| 21. |
- Attorps, Iiris, et al.
(author)
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MST education in Swedish preschool
- 2013
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Conference paper (peer-reviewed)abstract
- The present study is part of the EU-Fp7 project SECURE. The research question in the present study is: How is the current Swedish MST curriculum for preschool implemented by the teachers, and perceived by the 5-year old learners?The introduction of a revised preschool curriculum in 2011 has given MST a prominent place in Swedish preschool, and may be intended by the authorities to change the weak positions and declining trends in the PISA and TIMSS surveys for Swedish school children. The new teaching task seems to be highly appreciated by the preschool teachers. However, the curriculum is quite ambitious, and a major concern is how the implementation will be done. The concept of ”emergent science” is discussed in order to induce positive attitudes towards MST.In this study, semi-structured interviews with teachers in 15 Swedish preschools are the main source of information combined with some interviews with learners and photographic materials. The method for the analysis uses a category system of which results from some of the categories are reported.The preschool teachers are aware of the new role as teachers rather than just child minders. The revised curriculum seems to increase the self-confidence for MST of the learners as well as the teachers. The teachers say that the learners are interested in MST and that it is a case of catching opportunities, which may lead to emergent science. The 5-year old learners confirm that they like the activities related to MST.Working with hypotheses and storyline activities is shown as an example how emergent science can be promoted in 5-year old children. Activities connected to ”emerging science” have been common in Swedish preschools for some time, but after the implementation of the revised curriculum teachers also verbalize this for themselves and the learners.
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| 22. |
- Attorps, Iiris, et al.
(author)
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MST-utbildning i den svenska förskolan
- 2013
-
Conference paper (peer-reviewed)abstract
- Svenska elever hamnar efter i PISA- och TIMSS-undersökningarna. I matematik har matningarna visat på sjunkande kunskaper sedan början av 2000-talet och i naturvetenskap ligger de svenska eleverna ständigt under det internationella genomsnittet. Detta är alarmerande för landet och skälen bör utredas.Som en del i EU-projektet SECURE inom ramprogrammet Fp7 presenteras resultat från lokal forskning om genomförandet av MST-kursplanerna och attityder till ämnena bland lärare och elever. Med MST avser vi matematik, naturvetenskap och teknik. Intervjuer och enkäter har utförts bland lärare och elever i 47 klasser i 15 skolenheter i några mellansvenska kommuner. De åldersgrupper som studerats är elever från åldersgrupperna 5, 8, 11 resp. 13 år. Vi fokuserar här på förskolans verksamhet, d.v.s. arbetet med 5-åringar.Som en följd av införandet 2011 av en reviderad läroplan för förskolan, kan vi se att MST har fått en framträdande plats i den svenska förskolan som verkar vara mycket uppskattad av förskollärarna. I den reviderade läroplanen framgår att förskollärare ska ansvara för att arbetet i barngruppen genomförs så att barnen stimuleras och utmanas i sin matematiska utveckling, samt stimuleras och utmanas i sitt intresse för naturvetenskap och teknik. Exempel på hur de skall gå tillväga finns också i läroplanen. Detta kan i praktiken uppfattas som en informell tidigareläggning av den obligatoriska skolan i Sverige, eftersom förskolan inte är obligatorisk men utnyttjas av de allra flesta. Det skulle därmed kunna innebära en vändpunkt för resultaten i grundskolan och förhoppningsvis ge avtryck i kommande PISA- och TIMSS-undersökningar.De förskollärare som intervjuats är medvetna om vikten av att undervisa MST i förskolan. Detta tydliggörs av några uttalanden från intervjuade förskollärare. 'Det som är nytt nu är att man pratar om lärare och att vi utbildar barnen.' 'Det här lärandet är för livet. Det är inte bara för individen. Verksamheten på förskolan bidrar till hela samhällsutvecklingen.' Även föräldrarnas förväntningar på förskolan har förändrats. 'Föräldrarna uppskattar resultaten i matematik och ser förskolan som en skolform snarare än förvaring av barn.'I denna presentation ges exempel på hur MST-ämnena undervisas på ett integrerat sätt i förhållande till den praxis som råder i svenska förskolan, samt i förhållande till ålder och mognad hos barnen.
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| 23. |
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| 24. |
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| 25. |
- Attorps, Iiris, et al.
(author)
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School-University Action Research : Impacts on Teaching Practices and Pupil Learning
- 2017
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In: International Journal of Science and Mathematics Education. - : Springer Science and Business Media LLC. - 1571-0068 .- 1573-1774. ; 15:2, s. 313-330
-
Journal article (peer-reviewed)abstract
- The aim of this article is to describe a design and implementation of a school-university action research project about teaching and learning biology and mathematics in primary school. Nine teachers in grades 1 to 6, in collaboration with two researchers, were using content representation (CoRe) in learning study (LS)-inspired cycle as pedagogical tools when planning, implementing, and reflecting on lessons and pupil learning. By using pre- and post-tests, the teachers acquired knowledge about pupil subject-specific knowledge and learning. Some examples are given on how the tools in the project influenced the teaching practices and pupil learning. This research design brought together university and school practitioners to work collaboratively in a professional learning community, which developed teaching and learning in biology and mathematics.
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| 26. |
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| 27. |
- Attorps, Iiris, 1955-
(author)
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Secondary school teachers’ pedagogical content knowledge
- 2004
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In: Proceedings of the Annual Meeting of the International Group for the Psychology of Mathematics Education (PME). Volume 1. - Norge : University College.
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Conference paper (peer-reviewed)
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| 28. |
- Attorps, Iiris
(author)
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Teachers’ image of the "equation" concept
- 2003
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In: CERME 3: Third Conference of the European Society for Research in Mathematics education.
-
Conference paper (peer-reviewed)abstract
- The purpose of this study is to analyse what kind of conceptions secondaryteachers in mathematics have of the equation concept and what kind of experiencesgave rise to their own concept learning. Ten secondary school teachers ofmathematics participated in the study. Data was gathered by interviews andquestionnaires. The ‘phenomenographic’ research method was applied ininterpreting the results of the investigation. The results indicate that the teachers’conceptions of the equation concept differ from the formal definition of the equationconcept. At school they spent most of their time developing procedural skills insteadof mathematical understanding.
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| 29. |
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| 30. |
- Attorps, Iiris, 1955-, et al.
(author)
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Teaching Inverse Functions at Tertiary level
- 2013
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In: CERME 8. - Antalya : Middle East Technical University. ; , s. 2524-2533
-
Conference paper (peer-reviewed)abstract
- This study is a part of an ongoing research that attempts to explain the relationship between the teachers’ instructional practise and students’ learning in the context of functions and function inverses. The question in this paper is how the use of technology as a pedagogical tool may contribute to the understanding of the inverse function concept. An engineering student group (n =17) was taught functions and inverse functions with the assistance of GeoGebra. In our theoretical framework we apply Variation theory together with the theory of Concept image and Concept definition. The data were gathered by doing a pre and post test concerning inverse functions. Our experiment revealed that students’ concept images in the post test were more developed compared with the results in the pre test.
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