| 1. |
- Jakobsson, Anders, et al.
(författare)
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Klassrumsstudier i ljuset av kunskapstrender i PISA : Elevers kunskaper i naturvetenskap ur ett likvärdighetsperspektiv
- 2019
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Ingår i: Utbildning och Demokrati. - : Örebro Universitet. - 1102-6472 .- 2001-7316. ; 28:3, s. 5-15
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Tidskriftsartikel (refereegranskat)abstract
- För några år sedan medverkade ett antal forskare i Sverige i ett temanummer i Utbildning & Demokrati (nr 3/2013) med den övergripande rubriken Kan vi lita på PISA? De medverkande författarna samarbetade under denna tid i ett nationellt forskningsnätverk (RASS) finansierat av Vetenskapsrådet med syftet att analysera svenska elevers kunskaper i naturvetenskap utifrån resultaten i internationella kunskapsmätningar. Ett annat uttalat syfte var att granska tillförlitligheten och validiteten i denna typ av mätningar. Exempelvis framhölls att de storskaliga studierna kan betraktas som paradoxer eftersom de utgör inflytelserika paradigm när det gäller att utvärdera elevers kunskaper samtidigt som de medverkar till att reducera beskrivningen av dessa utifrån psykometriska metoder och nationsrankingar (se t ex Jakobsson, Davidsson, Karlsson & Oskarsson 2013, Popkewitz 2011).
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| 2. |
- Jidesjö, Anders, 1972-, et al.
(författare)
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An Update of Secondary Student's Interest in Science and Technology in Sweden.
- 2021
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Konferensbidrag (refereegranskat)abstract
- This paper presents an update of student’s interest in learning science and technology. The Swedish empirical evidence has been collected in a large scale explorative international research study called the Relevance of Science Education Second (ROSES). The results show that students are interested in learning about for example space and things that scientists cannot explain. Girls are more interested in the human body, dreams and the human soul while boys favour items about weapons and explosions. Everyday science and technology do not seem to be engaging. Several items students show low interest in are typically part of a secondary school science curriculum. The results are discussed from trends and developments.
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| 3. |
- Jidesjö, Anders, 1972-, et al.
(författare)
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ROSES codebook : data entry, cleaning and reporting
- 2021
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- This text contains information about how to work with data entry to create the file that should be sent back to the ROSES organizers. To assist we provide the ROSES Codebook and ROSES Data entry files. These documents provide information about th e character of data and how data should be compiled, processed, and reported. They should be used together with the ROSES master ques tionnaire to complete the process of data collection.In a large-scale research project, such as ROSES, it is important that answers of respondents in different countries can be easily interpreted which is the basic purpose of coding. It is also important that data are entered in data files correctly, to be able to compare results. The purpose with coding the ROSES data the way that it is described in the Codebook, is to reduce the large quantity of information into a format that can be analysed and compared in the international setting.
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| 4. |
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| 5. |
- Jidesjö, Anders, 1972-, et al.
(författare)
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Trender i elevers intresse för naturvetenskap och teknik : resultat från The Relevance of Science Education Second (ROSES) studien
- 2020
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Konferensbidrag (refereegranskat)abstract
- Forskningsprojektet ”The Relevance of Science Education (ROSE)” genomfördes under 2000-talets början och hade inverkan både på både forskning och politik i Sverige och internationellt. Studien undersökte 15-åriga elevers erfarenheter och attityder till naturvetenskap och teknik i och utanför skolan. Modernitet, ungdomskultur och identitet användes som teoretiska perspektiv för att analysera den data som samlades in. Resultaten visade att många studenter upplevde en brist på relevans för innehållet i skolan. Upplevelserna får konsekvenser för meningsfullt lärande och i förlängningen för att samhället ska få informerade medborgare som kan ta ställning i frågor som rör naturvetenskap och teknik, liksom för rekrytering. Resultaten visade också på tydliga skillnader mellan grupper av elever. För att kunna följa trender och utveckling inom detta forskningsområde uttryckte många kollegor runt om i världen en önskan om en andra ROSE-studie. År 2016 togs därför ett initiativ för att genomföra en ny studie, ROSE Second (ROSES). Datainsamlingen i Sverige genomfördes under våren 2020 och de första resultaten från ROSES i Sverige kan nu presenteras. I presentationen redogörs också för arbetet med att utveckla en ny enkät och att etablera ett nytt internationellt nätverk. Preliminära resultat indikerar förändringar i intresse, vilka presenteras och diskuteras vid konferensen.
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| 6. |
- Jidesjö, Anders, 1972-, et al.
(författare)
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Trends in student’s interest in Science and technology: Developments and Results from the Relevance of science education second (ROSES) study
- 2021
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Konferensbidrag (refereegranskat)abstract
- Results from a precious international research project called “The Relevance of Science Education (ROSE)” had an impact both for research and policy. The studies are concerned with student’s voices in science and technology education in an international setting. Student’s perceived lack of relevance has consequences for good learning as well as for educating scientifically literate citizens. In being able to follow trends and developments an initiative was taken in 2016 to carry out a ROSE Second (ROSES) study. The work with developing a new instrument and establish a new international network together with first results from ROSES in Sweden will be presented. The development will be discussed in an international setting.
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| 7. |
- Oskarsson, Magnus, 1962-, et al.
(författare)
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ROSES students' voice in Science Education
- 2023
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Ingår i: The Gulf Comparative Education Conference 2023 - GCES Symposium 2023. - Abu Dhabi : GCES Symposium 2023. ; , s. 39-39
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Konferensbidrag (refereegranskat)abstract
- The Relevance of Science Education - Second (ROSES) is an international comparative research projectgathering empirical evidence on factors with importance for learning science and technology from astudent point of view. (Jidesjö, Oskarsson, & Westman, 2020; Oskarsson, Westman, & Jidesjö, 2019).ROSES uses a common questionnaire to students containing categories such as S&T content in andoutside school, future job, environmental challenges, social media, and informal S&T experiences.We will present comparisons between students opinion and willingness to engage in Science from awide range of countries. We will further present results from Sweden where a group of studentsbelieves it is important to learn about sustainability and that they can influence what happens. This alsoindicate some agency where students are willing to act as well as willing to sacrifice. Group of studentsin our material shows sign of Science Capital, a feeling of science being for them, (Archer et al 2015).
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| 8. |
- Oskarsson, Magnus, 1962-, et al.
(författare)
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ROSES - THE RELEVANCE OF SCIENCE EDUCATION SECOND
- 2019
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Ingår i: ESERA'19.. - Bologna : ESERA Conference Conmmittee.
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Konferensbidrag (refereegranskat)abstract
- Students’ interest in science and motivation to learn science are considered important for their future career choices as well as their understanding of the role of science in modern society (Oskarsson, Eklöf., Kjaernslie & Sörenssen. 2018). ROSES The Relevance Of Science Education - Second is a network of researchers in more than 35 countries which collect data from a common questionnaire about students’ interest, thrust and engagement in relation to Science and Technology. ROSES is open for new findings and new voices about young peoples’ attitudes and engagement in relation to Science and Technology.The ROSES team are happy to present a fully piloted new ROSES questionnaire and invite researchers from more countries are to cooperate with us in the ROSES network
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| 9. |
- Westman, Anna-Karin, et al.
(författare)
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Science Identity among Swedish secondary students
- 2022
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Konferensbidrag (refereegranskat)abstract
- Science Identity among Swedish secondary students Short Abstract – Paper 5 This paper presents Swedish data from a larger project, Relevance of Science Education – Second (ROSES). It is an international project which aims to explore students’ interest in, and motivation to learn, science and technology. The factor analyses show a group of students that believe it is important to learn about sustainability and that they can influence what happens. This also indicate some agency where students are willing to act as well as willing to sacrifice. Group of students show signs of science capital, a feeling of science being for them (Archer et al., 2010, 2015). The results will be further investigated and connected with theoretical developments. Especially variations between schools have been identified as an aspect of science capital which will be deepened in continued work.
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| 10. |
- Westman, Anna-Karin, et al.
(författare)
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STUDENTS’ INTEREST IN SCIENCE AND TECHNOLOGY INVESTIGATED AS COLLECTIVE IDENTITIES
- 2024
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Konferensbidrag (refereegranskat)abstract
- The research field of students’ interest in science and technology (S&T) has a belonging to the Nordic countries by for example the international large scale comparative relevance of science education (ROSE) study realized in the beginning of the 21st century. ROSE has been developed to the relevance of science education second (ROSES) study. This paper report ongoing ROSES work in Sweden. National data from secondary students were collected in 2020 by a questionnaire. In this paper results from the “What I want to learn about” category is presented. There is a message in the literature to connect the research field more strongly to identity which is done in this paper by factor analysis with a varimax rotation. Identified factors are related to the concept of collective identities. Seven factors,which explain 50% of the variance in the material, are presented with belonging content items and names. The results are also compared with earlier studies. The result shows for example that environment and sustainability has become more important and technology less. This alteration is pointed out and discussed connected to the theoretical development of collective identities to understand internal and external dimensions of identity which influence students’ willingness to engage in S&T education.
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