| 1. |
- Holmström, Simon, et al.
(författare)
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Gymnasiets laborationsundervisning i fysik : vad påverkar lärares val av laborationer?
- 2019
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Ingår i: LUMAT. - 2323-7104 .- 2323-7112. ; 7:1, s. 27-58
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Tidskriftsartikel (refereegranskat)abstract
- Vilka faktorer påverkar svenska gymnasielärares laborationsundervisning i fysik? Frågan aktualiseras av den svenska läroplansrevisionen från 2011. I denna studie fick 17 lärare på fyra gymnasieskolor diskutera sin laborationsundervisning i fokusgruppsintervjuer. Baserat på en analys av dessa intervjuer genomfördes en kompletterande enkätundersökning med 66 lärare. Händelselogik användes som analysverktyg för att förstå hur lärarnas laborationsundervisning påverkas av olika faktorer. Resultaten från fokusgrupperna tyder på att lärare uppskattar laborationer som 1) bygger på enkel utrustning, 2) ger ett bra resultat avseende värdet på konstanter, samt 3) laborationer som eleverna tycker om. I enkätundersökningen framstod styrdokumenten som en starkare påverkansfaktor än i fokusgrupperna – men resultaten från båda delarna av undersökningen tyder på att styrdokumenten inte är den viktigaste faktorn i lärares val och upplägg av laborationer.
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| 2. |
- Holmström, Simon, et al.
(författare)
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Gymnasiets laborationsundervisning i fysik – Vad påverkar lärares val av laborationer?
- 2019
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Ingår i: LUMAT: International Journal on Math, Science and Technology Education. - 2323-7112. ; 7:1, s. 27-58
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Tidskriftsartikel (refereegranskat)abstract
- What factors influence Swedish upper secondary teachers' laboratory teaching in physics? This is an issue raised by the curriculum reform of 2011 in Sweden. In this study, 17 teachers at four different upper secondary schools discussed their laboratory teaching in focus group interviews. Based on an analysis of these interviews, a supplementary survey of 66 teachers was conducted. Logic of events was used as an analytical tool to understand how different factors influence teachers' teaching. The results from the focus groups indicate that teachers appreciate laboratory work that 1) are based on simple equipment, 2) provide good values of constants, 3) laboratory exercises that the students like. In the survey, the syllabus emerged as a stronger factor of influence than in the focus groups – but, the results from both parts indicate that other factors than the syllabus play a larger role for teachers' choice and layout of laboratory work.
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| 3. |
- Nyman, Martin, et al.
(författare)
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The issue of ‘proudliness’ : Primary students’ motivation towards mathematics
- 2019
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Ingår i: LUMAT. - 2323-7112. ; 7:2, s. 80-96
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we study year 2 and year 5 students’ expressed motivations for doing mathematics. The responses were analysed using thematic analysis; first with a deductive approach using themes from previous research, and then an additional inductive analysis searching for new themes. The results show that the children express both intrinsic motivation (cognitive-oriented and emotional-oriented), as well as extrinsic motivation (including outward and compensation). Two new categories of cognitive intrinsic motivation were found—normative and personal. The results also indicated an interplay not only between the different categories but also within categories, signalling that expressed motivation is double-layered. Some implications are discussed.
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| 4. |
- Sterner, Helén
(författare)
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Teachers as actors in an educational design research : what is behind the generalized formula?
- 2019
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Ingår i: LUMAT. - : University of Helsinki. - 2323-7112. ; 7:3, s. 6-27
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Tidskriftsartikel (refereegranskat)abstract
- Educational design research provides opportunities for both the theoretical understanding and practical explanations of teaching. In educational design research, mathematics teachers’ learning is essential. However, research shows that little consideration is given to teachers and the participation of teachers throughout the entire design process as well as in continued learning. With this in mind, educational teacher-focused design research was used to explore the challenges teachers face, and the opportunities teachers are given when they participate as actors in all the phases of educational design research - designing, teaching, and refining theoretical concepts within the teaching. In this study, the mathematics focus of the design research was generalizations in patterns with Design Principles as the theoretical frame. The results show that the participation of teachers in all the phases of a design process is central for the teachers’ learning. Moreover, challenges that the teachers encounter in the classroom provide opportunities and consequences for the continued design process and lead to changes in the teachers’ understanding of generalizations. The results also indicate that functional thinking and linear equations contributed to both the teachers’ and students’ learning about generalizations in patterns. © 2019 University of Helsinki. All rights reserved.
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| 5. |
- Viholainen, Antti, et al.
(författare)
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University mathematics students’ self-efficacy beliefs about proof and proving
- 2019
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Ingår i: LUMAT International Journal of Math, Science and Technology Education. - : University of Helsinki, Finland and LUMA Centre Finland. - 2323-7104. ; 7:1, s. 148-164
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Tidskriftsartikel (refereegranskat)abstract
- We examine university students’ motivation and self-efficacy beliefs about proof and proving, i.e., beliefs about personal abilities to understand, construct and present mathematical proofs, as well as their certainty about self-produced proofs. The sample of the study consists of 29 Finnish and Swedish students who were studying mathematics in tertiary level. The results show that the students were highly motivated to learn to understand and construct proofs, but they were more uncertain about their proving skills. Moreover, the study revealed reasons for the uncertainty about proving achievements. Most of the reasons are caused bydeficiencies with respect to knowledge of, understanding about or experience from proof and proving.
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