigaste resultatet i föreliggande studie är konstaterandet om avsaknad av nyttodiskurs i Lgr 11 och hur musikämnets legitimitet då kan komma att ifrågasättas trots en kursplan som i sig beskriver ett ämne med starkt egenvärde. Detta värde gäller dock inte alla elever utan ämnets beskrivs som något som betyder olika för oss var och en.

  • 8421.
    Wieweg Hammar, Ricko
    Örebro University, School of Humanities, Education and Social Sciences.
    Framgång i matte: En fråga om bakgrund?2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 8422.
    Wiggberg, Mattias
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    A method for analyzing learning outcomes in project courses2010In: Proc. 40th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE , 2010, p. T4H-1-2Conference paper (Refereed)
  • 8423.
    Wiggberg, Mattias
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Unwinding processes in Computer Science student projects2008Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis investigates computer science student projects and some of the processes involved in the running of such projects. The reason for this investigation is that there are some interesting claims concerning the use of projects as learning approach. For example, they are supposed to give an extra challenge to the students and prepare them for working life, by adding known development methods from industry the sense of reality is emphasized, and involving industry partners as mock clients also increases the feeling of reality, but still unclear if these features contribute to the students' learning and what can be done to increase the potential for learning. There are thus interesting pedagogical challenges with computer science student projects. There is a need to better understand the effects on learning outcomes as a function of how a student project is designed. The focus in this thesis is on the effects of role taking in the project groups, work allocation, and goal setting in student projects.

    In this thesis, three studies investigating different aspects of processes in computer science student projects are presented. A number of conclusions are drawn, which serve as a starting point for further research.

    The first study investigates how power is distributed within a group of students in a full semester computer science project course. Perceived competence of fellow students contributes to personal influence in the student project groups, and three qualitatively different ways of experiencing competence among other students have been identified.

    The second study investigates experiences of the process of decision-making in a full semester computer science project course. Six categories describing the experience of decision-making have been identified spanning from the experience of decision-making in individual decisions too small and unimportant to handle by anyone else than the individual to the experience of decision-making as a democratic process involving both the full group and the context in which the group acts.

    The third study investigates Swedish engineering students' conceptions of engineering, where dealing with problems and their solutions and creativity are identified as core concepts. Subject concepts, as math, and physics do not appear in any top position. "Math", for example, accounts for only five percent of the total mentioned engineering terms. "Physics", the second highest ranked subject term, only accounts for circa 1 percent.

    By combining the results from the three studies, four central areas of general interest for designing and running student projects have been identified. These four features are: 1) the mechanism for work allocation; 2) students connection to external stakeholders; 3) focus on result or process; and 4) level of freedom in the project task. These four features are related to the results from the three studies in this thesis. The thesis is concluded by proposing an analytical framework based on those four features. The intention with the framework is to provide a useful tool for the analysis and development of future computer science student projects.

  • 8424.
    Wiggberg, Mattias
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Dalenius, Peter
    Bridges and problem solving: Swedish engineering students' conceptions of engineering in 20072009In: Proc. 1st International Conference on Computer Supported Education: Volume 2 / [ed] Cordeiro J, Shishkov B, Verbraeck A, Helfert M, Institute for Systems and Technologies of Information, Control and Communication , 2009, p. 5-12Conference paper (Refereed)
    Abstract [en]

    Swedish engineering students' conceptions of engineering is investigated by a large nation-wide study in ten Swedish higher education institutions. Based on data from surveys and interviews, categories and top-lists, a picture of students conceptions of engineering is presented.

    Students' conceptions of engineering, are somewhat divergent, but dealing with problems and their solutions and creativity are identified as core concepts. The survey data is in general more varied and deals with somewhat different kinds of terms. When explicitly asking for five engineering terms, as in the survey, a broader picture arises including terms, or concepts, denoting how students think of engineering and work in a more personal way. For example, words like hard work, stressful, challenging, interesting, and fun are used. On the other hand, it seems like the interviewed students tried to give more general answers that were not always connected to their personal experiences.

    Knowledge on students' conceptions of engineering is essential for practitioners in engineering education. By information on students' conceptions, the teaching can approach students at their particular mindset of the engineering field. Program managers with responsibility for design of engineering programs would also benefit using information on students' conceptions of engineering. Courses could be motivated and contextualized in order to connect with the students. Recruitment officers would also have an easier time marketing why people should chose the engineering track.

  • 8425.
    Wiggberg, Mattias
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    A method for analyzing learning outcomes in project courses2011In: Australian Computer Science Communications, ISSN 0157-3055, Vol. 33, no 2, p. 73-78Article in journal (Refereed)
  • 8426.
    Wiggberg, Mattias
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Reflecting on running large scale student collaboration projects2008In: Proc. 38th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE , 2008, p. 1464-1468Conference paper (Refereed)
  • 8427.
    Wikberg Nilsson, Åsa
    et al.
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human and technology.
    Normark, Jörgen
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human and technology.
    Törlind, Peter
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human and technology.
    Öhrling, Therese
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human and technology.
    Experiences of educational reform: Implementation of cdio at industrial design engineering2017In: Proceedings of the 13th International CDIO Conference, University of Calgary, Calgary, Canada, June 18-­22, 2017, University of Calgary Press, 2017, Calgary: University of Calgary Press, 2017Conference paper (Refereed)
    Abstract [en]

    Luleå University of Technology (LTU) joined the CDIO initiative in 2015. The development of the MSc program Industrial Design Engineering (IDE) was one of LTU’s four test pilots of educational reform with support of the CDIO framework. The current educational reform comprises all CDIO standards, however some have been easier to implement than others. The results from the current CDIO-implementation are so far positive experiences from both faculty and students. While the program curriculum has been developed at a macro level, changes also impact the program objectives, teachers’ skills development, and students’ learning outcomes at a micro level where, for example, courses have been redesigned regarding teaching and learning activities, and assessments have been developed to include both formative and summative feedback to promote a deep learning approach. Great efforts have also been put into development of new learning environments, finalized in 2016. However, implementation of CDIO also deals with changing the educational culture, a work that takes more efforts and time than just one year. A success factor in the current implementation is the involvement of experienced CDIO-implementers that have inspired, motivated and coached the IDE faculty in re-designing the program. 

  • 8428.
    Wikland, Hanna
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Interaktioner som stöttning av elevers talspråkliga färdigheter: En intervjustudie om lärares och elevers uppfattningar2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Föreliggande studie syftar till att undersöka en lärares och dennes elevers uppfattningar om hur interaktioner i klassrummet mellan läraren och eleverna i årskurs tre stöttar utvecklingen av elevernas talspråkliga färdigheter. Studiens material består av en lärarintervju och sex elevintervjuer. Materialet analyseras med hjälp av en innehållsanalys och tolkas utifrån ett sociokulturellt perspektiv på lärande, med särskilt fokus på stöttning och proximal utvecklingszon. Resultaten visar att lärarens och elevernas uppfattningar både sammanstämmer och skiljer sig åt. I kategorierna begreppsanvändning, frågor och bekräftelse finns det både likheter och skillnader mellan läraren och eleverna, dock dominerar varken likheter eller skillnader. Kategorierna som utmärker sig mest är möjlighet till turtagande och stöttning. Det framkommer markanta likheter i lärarens och elevernas uppfattningar om vilka möjligheter eleverna ges till att interagera, t.ex. att alla elever får taltid. Gällande stöttning framträder det tydliga skillnader mellan läraren och eleverna. Medan läraren uppfattar att hon endast använder frågor för att stötta utvecklingen av elevernas talspråkliga färdigheter uppfattar eleverna även att läraren stöttar dem genom att visa, ge en ”hint”, förklara och läsa högt. Slutsatsen av studien är att lärare behöver ta del av elevers uppfattningar och infallsvinklar för att kunna skapa en förståelse för och en medvetenhet om deras synsätt, vilket i sin tur kan leda till att lärare kan individualisera sin undervisning med fokus på stöttning.

  • 8429.
    Wiklund-Engblom, Annika
    et al.
    1Faculty of Education and Welfare Studies, Åbo Akademi University, Vaasa, Finland.
    Björkell, Johanna
    Backa, Luzilla
    Wihersaari, Margareta
    Dimensions of Usability as a Base for Improving Distance Education: A Work-In-Progress DesignStudy2016In: Short Papers: The 5th International Conference on Designs for Learning, 2016, p. 91-97Conference paper (Other academic)
    Abstract [en]

    This educational design study investigates a Master’s Degree programme for engineers, in which athird of the programme is undertaken as online studies. The aim is to improve the efficiency andthe learning and teaching experiences of both students and lecturers by, for instance, reducingtechnical constraints and manifesting a new learning culture grounded in the affordances of digitaltools. The results from the first phase of the study show five dimensions of usability brought forthby participant interviews: technological, pedagogical, social, metareflective, and collegial.

  • 8430.
    Wikman, André
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
    Att tänka kreativt i matematik: Om hur olika resonemang uppmuntrar lärande2015Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Klassrummet är den plats lärare och elever tillsammans lär sig kunskaper om matematik. En viktig del i klassrummen är undervisningens matematikuppgifter, uppgifterna som skapar ett utmanande hinder och engagerar eleverna att sträva mot ett lärande. Denna studie sker i anslutning till LICR-projektet vid Umeå universitet och syftar till att öka förståelsen för relationen mellan elevers lärande och vilken resonemangstyp elever använder när de löser matematikuppgifter designade så att eleven använder antingen algoritmiskt- eller kreativt resonemang. Studien använder en jämförande analys för att beskriva datamaterialet. Empiriskt visar studien att elever som utför matematikuppgifterna som prövar algoritmiskt resonemang lyckas signifikant bättre under träning än elever som utför matematikuppgifter som prövar kreativt resonemang. Under test gäller motsatsen och elever som tränat med matematikuppgifter som prövar kreativt resonemang presterar bättre än de som prövats på algoritmiskt resonemang. Det finns ett samband mellan elevers lösningsfrekvens och deras kognitiva förmåga under test oavsett vilka matematikuppgifter de tränat på. 

  • 8431.
    Wikstrand, Greger
    et al.
    Umeå universitet, Institutionen för datavetenskap.
    Börstler, Jürgen
    Umeå universitet, Institutionen för datavetenskap.
    An Analysis of Success Factors for a Team-Project Software Development Course2006Conference paper (Refereed)
    Abstract [en]

    Team project courses are important elements in most Computer Science and Software Engineering programs. For many students, the team project course represents the only non-trivial software development experience before graduation. The team project should be used to introduce them to important project and process issues that otherwise are very difficult to teach. Sloppy documentation, poor project planning and tracking or ineective communication will eventually affect the teams and teach the students a important lessons for their future work.

    In this paper, we investigate how students select, carry out and complete their projects. The results show that students tend to select mainstream projects with good specifications and that certain project types are less suitable for the course. The results also show that process related deliverables are crucial to the final outcome of the projects. Among the hardest, but also most important, deliverables we find the project plan.

  • 8432.
    Wikström, Christina
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Konsten att göra bra prov: vad lärare behöver veta om kunskapsmätningar2013Book (Other academic)
  • 8433.
    Wikström, Emma
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
    Matematiska kompetenser i lärargjorda prov på gymnasiet2011Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    I detta arbete undersöks vilka kompetenser som testas i lärargjorda matematikprov i gymnasieskolan. Studien är gjord inom Matematik A, eftersom den nya kursplanen kom ut sommaren 2011 och de flesta lärarna har inte hunnit göra något prov inom Matematik 1 som den nya kursen heter. De kompetenser som används i denna studie är beskrivna av Palm, Bergqvist, Eriksson, Hellström och Häggström (2004). Studien är helt byggd på analys av proven från kompetenserna, vilket betyder att inga intervjuer, enkäter eller annat har gjorts. Först löstes alla uppgifter för att få en förståelse i vad uppgifterna testar. Sen kategoriserades uppgifterna med hjälp av texten i uppgiften och vad som krävdes för att lösa uppgifterna. Utifrån analysen av tjugo prov framkom att proven som lärarna gör innehåller långt ifrån alla kompetenser, samt att skillnaden mellan vilka kompetenser som prövas i de två områdena geometri och algebra inte var så stor. Slutligen visade det sig att det fanns en stor skillnad i vilka kompetenser som testades i G uppgifter respektive VG-MVG uppgifter.

  • 8434.
    Wiktorsson-Levi, Karin
    Karlstad University, Faculty of Arts and Education.
    Hamlet högt och lågt: En studie utav rim- och stilfigurer, stilnivå och semantik med didaktiskt perspektiv2010Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this rapport is to find out how different translations of Hamlet treat and approaches Shakespeares language. Ten translations from different times have been studied with focus on the monologue “To be or not to be”. The oldest translation in this work is from 1820 and the newest is from 2007. The analyses concern four different perspective, namely rhyme figures, imagery language, manner of stile and semantic. And the analyses have been done as comparisons. In the first matter, the rhyme figures, it shows how the oldest translation, by Olof Bjurbäck, for example is the one where sounds reiterate the most. And when it comes to the imagery language, the manner of stile and semantic it is the second newest translation, by Sture Pyk, that attracts most attention. And that is because the translator has a clear ambition, not only to modernise the language but also to create sensations.

     

    The first time while reading Hamlet the vitality of the language seemed astounding. Then a year after reading it for another time, but a different translation, the experience of the language differed. How come that the experiences of reading the same play translated by different persons diverged the way it did? New experiences of this drama led to insights and ideas of teaching literature. It is important to find out what kind of literature that will be stimulating and developing for each student. But, to make pupils attached to the old masterpieces of literature that we inheriting throughout time, one should also try to be aware of what divergences there is between different translations. There is a saying that “each time has its own Hamlet” and perhaps also each person has? The first impression is of great importance when it comes to create interest, curiosity and devotion. This work also contains didactic views that centre on questions like why it has relevance to teach/study Hamlet today and how it can be done.

     

  • 8435. Wilder, Jenny
    et al.
    Klang, Nina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Sweden2017In: The Praeger International Handbook of Special Education / [ed] Michael L Wehmeyer; James R Patton, Praeger , 2017, p. 104-118Chapter in book (Other academic)
  • 8436.
    Willermark, Sara
    University West, School of Business, Economics and IT, Division of Media and Design.
    Digital Didaktisk Design: Att utveckla undervisning i och för en digitaliserad skola2018Doctoral thesis, comprehensive summary (Other academic)
    Abstract [sv]

    I denna avhandling undersöks grundskollärares arbete med att utveckla sin undervisningspraktik med digital teknik. Mer precist undersöks hur en sådan utveckling kan identifieras, förstås och stödjas. Empirin härstammar primärt från ett treårigt aktionsorienterat skolutvecklingsprojekt i nordisk grundskola. Inom projektet samarbetade lärare från Sverige, Norge och Danmark för att utveckla nya undervisningsaktiviteter över nationsgränserna med stöd av digital teknik. Lärare organiserades inom olika ämnesspecifika designteam för att planera, implementera och utvärdera undervisningsaktiviteter, så kallad digital didaktisk design, vilket avser utformandet av en undervisningssekvens, som adresserar ett specifikt ämne inom ett visst ämnesområde. Det empiriska underlaget utgörs av dokumentation över den digitala didaktiska designen, deltagande observationer, intervjuer och innehållsanalyser samt en enkätundersökning. Två teoretiska ramverk används, TPACK (akronym för Technological Pedagogical And Content Knowledge) och verksamhetsteori. Resultaten påvisar en utveckling av lärares undervisningspraktik. Med stöd av digital teknik skapar lärare digital didaktisk design över nationsgränser, som ger upphov till nya aktiviteter, situationer och möten. Det krävdes dock både omfattande arbetsinsatser och ett praktiskt experimenterande under lång tid, för att lärarna skulle kunna utveckla digital didaktisk design som upplevdes meningsfull i den nya kontexten. Motsättningar och organisatoriska gränser mellan de samverkande lärarna identifierades som avgörande för utvecklingen, genom att ge upphov till förhandlingar, kompromisser och reflektion. Avhandlingen bidrar med ett verktyg för att identifiera och stödja lärares arbetemed att utveckla sin undervisningspraktik med digital teknik. Vidare föreslås en strategi för att identifiera och analysera lärares utveckling över tid. Avhandlingen bidrar också med kunskap om hur olika typer av spänningar och gränser vid samarbete kan stimulera till lärande för en digitaliserad undervisningspraktik, liksom rekommendationer för hur utbildningsinsatser för lärare kan utformas i syfte att stödja lärares utveckling av undervisningspraktiken.

  • 8437.
    Willermark, Sara
    University West, School of Business, Economics and IT, Division of Media and Design.
    Technological Pedagogical and Content Knowledge: A Review of Empirical Studies Published From 2011 to 20162018In: Journal of educational computing research (Print), ISSN 0735-6331, E-ISSN 1541-4140, Vol. 56, no 3, p. 315-343Article in journal (Refereed)
    Abstract [en]

    Technological Pedagogical and Content Knowledge (TPACK) has been introduced asa conceptual framework for the knowledge domains teachers need to master to teach successfully using technology, and has drawn much attention across the educational field. Yet, the framework has been criticized for not being practically useful, due to inaccurate and insufficient definitions. To better understand the critics and the usefulness of the framework, an investigation of how the framework has been applied to show teacher TPACK is needed. This study is a systematic literature review of107 peer-reviewed journal articles concerning the use of TPACK in empirical studies published from 2011 to 2016. The study supplements previous review studies with more recent work on general characteristics of TPACK studies as well as contributes an analysis of how the framework has been applied to identify teacher TPACK inrecent literature. Findings show a variety of approaches and instruments to examine teacher TPACK. Most common is to identify teacher TPACK via self-reporting, while performance evaluations of teaching activities are rare. Additionally, the ways TPACK is operationalized as a measuring instrument are often implicit and make comparison of results difficult. Future directions for research are discussed.

  • 8438.
    Willermark, Sara
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Pareto, Lena
    University West, School of Business, Economics and IT, Division of Media and Design.
    Sofkova Hashemi, Sylvana
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Didactical designs in use: exploring technological, pedagogical and content knowledge2016In: Proceedings of the 5th International Conference on Designs for Learning / [ed] Nortvig, A-M., Sørensen, B. H., Misfeldt, M., Ørngreen, R., Allsopp, B. B., Henningsen, B., & Hautopp, H., Aalborg: Aalborg Universitetsforlag, 2016, p. 253-268Conference paper (Refereed)
    Abstract [en]

    In this article we operationalize the Technological Pedagogical And Content Knowledge (TPACK) model as an analytic lens to trace progression in teaching practice. We explore teacher development by studying didactical designs. Didactical design refers to the design of teaching sequences within a particular subject, and includes a pre-planned sequence of lessons, with a detailed teaching plan of how to implement the task in the classrooms. We report from a three-year school development project which involved 48 teachers and over 1000 students in elementary school. An in-depth analysis of 14 didactical designs in the subject of mathematics respectively 13 didactical designs in mother tongue was conducted. The analysis was based on classroom observations, video recordings, chat logs, online forums, interviews and participation in teachers'daily work. Our position is that our approach can serve as an effective way to categorize, analyzeand evaluate didactical designs

  • 8439.
    Willermark, Sara
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Pareto, Lena
    University West, School of Business, Economics and IT, Division of Media and Design.
    Sørensen, Carsten
    University West, School of Business, Economics and IT, Divison of Informatics. The London School of Economics and Political Science.
    Expansive Learning in Transforming Teaching PracticesIn: Article in journal (Refereed)
  • 8440.
    Willstedt, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hon borde kunna prata och läsa som andra mammor: En kvalitativ text- och innehållsanalys av etnicitet i bilderböcker2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att granska hur den bild som förmedlas av individer med en annan etnisk bakgrund än svensk är konstruerad i bilderböcker. Detta sker genom en kvalitativ text- och innehållsanalys av fem bilderböcker utgivna mellan år 1995 - 2012. Böckerna som analyseras är

    Noah och bästa grejen, En hög med snö, Den andra mamman, Alfons och soldatpappan samt Afrika bakom staketet. För att uppnå syftet har tre frågeställningar formulerats: hur sker personskildringen av individer med en annan etnicitet än svensk? Hur används miljön i skildringen av individer med en annan etnicitet än svensk? Hur samverkar text och bild i skildringen av personer med en annan etnicitet än svensk? Resultatet som framkommit visar att författare väljer att närma sig etnicitet på olika sätt. En del framhäver explicit individers etniska ursprung, och andra väljer att inte kommentera en persons etniska bakgrund. I alla böcker, förutom i en, skildras individerna med ett annat etniskt ursprung med mörk hy och mörkt hår. I alla böcker skildras västerländska klädesplagg. Endast en sekvens i en bok skildrar icke västerländska kläder. Färgerna på klädesplaggen har uppmärksammats som en skillnad mellan individer med en svensk etnicitet och individer med en annan etnicitet än svensk. Personbeskrivningen sker i fyra av fem böcker endast genom bild. I två av böckerna har det uppmärksammats hur miljön bidrar till personbeskrivningen av individer med en annan etnisk bakgrund än svensk. Vid granskning av miljön har flera olika föremål framträtt som talar om för läsaren att en person har en annan etnisk bakgrund än svensk.

  • 8441.
    Winberg, Mikael
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Learning by computer-simulated laboratory exercises – effects on learning outcomes.2001Conference paper (Other academic)
  • 8442.
    Winberg, Mikael
    Umeå University, Faculty of Science and Technology, Department of Chemistry.
    Simulation in university chemistry education: cognitive and affective aspects2006Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis undertakes two main tasks; to explore, within the authentic educational context, variables that influence the quality and outcomes of the knowledge-constructing activity during the simulation exercise; and to find appropriate instruments and methods to measure these variables, processes and outcomes.

    Closed-ended tasks that provided a high degree of structure, i.e., supported students’ regulation of learning during the simulation exercise, were more beneficial for perceived improvement of declarative knowledge and students’ motivation than open-ended tasks. Open-ended tasks did however lead to substantial shifts in students’ cognitive focus in subsequent laboratory exercises and improvement of students’ level of chemistry reasoning in interviews.

    Student attitudes toward learning proved important in the first paper where significantly higher ability to apply chemistry knowledge in interviews could be found for students with relativistic attitudes compared to those with more dualistic perspectives on learning. In the subsequent papers, the effects of attitudes were not as clear, possibly due to too small differences in the learning situations that were compared.

    Quality of the learning discourse during simulation was measured with three qualitatively different methods, focusing on partly different aspects. The different methods gave very similar results regarding the relative quality of the discourses. Thus, “quality” as such seems to be an underlying feature that permeates many aspects of the discourse and consequently could be targeted in different ways, e.g., focusing on quantitative as well as qualitative aspects. The analyses revealed several components of quality; co-operative activity, correctness and complexity of chemistry reasoning, discussion length and intensity, ability to realize cognitive conflict, and reference to theory while reasoning.

    Doing the simulation exercise in a distributed learning setting (written e-communication), supported discussions with higher accuracy and complexity of chemistry reasoning and frequent references to theory while the face-to-face situation allowed for longer and more intense discussions and a higher degree of co-operative activity. Not very surprisingly, high-quality discussions were characterized by high scores in all these components. There were indications that relatively good pre-knowledge might be required to benefit fully from face-to-face discussions.

    The validity of instruments and methods, used to measure flow experiences, attitudes (i.e., epistemological beliefs), knowledge accessibility (intuitive knowledge) and discourse quality are discussed thoroughly. Special interest has been devoted to whether qualitative data should be quantified or not, providing arguments in favor of quantitative methods for analyzing and reporting qualitative data.

  • 8443.
    Winberg, Mikael
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Using PCA for analysis of questionnaires, a journey into the affective domain.2001Conference paper (Refereed)
  • 8444.
    Winberg, Mikael
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Department of Chemistry.
    Berg, A
    Lunberg, B
    Computer simulated acid-base titrations as prelab: effects on learning outcome2001Conference paper (Refereed)
  • 8445.
    Winberg, Mikael
    et al.
    Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education.
    Lindahl, Britt
    Högskolan Kristianstad Sektionen för Lärarutbildning.
    Science for Life: development of a multi-concept instrument to study the impact of socio-scientific issues on student interest in science2008In: Planning science instruction: From insight to learning to pedagogical practices, 2008, p. 97-Conference paper (Other academic)
    Abstract [en]

    According to many stakeholders there is a strong need to renew science education to bring about a radical change in young people’s interest in science. One way to increase students’ interest in science can be to bring in a humanistic perspective and to focus more on scientific literacy than science literacy. We have designed an evidence-based research project to understand more about what happens when students in lower secondary school are working with socio-scientific issues. Concepts within the affective domain are very complex and therefore many researchers have claimed that we have to construct multidimensional instruments and use multivariate analyses to interpret the results as science learning cannot be explained solely by examination of cognitive factors.

    The project is built up in three steps. In the first we have developed a teacher guide with six authentic cases and attitude questionnaires. In next step about 2000 pupils work with the cases and answer the questionnaires and in the last one we will perform a qualitative study in about 6 classes aiming at studying teachers and students’ development in more detail. In this paper we present the development of two questionnaire-based instruments that allow us to simultaneously consider the multivariate characteristics of student, the situation and the outcomes and how they relate to each other. A large number of items were collected from extant questionnaires and if necessary, adapted to Swedish conditions. In addition, new items were constructed, based on theory within the relevant fields of research. The aspects we want to assess besides different types of knowledge outcomes are for example attitudes, motivation, epistemological beliefs, self-efficacy and the impact of different working forms.

  • 8446.
    Winberg, Mikael
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Lindahl, Britt
    Högskolan Kristianstad.
    Working with SSI: Factors influencing emotional and cognitive outcomes2009Conference paper (Refereed)
    Abstract [en]

    According to many stakeholders, there is a strong need to renew science education to bring about a radical change in young people’s interest in science. A suggested way could be to focus more on scientific literacy than science literacy and to work with socio-scientific issues (SSI). This evidence-based research project investigates what happens with interest, knowledge and self-efficacy when students in lower secondary school work with such issues. Here we present results from the quantitative part of the study with a focus on the relations between personal and situational factors and their relative effects on learning experiences and outcomes. Two questionnaires were developed, one pre-SSI work to describe common work forms and pupils’ personal characteristics from several aspects and one post-SSI work to measure the situational characteristics of the SSI work and its cognitive/behavioural and affective outcomes. Results show that SSI work forms are more important than personal factors for explaining outcomes. Relevant issues, autonomy and functioning group work are important aspects. In general, SSI seems to be most efficient for pupils who believe they learn from presenting and discussing their knowledge, focus on ‘the large picture’, acknowledges own responsibility for learning, finds school science personally relevant and are self-efficacious.

  • 8447.
    Winberg, Mikael T.
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Hellgren, Jenny M.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Palm, Torulf
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Stimulating positive emotional experiences in mathematics learning: influence of situational and personal factors2014In: European Journal of Psychology of Education, ISSN 0256-2928, E-ISSN 1878-5174, Vol. 29, no 4, p. 673-691Article in journal (Refereed)
    Abstract [en]

    The study aims to assess the relative importance of a large number of variables for predicting students’ positive-activating emotions during mathematics learning. Participants were 668 first-year upper secondary school students from 33 schools of different sizes and locations. Two questionnaires were distributed, one assessing students’ perceptions and beliefs about their learning situation in mathematics in general, and the other assessing the characteristics of a particular mathematics lesson and the students’ emotional experiences during this lesson. Single-construct and multivariate models for predicting students’ emotions were computed. The results show that the multivariate models were the most efficient, predicting as much as 59 % of the variance in students’ emotional experiences. The two most important constructs were students’ type of motivation and perceived degree of learning, which together predicted 48 % of the students’ emotions. Single-construct models predicted, at most, 36 %. The relative and absolute predictive ability of different motivational constructs are reported. The relationships between constructs and their implications for teaching are discussed.

  • 8448.
    Winberg, Mikael T.
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Hofverberg, Anders
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Lindfors, Maria
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Relationships between epistemic beliefs and achievement goals: developmental trends over grades 5–112019In: European Journal of Psychology of Education, ISSN 0256-2928, E-ISSN 1878-5174, Vol. 34, no 2, p. 295-315Article in journal (Refereed)
    Abstract [en]

    Examining how students' epistemic beliefs (EB) influence their cognition is central to EB research. Recently, the relation between students' EB and their motivation has gained attention. In the present study, we investigate the development of the relationship between students' EB and their achievement goals (AG) over grades 5–11. Previous studies on this topic are limited, in both number and range, and have produced inconsistent results. We performed a cross-sectional study, ranging over grades 5–11, and a 3-year longitudinal study (n = 1230 and 323, respectively). Data on students' EB and AG were collected via questionnaires. Confirmatory factor analysis (CFA) supported a two-factor goal model (Mastery and Performance goals) and a structure of students' EB comprising Certainty, Source, Development, and Justification. For each grade, students' CFA scores on the respective goals were regressed on their scores on the EB dimensions by orthogonal projection to latent structures analysis. Although results indicated a weak relation between students' EB and AG, trends in the cross-sectional data were largely replicated in the longitudinal study. Though naïve EB were in general associated with performance goals and sophisticated EB with mastery goals, the transition to upper secondary school was associated with changes in the relationship between students' EB and AG. We discuss how the commonly used formulations of EB items may affect their ability to measure the naïve-sophisticated continuum, in turn affecting the predictive roles of EB dimensions.

  • 8449.
    Winberg, Mikael
    et al.
    Umeå University, Faculty of Science and Technology, Department of Chemistry.
    Taube, Fabian
    Hedman, Leif
    A comparative analysis of discussion quality in Face-to-Face and threaded discussion groupsManuscript (preprint) (Other academic)
  • 8450.
    Winberg, Mikael
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Thunberg, Hans
    Bengmark, Samuel
    Success-factors in Transition to University Mathematics for stronger and weaker secondary students2015In: Towards a Reflective Society: Synergies Between Learning, Teaching and Research. (Book of abstracts), 2015Conference paper (Refereed)
    Abstract [en]

    The study examined the relative importance of students’ grades from upper secondary school, and student characteristics (self-efficacy, motivation type, study habits and view on mathematics) for predicting achievement of first-year university students in mathematics intensive programs. Furthermore, the predictive importance of these variables at the beginning and at the end of the first year were investigated. Principal Component Analysis (PCA) and Orthogonal Projection to Least Squares (OPLS) analysis were used for the identification of constructs and analysis of the predictive power of the constructs, respectively. 

    Together, all the variables measured at the beginning of the year predicted 21% of the variation in students grades on the university courses, while they predicted 43% at the end of the course. If grades from upper secondary school were removed from the model, 14% respective 37% could be predicted. Specially, self-efficacy, motivation type, and study habits (in this order) pertaining to their university studies are better predictors than those pertaining to upper secondary school.

    Some differences in predictive patterns were found, depending on the level of the students’ mathematical knowledge when entering their university studies. Study habits was shown to be more important for predicting achievement for the third of the students’ with the lowest upper secondary grades than for the other groups. Relying on the textbook and frequent interaction with peers during the university studies predicted 12% of achievement for this group, whereas these aspects were not predictive at all for the groups with intermediate and high grades from upper secondary school.

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