| 1. |
- Almqvist, Jonas, 1968-, et al.
(författare)
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Analysing validity : The case of Swedish national tests in year 6 science
- 2019
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this article is to analyse and discuss standardized tests in biology, physics and chemistry with a special focus on their content validity. In the article we describe and discuss three different tensions between the Swedish curricula and standardized tests in science: (1) Curricular intentions and assessment choices, (2) The ‘knowledge requirements’ specified in the curriculum and the marking scheme used in the assessment and (3) The intention of the evaluation system and its actual result. These tensions have consequences for the validity of the tests. Hence, it is necessary to regard these tests as only one of many resources teachers can use in their teaching and assessment practices.
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| 2. |
- Almqvist, Jonas, 1968-, et al.
(författare)
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Teaching Traditions in Classroom Practice : A Comparative Didactic Approach
- 2023
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Ingår i: Didactics in a Changing World. - Cham : Springer Nature. ; , s. 55-65, s. 55-65
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Bokkapitel (refereegranskat)abstract
- Teachers make a lot of choices and handle different kinds of didactical dilemmas in their everyday teaching. Research on teaching traditions in classroom practice show that didactical challenges often do not have any clear or obvious solution, but rather needs to be made visible, problematized and discussed by teachers. In this chapter, we illustrate and discuss how comparative didactics as a growing research area may contribute to a deeper understanding of teaching in different subjects. We take our departure in research in the Nordic and French traditions of didactics and describe how research contribute to analyses, critical discussions about and development of teaching and classroom practice. More specifically, we argue that comparative didactics should be seen as a way of dealing with questions about similarities and differences in teachers’ selection of content and manners of teaching and how these selections may influence classroom practice and students’ learning. In the chapter, we focus on, illustrate and discuss two characteristics of comparative didactics. First, one of the overall ambitions of comparative didactics is to analyze what is taken for granted in different educational practices and to identify things not possible to see without doing the comparisons with other practices. Second, the comparisons between educational practices contribute with knowledge of a wide range of alternative ways of selecting goals, content and manners of teaching and can be used in the development of teaching. We focus on these questions with the specific ambition to focus on issues about teaching, classroom practice and educational content.
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| 3. |
- Andree, Maria, et al.
(författare)
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Knowledge Products from Close-To-Practice Research
- 2024
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Ingår i: Round table presentation at the NERA-conference, 6-8 March, Malmö University.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- ‘Close-to-practice research’ has received increased attention across the Nordic countries. Following the British Education Research Association (BERA), the notion of ‘close-to-practice research’ is used to refer to educational research that is based on problems in practice, often involves researchers working in partnership with practitioners in schools and addresses issues of relevance to practitioners. This roundtable focuses on how close-to-practice research can contribute to the knowledge base of the teaching profession by bringing together perspectives from didactics, school improvement and educational policy. More specifically, the interest is directed toward what characterizes the knowledge produced through practice-based research that may have significance for teachers' professional knowledge base and practice. The roundtable conversation builds on a previous analysis of what kinds of knowledge products are generated in didactic close-to-practice research where teachers and researchers work together within the research environment Stockholm Teaching & Learning Studies. As a result of this analysis a typology of knowledge products was proposed including: (i) descriptions of knowing, (ii) teaching design, (iii) didactic examples and (iv) methodological tools. It has been proposed that additional knowledge products may be developed, such as artifacts to be used in teaching (e.g. lesson plans, visual representations). The roundtable will include the following points of discussion: 1) a brief presentation of the typology, 2) challenging and developing the typology of knowledge products proposed by previous research by investigating different cases of close-to-practice research from traditions of action research and practice-developing research within subject-didactics, and 3) discussing how the notion of knowledge products may contribute to advancing the conversation on cumulativity in the field of educational research in general, and in relation to syntheses of close-to-practice research in particular. The participants will be engaged in conversations on the desirability and feasibility of striving towards cumulativity.
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| 4. |
- Anna T, Danielsson, 1978-, et al.
(författare)
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Power and Knowledge in the Technology Classroom : The Development and Illustration of a Conceptual Framework
- 2014
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Konferensbidrag (refereegranskat)abstract
- This paper explores the constitution of power and knowledge in science and technology classrooms. A deepened examination of the teaching of science and technology is partly motivated by these subjects high status in society, how they portrayed as crucial both for the individual, in order to function in an increasingly technologically advanced society, and for the society at large, while finding it increasingly difficult to attract interest among the youth. In the Swedish context, where this research is carried out, it can further be noted that while the country is top-ranked on a number of equality indices and in general has a reputation that highlights its commitment to eradicating social inequalities, the labour market is still highly gender segregated and in university educations focused on the physical sciences and engineering men are substantially overrepresented (Nyström 2009, Alexandersson 2011). This somewhat paradoxical situation further motivates studies of how science and technology are constructed in and beyond the classroom in Sweden, since often cited reasons to women's underrepresentation in science and technology in, for example, the U.S., such as the legislation regarding parental leave and the tenure clock (Rosser 2012), is much less applicable to the Swedish context. In our research project we take a particular interest in a period where research show that many students lose interest in science and technology, namely the last years of compulsory schooling (cf. Lindahl 2003, Archer et al. 2010). By a deepened exploration of how power and knowledge interrelate in moment-to-moment interactions in the classroom we therefore hope to provide some additional clues as to how micro-inequalities, adding up to patterns of exclusion in science and technology (Rosser 2012), occur in the classroom context.The aim of this paper is to develop and illustrate the use of a conceptual framework for exploring how power relations are constituted in the technology classroom – in terms of what Foucault (1982/2002) conceptualises as 'actions upon actions' (p. 340) – by the research questions:1) How are teacher actions communicating how and what knowledge is privileged in the classroom?2) How is this knowledge privileging establishing power relations, in terms of possibilities for student actions?
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| 5. |
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| 6. |
- Berge, Maria, 1979-, et al.
(författare)
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Constructions of power and knowledge in the technology classroom
- 2014
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Konferensbidrag (refereegranskat)abstract
- The aim of this study is to investigate how knowledge and power are constituted in meaning-making processes in technology classrooms in relation to the teachers’ enactment of a disciplinary discourse. By collecting video data from a Swedish technology classroom in grade 8 we explore interaction on a micro-level. Our examination of the teaching of technology is motivated by the fact that this is a key period for students engagement in technology and that many students are losing interest in the subject during grades 7-9. Our analysis is guided by an analytical framework based on practical epistemology, teachers’ epistemological moves and the theory of didactical contract as completely implicit but highly powerful aspect of the relationship between teacher and student. Our analysis reveals that in the interaction between a teacher and her pupils both knowledge and power are mutually constituted in meaning-making processes, and are not possible to separate. It is therefore fruitful to use an analytical framework that includes both meaning-making and power in further research.
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| 7. |
- Berge, Maria, 1979-, et al.
(författare)
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Storylines in the physics teaching content of an upper secondary school classroom
- 2020
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Ingår i: Research in Science & Technological Education. - Abingdon : Routledge. - 0263-5143 .- 1470-1138. ; 38:1, s. 63-83
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Tidskriftsartikel (refereegranskat)abstract
- Background: Physics is often seen as a discipline with difficult content, and one that is difficult to identify with. Socialisation processes at the upper secondary school level are of particular interest as these may be linked to the subsequent low and uneven participation in university physics. Focusing on how norms are construed in physics classrooms in upper secondary school is therefore relevant.Purpose: The purpose of this paper is to identify discursive patterns in teacher–student interactions in physics classrooms.Design and methods: Three different physics lessons with one class of students taught by three different teachers in upper secondary school were video-recorded. Positioning theory was used to analyse classroom interaction with a specific focus on how physics was positioned.Results: We identified seven different storylines. Four of them (‘reaching a solution to textbook problems’, ‘discussing physics concepts in order to gain better understanding’, ‘doing empiricalenquiry’ and ‘preparing for the upcoming exam’) represent what teaching physics in an upper secondary school classroom can be. The last three storylines (‘mastering physics’, ‘appreciating physics’ and ‘having a feeling for physics’) all concern how students are supposed to relate to physics and, thus, become ‘insiders’ in the discipline.Conclusions: The identification and analysis of storylines raises awareness of the choices teachers make in physics education and their potential consequences for students. For example, in the storyline of mastering physics a good physics student is associated with ‘smartness’, which might make the classroom a less secure place in general. Variation and diversity in the storylines construed in teaching can potentially contribute to a more inclusive physics education.
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| 8. |
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| 9. |
- Danielsson, Anna, 1978-, et al.
(författare)
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Knowledge and power in the technology classroom : a framework for studying teachers and students in action
- 2018
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Ingår i: Cultural Studies of Science Education. - : Springer. - 1871-1502 .- 1871-1510. ; 13:1, s. 163-184
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to develop and illustrate an analytical framework for exploring how relations between knowledge and power are constituted in science and technology classrooms. In addition, the empirical purpose of this paper is to explore how disciplinary knowledge and knowledge-making are constituted in teacher–student interactions. In our analysis we focus on how instances of teacher–student interaction can be understood as simultaneously contributing to meaning-making and producing power relations. The analytical framework we have developed makes use of practical epistemological analysis in combination with a Foucauldian conceptualisation of power, assuming that privileging of educational content needs to be understood as integral to the execution of power in the classroom. The empirical data consists of video-recorded teaching episodes, taken from a teaching sequence of three 1-h lessons in one Swedish technology classroom with sixteen 13–14 years old students. In the analysis we have identified how different epistemological moves contribute to the normalisation and exclusion of knowledge as well as ways of knowledge-making. Further, by looking at how the teacher communicates what counts as (ir)relevant knowledge or (ir)relevant ways of acquiring knowledge we are able to describe what kind of technology student is made desirable in the analysed classroom.
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| 10. |
- Danielsson, Anna, et al.
(författare)
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Power and Knowledge in the Technology Classroom: The Development and Illustration of a Conceptual Framework
- 2014
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Ingår i: Presentation at ECER 2014, "The Past, the Present and Future of Educational Research in Europe", Porto, September 2-5.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper explores the constitution of power and knowledge in science and technology classrooms. A deepened examination of the teaching of science and technology is partly motivated by these subjects high status in society, how they portrayed as crucial both for the individual, in order to function in an increasingly technologically advanced society, and for the society at large, while finding it increasingly difficult to attract interest among the youth .
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