| 1. |
- Widing, Lizette, 1973-, et al.
(författare)
-
A social semiotic lens to capture meaning-making of polymeric concepts during modelling in chemistry education
- 2023
-
Ingår i: Chemistry Education Research and Practice. - Cambridge : RSC Publishing. - 1756-1108 .- 1109-4028. ; 24:2, s. 659-673
-
Tidskriftsartikel (refereegranskat)abstract
- This study investigated students’ meaning-making of polymeric concepts during modelling and discuss students’ creation of visible representations in chemistry. The analysis combines a phenomenographic and social semiotic approach and leads to the finding and description of 21 different meaning-making processes. We refer to meaning-making as the outcome of translative communication through representations, discerned by students, where the collective meaning of created representations that build on each other constitutes the meaning as a whole. The study took place in three Swedish upper secondary chemistry classes. Data were collected from eight groups of 3–4 students (n = 30). Video, audio recordings and photos taken during modelling were analysed to investigate students’ meaning-making during the modelling process. The results show translative changes between and within semiotic resources, indicating meaning for students’ learning of polymeric concepts. Additionally, the representations produced during modelling were essential resources connecting the submicro and macro levels by creating a ‘bridge’ between levels. The results show that the modelling activities practised by all groups were multimodal. The study acknowledges that teachers can use the social semiotic lens as a tool to evaluate students’ modelling in addition to the importance of translative processes during modelling. © 2023 The Royal Society of Chemistry.
|
|
| 2. |
- Widing, Lizette, 1973-, et al.
(författare)
-
Modeling as a Tool to Improve Second Language Learners’ Descriptions of Non-Spontaneous Chemistry Concepts
- 2022
-
Ingår i: Science Education International. - Izmir : International Council of Associations for Science Education. - 1450-104X .- 2077-2327. ; 33:2, s. 181-191
-
Tidskriftsartikel (refereegranskat)abstract
- This study investigated how modeling in chemistry affect second language learners’ descriptions of polymeric concepts. The aim was to investigate how chemistry discussions mediated by representations, contribute to second language students’ development in the language of chemistry. The study took place in three multilingual upper secondary classes. Participating students were (n = 16) second language learners and (n = 14) first language learners. There were in total eight different first languages represented. Data comprised polymeric concept descriptions, audio recordings, and photos taken during modeling. The concept descriptions were analyzed by an inductive content analysis which was then used for a deductive analysis of the modeling-activity. The results show that 65% of second language learners concept descriptions showed an increased clarity, and 45% showed increased use of chemical concepts after the modeling-activity. This study highlights how students in a multilingual context develop their language of chemistry by discussing chemistry scaffolded by representations. The results show that second language learners in a multilingual context benefited from the modeling-activity. As such, the study acknowledges that modeling contexts can be used in teacher education, both in-service and pre-service, to highlight the importance of the role of representations when teaching in the multilingual context.
|
|
| 3. |
- Widing, Lizette, 1973-, et al.
(författare)
-
Modellbaserat lärande i det flerspråkiga klassrummet : En undervisningsmetod i kemi för att främja naturvetenskaplig språkutveckling hos elever med svenska som andraspråk?
- 2020
-
Ingår i: FND 2020 11-12 november 2020 Digitalt från Göteborg. ; , s. 6-7
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- De senaste åren har förändringar skett i svenska skolor. Klassrumssituationen har på många skolor förändrats från en- eller tvåspråkig till flerspråkig. Ett större antal elever i Sverige har begränsad kunskap i svenska men deltar i samma undervisning och på samma villkor, som elever som har svenska som förstaspråk. De naturvetenskapliga disciplinerna, främst kemi upplevs av många elever som svåra då kemi är abstrakt och innehåller många ämnesspecifika begrepp. Detta innebär en stor utmaning för lärare att erbjuda undervisning anpassad till alla elever oavsett modersmål. Denna studie har för avsikt att undersöka den naturvetenskapliga begrepps- och språkutvecklingen hos elever som har svenska som andraspråk och som deltar i ett modellbaserat lärande i det flerspråkiga sammanhanget. Studien har genomförts i tre olika klasser, i totalt åtta flerspråkiga grupper med 3-4 deltagande elever per grupp och undervisningen har handlat om polymerer och polymerers egenskaper. I studien finns åtta olika förstaspråk representerade. Undervisande lärare och majoriteten av eleverna har svenska som förstaspråk. I studien ses lärande som en sociokulturell aktivitet med fokus på hur naturvetenskapligt språk utvecklas genom interaktion med andra. Vid datainsamlingen användes olika metoder. För att undersöka elevernas förståelse för relevanta ämnesspecifika begrepp svarade eleverna på en begreppsenkät före, under och efter klassrumsaktiviteterna. Ytterligare data samlades in från elevdiskussionerna med hjälp av ljud- och videoinspelningar. Enkätsvaren och gruppdiskussionerna har analyserats utifrån elevernas begreppsförståelse, begreppsanvändning samt naturvetenskaplig språkutveckling. Studiens preliminära resultat visar på att majoriteten av deltagande elever som har svenska som andraspråk uppvisar en progression i begreppsförståelse, begreppsanvändning samt naturvetenskapligt språk inom undersökt ämnesområde, vid en modellbaserad undervisning. Då forskning kring huruvida elever, i det flerspråkiga sammanhanget, utvecklar sitt naturvetenskapliga språk vid modellbaserad undervisning är begränsad, kan denna studie ge användbar information huruvida modellbaserat lärande i kemi kan vara ett undervisningssätt för att förbättra naturvetenskaplig begrepps- samt språkutveckling hos elever med svenska som andraspråk.
|
|
| 4. |
- Widing, Lizette, 1973-, et al.
(författare)
-
Modelling Based Teaching in Chemistry in a Multilingual Context : A Teaching Strategy to Improve Scientific Language of Second Language Learners?
- 2021
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This study focuses on if and how second language learners' explanations of polymeric concepts and scientific language in chemistry develop through Modelling Based Teaching in a multilingual context. The study is conducted in three multilingual classes, with eight different first languages represented, in an upper secondary school in Sweden. In the theoretical framework of Modelling-based Teaching in science education, MBT, along with this study, models are understood as epistemic artefacts, related to many of the scientific practices in which chemistry argumentation is an essential part of the activity (J. K. Gilbert & Justi, 2016). Previous studies have shown that conducting a more student-active approach in chemistry teaching leads to the development of students' use of scientific language (Abir & Dori, 2013; Ehdwall & Wickman, 2018). In addition to MBT enabling a student-communicative approach to chemistry, MBT is also multimodal. Students' explanatory models can be expressed in many ways. When students fail to verbally express their thoughts about a scientific phenomenon, they can use non-verbal representations such as drawings, concrete models, or gestures to support their argumentation (Gilbert & Justi, 2016). Studies show that nonverbal representations, in modelling, are common when students attempt to express their ideas more clearly, by substituting or explaining specific scientific vocabulary (Mendonça & Justi, 2013). These aspects justify the use of MBT in a multilingual teaching situation. Concerning students who are not taught in their first language and who have not yet developed their second language or scientific language corresponding to the level of the teaching, non-verbal argumentation can be of great help to understand processes, contexts, and concepts and to develop a scientific language. The result indicates that students with Swedish as a second language in a multilingual context benefit from the MBT-activity in developing explanations of concepts and scientific language.
|
|
| 5. |
- Widing, Lizette, 1973-
(författare)
-
MODELLING-BASED TEACHING IN CHEMISTRY IN A MULTILINGUAL CONTEXT : A tool to explore and visualise the non-spontaneous and abstract?
- 2022
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The thesis aims to investigate modelling-based teaching in the multilingual context. Modelling-based teaching concerns when students create, discuss, and evaluate representations to visualise concepts and processes. In this thesis, modelling-based teaching has been used in polymer chemistry at a Swedish secondary school. Data has been collected from eight multilingual groups from three different classes. A total of 30 students participated in the study, 16 students with Swedish as a second language and 14 students with Swedish as a first language. The modelling-based teaching activity has been investigated from several aspects. The first paper focused on if and how second language learners’ conceptual descriptions were affected by modelling-based teaching. The second paper focused on how students’ meaning-making during modelling-based teaching could be detected and analysed from a social semiotic perspective. The thesis has been conducted from a sociocultural (Vygotsky, 1978; Vygotsky, 1986), a phenomenographic (Marton & Booth, 1997), and a social semiotic perspective (Kress & Bezemer, 2015; Kress, 2001). Empirical data consists of audio and video recordings and photographs taken during the modelling activity, where students in multilingual groups created representations and discussed concepts and processes concerning polymer chemistry. Empirical material, relevant to the intention of what the students should learn from the modelling activity and critical aspects, were transcribed and analysed to answer the following questions: (1) How are descriptions of nonspontaneous concepts in polymer chemistry of second language learners affected by modelling? (2) What social semiotic practices are observed during a modelling activity in a chemistry unit of polymers? (3) How do these practices influence students’ meaning-making of created representations crucial for the understanding of polymeric concepts? The result for the first research question indicates that the modelling activity contributed to that 101 concept descriptions (65%) showed an increased clarity, and 70 concept descriptions (45%) showed an increased use of chemical concepts, for second language learners. The result highlights how second language learners in a multilingual context develop their language of chemistry by discussing chemistry in a context where they are stimulated to create and modify representations. The results also indicate that the created representations scaffolded students’ chemistry discussions by using the created representations as mediating artefacts when discussing chemistry. The results for the second and third research questions indicate that translative processes between and within created representations indicate meaning-making for students’ learning of polymeric concepts. As such, the thesis highlights the importance of identifying translative processes during students’ modelling. Furthermore, it is discussed that teachers can use the social semiotic lens as a tool to identify and evaluate students’ meaning-making during modelling-based teaching. The results indicate that created representations were important bridging resources between the submicro and macro levels. This means that the students, with the help of created representations, linked the structure and chemical properties of macromolecules to the properties of different materials. The results also show that the modelling activities practised by all groups were multimodal. Overall, this thesis highlights the importance of student-active approaches in the chemistry classroom, where students can visualise and discuss the invisible and abstract to develop their language of chemistry. The thesis also contributes to highlighting social semiotics as a tool for teachers to pay attention to students’ meaning-making during modelling-based teaching.
|
|
| 6. |
- Åkerfeldt, Anna, et al.
(författare)
-
"Fridolin backar in i framtiden om digitala läromedel"
- 2021
-
Ingår i: Dagens Nyheter. - Stockholm : AB Dagens Nyheter. - 1101-2447. ; , s. 5-5
-
Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Gustav Fridolin presenterade i augusti i år "Läromedelsutredningen – böckernas betydelse och elevernas tillgång till kunskap". Utredningen lyfter fram och belyser flera viktiga områden, till exempel lärarens, rektorns och lärarutbildningarnas ansvar och att säkra rätten till likvärdig tillgång av läromedel. Något som brister idag. Men utredningen ger en förenklad och missvisande bild av digitala läromedel och dess betydelse och roll i skolan. Diskussionen måste nyanseras så att svensk skola kan ge eleverna de kunskaper, förmågor och kompetenser de behöver för att vara delaktiga i ett samhälle som alltmer förutsätter att medborgarna har digitala färdigheter. Den nyanseringen vill vi som forskar inom utbildningsväsendet med fokus på teknikutveckling och digitalisering bidra till.
|
|
| 7. |
|
|
| 8. |
- Forsler, Annika, 1976-, et al.
(författare)
-
Capturing and Developing Teachers' Pedagogical Content Knowledge in Sustainable Development Using Content Representation and Video-Based Reflection
- 2024
-
Ingår i: Research in science education. - Dordrecht : Springer. - 0157-244X .- 1573-1898. ; 54:3, s. 393-412
-
Tidskriftsartikel (refereegranskat)abstract
- This study focuses on how science teachers' Pedagogical content knowledge (PCK) can be captured and developed with the support of Content representation (CoRe) in combination with video-based reflection when they plan, teach, and reflect on their teaching in sustainable development (SD). The theoretical framework is based on PCK, and the Refined consensus model (RCM) is used as a theoretical lens for conceptualising links between teaching practice and PCK development. Eleven upper-secondary school science teachers participated in the study. Data from two teachers were chosen to illustrate representative examples from the analysis. The findings indicate that the use of CoRe and video-based reflection provides opportunities for teachers to make their knowledge of practice explicit and help them begin to identify aspects within their own practice that are important for the further development of teaching SD. The use of RCM as an analytical tool also makes an important contribution to how RCM can be used to identify and capture teachers' PCK.
|
|
| 9. |
- Forsler, Annika, 1976-, et al.
(författare)
-
Collective pedagogical content knowledge for teaching sustainable development
- 2023
-
Ingår i: International Journal of Science and Mathematics Education. - Dordrecht : Springer. - 1571-0068 .- 1573-1774.
-
Tidskriftsartikel (refereegranskat)abstract
- It is vital that upper secondary students gain a rich and deep knowledge of sustainability issues, as they will enter adulthood and working life within a short time. The students belong to a generation that will be intensely involved in managing several environmental issues to achieve sustainable development for our Earth. However, earlier research indicates that many teachers have a low self-efficacy for teaching sustainability issues. This study aimed to explore how science teacher teams in Swedish upper secondary schools can develop their knowledge and expertise in sustainable development (SD) through collective reflections with the support of the reflective tool Content Representation (CoRe). Science teachers' pedagogical content knowledge (PCK) development in teaching SD was examined. Twelve in-service science teachers participated in the study. The qualitative research design included semi-structured interviews and science teacher teams' collective meetings. The findings covered four themes about how the collective reflections with support of the CoRe tool stimulated teachers' PCK development: (1) creating structure and a focus for learning conversations, (2) modification of the teaching approach, (3) development of new content knowledge and pedagogical knowledge in SD, and (4) shared language to stimulate equal opportunities for students to learn SD. The conclusion is that with the support of CoRe, the teacher team's collective PCK in SD was developed; therefore, we recommend that decision-makers within the school system organize regular meetings in science teacher teams and introduce CoRe to the teachers.
|
|
| 10. |
- Forsler, Annika, 1976-, et al.
(författare)
-
Teaching for sustainable development in vocational education
- 2024
-
Ingår i: Journal of Biological Education. - Philadelphia, PA : Routledge. - 0021-9266 .- 2157-6009.
-
Tidskriftsartikel (refereegranskat)abstract
- The pursuit of sustainable development is a necessity for life on Earth and the future of humanity. Education is important in this endeavour; therefore, creating knowledge about teachers' teaching for sustainable development is essential. This study aimed to investigate how Swedish upper secondary science teachers adjust their teaching of the environmental dimension in sustainable development to the different vocational education programmes their students attend. Data were collected through individual semi-structured interviews with 15 in-service science teachers and analysed by thematic coding. The result showed that most teachers (but not all) adjusted their teaching to the students' vocational educational programme; however, they did it to different extents and in different ways. The result presents teachers' descriptions of and arguments for adjusting their teaching linked to the pedagogical content knowledge (PCK) framework. The PCK framework is used as a theoretical lens in this study. Further research is needed to investigate how science teachers' adjustments to students' vocational education affect the students' knowledge of the environmental dimension in sustainable development and how that affects actions in their future professional life.
|
|
