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| 2. |
- Eliasson, Nina, 1965-
(författare)
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Att kommunicera skolans naturvetenskap : ett genusperspektiv på elevers deltagande i gemensam och enskild kommunikation
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Both individual and whole class communication of students are described in this thesis, which is based on a clear gender perspective. Two articles describe the participation of boys and girls in communication with the whole class, the empirical data collected consisting of videotaped lessons. The extent to which boys and girls participate in the communication is reported in the first study, and in the second the extent to which boys and girls respond to the teacher's closed or open questions about science is presented. The third study reports boys' and girls' individual communication when responding to written science questions. The summary chapter ties the results together from the perspective of Positioning Theory, making the thesis a result of Mixed Methods Research.Results show that boys participate in whole class communication more often than girls, with approximately the same level of dominance as shown in research from the early 80s. Boys also answer more questions than girls, the differences becoming apparent when teachers ask closed questions that can be answered in one or two words. In isolation, girls answer written questions to the same extent as boys, but give longer responses containing a more developed scientific language.Results showing that boys position themselves as knowledgeable more often than girls when teachers ask closed questions, are explained from the perspective of Positioning Theory. Girls more often position themselves as knowledgeable when teachers ask open questions that require reflection. In test situations, with time for reflection, the boys and girls position themselves as knowledgeable students to the same extent.Teachers need to be aware of the positioning attempts created by teaching, and consequently take into account that different approaches in teaching provide boys and girls with different access to the communication space.
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| 3. |
- Eliasson, Nina, 1965-, et al.
(författare)
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Boys' and Girls' written responses to PISA science questions
- 2017
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Ingår i: NorDiNa. - : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 13:2, s. 149-162
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Tidskriftsartikel (refereegranskat)abstract
- For the first time student responses to science questions from the Swedish PISA 2006 Main Study and the PISA 2015 Field Trial have been used in order to investigate differences in boys’ and girls’ written responses. Students’ correct and incorrect answers to the science questions are studied with respect to response length, the number of everyday words used, and the inclusion of nouns and long words in the responses. The results reveal that girls give longer and denser correct responses to most of the questions, compared to boys. The difference in response length cannot be explained by girls’ excessive use of the most common Swedish words, since boys and girls use the same proportion of these words. For incorrect answers the only difference between boys and girls is in the response length, since girls give longer answers than boys.
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- Eliasson, Nina, 1965-, et al.
(författare)
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Naturvetenskaplig begreppsförståelse : Fördjupningsrapport om elevsvar i TIMSS 2019
- 2020
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- I den här rapporten presenteras en fördjupad analys av svenska elevsvar på fyra olika kunskapsfrågor i naturvetenskap som samlats in inom ramen för TIMSS 2019.Rapporten har skrivits av Nina Eliasson och Anna-Karin Westman, Mittuniversitetet, på uppdrag av Skolverket.Syftet med analysen av elevsvaren är att fördjupa förståelsen för vilka kunskaper hos eleverna, innehållsliga såväl som kognitiva, som döljer sig i dessa svar.
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| 5. |
- Eliasson, Nina, 1965-, et al.
(författare)
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”Nu kan vi sätta ord på det vi gör” : att utveckla naturvetenskap och teknik i förskolan
- 2021
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Ingår i: Forum för forskningsbaserad NT-undervisning. - : Linköpings universitet. - 9789179297206 ; , s. 99-106
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Bokkapitel (refereegranskat)abstract
- I detta bidrag delar vi med oss av våra erfarenheter att genomföra fortbildningskurser i naturvetenskap och teknik för pedagoger i förskolan. Syftet med kurserna är att deltagarna ska förvärva kunskaper inom teknik och naturvetenskap och få möjlighet att stärka tilltron till sin förmåga att planera och leda pedagogisk verksamhet om naturvetenskap och teknik. I den här texten beskriver vi hur kursen har genomförts. För att bedöma hur genomförandet av kursen motsvarar fastställda mål har vi utgått ifrån pedagogernas utvärderingar i anslutning till kursavslut. Från utvärderingar och diskussioner med deltagarna kan vi se flera exempel på olika framgångsfaktorer i samband med fortbildning som exempelvis en glädje över att upptäcka naturvetenskapen i det man redan gör på förskolan. Deltagarna beskriver också hur de upplever att de sänkt kraven på sig själva om att alltid kunna leverera de korrekta svaren på barnens frågor. Istället vågar de oftare ställa produktiva frågor och utforska vidare tillsammans med barnen.
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| 6. |
- Eliasson, Nina, 1965-, et al.
(författare)
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PISA 2012 - Digital problemlösningsförmåga hos 15-åringar i ett internationellt perspektiv
- 2014
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- I PISA 2012 genomfördes för första gången ett digitalt prov i problemlösning, i vilket ca 1250 svenska 15-åringar från 209 skolor deltog. Problemlösning kräver bland annat nyfikenhet, uthållighet och kritiskt tänkande. Att kunna lösa problem är också en av de förmågor som på senare tid alltmer har uppmärksammats som betydelsefulla för framgång i utbildning och arbetsliv. Det digitala problemlösningsprovet genomfördes av 28 OECD-länder och 16 icke OECD-länder.
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| 7. |
- Eliasson, Nina, 1965-, et al.
(författare)
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Pojkars och flickors tillgång till talutrymme i det naturvetenskapliga klassrummet
- 2019
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Ingår i: Utbildning och Demokrati. - : Orebro University. - 1102-6472 .- 2001-7316. ; 28:3, s. 41-56
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Tidskriftsartikel (refereegranskat)abstract
- Student´s access to communication space in the science classroom. This article is about communication in the classroom when science is on the timetable. The text is partly based on previously published results from the SONAT project, which demonstrated to what extent boys and girls choose to respond to closed or open questions from the teacher. Based on excerpts from the video-documented teaching situations, the way in which students can be positioned as knowledgeable or ignorant, in the context of science communication in science lessons during the final year of primary school, is exemplified. The results show that the type of questions posed by teachers affects the extent to which boys and girls choose to answer these questions, and consequently how they are positioned as being knowledgeable or ignorant.
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| 8. |
- Eliasson, Nina, et al.
(författare)
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Teacher-Student Interaction in Contemporary Science Classrooms : Is Participation Still a Question of Gender?
- 2016
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Ingår i: International Journal of Science Education. - : Informa UK Limited. - 0950-0693 .- 1464-5289. ; 38:10, s. 1655-1672
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Tidskriftsartikel (refereegranskat)abstract
- We show that boys still have a greater access to the space for interaction in science classrooms, which is unexpected since in Sweden today girls perform better in these subjects than boys. Results from video-recorded verbal communication, referred to here as interaction, show that the distribution of teacher–student interaction in the final year of lower secondary school follows the same patterns as in the 1980s. The interaction space for all kinds of talk continues to be distributed according to the two-thirds rule for communication in science classrooms as described by previous research. We also show that the overall interaction space in science classrooms has increased for both boys and girls when talk about science alone is considered. Another finding which follows old patterns is that male teachers still address boys more often than girls. This holds true both for general talk and for talk about science. If a more even distribution of teacher–student interaction is desirable, these results once again need to be considered. More research needs to be undertaken before the association between girls’ attitudes and interest in science in terms of future career choice and the opportunity to participate in teacher–student interaction is more clearly understood.
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| 9. |
- Eliasson, Nina, et al.
(författare)
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The role of questions in the science classroom : how girls and boys respond to teachers' questions
- 2017
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Ingår i: International Journal of Science Education. - : Informa UK Limited. - 0950-0693 .- 1464-5289. ; 39:4, s. 433-452
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to explore (a) to what extent male and female science teachers pose different types of questions and (b) if the type of science question posed influences the extent to which boys or girls respond to them. Transcripts of the teacher–student interaction in a whole-class situation were analysed, with attention paid to interactions that involved science questions. Closed and open questions were used. Results revealed that the percentage of closed questions posed corresponded to 87%. Results show that teachers mainly use closed questions, and responses from boys to closed questions are in the majority regardless of if the question is posed by a female teacher (56%) or a male teacher (64%). Both categories of closed questions are mainly considered lower order questions that do not facilitate higher cognitive levels in students. Thus, a direct consequence of an excessive use of this type of questions may be that both boys and girls will be given less opportunities to practise their ability to talk about science. Less access to general classroom interaction may also affect girls’ attitudes to science in a negative way which could ultimately hamper the recruitment of girls to higher scientific studies.
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