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  • 1.
    Aarnio-Linnanvuori, Essi
    University of Helsinki.
    Environmental issues in Finnish school textbooks on religious education and ethics2013In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2013:1, 131-157 p.Article in journal (Refereed)
    Abstract [en]

    Solving global environmental problems requires a major change of values. As relates to environmental education, worldview, ethics and spiritual issues are important elements. But how are environmental issues included in such school subjects that especially discuss values and ethics? In this article I examine 24 Finnish religious education and ethics textbooks to analyze, to what extent environmental issues are integrated and discussed in them. I conclude that there is confusion about what environmental education can be in societal school subjects. The environmental texts in textbooks do not always draw on the specific content of the societal subject in question but repeat content from the natural sciences. Therefore, I suggest contexts and perspectives for discussing environmental issues that would comport with these subjects and supplement existing environmental education at school.

  • 2.
    Aase, Laila
    Universitetet i Bergen.
    Fagdidaktikk og skoleutvikling i Norge2007In: Eskilsson, Olle, Redfors, Andreas (red.), Ämnesdidaktik ur ett nationellt och internationellt perspektiv: rapport från Rikskonferensen i ämnesdidaktik 2006, Kristianstad: Kristianstad University Press , 2007, 9-17 p.Conference paper (Other academic)
  • 3.
    Abelli, Carolina
    University College of Arts, Crafts and Design, Institutionen för Bildpedagogik (BI).
    Från Astrid till Bobby: En undersökning om vad det är vi gör då vi söker på nätet2012Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Detta examensarbete är en undersökning om hur det kan se ut då vi tar oss olika sökvägar på internet.

         Hur kan man synliggöra det vi gör då vi söker på nätet?

     

    För att undersöka detta har jag låtit gymnasieelever, studiekamrater och vänner utföra olika typer av internetbaserade sökningar och med hjälp av semiotiska analysverktyg har undersökningsmaterialet analyserats och reflekterats.

    Syftet med undersökningen är att få en fördjupad förståelse för hur man på olika sätt kan använda sig av visuellt material som elever och pedagoger redan använder.

    Som blivande bildpedagog vill jag tillsammans med mina elever utforska de tankeprocesser som sker då vi söker och delar information på internet. Genom att synliggöra mina egna tankeprocesser kan jag förstå andras. En förståelse som också gör det möjligt att förhålla sig till vår tids visuella kulturer.

    Tolkning och resultat har prövats med hjälp av internatbaserade undersöknings metoder. Även pedagogiska filosofier och teorier som jag stött på under min egen lärarutbildning samt situationer som jag själv upplevt på den gymnasieskola där jag arbetar har legat till grund för undersökningen.

    Resultat som framkommit ur bearbetningen av informanternas och mina egna internetsökningar har fått skapa det visuella abstraktet. Abstraktet med namnet Från Astrid till Bobby är framställd med video och har även fått ge namn åt det skriftliga examensarbetet.

  • 4.
    Ablhad, Reem
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Ny teknik i förskolan: En netnografisk studie kring iPad-projekt i tio kommuner i Sverige2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
  • 5.
    Acar, Corceta
    Mälardalen University, School of Education, Culture and Communication.
    Man ska inte ge läxa för läxans skull: En studie om utveckling av den rådande läxsituationen2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien var att jämföra pedagogers uppfattning om läxan som inlärningsmetod och undersöka deras syn på utveckling av läxan för att synliggöra pedagogiska argument som kunde bidra till utveckling av en handlingsplan för läxor. Studien genomfördes med en kvalitativ ansats där den semistrukturerade intervjun och den fokuserade gruppintervjun användes som datainsamlingsmetod. Resultaten av de uppfattningar om läxan som framgick i studien kunde skildras som två motsatta bilder. Den första bilden skildrade läxan som en möjlighet att med olika arbetsformer skapa förutsättningar för lärande och utveckling utanför skolan. Den andra bilden gestaltade läxan som ett redskap att vid behov kunna använda läxan av praktiska skäl för att spara tid åt att skapa lärandesituationer på lektionstid. Oavsett uppfattning upplevdes läxan som en möjlighet. Vidare framkom i studien att dialogen mellan pedagogerna i arbetslaget ansågs vara den avgörande faktorn i frågan om utveckling av läxan. I samband med dialogen i denna studie uppstod fem olika riktningar i diskussionen om utveckling av läxor: eleven som resurs, läxbank, balans och struktur, stöd från föräldrar och stödtid. Den slutsats som studien kom fram till var att dialogen och en pedagogisk diskurs måste förekomma mellan pedagogerna för att kunna generera nya idéer, kunskaper och erfarenheter av läxan eftersom utveckling kretsar kring tillgången till andra människor. Handlingsplan för läxor blev således handling i dialogen.

     

  • 6. Adams, Robin
    et al.
    Fincher, Sally
    Pears, Arnold
    Börstler, Jürgen
    Boustedt, Jonas
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för datavetenskap.
    Dalenius, Peter
    Eken, Gunilla
    Heyer, Tim
    Jacobsson, Andreas
    Lindberg, Vanja
    Molin, Bengt
    Moström, Jan-Erik
    Wiggberg, Mattias
    What is the word for 'Engineering' in Swedish: Swedish students conceptions of their discipline2007Report (Other academic)
    Abstract [en]

    Engineering education in Sweden – as in the rest of the world – is experiencing a decline in student interest. There are concerns about the ways in which students think about engineering education, why they join an academic programme in engineering, and why they persist in their studies. In this context the aims of the Nationellt ämnesdidaktiskt Centrum för Teknikutbildning i Studenternas Sammanhang project (CeTUSS) is to investigate the student experience and to identify and support a continuing network of interested researchers, as well as in building capacity for disciplinary pedagogic investigation.

    The Stepping Stones project brings together these interests in a multi-researcher, multi-institutional study that investigates how tudents and academic staff perceive engineering in Sweden and in Swedish education. The first results of that project are reported here. As this study is situated uniquely in Swedish education, it allows for exploration of “a Swedish perspective” on conceptions of engineering. The Stepping Stones project was based on a model of research capacity-building previously instantiated in the USA and Australia (Fincher & Tenenberg, 2006).

  • 7.
    Adermark, Christopher
    Karlstad University, Faculty of Arts and Education.
    Matematik i Kunskapsskolan2008Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 8.
    Adolfsson, Lena
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Attityder till naturvetenskap: Förändringar av flickors och pojkars attityder till biologi, fysik och kemi 1995 till 20072011Licentiate thesis, monograph (Other academic)
    Abstract [en]

    This thesis explores the change over time of high-and low-performing girls' and boys' attitudes towards biology, physics and chemistry. Data from the TIMSS studies for grade 8 in Sweden is used to investigate how the attitudes have changed between 1995 and 2007. In order to define high- and low performing pupils the results from the mathematic test in the TIMSS studies are used. The attitude is measured by four questions from the student questionnaire in the TIMSS studies. The results are discussed from various perspectives that can contribute to the understanding of the complex picture of the importance of different factors on students' attitudes towards science.

    The first result, boys are more positive to physics and chemistry and girls to biology, is discussed from the subjects association with gender. On a symbolic level physics and chemistry are more associated with masculinity than biology.

    The second result, high-performing students especially the boys have a less positive attitude toward the three subjects in 2007 than in 1995. That result is discussed from youth identity and identity construction. It seems that young people today do not think that education and work within the field of science and technology will give them opportunities to use their talents, creativity and self-fulfillment. These results are also discussed based on changes in teaching methods that have taken place in the Swedish school where the individual work has increased and teacher-controlled tuition   has been reduced. Is it possible that these changes have affected the high-performing students so they have become less stimulated and have met fewer challenges and therefore have become less positive towards science in school?

    The third result, both high- and low-performing boys think that the three science subjects are more boring 2007 compared to 1995, is discussed from the discourses of "effortless achievment” and "uncool to work". Is it possible that this result indicates that it is more important for boys in 2007 to have an “uncool to work”-attitude and that this attitude also affects the attitudes towards science in school in a negative direction?

    Finally, the result showing that the low-achieving students think that they are performing better in all three subjects 2007 compared to 1995, are discussed in the light of changes in the Swedish school. During this period the teaching methods have changed. More time is spent on individual work perhaps implying that the low-performing pupils choose not to work with more difficult tasks and therefore feel that they are performing better.

    The thesis is concluded with my own reflections on the teaching of science subjects in primary education, on the changes of girls' and boys' attitudes towards science based on the results of this study and on my experience as a teacher in these subjects.

  • 9.
    Aerila, Juli-Anna
    et al.
    University of Turku.
    Kokkola, Lydia
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Multicultural literature and the use of literature in multicultural education in Finland2013In: Bookbird: A Journal of International Children's Literature, ISSN 0006-7377, E-ISSN 1918-6983, Vol. 51, no 2, 39-50 p.Article in journal (Refereed)
    Abstract [en]

    This paper traces the presentation of these traditional minority groups in Finland and the emergence of literature incorporating the more recently arrived groups of immigrants in the history of Finnish language children’s literature. We contextualize the development of multicultural themes in children’s literature within the history of Finnish nation-building and the country’s struggles for independence. We conclude with a brief consideration of how these less than ideal books might, nevertheless, serve to promote pluralism.

  • 10.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Curriculum studies of mother-tongue education in Swedish: Introductory remarks2012In: Education Inquiry, ISSN 2000-4508, ISSN 2000-4508, Vol. 3, no 4, 471-475 p.Article in journal (Refereed)
  • 11.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Vem gör, vem är och vem upplever?: En analys av processer och deltagare i tidigt narrativt skolskrivande.2014In: Mångfaldens möjligheter.: Litteratur- och språkdidaktik i Norden. / [ed] Peter Andersson, Per Holmberg, Anna Lyngfelt, Anna Nordenstam och Olle Widhe, Göteborg: Göteborgs universitet, 2014, 99-114 p.Chapter in book (Refereed)
  • 12.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Läsandet och sammanhanget.: Läspositioner i olika ämnen i skolan.2014In: Mötesplatser.: Texter för svenskämnet. / [ed] Ann Boglind, Per Holmerg och Anna Nordenstam, Lund: Studentlitteratur, 2014, 47-64 p.Chapter in book (Other academic)
  • 13.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Det naturvetenskapliga ämnesspråket2012In: Skriv! Les! 1, Trondheim: Akademika forlag, 2012, 29-44 p.Conference paper (Refereed)
  • 14.
    af Geijerstam, Åsa
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    ”I NO skriver man bara så man förstår.” Men hur skriver man, och hur förstår man? Expansioner och textrörlighet i elevtexter.2007Conference paper (Other academic)
    Abstract [sv]

    Att lära sig ett nytt ämnesområde innebär även att lära sig det språk som används inom det området. Tidigare forskning visar att det är nödvändigt att lära sig att skriva inom till exempel de olika naturvetenskapliga genrerna för att bli en kompetent elev inom detta område (se t ex Halliday & Martin 1993, Wignell, 1998).

     

    I denna presentation vill jag närmare diskutera expansioner i texter skrivna av elever i skolår 5 och 8 i NO och SO-ämnena. Genom expansioner byggs semantiska relationer mellan händelser genom satser som definierar (’alltså’, ’med andra ord’), bygger ut (’och’, ’men’) eller specificerar (’sen’, ’för att’) den inledande satsen (Halliday & Matthiessen 2004).  Expansioner har diskuterats som en viktig del av den vetenskapliga diskursen, både i sig själva och även som ett uttryck för elevernas förståelse av vad de skriver (Keys 1999). I presentationen diskuterar jag graden av expansioner i texterna i relation till hur eleverna talar om sina texter, deras textrörlighet. Det visar sig bland annat att framför allt högpresterande elever har en högre textrörlighet i de texter som även har en högre grad av expansioner.

  • 15.
    af Geijerstam, Åsa
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Om skrivande i naturorienterande ämnen: "Hon skrev upp vad vi skulle ha med på labbrapporten och sen så skrev vi det. Så var det inte så mycket mer än så."2010In: Symposium 2009: genrer och funktionellt språk i teori och praktik / [ed] Mikael Olofsson, Stockholm: Stockholms universitets förlag , 2010, 176-188 p.Conference paper (Other academic)
    Abstract [sv]

    I kapitlet diskuteras en undersökning om elevers skrivande i naturorienterande ämnen, hur texterna ser ut och hur eleverna talar om de texter de skrivit. Resultaten diskuteras i relation till sådant som ämnesspråk och förståelse.

  • 16.
    af Geijerstam, Åsa
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Specificering, utveckling eller bara en massa tillägg? Om expansionsrelationer i PIRLS-provetsinformativa texter2009Conference paper (Other academic)
    Abstract [sv]

    Att uttrycka exempelvis kausalitet, hänvisningar till tid och plats, exemplifieringar eller motsatsförhållanden är något som ofta diskuteras som centralt för en ”lyckad” text. Det visar sig dock att elever gör detta i varierande grad, och att graden av sammanhang i texterna i hög grad varierar med textaktiviteten (af Geijerstam, 2006). Det är också relevant att undersöka hur relationer av detta slag uttrycks i texter elever möter i test. I denna presentation fokuseras de informativa texter som ingår i läsförståelseprovet PIRLS 2006.

    Expansionsrelationer som uttrycks i texten samt vilka funktionella relationer som finns mellan satser diskuteras. Analysen av sammanhang i texten utgår från Hallidays system för satskoppling (Halliday 2004), och kompletteras med analys av de funktionella relationerna mellan enheterna (Mann & Thompson 1988, Evensen 2005).

  • 17.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Skrivande i NO-ämnet: en forskningsinventering och ett par svenska exempel2004In: Andra nationella konferensen i svenska med didaktisk inriktning. Göteborg 8-9 januari 2004., 2004Conference paper (Other academic)
    Abstract [sv]

    Åsa af Geijerstam diskuterar i sin artikel "Skrivande i NO-ämnet" elevers skrivande utifrån olika aspekter. Hon redovisar data från projektet Elevers möte med skolans textvärldar och tar sin utgångspunkt i bland annat kognitiva, konstruktivistiska och sociokulturella perspektiv. Vidare problematiserar af Geijerstam elevers skrivande i NO-ä,mnen utifrån frågor om anknytningar till textkulturer och utifrån frågor om dialogens betydelse i detta sammanhang.

  • 18.
    af Geijerstam, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Folkeryd, Jenny W.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Fel- men på olika sätt.: En analys av elevers felaktiga svar enligt PIRLS-provet.2013In: Läsning / [ed] Gustav Skar & Michael Tengberg, Stockholm: Natur och kultur, 2013Chapter in book (Other academic)
  • 19.
    af Geijerstam, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Folkeryd, Jenny W.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Enkel/utvecklad/välutvecklad elevtext i biologi, hur bedömer vi det?2014In: Bedömning i svenskämnet årskurs 7-9 / [ed] Gustaf Skar & Michael Tengberg, Natur och kultur, 2014Chapter in book (Other academic)
  • 20.
    af Geijerstam, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Wiksten Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Fel men rätt på något sätt?: En analys av elevers nollsvar enligt PIRLS-provet.2013In: Läsning!: Svensklärarföreningens årsskrift 2013 / [ed] Gustaf Skar och Michael Tengberg, Stockholm: Natur och kultur, 2013, 37-55 p.Chapter in book (Refereed)
  • 21.
    Afram, Eliane
    Linköping University, Department of Culture and Communication.
    La percepción de métodos didácticos en la enseñanza del español comolengua extranjera: Análisis cualitativo sobre la percepción de los alumnos de los métodos gramática- traducción,método situacional y método comunicativo2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [es]

    Nuestra tesina trata de indagar en cómo piensan los alumnos de bachillerato sobre los métodos didácticos elegidos para aprender una lengua extranjera. El objetivo de esta tesina es investigar tres métodos didácticos; método gramática- traducción, método situacional y método comunicativo, comprobar si los estudiantes los utilizan, y cuál les resulta más útil y por qué. Hemos investigado qué opinan los alumnos con la ayuda del método cualitativo a través de entrevistas cualitativas. Podemos decir que los alumnos utilizan los métodos hasta cierto punto en su enseñanza. Piensan que todos los métodos tienen sus aspectos positivos y negativos. Los aspectos positivos y negativos están repartidos de manera igual entre los métodos didácticos.

  • 22.
    Aghakhanyan, Liana
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences.
    Läsfrämjande arbete X5000-Läståget: Hur kan förskollärare arbeta med flerspråkiga barns språkutveckling2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 23.
    Aguirre, Susanna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Vi var inga medmänniskor, vi var motmänniskor: - stereotypisering av den manliga invandraridentiteten i svensk ungdomslitteratur2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna uppsats är att medvetandegöra stereotypiska framställningar av manliga karaktärer med invandrarbakgrund, skrivna av författare som vuxit upp som första eller andra generationens invandrare. Som utgångspunkt har jag använt mig av läroplanens mål som pekar på att litteratur ska erbjuda varierade och positiva bilder av andra kulturer, samt hjälpa eleven att skapa en trygg identitet. I min studie har jag gjort en kvalitativ textanalys av tre böcker samt även avskilt fenomenet ”invandrarlitteratur” som en diskurs där jag har upptäckt att diskursen i sig generar fördomar genom att efterhängsna termer och klassificeringar tenderar att leva kvar. De slutsatser jag har kommit fram till är att stereotyper till stor del lever kvar i karaktärernas porträttering, både när det gäller beskrivningen av deras motiv och hur de hanterar konflikter. Karaktärerna tenderar att antingen beskrivas som våldsutövare eller som offer för olyckliga omständigheter vid konflikter, och de hamnar ofta i typsituationer där de sällan beskrivs välja den ”rätta” vägen. Min slutsats är att även om litteraturen har utvecklats och idag erbjuder mer komplexa personporträtt av ungdomar med invandrarbakgrund tenderar ändå karaktärerna att stereotypifieras i olika situationer.

  • 24.
    Ahl, Madeleine
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Lundgren, Anton
    Halmstad University, School of Education, Humanities and Social Science.
    Hur kan en regndroppe vara sur? Den har väl inga känslor?: En litteraturstudie om hur elevers språk och begreppsförståelse i de naturvetenskapliga ämnena kan utvecklas2017Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    En viktig del av att lära naturvetenskap är att lära sig kommunicera naturvetenskap. Användandet av begrepp i de naturvetenskapliga ämnena förekommer i stor utsträckning, vilket har visat sig hämma elevers utveckling inom dessa ämnen. Ändå slår Skolverket fast att elever skall kunna använda sig av begrepp i den naturvetenskapliga klassrumskommunikationen, och således undersöks i denna litteraturstudie hur arbete med naturvetenskaplig begreppsförståelse kan te sig; vad sägs i den nationella och internationella naturvetenskapsdidaktiska forskningen? Synliggörs arbetsmoment i vilka eleverna får möjlighet att utveckla sin begreppsförståelse? Forskning pekar på vikten av att samtala, och att samtalet skall löpa som en röd tråd genom naturvetenskapliga arbetsmoment, såsom laborationer, där naturvetenskapliga fenomen konkretiseras och synliggörs. Lärarens roll i samtalet är tydlig: den ska syfta till att guida elever genom naturvetenskapens komplexitet och tvetydiga ordförråd genom vardagsnära samtalsämnen, och i förlängningen främja elevers förståelse av och utveckling inom de naturvetenskapliga ämnena.

  • 25.
    Ahl, Madeleine
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Lundgren, Anton
    Halmstad University, School of Education, Humanities and Social Science.
    Diskussionens kraft: En kvalitativ studie angående hur elever stöttar varandra i gruppsamtal kring naturvetenskapliga fenomen2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Enligt forskning utgör det naturvetenskapliga språket och dess begrepp en betydande del av naturvetenskaplig utbildning, och samtidigt konstateras att det naturvetenskapliga språket och dess begrepp är det största hindret för elevers naturvetenskapliga lärande. Flera forskare hävdar att för att elever skall kunna utveckla begreppsförståelse måste eleverna socialisera med människor som har mer utvecklad språklig kunskap, och då framför allt genom samtal och diskussion av frågor och problem som berör den naturvetenskapliga diskursen. Samtidigt visar forskning att lärande inte per automatik är ett resultat av arbete och samtal i grupp, utan att de sociala och kunskapsmässiga förutsättningarna i grupper är av vikt för hur givande ett gruppsamtal blir.

    Enligt Skolverket skall elever ges möjligheter att samtala och kommunicera samt utveckla sin förmåga att arbeta tillsammans med andra. Därför väcks nyfikenhet kring hur detta gemensamma arbete fortlöper, och om eleverna samarbetar i gruppsamtal. Hur stöttar elever i årskurs 4 och 6 varandra i sina lärandeprocesser i samtal kring frågor om fysikaliska fenomen inom arbetsområdet krafter? Resultatet av denna studie visar att elevers stöttning av varandra sker på ett flertal olika sätt, samt att stöttningen är av betydelse för samtalets utfall och hur givande samtalet blir. Tillsammans kan elever konstruera kunskap kring fenomen och begrepp, om eleverna klarar av att samarbeta och stötta varandra i sina lärandeprocesser. 

  • 26.
    Ahlberg, Helena
    et al.
    Umeå University, Faculty of Science and Technology, Mathematics and Mathematical Statistics.
    Grönlund, Maria
    Umeå University, Faculty of Science and Technology, Mathematics and Mathematical Statistics.
    Lekande lätt: att lära matematik utomhus på ett sociokulturellt sätt.2007Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Tanken bakom detta examensarbete var att framställa ett laborativt läromedel i matematik för utomhusmiljö som ska upplevas som motivationshöjande och lustfyllt för eleverna. Läromedlet är upplagt i lektionsplaneringar som är förankrade i läroplanen för det obligatoriska skolväsendet (1994), i kursplanen för matematik samt i de sex aspekterna på lärande ur sociokulturellt perspektiv som Dysthe (2003) skriver om. Vi har arbetat fram ett material som innefattar rumsuppfattning och mätning eftersom dessa passar utmärkt att genomföra i utemiljö. Idéerna till lektionsplaneringarna är utifrån oss själva men inspiration från tidigare kurser, kurslitteratur och VFU-platser går inte att frånse. Upplägget på lektionerna är utifrån Lindström och Pennlerts (2003) modell, där flera didaktiska frågeställningar tas i beaktning. Resultatet på detta examensarbete är de tio lektionsplaneringar som vi arbetat fram samt de kopplingar som vi har sett till de sex aspekterna och utomhusmiljön. Slutsatsen är en bekräftelse för oss och våra teorier om att undervisning utomhus ur ett sociokulturellt perspektiv går att förverkliga i lektionsplaneringar. Vi hoppas att flera lärare kommer att utnyttja vårt material för att få variation i sin undervisning.

  • 27.
    Ahlbom, Håkan
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences.
    Nordlander, Edvard
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences.
    Why choose a technical career?2010In: Socio-cultural and Human Values in Science and Technology Education / [ed] Slavko Dolinšek, Terry Lyons, Ljubljana, Slovenia: IRI UL , 2010Conference paper (Refereed)
    Abstract [en]

     

    Technology is a neglected mandatory subject in the Swedish compulsory school. The subject is supposed to inspire young people to consider a technical career, due to an increasing need for engineers and a declining recruitment to engineering education.

    An investigation of influential factors for choosing a technical career is presented. The factors are well-known, but the relative impact of the factors is investigated using questionnaires and semi-structured interviews with engineering students. Special focus is put on the effect of previous technical schooling. The most important factors for choosing technical education are personal technical interest, future salary expectations, and personal qualities.

  • 28.
    Ahlbom, Håkan
    et al.
    University of Gävle, Department of Technology and Built Environment, Ämnesavdelningen för elektronik.
    Ylva, Bjelksäter
    University of Gävle, Department of Technology and Built Environment, Ämnesavdelningen för elektronik.
    Eva, Hartell
    Stockholms universitet, UTEP.
    Edvard, Nordlander
    University of Gävle, Department of Technology and Built Environment, Ämnesavdelningen för elektronik.
    Cooperative methods for investigating the influence of Swedish compulsory technology education on pupils’ attitudes to technology2009In: PATT 22  (Pupils' Attitudes Towards Technology), 2009Conference paper (Refereed)
    Abstract [en]

    The number of Swedish students applying to technical education is decreasing, and this fact will lead to a severe shortage of engineers in a just a decade. As an example, the candidates applying to the Royal Institute of Technology (KTH) has reduced by 30 % the last couple of years. Furthermore, the ROSE report clearly describes young people’s lack of interest in science and technology in the industrialised world in sharp contrast to the situation in the developing countries.

    Why is the interest for technical education decreasing? What makes other fields of education more popular? What image of technology does the compulsory school deliver?

    Technology was introduced as a mandatory subject in Swedish compulsory school in 1980 and got its own syllabus when the current national curriculum was introduced in 1994. One of the goals of the Swedish compulsory school is to develop an interest for technology as well as capability and judgement in handling technical issues.

    In what way does the Swedish compulsory school work with this goal? Is the school successful in making pupils interested? What are the pupils’ opinions?

    Each school can decide when and how the pupils get technology education, but every pupil is expected and entitled to reach the national goals.

    To get an overall picture of the technology subject questions will be investigated as parts of tree different Ph.D. projects.

    • How do we actually know that pupils learn what they are entitled to?
    • How is the technology syllabus interpreted, in theory and practice?
    • Does the technology subject really develop an interest for technology and does it inspire to further technical studies? 

    In order to find out if pupils reach the national goals in technology, a questionnaire is launched in schools all over Sweden. The interpretation of the syllabus will be studied through observations comparing teaching practice with the local planning of the technology subject. To get answers, whether the technology subject has any impact on the interest and the choice of further studies, interviews are made among students and teachers in compulsory school as well as in upper secondary school.

    The findings of the cooperating projects will together contribute with answers about the state of the technology education in the Swedish compulsory school system, and how the subject could be developed in the future.

  • 29.
    Ahlholm, Martin
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Fysikattityder hos gymnasieelever?: Trender bland intresse för fysik och fysikattityder bland svenska gymnasieelever2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Empirical research has shown that there are clear links between the interests, attitudes, and studentsuccess. The aim of the survey, which is the foundation of this report, was to measure how theinterest in physics and attitudes towards physics and physics education differs between the differentyears in upper secondary school. Maryland Physics Expectations (MPEX) Survey has been used tomeasure the attitudes. The questionnaire was answered by 605 respondents from technology andnatural science program from two upper secondary schools in central Sweden. Interest in physics islow on the investigated schools and it tends to become lower through the ages. Overall, there aremore unfavorable responses of the different attitude dimensions in third grade than in first grade. Concept is the dimension that has the most unfavorable response in both the second and third grade.In order to increase the conceptual understanding of upper secondary school students, shouldconceptual understanding be offered a greater part of the teaching. Examining conceptualunderstanding in homework assignments and tests are also preferable.

  • 30.
    Ahlinder, Marlene
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences.
    Nordqvist, Sara
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences.
    Den fria leken i förskolan ur ett genusperspektiv2012Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Det här examensarbetets syfte var att fördjupa förståelsen kring åtta förskollärares synsätt om flickors och pojkars fria lek ur ett genusperspektiv. Därutöver är avsikten att bidra till ökad insikt om förskollärares arbete för att främja jämställdhet mellan flickor och pojkar. Teoriavsnittet behandlar fri lek i den vardagliga verksamheten i förskolan. Därefter fördjupas barnens villkor i den fria leken.

     

    Intervjuer där åtta utbildade förskollärare i två olika verksamheter deltog, användes som metod. Båda verksamheterna är kommunalt drivna utan specifika inriktningar.  

     

    I studiens resultat framgår olika faktorer som visar att de åtta intervjuade förskollärarna ibland var av olika uppfattningar och åsikter även då de arbetar på samma förskola eller förskoleklass. Det kunde likväl vara två förskollärare på de två olika verksamheterna som hade samma synsätt. Endast hälften av förskollärarna framhåller vikten av att den fria leken bidrar till utveckling och lärande. Det förefaller också finnas en omedvetenhet kring skillnader i hur flickor och pojkar leker då endast en av förskollärarna påtalar detta. Den dominerande tendensen visar på att förskollärarna är samstämmiga kring sitt synsätt om att alla barn ska ha samma möjligheter och villkor i den fria leken.

  • 31.
    Ahlner Malmström, Elisabet
    Lunds universitet.
    Är barns bilder språk?1991Book (Other academic)
    Abstract [sv]

    "Är barns bilder språk?" Det traditionella språkbegreppet har ändrat karaktär. Begrepp tenderar att bli utslitna - så även begreppet "språk". Bildspråk är en av byggstenarna i vår kommunikation.

    I denna bok presenteras en bildpedagogisk metod för barn i åldrarna 2-7 år. Författaren delar med sig av sina egna bildpedagogiska erfarenheter. Med många exempel i ord och bild visar hon hur en bildspråklig medvetenhet kan utvecklas hos barn. Inte minst framgår hur roligt barnen ofta tycker det är att prata om sina bilder, i synnerhet när de vuxna själva har utvecklat sitt bildkunnande. Här behandlas sådant som färgblandning, modellteckning och diktillustrering. Bildanalys pekar på vad som kan upptäckas i barnens bilder. Här finns dessutom en översikt över bildpedagogikens historia och dess olika teorier.

    Den välillustrerade boken ger en utmärkt grund för pedagoger - och föräldrar - som vill stimulera barnen att uttrycka sig i bild.

  • 32.
    Ahlquist, Sharon
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap. Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Storyline: the importance of "fun" in the young language learner classroom2015In: UZRT 2014: Empirical studies in applied linguistics / [ed] Stela Letica Krevelj & Jelena Mihaljevic Djigunovic, Zagreb: FF press , 2015, 81-90 p.Chapter in book (Other academic)
  • 33.
    Ahlström, Jenny
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Lesant, Anna
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    ”Barnen är ju redan där, de är ju hur nyfikna och intresserade som helst”: IKT i förskolan2015Independent thesis Basic level (professional degree), 210 HE creditsStudent thesis
    Abstract [sv]

    Syftet med vår studie är att undersöka vilka faktorer som är avgörande när det gäller implementering av IKT i förskolan samt hur arbetet med IKT kan integreras på ett kreativt sätt i den pedagogiska verksamheten. För att försöka ta reda på detta har vi genomfört en kvalitativ studie där vi intervjuat medie/IKT-pedagoger för att kunna ta del av deras tankar och erfarenheter. Resultatet visar att ledning och chefer som satsar på och prioriterar IKT är en viktig aspekt. Att tid avsätts för regelbundna reflektionstillfällen är av mycket stor betydelse för att kunna utveckla arbetet med IKT, ett arbete som måste förstås som en ständigt pågående process. Medutforskande pedagoger med ett nyfiket och öppet förhållningssätt är en avgörande faktor för att IKT ska integreras på ett kreativt sätt i förskolans verksamhet. Studien visar även på vikten av att barn ges möjlighet att utveckla digital kompetens för att kunna vara delaktiga i ett digitalt samhälle.

  • 34.
    Ahlström, Niklas
    Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Demokratiteoretisk analys av läromedel i Samhällskunskap: En kvalitativ studie om det demokratiteoretiska innehållet i läromedel för Samhällskunskap 1a1 och 1b under GY-20112013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This qualitative study is done with the purpose of creating understanding for the theoretical democratic content in educational materials for Civic Education courses 1a1 and 1b during GY-11, so teachers create an intentional approach when using educational materials in their democratic education. This was motivated as important considering the reduction in obligatory Civic Education for the vocational programs. The study was conducted using a hermeneutic qualitative reading method where the educational materials, more specifically two series with one book for each course, was read with purpose of creating understanding for the democratic content according to ideal democratic models: deliberative democracy, participatory democracy and electoral democracy. A text voice analysis was also conducted using Bakhtins theory of dialogic and monologue text that contributed to the general result concerning the democratic content. The results show that the electoral democracy ideal is dominant in all educational materials, there is hence no striking difference between the democratic content in 1a1 and 1b educational materials. Though the study shows intention in the 1a1 educational materials towards a more participatory democracy ideal, the electoral ideal are still clearly dominant.

  • 35.
    Ahlström, Peter
    et al.
    University of Borås, School of Engineering.
    Aim, Karel
    Dohrn, Ralf
    Elliott, J. Richard
    Jackson, George
    Jaubert, Jean-Noel
    Rebello de A. Macedo, Maria Eugénia
    Pokki, Juha-Pekka
    Reczey, Kati
    Victorov, Alexey
    Fele Zilnik, Ljudmila
    Economou, Ioannis
    A Survey of Thermodynamics and Transport Properties in Chemical Engineering Education in Europe and the USA2008In: Proceedings of the 100th Annual Meeting of the American Institute for Chemical Engineering, 2008Conference paper (Refereed)
  • 36.
    Ahlström, Sandra
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences.
    Blomdahl, Nina
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences.
    Medskapare till barns lek: En studie över förskollärares tankar och den pedagogiska miljön.2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Examensarbetet handlar om att synliggöra barns lek och lärande, målet med studien är att visa förskollärares perspektiv på lek, lärande och miljö. Utgångspunkten har tagits i Pramling Samuelssons och Vygotskijs teorier. Undersökningen som ligger till grund för resultatet och analysen är en enkätstudie med kompletterande frågor i vilka respondenterna får möjligheter att fritt utveckla sina tankegångar. Studien är genomförd utifrån utbildade förskollärare, i olika orter och på olika förskolor med varierade förutsättningar, det gör att vi får en bred och generell överblick. Resultatet visar att förskollärarna är väl insatta i frågorna som berör lek, lärande och miljö, respondenternas svar ger i det stora hela en bra inblick. Deras synsätt och inställning redogörs i de skrivna svaren och framställs likartade gentemot varandra. I frågan om barns lek och lärande bekräftar litteraturen förskollärarnas kunnande, de tar upp det faktum att barn lär sig genom att leka och interagera med omgivningen. De kompetenser barnen utvecklar i förskolans verksamhet kan vara sociala färdigheter och förmågan att visa empati. I svaren nämns även samarbete, demokrati, självförtroende, språkutveckling och problemlösning som viktigt. Förskollärarna vill i sin roll stärka, stödja och uppmuntra barnen så de utvecklar en positiv självbild och blir trygga barn. Som de anser vara en förutsättning för lek och lärande. Slutsatsen är att förskollärarna delar det synsätt som forskningen hävdar, att barn lär sig i interaktionen med andra individer.

     

    Miljön är en viktig påverkan för hur verksamheten fungerar och för att barnen ska få bästa möjligheterna till att leka och att lära sig. Slutsatsen angående miljöfrågorna visar att förskollärarna anpassar innemiljön efter barngruppens behov, något som är en ständigt pågående process. Majoriteten av förskollärarna anser att deras inomhusmiljö främjar barnens lek och inlärning. Angående utomhusmiljön så visar det sig att förbättringar behövs för att främja lek och inlärning. Förskollärarnas svar och uppfattningar angående miljön bekräftas av litteraturen. Det framgår att majoriteten av förskollärarna arbetar aktivt efter läroplanens riktlinjer och innehåll. Vi ser tydligt förskollärarnas kunskaper utifrån ett läroplansperspektiv inom miljö, socialt samspel, demokrati och sin egen roll i barnens utveckling, lek och lärande.

  • 37.
    Ahmad, Iman
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences.
    Bildaktiviteter i förskolan som en metod för hållbar utveckling2013Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
  • 38.
    Ahmadzai, Abdullah
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    SOME FACTORS INFLUENCING STUDENTS’ EDUCATION IN AFGHANISTAN: A study of students’ drop   out and retention rates of boys and girls of primary schools in Maidan Wardak   Province - Afghanistan2013Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    School access and staying in school is one the most important issue for the Ministry of Education in Afghanistan particularly for girls. According to the Ministry of Education (MoE), nearly seven million children have access to school in Afghanistan, 37 per cent of whom are girls.

    Students drop out of schools before completing their education cycle, to know who drops out and to what extent; this study describes some of factors that influence students to drop out of school in grade 4 and grade 6.

    To find out some factors that may influence girls and boys to drop out of schools in grade 4 and 6 six, structured interviews were conducted in 10 schools – 5 in rural area and 5 in urban area of Maidan Wardak province of Afghanistan. Data was collected by random sample from 32 girls and 48 boys who left schools. 20 teachers and 20 parents were also interviewed to know what their opinions are on drop out of students.

    After data collection, several factors were found to cause students drop out of schools; some of the most prominent causes were Poverty, lack of security, long distance to school and socio- culture factors.

    By looking to the current educational situation of the Ministry of Education in Afghanistan, there is a need of research almost in all areas particularly in the area of girls’ education.

  • 39.
    Ahnoff, Örjan
    Södertörn University, Teacher Education.
    Resurs för orientering: Interaktivt satellitfoto i barns samtal om plats2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay examines a way of letting children relate to place through an activity based on one-to-one conversation with an adult, supported by interactive satellite photo on a tablet computer. The investigated activity may be seen as a research method or an educational activity. Two questions are addressed: What kinds of experiences of place are possible to communicate in the activity? and How are conditions for this communication formed through the activity? The results are compared to previous research on activities such as walks, photographs and drawings.

    Eleven children at the age of 8 participated in the activity. Screencasts and audio recordings were made and analysed in order to answer the research questions.

    The work is based on geographical theory, starting with a discussion on place and space, and is further inspired by approaches in the research field Children’s geographies. In addition to this, design activity in learning processes is used a theoretical and analytical perspective.

    I argue that interactivity with a secondary representation of place (the digital satellite photo) can be described as something in between of place-interactivity and non-place-interactivity, and in between of creativity and non-creativity. At the same time, this inbetweenness forms a specific, new condition for communication. Furthermore, through observations of how the participating children make interpretations of, and negotiate, the activity, I discuss children’s need of room for sense making. Finally, I suggest that contemporary research methodology with children can be seen as a didactic example, demanding adults to put children’s rights, interests, participation and agency first.

  • 40.
    Ahonen, Sirkka
    Helsingfors Universitet.
    Kan ett inbördeskrig försonas i ett historieklassrum? Teori och praktik2015In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2015:3, 19-33 p.Article in journal (Refereed)
    Abstract [en]

    Pursuing Post-Conflict Reconciliation in a History Classroom. Theoretical and Practical Considerations

    In a post-conflict society, history education may prolong the conflict on a symbolical level by fostering biased narratives of guilt and victimhood. To avoid this it is necessary to open and maintain a reconciling dialogue in history classrooms. The theory of deliberative communication, launched by Jürgen Habermas, has been applied to pedagogy by Tomas Englund. Deliberative pedagogical discourse implies an equal distribution of power in classroom interaction. Predetermined standpoints are avoided and majority decisions not pursued. Participants are expected to listen to each other instead of rushing to express their individual opinion. Deliberative discussion is founded on the ethos of social inclusion. Three concrete cases illustrate the chances of dialogical history education in post-conflict societies: Finland after the civil war of 1918, South Africa after the end of apartheid, and Bosnia-Hercegovina after the war of 1992–1995. South Africa provides the only example of a prompt post-conflict introduction of dialogical history education. The Afrikaner narrative of heroism and victimhood was after 1994 reserved a place in the new post-colonial history curriculum at the side of the narratives of apartheid and the Black resistance. The viability of dialogical history education has been monitored by attitude surveys. South African surveys reveal that dialogue does not inevitably rule out an identification with the traditional identity narratives. In Bosnia-Herzegovina only little has been achieved in introducing a dialogue in history education but there are signs of students, parents and teachers aspiring to inclusive lessons. The reconciliatory potential imbedded in the multiperspectival nature of the historical knowledge is available in history education.

  • 41.
    Ahonen, Sirkka
    University of Helsinki.
    Post-Conflict History Education in Finland, South Africa and Bosnia-Herzegovina2013In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2013:1, 90-103 p.Article in journal (Refereed)
    Abstract [en]

    A post-conflict society tends to get locked in a history war. As the practice of history in its broad sense is a moral craft, representations of guilt and victimhood prevail in social memory. The representations are often bolstered by mythical references, wherefore deconstruction of myths is expected from history education for the purposes of post-conflict reconciliation. This article deals with the post-conflict uses of history in Finland, South Africa and Bosnia-Herzegovina. The three cases constitute examples of a class war, a race conflict and an ethno-religious armed clash. The memory politics and history curricula differ between the cases. Their comparison indicates, how far an imposition of one ´truth´, a dialogue of two ´truths´ and segregation of different memory communities are feasible strategies of post-conflict history education. The article suggests that history lessons can be an asset instead of a liability in the pursuit of reconciliation.

  • 42.
    Ainasoja, Heidi
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities.
    Swedish upper secondary school teachers and their attitudes towards AmE, BrE, and Mid-Atlantic English.2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this essay is to investigate what English teachers’ attitudes are towards British English, American English and Mid-Atlantic English. What variety of English do teachers use in Swedish upper secondary schools today and what are their reasons for using that variety? Do upper secondary school teachers think it is important to expose students to several varieties of English and do they teach differences (e.g. vocabulary and spelling) between varieties? The material is based on a questionnaire, which 20 participating teachers from five different upper secondary schools in Gävleborg answered. The study showed that there is an even distribution between the varieties used and taught. British English was preferred by teachers working the longest time while both AmE and MAE seemed to be growing in popularity among the younger teachers. Of the 20 teachers, 18 considered teaching differences to students since it gives them a chance to communicate effectively with people from other English speaking countries.

  • 43.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Understanding Disciplinary Differences in Content and Language Integrated Learning: A Disciplinary Literacy Approach.2013Conference paper (Other academic)
    Abstract [en]

    Abstract

    In recent years there has been a noticeable trend in many countries towards teaching university courses in English. However, from a research perspective, difficulties in obtaining data have meant that relatively little is known about what happens to disciplinary teaching and learning when the medium of instruction changes in this way.

     

    In this presentation I have been asked to give a brief overview of the research background in the area of teaching and learning in English, and to present some of the results from my PhD and Post-doc. work. These results are divided into two types:

     

    • Research into student learning experiences when taught in English
    • Research into lecturer behaviour when changing teaching language to English

     

    A number of pedagogical issues will be raised and recommendations made.

     

    References

    Airey, J., & Linder, C. (2006). Language and the experience of learning university physics in Sweden. European Journal of Physics, 27(3), 553-560.

    Airey, J., & Linder, C. (2007). Disciplinary learning in a second language: A case study from university physics. In R. Wilkinson & V. Zegers (Eds.), Researching Content and Language Integration in Higher Education (pp. 161-171). Maastricht: Maastricht University Language Centre.

    Airey, J. (2009). Science, Language and Literacy. Case Studies of Learning in Swedish University Physics. Acta Universitatis Upsaliensis. Uppsala Dissertations from the Faculty of Science and Technology 81. Uppsala  Available from http://publications.uu.se/theses/abstract.xsql?dbid=9547

    Airey, J. (2010). The ability of students to explain science concepts in two languages. Hermes - Journal of Language and Communication Studies, 45, 35-49.

    Airey, J. (2011). The Disciplinary Literacy Discussion Matrix: A Heuristic Tool for Initiating Collaboration in Higher Education. Across the disciplines, 8(3).

    Airey, J. (2011). Talking about Teaching in English. Swedish university lecturers' experiences of changing their teaching language. Ibérica, 22(Fall), 35-54.

    Thøgersen, J., & Airey, J. (2011). Lecturing undergraduate science in Danish and in English: A comparison of speaking rate and rhetorical style. English for Specific Purposes, 30(3), 209-221.

  • 44.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Lecturing in English: Comparing fluency and content in L1 and L22013Conference paper (Refereed)
    Abstract [en]

    In recent years there has been a noticeable trend in many countries towards teaching university courses in English. However, from a research perspective, difficulties in obtaining comparative data have meant that little is known about what happens when lecturers change teaching language in this way.

     

    The work presented here follows eighteen lecturers of various disciplines from two Swedish universities who are in the process of changing their teaching language to English. The lecturers were all participants on a teaching in English training course (7.5 ECTS). As part of the course the lecturers gave ten-minute mini-lectures in their first language in a subject area that they usually teach. The following week, the lecturers gave the same lectures again in English.

     

    The lecture transcripts were analysed in terms of the content presented and comparative fluency. The majority of the lecturers present very similar content in both languages. However, all the lecturers speak more slowly and have shorter runs and more hesitations in their English lectures. There are a number of important differences in the ways in which lecturers dealt with this ‘slowing down’ in English, ranging from making changes to their pedagogical approach to running over time or cutting off the whole end of the lecture.

     

    In earlier studies lecturers who regularly teach in English suggest they do not notice much difference when teaching in one language or another. However, qualitative analysis of the 18 lecturers’ course reflections (approximately 60 000 words) shows that they were acutely aware of their limitations when teaching in English.

     

    This analysis provides further insights into the experiences of lecturers who are in the process of changing teaching language and a number of pedagogical recommendations are made.

     

    Keywords

    Parallel-language education, university lecturing, ESP, ELF, medium of instruction, fluency, speaking rate, mean length of runs.

  • 45.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Representations in Undergraduate Physics2014Other (Other academic)
    Abstract [en]

    Representations in undergraduate physics

    Problem solving is one of the most important parts of undergraduate physics education, yet a huge body of international research has clearly shown that simply being able to solve a set of physics problems correctly is not a good indicator of students having attained appropriate physics understanding. Grounded in a comparison of the way experts and novices solve problems, the research focus has gradually shifted towards the importance of representational competence in solving physics problems.Physicists use a wide range of representations to communicate physics knowledge (e.g. mathematics,  graphs, diagrams, and spoken and written language, etc.). Many of these representations are highly specialized and have been developed and refined into their present form over time. It is the appropriate coordination of these different representations that allows complex physics meanings to be made and shared. Experienced physicists naturally maintain coherence as they move from one representation to the next in order to solve a physics problem. For students, however, learning to appropriately use physics representations in this way is a challenging task. This lecture addresses the critical role that representations play in undergraduate physics education. The research that has been carried out in this area will be summarized and a number of theoretical constructs that have been developed in the Division of Physics Education Research will be presented and illustrated using empirical data. The consequences of this research work for the teaching and learning of undergraduate physics will be discussed.

  • 46.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    From stimulated recall to disciplinary literacy: Summarizing ten years of research into teaching and learning in English2015In: English-Medium Instruction in European Higher Education / [ed] Dimova, S. Hultgren, A-K. Jensen, C., Berlin: De Gruyter Mouton , 2015, 157-176 p.Chapter in book (Refereed)
    Abstract [en]

    Abstract

    This chapter summarizes my research work in Swedish higher education in the area of teaching and learning in English. Sweden makes for a particularly interesting case study since there are high levels of English competence in the general population and a large percentage of university courses have traditionally been taught through the medium of English.

    The work I have done falls into three broad categories:  University learning in English, University teaching in English and Disciplinary differences in attitudes to English language use.

    Over the years I have used a range of data collection techniques including video recordings of lectures, semi-structured interviews, questionnaires and stimulated recall. The research work is almost exclusively qualitative in nature adopting a case study approach.

    References

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    Airey, John. 2009a. Estimating bilingual scientific literacy in Sweden. International Journal of Content and Language Integrated Learning 1. 26–35.

    Airey, John. 2009b. Science, Language and Literacy. Case Studies of Learning in Swedish University Physics. Acta Universitatis Upsaliensis. Uppsala Dissertations from the Faculty of Science and Technology 81. Uppsala.

    Airey, John. 2010a. The ability of students to explain science concepts in two languages. Hermes - Journal of Language and Communication Studies 45. 35–49.

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    Airey, John. 2011a. The Disciplinary Literacy Discussion Matrix: A Heuristic Tool for Initiating Collaboration in Higher Education. Across the disciplines 8. Unpaginated.

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    Airey, John. 2011c. Talking about Teaching in English. Swedish university lecturers' experiences of changing their teaching language. Ibérica 22. 35–54.

    Airey, John. 2012. “I don’t teach language.” The linguistic attitudes of physics lecturers in Sweden. AILA Review 25. 64–79.

    Airey, John. 2013. Disciplinary Literacy. In Eva Lundqvist, Leif Östman & Roger Säljö (eds.), Scientific literacy – teori och praktik. 41–58. Stockholm: Gleerups.

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  • 47.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    EAP, EMI or CLIL?: (English for Academic Purposes, English Medium Instruction or Content and Language Integrated Learning)2016In: Routledge Handbook of English for Academic Purposes / [ed] Hyland, K. & Shaw, P., Milton Park: Routledge, 2016, 71-83 p.Chapter in book (Refereed)
  • 48.
    Airey, John
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Initiating Collaboration in Higher Education: Disciplinary Literacy and the Scholarship of Teaching and Learning.2011In: Dynamic content and language collaboration in higher education: theory, research, and reflections / [ed] Jacobs, C., Cape Town: Cape Peninsula University of Technology , 2011, 57-65 p.Chapter in book (Refereed)
  • 49.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics. Physics Education Research.
    När undervisningsspråket blir engelska2006In: Språkvård, ISSN 0038-8440, no 4, 20-25 p.Article in journal (Other academic)
    Abstract [sv]

    Engelska blir vanligare och vanligare som undervisningsspråk i högre utbildning. Vad händer med ämnesinlärningen när undervisningsspråket blir engelska? John Airey har undersökt svenska fysikstudenter. Det behövs många goda råd för att undervisningen ska fungera.

  • 50.
    Airey, John
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Talking about Teaching in English: Swedish university lecturers' experiences of changing their teaching language2011In: Ibérica, ISSN 1139-7241, Vol. 22, no fall, 35-54 p.Article in journal (Refereed)
    Abstract [en]

    This study documents the experiences of Swedish university lecturers when they change from teaching in their first language to teaching in English. Eighteen lecturers from two Swedish universities took part in a training course for teachers who need to give content courses in English. As part of the course the participants gave mini-lectures in their first language in a subject area that they usually teach. The following week, the lecturers gave the same lectures again, this time in English. The pairs of lectures were videoed and commented on by the lecturers themselves and the whole course cohort in an online discussion forum (an input of approximately 60 000 words). In addition, twelve of the lecturers were interviewed about their experiences of changing language in this way (total of 4 hours of recorded material).

     

    The paper presents a qualitative analysis of the thoughts and experiences expressed by the lecturers in their online discussions and in the interviews concerning the process of changing the language of instruction to English. These results are presented as nine themes. Nine recommendations for teachers changing to teaching in English are also presented. The findings replicate those of earlier studies with one notable exception: the lecturers in this study were acutely aware of their limitations when teaching in English. It is suggested that this may be due to the lecturers’ relative inexperience of English-medium instruction.

     

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