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- Hallström, Henrik, 1975-
(author)
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VISIONER OM FORMATIVA PRAKTIKER : Lärares och elevers levda erfarenheter av formativ bedömning och bedömningsmatriser i skolans fysikundervisning
- 2023
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Licentiate thesis (other academic/artistic)abstract
- In the wake of declining student performance and interest in science education, efforts to improve the quality of science teaching have intensified, including physics education. A recurring proposal to improve physics teaching is the use of formative assessment. Policy reforms tend to view the implementation of formative assessment as easy, but studies indicate that integrating these strategies into teachers’ practices can be challenging. Using a phenomenological approach and hermeneutic reflections, the present study explores the opportunities and challenges that teachers’ and students’ experience when implementing formative assessments in the physics classroom. For example, teachers may encounter resistance from their students and colleagues with different expectations of physics teaching, limiting teachers’ opportunities to ‘break free’ from established traditions. However, the study also highlights opportunities for physics teachers to evolve by taking risks and embracing formative assessment as an overarching learning assessment approach. Furthermore, the present study confirms the results of previous research indicating that students may see assessment rubrics in a positive light as their use can clarify teachers’ expectations and reduce uncertainty in this regard. However, the results of the present study also show that students may approach rubrics only as mechanical and strategic tools to obtain their desired grades, which risks conveying the message to students that physics knowledge is quantitative in nature. The students’ experiences also demonstrated that the use of rubrics could cause stress and anxiety, limiting the formative potential of rubrics. The results of the study are discussed in relation to the support that teachers and students need in implementing formative assessment and rubric use, and they have implications for teachers’ assessment literacy, including their ability to implement formative assessments in relation to different purposes of physics teaching. One conclusion is that teachers’ and students’ lived experiences of formative assessment and rubric use need to be understood in relation to the wider context of their lifeworlds, which is marked by an increased focus on performance and results. This is crucial so that teachers and students would not be portrayed as the problems when investments in formative assessment do not meet expectations.
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| 2. |
- Agnafors, Marcus, et al.
(author)
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Att tänka uppsats : Det vetenskapliga arbetets grundstruktur
- 2019
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Book (other academic/artistic)abstract
- Det här är ingen vanlig uppsatshandbok. ATT TÄNKA UPPSATS stannar inte vid en genomgång av uppsatsens olika delar, utan ger läsaren en förståelse för kärnan i det vetenskapliga skrivandet och tänkandet. Med kunskap om det vetenskapliga arbetets grundstruktur - tänket bakom - är det lättare att förstå vilken roll de olika delarna i en uppsats spelar, och att bygga upp en uppsats av god vetenskaplig kvalitet.Genom att ta till sig det vetenskapliga tänket tidigt i utbildningen blir det möjligt att träna upp förmågan att arbeta med vetenskapliga texter redan innan det är dags för själva uppsatsskrivandet. För den som är bekant med hur vetenskapliga alster är uppbyggda är det lättare att kritiskt förhålla sig till befintlig vetenskaplig forskning, liksom till ovetenskapliga påståenden. Detta ger i sin tur också bättre förutsättningar att bli en skarp opponent och seminariedeltagare.ATT TÄNKA UPPSATS hämtar exempel från framför allt det samhällsvetenskapliga området, men tänket bakom uppsatsskrivandet är tillämpbart på de flesta utbildningar.
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| 3. |
- Anderhag, Per, et al.
(author)
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Knowledge Products from Close-To-Practice Research
- 2024
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Conference paper (peer-reviewed)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. |
- Andree, Maria, et al.
(author)
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Knowledge Products from Close-To-Practice Research
- 2024
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In: Round table presentation at the NERA-conference, 6-8 March, Malmö University.
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Conference paper (other academic/artistic)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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| 5. |
- Barman, Linda, 1972-, et al.
(author)
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Att greppa mekanikbegreppen : Ett fenomens vara, och inte vara
- 2021. - 1
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In: Didaktisk dialog i högre utbildning. - Lund : Studentlitteratur AB.
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Book chapter (other academic/artistic)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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| 6. |
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| 7. |
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Didaktisk dialog i högre utbildning / Magnus Levinsson, Lill Langelotz, Malin Löfstedt [red.].
- 2021
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Editorial collection (other academic/artistic)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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| 8. |
- Hallström, Henrik, et al.
(author)
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Matriser, krafter och fysik : Elevers levda erfarenheter av bedömningsmatriser i grundskolans fysikundervisning
- 2024
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In: NorDiNa. - : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 20:1, s. 72-85
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Journal article (peer-reviewed)abstract
- Over the past decade, the use of rubrics for formative purposes in science education has attracted at-tention 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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| 9. |
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| 10. |
- Langelotz, Lill, 1968-, et al.
(author)
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Continuing Professional Development – a Threat to Teacher Professionalism
- 2022
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In: AERA annual meeting San Diego 21-26 April 2022.
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Conference paper (peer-reviewed)abstract
- This paper asks following burning question: Where is a critical know-whyperspective on education, in teachers’ continuing professional development(CPD)? Point of departure is the first result of an ongoing (2020-2023)government funded research project in Sweden. A follow-the-money approachwas used to collect data. 1000 invoices, from three Swedish municipalities,were inductively analyzed and categorized. The results exposed how ethicalissues, climate crises, and social (in)justice are almost absent in the CPDcontentas is critical know-why professional knowledge. Framed by the notionof professionalism, we here further explore one of the municipalities anddiscuss fast policies imprint on local sites, the lack of cultivating know-whyknowledge, and how CPD might be a threat to teachers’ professionalism.
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