| 1. |
- Anderhag, Per, 1971-, et al.
(författare)
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What strategies do students use when they are programming a robot to follow a curved line?
- 2024
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Ingår i: International journal of technology and design education. - 0957-7572 .- 1573-1804. ; 34:2, s. 691-710
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Tidskriftsartikel (refereegranskat)abstract
- During a relatively short period of time, programming has been implemented in the national curriculum of the compulsory school in Sweden. Since 2018, programming is a new content in the technology subject and the research field has discussed some of the challenges teachers and students, who generally have little experiences of programming, face when programming is introduced in teaching. In this study, we have explored what strategies lower secondary school students (ages 13–15) use when they are programming a robot to follow a curved line in technology education class. Data consists of screen recorded films when students are pair programming a robot. Student talks were transcribed verbatim and analysed using Practical Epistemological Analysis. The analysis revealed three different strategies that the students used when programming the robot: (1) sensor—follow the line, searching for a code that automatically would make the robot to follow the route, (2) sensor—wheels, using codes to create a feedback system between sensor and wheels, and (3) rotations—degrees–wheels, using the position of the robot to stepwise fine tune the movement of the wheels. In line with previous research, the students in our study spent much time discussing, testing, and debugging their code, and our findings contribute by showing how these discussions were aligned with the strategy used. Depending on the strategy, students actively looked for and tested codes affecting different aspects of the sensor-wheel system, such as for example sensor input, power, rotations or turning. Implications for teaching is discussed.
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| 2. |
- Ehdwall, Dana Seifeddine, et al.
(författare)
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How can a teacher support students with a second language to talk chemistry?
- 2017
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Konferensbidrag (refereegranskat)abstract
- In this study we investigate how four didactic models can be used by chemistry teachers to improve teaching to support students with a second language to “talk chemistry”. The study contributes to show how these models can be used by chemistry teachers to organise, perform and evaluate chemistry lessons in a way that better support second language students to become more active in talking and so learn chemistry. The material consists of video and audio recordings from chemistry lessons in an introductory class in upper secondary school in Sweden. The study was carried out in two cycles of planning, teaching and reflection in two successive classes. The first cycle was to analyse how a “normal” chemistry lesson gave students opportunities to talk and learn chemistry. In cycle two changes were made by using four models for the purpose of increasing the students opportunities to “talk chemistry”. Our findings show how teachers can also support students with a second language to learn to “talk chemistry” by using the didactic models developed in mono-lingual classrooms when planning and performing chemistry lessons.
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| 3. |
- Ehdwall, Dana Seifeddine, et al.
(författare)
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Hur lärare kan stödja andraspråkselever på gymnasiet att tala kemi
- 2018
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Ingår i: NorDiNa. - : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 14:3, s. 299-316
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Tidskriftsartikel (refereegranskat)abstract
- In this study we investigate how two didactic models can be used by chemistry teachers to improve teaching to support students with a second language to “talk chemistry”. The study contributes to show how these models can be used by chemistry teachers to organize, perform and assess chemistry lessons in a way that better supports second language students to become more active in talking and so learn chemistry. The material consists of video and audio recordings from chemistry lessons in an introductory class in upper secondary school in Sweden. The study was carried out in two cycles of planning, teaching and analysis in two successive classes. The first cycle entailed analyzing how a “normal” chemistry lesson gave students opportunities to talk and learn chemistry. In cycle 2 changes were made by using the models for the purpose of increasing the students’ opportunities to “talk chemistry”. Our findings show how teachers can support also second language students’ learning to “talk chemistry” by using the didactic models developed for mono-lingual classrooms when planning and performing chemistry lessons.
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| 4. |
- Mikkonen, Suvi, et al.
(författare)
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Begrepp, metaforer och liknelser i yngre barns samtal om cellen
- 2021
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Ingår i: Forum för forskningsbaserad NT‐undervisning. - Linköping : Linköping University Electronic Press. - 9789179297206 ; , s. 129-145
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Tidigare studier, som framförallt har fokuserat på äldre barn, har visat att elever kan uttrycka en rad uppfattningar om cellen som avviker från gängse naturvetenskapliga beskrivningar. Projektet som denna studie är en del av syftar därför till att generera kunskap om hur undervisning kan stödja yngre barns (grundskolans årskurs 2) förståelse för cellen. Studien avser att besvara frågeställningarna (1) Vad uppmärksammaryngre barn när de arbetar med cellen i olika sammanhang? och (2) Hur använder yngre elever figurativa ord och naturvetenskapliga begrepp när de pratar om celler? En undervisningsserie omfattande ett tiotal lektioner planerades och genomfördes. Data i form av elevsamtal och digitala elevredovisningar från två lektionstillfällen samlades in och analyserades. Vid det ena tillfället redovisade eleverna egna 3D-modeller av cellen för varandra, som de hade tillverkat på lektionstid efter att ha sett en filmserie från Utbildningsradion om cellen. I det andra tillfället använde eleverna mikroskop för att studera och samtala om samt fotografera djur-, växt- och bakterieceller. Resultatet visar att elever framförallt uppmärksammade funktion när de arbetade med modellerna och form när de studerade riktiga celler. Studien visar på och diskuterar betydelsen av vardagliga, figurativa ord i elevers samtal om cellen.
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