| 1. |
- Redfors, Andreas
(författare)
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Ämnesdidaktikens roll i lärarutbildningar i Europa
- 2007
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Ingår i: Ämnesdidaktik ur ett nationellt och internationellt perspektiv. Rikskonferensen i ämnesdidaktik 2006. - Kristianstad : Kristianstad University Press. ; , s. 53-65
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Bokkapitel (populärvet., debatt m.m.)
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| 2. |
- Hansson, Lena, 1975-, et al.
(författare)
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Physics and the possibility of a religious view of the universe : Swedish upper secondary students' views
- 2007
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Ingår i: Science & Education. - 0926-7220 .- 1573-1901. ; 16:3-5, s. 461-478
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Tidskriftsartikel (refereegranskat)abstract
- This study is addressing both upper secondary students’ views of whether it is possible to combine a scientific view of the universe with a religious conviction, and their views of miracles. Students are asked about their own views as well as the views they associate with physics. The study shows that in some cases the students’ own views differ from the views they associate with physics. This we consider to be a possible problem for these students. Through looking at how the students explain the views they associate with physics concerning the issues above, we show that these views are for many of the students intertwined with and linked to other views, that in the students’ views, are part of the worldview of physics. It is common that the students associate scientism with physics. We question whether these kinds of views are necessary for the building of scientific knowledge. Consequences for the teaching and learning of science are discussed.
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| 3. |
- Hansson, Lena, 1975-, et al.
(författare)
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Swedish upper secondary students' views of the origin and development of the universe
- 2006
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Ingår i: Research in science education. - 0157-244X .- 1573-1898. ; 36:4, s. 355-379
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Tidskriftsartikel (refereegranskat)abstract
- The article is addressing how students reason about the origin and development of the universe. Students’ own views as well as their descriptions of physical models are analysed. Data consists of written surveys, and interviews of a subset of the students. Most of the students relate to the Big Bang model when describing the origin of the universe. The study however shows that this can mean different things to the students. The article also addresses views of whether or not the universe changes and of the origin of the elements. When comparing students’ own views with their views of the physics view this study shows that there are students who have a different view of their own than the view they connect with physics. This shows that students, in the area of cosmology, do not necessarily take the view they connect with physics to be their own. Examples of students who handle the physics view in different ways are discussed. There are students who relate not only to science but also to a religious worldview when describing their own view. This shows that when discussing cosmology in class, also a religious worldview can be relevant for parts of the student group.
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| 4. |
- Lindner, Ann-Charlotte, 1949-, et al.
(författare)
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Kan grundskoleelevers uppfattningar om fysikaliska fenomen utvecklas genom riktade undervisningsinsatser?
- 2006
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Ingår i: Naturfagsdidaktikkens mange facetter. - Köpenhamn : Danmarks Pædagogiske Universitets Forlag. - 9788776840877 - 9788776841478 ; , s. 217-225
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Konferensbidrag (refereegranskat)abstract
- Den här studien är en del i ett större forskningsprojekt som startade våren 1997 då eleverna var 6-7 år. Jag har genomfört riktade undervisningsinslag som byggt på vardagsfenomen kring vatten och dess fasändringar. Eleverna har intervjuats före och efter vår undervisning. Elevernas förklaringar har analyserats tillsammans med filmade undervisningstillfällen mot bakgrund av den teoretiska ramen för att söka få en helhetsbild av varje elev och följa hur de utvecklar sina uppfattningar. Det jag ser är att eleverna får en bättre förståelse av begreppen avdunstning och kondensation.
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| 5. |
- Lindner, Ann-Charlotte, 1949-, et al.
(författare)
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Longitudinell studie av hur grundskoleelevers uppfattningar om fysikaliska fenomen utvecklas
- 2006
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Ingår i: Från naturvetenskap och specialpedagogik till hållbar utveckling inom lärarutbildning. - Vasa : Åbo Akademi, Pedagogiska fakulteten. - 9521216670 ; , s. 93-107
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Bokkapitel (populärvet., debatt m.m.)abstract
- Den här studien är en del i ett större forskningsprojekt som startade våren 1997 då eleverna var 6-7 år. Jag har genomfört riktade undervisningsinslag som byggt på vardagsfenomen kring vatten och dess fasändringar. Eleverna har intervjuats före och efter vår undervisning. Elevernas förklaringar har analyserats tillsammans med filmade undervisningstillfällen mot bakgrund av den teoretiska ramen för att söka få en helhetsbild av varje elev och följa hur de utvecklar sina uppfattningar. Det jag ser är att eleverna får en bättre förståelse av begreppen avdunstning och kondensation.
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| 6. |
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Ämnesdidaktik ur ett nationellt och internationellt perspektiv : rapport från Rikskonferensen i ämnesdidaktik 2006
- 2007
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Proceedings (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Den 4-5 maj 2006 anordnade Högskolan Kristianstad i samarbete med det nationella nätverket för ämnesdidaktik Ämnesdidaktik ur ett nationellt och internationellt perspektiv, den tredje Rikskonferensen i ämnesdidaktik.Den ämnesdidaktiska forskningen syftar till att öka kunskapen om undervisning och lärande i specificerade och tydligt avgränsade ämnesinnehåll. Den söker inte efter innehållsoberoende beskrivningar på en generell nivå, utan istället karakteriseras forskningen av en insikt om det specifika innehållets avgörande betydelse för lärande och undervisning.Konferens genomfördes i nätverkets anda och såväl ämnesspecifika som ämnesblandade sessioner genomfördes. Stimulerande diskussioner uppkommer då forskare från olika ämnens ämnesdidaktik träffas och bryter perspektiv. Ett internationellt perspektiv var speciellt i fokus denna gång.På konferensen gavs sex plenarföreläsningar och det presenterades ca 60 forskningsprojekt om lärande och undervisning i skola och högskola av författare från de nordiska länderna. Huvuddelen av svenska högskolor och universitet var representerade. Nationella, nordiska och internationella projekt presenterades och diskuterades.I denna konferensbok presenteras ett urval av de på konferensen presenterade projekten. Urvalet är baserat på kvalitet och representativitet.
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| 7. |
- Fridberg, Marie, 1972-, et al.
(författare)
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The role of intermediary objects of learning in early years chemistry and physics
- 2020
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Ingår i: Early Childhood Education Journal. - 1082-3301 .- 1573-1707. ; 48:5, s. 585-595
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Tidskriftsartikel (refereegranskat)abstract
- The overall aim of the present study is to study model-based teaching and collaborative inquiry learning of chemical processes and physical phenomena in preschool, with a specific focus on the verbal communication established between teachers and children (4-5 years old). According to variation theory, learning is always directed at a specific content, called the object of learning. This study aims at highlighting what ‘threatens’ the teacher’s and preschool children’s intersubjectivity during the teaching of chemistry and physics content, and at discussing possible ways to continue the teaching of an object of learning, once sufficient intersubjectivity in a teaching/learning situation has been lost. The result shows the need for the teacher to divide and split a larger object of learning, such as e.g. water purification, into smaller learning steps ‘on the way’ in order to hinder breaks in intersubjectivity that otherwise may arise. We introduce the notion of ‘overarching object of learning’ and ‘intermediary object of learning’, and the intermediary objects of learning identified in this study are categorized as belonging to three different themes: the role of words, the role of theoretical models and science concepts and the role of analogies and abstractions. The teacher’s awareness of intermediary objects of learning as critical aspects for children’s individual learning is crucial for the teaching of everyday science in a preschool setting.
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| 8. |
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| 9. |
- Eriksson, Urban, et al.
(författare)
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Who needs 3D when the Universe is flat?
- 2014
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Ingår i: Science Education. - : Wiley. - 0036-8326 .- 1098-237X. ; 98:3, s. 412-442
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Tidskriftsartikel (refereegranskat)abstract
- An overlooked feature in astronomy education is the need for students to learn to extrapolate three-dimensionality and the challenges that this may involve. Discerning critical features in the night sky that are embedded in dimensionality is a long-term learning process. Several articles have addressed the usefulness of three-dimensional (3D) simulations in astronomy education, but they have neither addressed what students discern nor the nature of that discernment. A Web-based questionnaire was designed using links to video clips drawn from a simulation video of travel through our galaxy and beyond. The questionnaire was completed by 137 participants from nine countries across a broad span of astronomy education. The descriptions provided by the participants were analyzed using hermeneutics in combination with a constant comparative approach to formulate six categories of discernment in relation to multidimensionality. These results are used to make the case that the ability to extrapolate three-dimensionality calls for the creation of meaningful motion parallax experiences.
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| 10. |
- Granklint Enochson, Pernilla, 1965-, et al.
(författare)
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Ideas about the human body among secondary students in South Africa
- 2015
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Ingår i: African Journal of Research in Mathematics, Science and Technology Education. - Abingdon : Taylor & Francis. - 1028-8457 .- 1811-7295 .- 2469-7656. ; 19:2, s. 199-211
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we focus on how South African students’ ideas about the human body are constituted in their descriptions of three different scenarios involving the pathway of a sandwich, a painkiller and a glass of water through the body. In particular, we have studied the way in which the students transferred ideas between the sandwich and the painkiller compared with the students' ability to explain the water pathway. The study surveyed 161 ninth-grade students in five different schools in South Africa. Data collection methods used were: drawings, written questions (open-ended items) and interviews with selected students. The questions emerged from the three scenarios—what happens in the body when you eat a sandwich, swallow a painkiller and drink a glass of water. We report that it is difficult for the students to transfer knowledge of the digestive system horizontally from the sandwich scenario to descriptions of the painkiller and water scenarios. The integration of three organ systems (digestive, circulatory and excretory) to describe the water scenario was even more difficult for the students than the horizontal transfer from the sandwich scenario. The students also showed a diversity of non-scientific descriptions, especially concerning the water scenario. The paper discusses why a large percentage of the students (∼50%) included non-scientific ideas in their decriptions of the water scenario.
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