| 1. |
- Gustafsson, Peter, et al.
(författare)
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Teachers' View of Sustainable Development in Swedish Upper Secondary School
- 2015
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Ingår i: XVI INTERNATIONAL ORGANISATION FOR SCIENCE AND TECHNOLOGY EDUCATION SYMPOSIUM (IOSTE BORNEO 2014). - : Elsevier BV. ; 167, s. 7-14
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Konferensbidrag (refereegranskat)abstract
- In Sweden the importance of sustainable development (SD) can be traced in political documents from the fundamental law down to the curriculum for different school levels. To investigate how this political objective is demonstrated in knowledge and activities among the teachers, eleven upper secondary school teachers from different subjects have been interviewed to map out their views of SD, their own beliefs and how they teach SD. The interviews have been analysed in terms of content with the Knowledge - Value - Practice model as theoretical frame. The results showed that among the interviewed teachers there existed a spectrum of views of what SD stands for, from a narrow view to a well-developed view. There were also differences in their teaching practice. All teachers stated that teaching for SD is of great importance and that they all did it in terms of their own personal definition. All of them also pointed out that even if the steering documents present SD as important, the local management of the issue is weak. The differences between the teachers' view of SD and the weak local management generate a fundamental problem. Depending on the teachers' own definition and content choice the pupils may get different content knowledge, perhaps not even consistent with the recognized definition of sustainable development. The schools cannot therefore be said to give the pupils an equal education in the area of SD.
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| 2. |
- Nilsson, Tor, 1980-, et al.
(författare)
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Kompetens för teknik i förskola
- 2019
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Ingår i: Forum för forskningsbaserad NT-undervisning. - Linköping. - 9789176850442
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Konferensbidrag (refereegranskat)
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| 3. |
- Gustafsson, Peter, et al.
(författare)
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The problem-solving process in physics as observed when engineering students at university level work in groups
- 2015
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Ingår i: European Journal of Engineering Education. - : Informa UK Limited. - 0304-3797 .- 1469-5898. ; 40:4, s. 380-399
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Tidskriftsartikel (refereegranskat)abstract
- The problem-solving process is investigated for five groups of students when solving context-rich problems in an introductory physics course included in an engineering programme. Through transcripts of their conversation, the paths in the problem-solving process have been traced and related to a general problem-solving model. All groups exhibit backward moves to earlier stages in the problem-solving process. These earlier stages are revisited by the groups for identifying sub-problems, setting parameter values or even restating the goal. We interpret this action as coming from the fact that the students have not yet developed a knowledge base and a problem-solving scheme. Connected to the backward moves in the process are opportunities for the group members to build such a knowledge base from contributions and experiences from all group members. Problem contents that induce such moves are identified and can thus be considered by science teachers when constructing problems for group work.
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| 4. |
- Nilsson, Tor, 1980-, et al.
(författare)
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Children’s interactions with technology in teachers’ self‑reported activities in Sweden’s preschools
- 2022
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Ingår i: International journal of technology and design education. - : Springer Science and Business Media LLC. - 0957-7572 .- 1573-1804. ; 32:1, s. 129-147
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates preschool children’s interactions with technology in a Swedish context. The purpose is to broaden our knowledge about children, technology and preschool activities—not only the meanings of technology that is present in everyday preschool activities, but also how children interact with it. Collier-Reed’s (Pupils’ experiences of technology: exploring dimensions of technological literacy, PhD thesis, University of Cape Town, Cape Town, 2006) category system has been used to analyse data generated in two research circles. The participating preschool teachers were asked to present teacher- and children-initiated activities from their daily practices. 54 cases were identified, of which 40 included children’s interactions with technology according to the definitions provided by Collier-Reed. Mapping the results in a matrix representation based on Collier-Reed’s two sets of categorisation systems shows two clusters. The first mainly includes teacher-initiated activities, in which children were instructed how to use different artefacts. The second also includes children-initiated activities requiring more engagement as part of Collier-Reed’s notion of the core. Also, labelling was added to the category system in order to adapt it to the Swedish preschool setting.
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| 5. |
- Andersson, Jan, 1973-
(författare)
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Laborativt arbete i fysikundervisningen : Något som behöver diskuteras!
- 2015
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- BaksidestextI gymnasieskolans kursplaner för ämnet fysik framhålls det undersökande arbetssättet genom att betona att eleverna ska ges förutsättningar att utveckla förmågan att söka svar på frågor, planera, genomföra, tolka och redovisa experiment. Eleverna ska dessutom ges möjligheter att använda sina kunskaper i fysik för att kommunicera, argumentera och presentera slutsatser. Utgångspunkten i den här avhandlingen är att laborationsmomentet skapar en speciell diskurs där eleverna blir aktörer och läraren iträder rollen som observatör. I en sådan miljö skapas förutsättningar för att eleverna på ett naturligt sätt får möjlighet att prata och diskutera fysik, utifrån sina egna förutsättningar. Syftet med denna avhandling är att genom praktikbaserade studier tydliggöra hur fysiklaborationens utformning påverkar elevernas kommunikation och vidare hur eleverna använder språket vid laborationstillfället för att skapa förståelse. Detta bidrar till debatten om fysiklaborationens effektivitet, sett både ur ett undervisnings- och inlärningsperspektiv. Resultaten visar att olika laborationsformer är uppbyggda av liknande aktiviteter, men varierar i tid som ägnas åt de olika aktiviteterna. Aktiviteterna i sin tur skapar samtal av olika karaktär. Olika samtalsformer används för skilda syften. Ett analytiskt ramverk har skapats för att ingående kunna studera hur och vad eleverna talar om både på en lingvistisk och kognitiv nivå.
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| 6. |
- Benckert, Sylvia, et al.
(författare)
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Diskutera fysik i grupp! : Utgå från kontextrika problem
- 2007
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Rapport (populärvet., debatt m.m.)abstract
- I denna bok berättar vi om våra erfarenheter från undervisning i form av gruppdiskussioner runt kontextrika (verklighetsanknutna) problem, vi ger tips på hur sådana problem kan konstrueras och vi delar med oss av exempel på kontextrika problem. Vi som skrivit denna bok har använt gruppdiskussioner runt kontextrika problem under några år i vår egen undervisning och vi tycker oss se att denna undervisning ofta fungerar bra. Vi har också deltagit i ett gemensamt forskningsprojekt med syftet att förstå hur användningen av gruppdiskussioner med kontextrika problem påverkar studenternas/elevernas förståelse av fysikaliska begrepp. Vi undersökte även hur problemen bör utformas för att intressera gymnasieeleverna. Resultaten från detta projekt utgör en bakgrund för boken.
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| 7. |
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| 8. |
- Enghag, Margareta, et al.
(författare)
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Context Rich Problems in Physics for Upper Secondary School
- 2004
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Ingår i: Science Education International. - 1450-104X. ; 16:4, s. 293-302
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports observations from one of several case studies of students working with con text rich problems (CRP) and mini projects (MP) in an upper secondary school class. This small group work concerns the problem-solving of a context rich problem during an 80-minute lesson of physics. We have videofilmed a group of girls during their work, thereafter we have transcribed and analysed the videotape from how group discussions in physics influence the students' learning. Interactions between students during the group discussion are of different types. When it comes to development of conceptual understanding the girls go into exploratory talks, a kind of talks described by Douglas Barnes in the 1970s. The amount of talk within different categories of talk, how the amount of talk in different cate gories is divided amongst the girls, and their steps in the problem-solving are specified. The importance of timefor reflective talks in physics to enhance learning is high-lighted by quotations from the girls ' discussions.
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| 9. |
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| 10. |
- Enghag, Margareta, 1952-, et al.
(författare)
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Talking physics during small-group work with context rich problems : analysed from an ownership perspective
- 2009
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Ingår i: International Journal of Science and Mathematics Education. - New York : Springer. - 1571-0068 .- 1573-1774. ; 7:3, s. 455-472
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Tidskriftsartikel (refereegranskat)abstract
- This study provides analyses of the conversations when university students work in small groups solving context-rich physics problems. We constructed context-rich, open-ended physics problems related to everyday life situations that lack some information required to solve and complete the tasks. The students' ownership of learning, their actions of choice and control, was analyzed in two dimensions: group and individual. Conversation analyses and flowcharts of the conversation were constructed from the complete transcripts of three groups. The theoretical framework for student ownership of learning demonstrated that it was possible to show that even if students have group ownership of the task, the individual student ownership of learning is not self-evident. The study also demonstrates the methodological power and value of the flowchart to identify conversation patterns in the groups that were effective in the search for exploratory talks and individual questions. We discuss implications for teacher development to enhance group work
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