| 1. |
- Fredriksson, Alexandra, et al.
(författare)
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Conceptual Blending Monitoring Students’ Use of Metaphorical Concepts to Further the Learning of Science
- 2020
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Ingår i: Research in Science Education. - : Springer Science and Business Media LLC. - 0157-244X .- 1573-1898. ; 50:3, s. 917-940
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to explore how tertiary science students’ use of metaphors in their popular science article writing may influence their understanding of subject matter. For this purpose, six popular articles written by students in physics or geology were analysed by means of a close textual analysis and a metaphor analysis. In addition, semi-structured interviews were conducted with the students. The articles showed variation regarding the occurrence of active (non-conventional) metaphors, and metaphorical concepts, i.e. metaphors relating to a common theme. In addition, the interviews indicated that students using active metaphors and metaphorical concepts reflected more actively upon their use of metaphors. These students also discussed the possible relationship between subject understanding and creation of metaphors in terms of conceptual blending. The study suggests that students’ process of creating metaphorical concepts could be described and visualised through integrated networks of conceptual blending. Altogether, the study argues for using conceptual blending as a tool for monitoring and encouraging the use of adequate metaphorical concepts, thereby facilitating students’ opportunities of understanding and influencing the learning of science.
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| 2. |
- Holm, Annalena, et al.
(författare)
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Mathematics Communication within the Frame of Supplemental Instruction – SOLO & ATD Analysis
- 2015
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Ingår i: [Host publication title missing]. ; , s. 87-97
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Konferensbidrag (refereegranskat)abstract
- Teaching at Swedish primary and secondary school is often combined with collaborative exercises in a variety of subjects. One such method for learning together is Supplemental instruction (SI). Several studies have been made to evaluate SI in universities throughout the world, while at lower levels, hardly any studies have been made until now. The present study aimed at identifying learning conditions in SI-sessons at two Swedish upper secondary schools. Within this study a combination of ATD (Anthropological Theory of Didactics) and the SOLO-taxonomy (Structure of the Observed Learning Outcome) was successfully tried as an analysis strategy.
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| 3. |
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| 4. |
- Pelger, Susanne, et al.
(författare)
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Möjligheter och utmaningar med ämnesintegrerad kommunikationsträning
- 2015
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Ingår i: [Host publication title missing].
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Konferensbidrag (refereegranskat)abstract
- At Lund University two projects were conducted with the aim to strengthen and systematise students’ communication training in science and engineering education. The core of the projects was a course on communication teaching, addressing the content teachers. During the course the participants developed, implemented, evaluated and reported on a communication component in their courses. In parallel, the directors of studies were given support in making a plan for the progression of learning outcomes through the curriculum. In this paper we summarise 85 teachers’ experiences of integrating communication training in their courses. We discuss the opportunities and challenges of integral communication teaching in science and engineering education. Our concluding remark is that content teachers can successfully conduct communication training, given that they are provided with further education and organisational support.
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| 5. |
- Pelger, Susanne, et al.
(författare)
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Popular Science Writing to Support Students’ Learning of Science and Scientific Literacy
- 2016
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Ingår i: Research in science education. - Dordrecht : Springer Netherlands. - 0157-244X .- 1573-1898. ; 46:3, s. 439-456
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Tidskriftsartikel (refereegranskat)abstract
- In higher natural science education, the scientific report is the prevailing genre of writing. Despite the fact that communicative skills are highly valued in working life, earlier studies have shown deficiencies among science students. In this paper, we highlight the need for varied communication training, in particularly arguing for the possibilities that students’ popular science writing offers. Our study was based on a questionnaire answered by 64 degree project students in biology. The questions focused on the students’ own experiences of writing about their projects for the general public and what contribution the writing made to their learning of science. A vast majority of the students expressed that the writing helped change their perspectives and that they saw their subject and project in a different light. Many of the students described that the popular science writing made it easier for them to put the science content in a context, to better understand the aim of their own work, and the implications of their findings. We discuss the positive effects that popular science writing may have on students’ subject matter understanding and development of scientific literacy. Our concluding remark is that popular sciencewriting is a useful tool for reflection and that it adds significant value to the students’ capacity to change perspectives, understand their subject and develop scientific literacy. © 2015 Springer Science+Business Media Dordrecht
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| 6. |
- Pelger, Susanne, et al.
(författare)
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Rhetorical Meta-language to Promote the Development of Students’ Writing Skills and Subject Matter Understanding
- 2015
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Ingår i: Research in Science & Technological Education. - : Informa UK Limited. - 0263-5143 .- 1470-1138.
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Tidskriftsartikel (refereegranskat)abstract
- Background: Feedback is one of the most significant factors for students’ development of writing skills. For feedback to be successful, however, students and teachers need a common language – a meta-language – for discussing texts. Not least because in science education such a meta-language might contribute to improve writing training and feedback-giving. Purpose: The aim of this study was to explore students’ perception of teachers’ feedback given on their texts in two genres, and to suggest how writing training and feedback-giving could become more efficient. Sample: In this study were included 44 degree project students in biology and molecular biology, and 21 supervising teachers at a Swedish university. Design and methods: The study concerned students’ writing about their degree projects in two genres: scientific writing and popular science writing. The data consisted of documented teacher feedback on the students’ popular science texts. It also included students’ and teachers’ answers to questionnaires about writing and feedback. All data were collected during the spring of 2012. Teachers’ feedback, actual and recalled – by students and teachers, respectively – was analysed and compared using the so-called Canons of rhetoric. Results: While the teachers recalled the given feedback as mainly positive, most students recalled only negative feedback. According to the teachers, suggested improvements concerned firstly the content, and secondly the structure of the text. In contrast, the students mentioned language style first, followed by content. Conclusions: The disagreement between students and teachers regarding how and what feedback was given on the students texts confirm the need of improved strategies for writing training and feedback-giving in science education. We suggest that the rhetorical meta-language might play a crucial role in overcoming the difficulties observed in this study. We also discuss how training of writing skills may contribute to students’ understanding of their subject matter.
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| 7. |
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| 8. |
- Pelger, Susanne
(författare)
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Lärandeprogression i naturvetenskaplig utbildning
- 2023
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Tydliga mål och förutsättningar för progression är avgörande för studenters lärande. För att stödja studenters lärandeprogression och måluppfyllelse har vi inom de naturvetenskapliga utbildningarna i Lund utvecklat så kallade progressionsplaner. Progressionsplanen konkretiserar varje examensmål i etappmål med gradvis stegrade krav. Utifrån etappmålen formuleras sedan kursmål, som tillsammans banar väg för progression mot examensmålen. Arbetet med progressionsplaner påbörjades 2017 och har lett till att 300 av fakultetens 400 kursplaner har reviderats fram till 2022.I denna rapport undersöker jag hur den förväntade progressionen i studenters lärande avspeglas i kursmålen inom kandidatutbildningens åtta huvudområden och sjukhusfysikerutbildningen. Syftet är att jämföra den förväntade progressionen 2017 och 2022 inom respektive område. För detta syfte inventerade och analyserade jag vid dessa båda tidpunkter områdenas obligatoriska kursmål och delade in dessa i tre etapper per examensmål. Sammantaget visar analyserna att examensmålen täcktes in i fler etapper 2022 än 2017. De visar också att sju av examensmålen, med enstaka undantag, representerades av kursmål i tre etapper 2022. Jämförelserna avspeglar därmed att den förväntade progressionen mot dessa mål hade stärkts mellan 2017 och 2022. När det gäller det åttonde, metakognitiva målet var den förväntade progressionen fortfarande svag inom flertalet områden.Min huvudsakliga slutsats är att arbetet med progressionsplaner över lag har skapat goda förutsättningar för lärandeprogression. Samtidigt har vi uppmärksammats på inom vilka delar av lärandet progressionen fortfarande behöver stärkas. I rapportens avslutande del diskuterar och föreslår jag åtgärder för hur detta kan gå till.
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| 9. |
- Pelger, Susanne
(författare)
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Progressionsplaner som stöd för lärande, undervisning och utveckling inom högre utbildning
- 2022
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Ingår i: Högre utbildning. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 2000-7558. ; 12:2, s. 1-12
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Tidskriftsartikel (refereegranskat)abstract
- Om måluppfyllelse ska kunna säkerställas för alla studenter behöver förutsättningar ges för lärandeprogression mot utbildningens mål. För att stärka dessa förutsättningar har progressionsplaner utvecklats för de naturvetenskapliga utbildningarna vid Lunds universitet. Progressionsplanen konkretiserar varje examensmål i etappmål med gradvis ökade krav och ger därigenom en överblick över den förväntade lärandeprogressionen. När planen implementeras i utbildningen konkretiseras etappmålen ytterligare i ämneskursernas lärandemål. I denna publikation redogör jag för de naturvetenskapliga utbildningarnas process i fem steg för utveckling och implementering av progressionsplaner, och resultatet av detta arbete. Vidare diskuterar jag progressionsplaners möjligheter inom högre utbildning. Avslutningsvis reflekterar jag över lärdomar och kritiska faktorer att beakta då progressionsplaner utvecklas och implementeras.
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