| 1. |
- Berggren, Mats, et al.
(författare)
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Kärnkraftsdebatt ger möjlighet till kritiskt tänkande i högstadiefysiken
- 2019
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Ingår i: Naturvetenskapernas och teknikens didaktik. - Linköping : LiU-Tryck. - 9789176850442 ; , s. 39-48
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- I skolans styrdokument betonas vikten av att elever ges möjlighet att utveckla sitt kritiska tänkande. Detta är inte minst angeläget i dessa tider av tillgång till sociala medier och spridande av så kallade alternativa fakta. Trots sin positiva klang finns det dock ingen etablerad konsensus kring vad kritiskt tänkande egentligen är. Inom ramen för ett skolutvecklingsprojekt i samverkan mellan Uppsala universitet och Tiundaskolan, en 4-9-skola i Uppsala, utforskar vi hur kritiskt tänkande kan uttryckas i undervisningspraktiken i ämnena svenska, historia, matematik och fysik. Som exempel har vi i fysikämnet designat, genomfört och analyserat en undervisningssekvens utifrån kärnkraft som tema, där elever i årskurs 9 gavs möjlighet att anamma olika åsikter och argument i frågan genom rollspel. Eleverna genomförde en debatt, där de representerade olika parter: boende nära Forsmark, miljöorganisationen Grön Fred, och företag som utvecklar kärnkraft, respektive vindkraft. Före och efter debatten skrev eleverna individuella texter där de argumenterade för sin personliga åsikt i frågan: Ska kärnkraften bevaras som den är, läggas ner, eller utvecklas? Vi fann att de genom debatten fick goda möjligheter att utveckla och visa kunskaper motsvarande flera kunskapskrav i kursplanen i fysik som annars sällan berörs i fysikklassrummet, såsom, för betyg A: ”Eleven kan samtala om och diskutera frågor som rör energi, teknik, miljö och samhälle och skiljer då fakta från värderingar och formulerar ställningstaganden med välutvecklade motiveringar samt beskriver några tänkbara konsekvenser.” Som exempel på naturvetenskapligt förankrade argument utnyttjade eleverna genererad energi per utsläppt mängd koldioxid som ett mått vid jämförelser mellan kärnkraft och andra energikällor. I de individuella texterna höll de flesta eleverna fast vid sina åsikter från innan de arbetade med temat även efteråt, men nu med fler och mer nyanserade argument.
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| 2. |
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| 3. |
- Haglund, Jesper, 1973-, et al.
(författare)
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Infrared cameras in science education
- 2016
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Ingår i: Infrared Physics & Technology. - : Elsevier BV. - 1350-4495 .- 1879-0275. ; 75, s. 150-152
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Tidskriftsartikel (refereegranskat)abstract
- Infrared cameras can be used in science education. The technology suits open-ended thermodynamics laboratory exercises in higher education. School children engage in instant inquiry of thermal phenomena.
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| 4. |
- Haglund, Jesper, 1973-, et al.
(författare)
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Students’ framing of laboratory exercises using infrared cameras
- 2015
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Ingår i: Physical Review Special Topics. - : AMER PHYSICAL SOC. - 1554-9178. ; 11:2
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Tidskriftsartikel (refereegranskat)abstract
- Thermal science is challenging for students due to its largely imperceptible nature. Handheld infraredcameras offer a pedagogical opportunity for students to see otherwise invisible thermal phenomena. In thepresent study, a class of upper secondary technology students (N = 30) partook in four IR-cameralaboratory activities, designed around the predict-observe-explain approach of White and Gunstone. Theactivities involved central thermal concepts that focused on heat conduction and dissipative processes suchas friction and collisions. Students’ interactions within each activity were videotaped and the analysisfocuses on how a purposefully selected group of three students engaged with the exercises. As the basis foran interpretative study, a “thick” narrative description of the students’ epistemological and conceptualframing of the exercises and how they took advantage of the disciplinary affordance of IR cameras in thethermal domain is provided. Findings include that the students largely shared their conceptual framing ofthe four activities, but differed among themselves in their epistemological framing, for instance, in how farthey found it relevant to digress from the laboratory instructions when inquiring into thermal phenomena.In conclusion, the study unveils the disciplinary affordances of infrared cameras, in the sense of their use inproviding access to knowledge about macroscopic thermal science.
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| 5. |
- Jeppsson, Fredrik, et al.
(författare)
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Varying use of conceptual metaphors across levels of expertise in thermodynamics
- 2015
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Ingår i: International Journal of Science Education. - : Informa UK Limited. - 0950-0693 .- 1464-5289. ; 37:5-6, s. 780-805
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Tidskriftsartikel (refereegranskat)abstract
- Many studies have previously focused on how people with different levels of expertise solve physics problems. In early work, focus was on characterising differences between experts and novices and a key finding was the central role that propositionally expressed principles and laws play in expert, but not novice, problem-solving. A more recent line of research has focused on characterising continuity between experts and novices at the level of non-propositional knowledge structures and processes such as image-schemas, imagistic simulation and analogical reasoning. This study contributes to an emerging literature addressing the coordination of both propositional and non-propositional knowledge structures and processes in the development of expertise. Specifically, in this paper, we compare problem-solving across two levels of expertise — undergraduate students of chemistry and Ph.D. students in physical chemistry — identifying differences in how conceptual metaphors (CMs) are used (or not) to coordinate propositional and non-propositional knowledge structures in the context of solving problems on entropy. It is hypothesised that the acquisition of expertise involves learning to coordinate the use of CMs to interpret propositional (linguistic and mathematical) knowledge and apply it to specific problem situations. Moreover, we suggest that with increasing expertise, the use of CMs involves a greater degree of subjective engagement with physical entities and processes. Implications for research on learning and instructional practice are discussed.
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| 6. |
- Haglund, Jesper, 1973-
(författare)
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Värmekameror i fysikundervisningen : Övningar från mellanstadiet och uppåt
- 2016
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Ingår i: Från forskning till fysikundervisning. - Linköping : Linköping University Electronic Press. ; , s. 35-39
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Vid konferensen ”Från forskning till fysikundervisning” i Lund, 14-15 mars 2016, fick deltagarna möjlighet att prova på övningar med värmekamerorutifrån fenomen som värmeledning i metall respektive trä, vad som sker då en isbit smälter i vatten respektive i saltlösning, eller energiomvandling då ett bouleklot slår i marken. Värmekameran är en kraftfull och lättanvänd teknik för att visualisera värmerelaterade fenomen, som annars är ganska svårtillgängliga för våra sinnen. Med fallande priser blir värmekameran nu ett alltmer realistiskt alternativ även i skolundervisningen. I vår forskning har vi studerat hur värmekamerorkan användas vid fysikundervisning för olika åldersnivåer, från förstaklassare upp till laborationer på universitetet. Vi har funnit att värmekameran inspirerar elever att genomföra egna undersökningar, men också att tekniken i sig inte är tillräcklig för att elever ska förstå fenomen som till exempel värmeledning i relation till ledande eller isolerande material. En möjlig pedagogisk väg är att introducera elever till en värmeflödesmodell där värme flödar från föremål med högre temperatur till föremål med lägre temperatur.
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| 7. |
- Kersting, Magdalena, et al.
(författare)
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What is the role of the body in science education? A conversation between traditions
- 2023
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Ingår i: Science & Education. - : Springer. - 0926-7220 .- 1573-1901.
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Tidskriftsartikel (refereegranskat)abstract
- Bodily engagement with the material and sociocultural world is ubiquitous in doing and learning science. However, science education researchers have often tended to emphasize the disembodied and nonmaterial aspects of science learning, thereby overlooking the crucial role of the body in meaning-making processes. While in recent years we have seen a turn towards embracing embodied perspectives, there persist considerable theoretical and methodological differences within research on embodiment in science education that hamper productive discourse. What is needed is a careful examination of how different traditions and disciplines, among them philosophy, social semiotics, and cognitive science, bear on embodiment in science education research. This paper aims to explore and articulate the differences and convergences of embodied perspectives in science education research in the form of a dialogue between three fictitious personas that stand for the cognitive, social-interactionist, and phenomenological research traditions. By bringing these traditions into dialogue, we aim to better position the role of the body in the science education research landscape. In doing so, we take essential steps towards unifying terminology across different research traditions and further exploring the implications of embodiment for science education research.
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| 8. |
- Nygren, Thomas, 1972-, et al.
(författare)
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Critical thinking in national tests across four subjects in Swedish compulsory school
- 2019
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Ingår i: Education Inquiry. - : Routledge. - 2000-4508. ; 10:1, s. 56-75
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Tidskriftsartikel (refereegranskat)abstract
- Critical thinking is brought to the fore as a central competence in today’s society and in school curricula, but what may be emphasised as a general skill may also differ across school subjects. Using a mixed methods approach we identify general formulations regarding critical thinking in the Swedish curriculum of school year nine and seven more subject-specific categories of critical thinking in the syllabi and national tests in history, physics, mathematics and Swedish. By analysing 76 individual students’ critical thinking as expressed in national tests we find that a student that thinks critically in one subjects does not necessarily do so in other subjects. We find that students’ grades in different subjects are closely linked to their abilities to answer questions designed to test critical thinking in the subjects. We also find that the same formulations of critical thinking in two subjects may mean very different things when translated into assessments. Our findings suggest that critical thinking among students comprise different, subject-specific skills. The complexity of our findings highlights a need for future research to help clarify to students and researchers what it means to think critically in school.
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| 9. |
- Solvang, Lorena, 1971-
(författare)
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Educational technology for visualisation in upper secondary physics education : The case of GeoGebra
- 2021
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In order to contribute to our understanding of how technologies can be used to visualise physical phenomena in order to support teaching and learning of the phenomena at hand, this licentiate thesis explores the ways in which visual representations created with GeoGebra can be used in upper-secondary physics education. In addition, this thesis provides a new model that can be used to characterise students’ representational competence.This thesis is a compilation of two journal articles. The first article is a systematic review of the current literature on how GeoGebra can be used to support physics education in upper-secondary schools. The second article explores students’ use and interpretation of a provided representation, a GeoGebra simulation of friction, and generation of their own representations. The systematic literature review identifies three major ways in which teachers and researchers report using GeoGebra in physics education—namely, (1) to design custom-made computer simulations, (2) to augment real experiments with virtual objects, and (3) to engage students in constructing GeoGebra simulations. The second study shows how students used improvised representations, in the form of gestures, enactments, and drawings, in their interpretation of links between microscopic aspects of friction and the provided GeoGebra simulation. The study also reveals how, during engagement with provided representations, students spontaneously move across modalities, shifting between provided and self-constructed representations, between physical and digital representations, and between modes of communication (including gestures, spoken language, and enactment). In addition, a reanalysis of selected examples of data shows that GeoGebra can facilitate transformations of mathematical representations, supporting the structural role and technical role of mathematics, whereby students are enabled to focus on the physical phenomena at hand and the parameters that influence it.
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| 10. |
- Solvang, Lorena, 1971-, et al.
(författare)
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How can GeoGebra support physics education in upper-secondary school : a review
- 2021
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Ingår i: Physics Education. - : Institute of Physics Publishing (IOPP). - 0031-9120 .- 1361-6552. ; 56:5, s. 1-13
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Tidskriftsartikel (refereegranskat)abstract
- Recently, GeoGebra, a mathematics education software, has entered the scene of physics education; however, research on how the software can be used to support teaching and learning physics is limited and scattered. The aim of this article is to present a review of the current literature on how GeoGebra can be used to support physics education in upper-secondary schools. The general conclusion that comes from these studies is that GeoGebra is a user-friendly software that can be operated intuitively by teachers and students. It provides an environment in which the underlying mathematical structures are always at hand, enabling users to see connections between physical phenomena and their formal representations. In addition, teachers with or without programming skills can use the software to design custom-made computer simulations and augment real experiments with virtual objects. Our intention is to help teachers who would like to start using GeoGebra or to broaden the use of the software in physics education.
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