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- Hallström, Henrik, 1977, et al.
(författare)
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Matriser, krafter och fysik: Elevers levda erfarenheter av bedömningsmatriser i grundskolans fysikundervisning
- 2024
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Ingår i: NorDiNa : Nordic Studies in Science Education. - : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 20:1, s. 72-85
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Tidskriftsartikel (refereegranskat)abstract
- Over the past decade, the use of rubrics for formative purposes in science education has attracted attention for its potential to positively influence students’ self-regulation and learning. This study explores students’ lived experiences of using rubrics as part of learning about the concept of force in the physics classroom. To address these experiences, 19 compulsory school students were interviewed about their use of a rubric specifically designed for an assignment on force and motion. Three main themes emerged from an analysis of the descriptions of their lived experiences: (i) rubrics provide a sense of control; (ii) rubrics are required for high grades, but create stress; and (iii) rubrics foster strategic learning. The experiences revealed in these themes have the potential to deepen our understanding of the challenges involved in using rubrics to teach physics and have implications for teaching students about force.
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| 2. |
- Levinsson, Magnus, 1977, et al.
(författare)
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Problems in developing formative assessment: A physics teacher’s lived experiences of putting the ideas into practice
- 2013
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Ingår i: Assessment Matters. - : NZCER Press, New Zealand Council for Educational Research. - 1176-7839 .- 2230-617X. ; :5, s. 116-142
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, systematic reviews have prompted a strong government focus on implementing formative assessment in science and mathematics education. However, the intention behind this investment—to improve Sweden’s position in TIMSS and PISA—appears to overlook the difficulty of putting research into practice. The purpose of this study is to explore the problems associated with incorporating formative assessment into classroom work by focusing on the experiences of a physics teacher who participated in a local development project in an upper secondary school in Sweden. The case study is based on a phenomenological approach which emphasises collaboration between researcher and participant, and five different themes of lived experience are described as a result of joint interpretations: (1) resistance from the students; (2) stuck in formal teacher roles; (3) sacrifices to bring about change; (4) avoiding risks in the classroom; and (5) worries about the opinion of others. These lived-through dimensions deepen our understanding of the barriers which some teachers face and carry implications for the support they need. Finally, this article points out the challenge for the systematic review movement in Sweden, and elsewhere, to incorporate and communicate the different strands of research on formative assessment.
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| 4. |
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Didaktisk dialog i högre utbildning / Magnus Levinsson, Lill Langelotz, Malin Löfstedt [red.].
- 2021
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Kollegiala samtal är ett viktigt verktyg för att stärka kvaliteten och utveckla undervisningen. Ändå är sådana diskussioner fortfarande sällsynta inom högre utbildning. Den här boken presenterar en modell för kollegiala samtal - så kallade didaktiska utvecklingsdialoger - med utgångspunkt i autentiska undervisningssituationer, hämtade från universitetslärares vardagsarbete inom olika utbildningar. Exempel på teman som belyses och diskuteras i boken är: utmaningen i att behandla ett omfattande ämnesinnehåll på få undervisningstimmar; lärstrukturer för distansstudenter; studenters negativa attityder till ett visst ämnesinnehåll; och relationen mellan vardagsföreställningar och teoretiskt grundad begreppsförståelse. Varje tema illustreras genom reflektion i flera steg, i en dialog mellan universitetslärare, forskare och pedagogiska utvecklare från olika lärosäten runt om i Sverige. Didaktisk dialog i högre utbildning är lämplig som litteratur på högskolepedagogiska kurser, och riktar sig också till enskilda universitetslärare och lärarlag som vill utveckla sin undervisning. Förhoppningen är att dialogerna ska ge inspiration och utmana, och också fungera som modell för samtal om undervisning och om det akademiska lärarskapets komplexitet.
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| 5. |
- Hallström, Henrik, 1977, et al.
(författare)
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Matriser, krafter och fysik: Elevers levda erfarenheter av bedömningsmatriser i grundskolans fysikundervisning : Rubrics, forces and physics: Students’ lived experiences of assessment rubrics in compulsory physics teaching
- 2024
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Ingår i: Nordic Studies in Science Education. - 1504-4556 .- 1894-1257. ; 20:1, s. 72-85
-
Tidskriftsartikel (refereegranskat)abstract
- Over the past decade, the use of rubrics for formative purposes in science education has attracted attention for its potential to positively influence students' self-regulation and learning. This study explores students' lived experiences of using rubrics as part of learning about the concept of force in the physics classroom. To address these experiences, 19 compulsory school students were interviewed about their use of a rubric specifically designed for an assignment on force and motion. Three main themes emerged from an analysis of the descriptions of their lived experiences: (i) rubrics provide a sense of control; (ii) rubrics are required for high grades, but create stress; and (iii) rubrics foster strategic learning. The experiences revealed in these themes have the potential to deepen our understanding of the challenges involved in using rubrics to teach physics and have implications for teaching students about force.
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| 6. |
- Langelotz, Lill, 1968, et al.
(författare)
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Epilog: didaktisk dialog i praktiken
- 2021
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Ingår i: Levinsson, M., Langelotz, L. & Löfstedt, M. (red.), Didaktisk dialog i högre utbildning. - Lund : Studentlitteratur. - 9789144139029 ; , s. 183-187
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Bokkapitel (refereegranskat)
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| 7. |
- Langelotz, Lill, 1968, et al.
(författare)
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Inledning
- 2021
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Ingår i: Levinsson, M., Langelotz, L. & Löfstedt, M. (red.), Didaktisk dialog i högre utbildning. - Lund : Studentlitteratur. - 9789144139029 ; , s. 11-25
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Bokkapitel (refereegranskat)
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| 8. |
- Langelotz, Lill, 1968, et al.
(författare)
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The Access Dilemma and Ethical Considerations
- 2022
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Ingår i: CRITPEN workshop.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In an ongoing (2020-2023), Swedish Research Council Project – The Invoice Project, we explore teachers’ CPD in three municipalities in Sweden. The project started with a ‘following the money’-approach; 1000 invoices from 73 schools (elementary and upper secondary schools, including special needs education), were collected to explore what kind of CPD is paid for and offered to teachers, in an era of decentralized market governance and a CPD field wide open to commercial actors. The overarching aim is to deepen the understanding of teacher learning, in times when different stakeholders try to get external control and impact on education and teachers’ work. The project addresses the following research questions: •Which CPD is offered to teachers in Sweden? •What is the impact of CPD on the teacher profession? •Who has power over CPD decisions and what are the characteristics of purchasers and providers of CPD provided in terms of links and network relations to these power brokers? •How do contextual and site-specific conditions influence teachers' CPD? Furthermore, the project aims to contribute with a fresh methodological approach and theory-package to interrogate policy and practices of teacher learning. The fact that stakeholders, with different power and interests, are involved and struggle to have impact and get hold of time (and money) is commonly referred to as a policy phenomenon. This underpins our theoretical and methodological decision to turn to policy ethnography (and network ethnography) inspired by Ball (2016). Its ontological view of networked practices implies that it is necessary not only to follow people but also things and events as subjects rather than passive objects or outcomes of investigation. The necessity is reflected in the overarching practice-ecological lens we have adopted from the theory of practice architectures (TPA) (Kemmis et al., 2014). As within policy network analysis, Continuing Professional Development is here understood as a practice, affecting other practices. In this respect the theory provides an ontological, methodological, and analytical lens that makes it possible to analyze the enabling and constraining arrangements around for example teacher learning and professionalism (Mahon et al., 2017). In other words, it uncovers the relations between the practices of CPD and the material-economic, social-political, and cultural-discursive arrangements that hold the practices in place (Kemmis, et al., 2014; Mahon, et al., 2017). Thus, the theory secures a dynamic view on policy practices and their connections as policy phenomena. The methodological challenges (problems) we would like to explore and discuss in the CRITPEN workshop is based on some of the experiences of collecting data in the above-described project. We call this the ’access dilemma and we will highlight it at a macro, meso, and micro level: •In the initial phase of the project, the Swedish National Agency of Education closed access to their database and school-level statistics concerning, among other things, pupil results, teacher qualification, and socio-economic measures. •One municipality (the largest in the study) made access to CPD invoices difficult, even though municipal invoices represent official documents in Sweden. •Independent schools in Sweden are not obliged to provide access to their data and statistics relevant to our study. •Head of administration in one of the municipalities declines our offer to present results on staff development days (blocks access to teachers and principals). •Principals (with reference to teachers’ workload) prevent access to interviews with teachers The above examples of access problems hang together with policy reforms (c.f. Kemmis et al., 2014), introducing market mechanisms in the Swedish education sector over the past decades. This put limitations on critical research that aims to explore the consequences that a marketized CPD field potentially has for teachers’ work and profession. Further, we struggle with official web-sites where small companies (sometimes academic colleagues) describe and offer their continuing professional development courses/workshop etc.
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