| 1. |
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| 2. |
- Cronquist, Björn, 1956-, et al.
(author)
-
Robotics and early-years stem education – the botSTEM project
- 2021
-
Conference paper (other academic/artistic)abstract
- botSTEM is an ERASMUS+ project aiming to raise the utilisation of inquiry-based collaborative learning and robot-enhanced education. The project outputs are specifically aimed to provide in- and pre-service teachers in Childhood and Primary Education, and children aged between 4 and 8, with research-based materials and practices that use integrated Science Technology Engineering Mathematics (STEM) and robot-based approaches, including code-learning, for enhancing scientific literacy in young children. This presentation presents initial results in terms of a collection of tested educational practices summarized in a freely downloadable Toolkit, and results from a qualitative analysis of implemented activities in Swedish preschools. The preliminary analysis of the implementations indicates that robots function as motivation factors in young children’s inquiry of science and engineering design technology, in both teacher and children initiated learning situations.. Also, when compared, digital programming with a use of robots promotes discussions among teachers and children that involve more versatile robotic words then un-plugged programming does.
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| 3. |
-
Ebook proceedings of the ESERA 2013 conference : science education research for evidence-based teaching and coherence in learning
- 2014
-
Editorial proceedings (peer-reviewed)abstract
- The goal of this electronic book is to publish improved versions of the proposals presented (after peer evaluation) at the ESERA 2013 conference. These updated versions of the papers take into account the discussion which took place during the presentation as well as the feedback received from the reviewers. A total of 960 submissions were received for the conference out of which 339 papers are included in the e-book, following the two rounds of review.On the whole, the e-book presents a comprehensive overview of ongoing studies in Science Education Research in Europe. It represents the current interests and areas under emphasis in the ESERA community at the end of 2013.The e-book contains sixteen parts corresponding to the 16 strands of the ESERA 2013 conference. Each part is co-edited by two or three persons, most of whom were strand chairs. The three formats of presentation made during the conference are published in this e-book. The length for a single oral presentation or poster is between 6 and 12 pages. For the symposium there are two possibilities: The whole symposium can be presented as a single paper of 6-12 pages or each contribution can be considered as a single oral presentation (6-12 pages).All papers in this e-book correspond to communications submitted and accepted for the ESERA 2013 conference that were reviewed by two or three referees, prior to presentation in September 2013. Moreover the co- editors carried out a global reviewing of the updated versions of the papers, which were all submitted after the conference. ESERA or the editors and co-editors do not necessarily endorse or share the ideas and views presented in or implied by the articles included in this book.
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| 4. |
- Fridberg, Marie, 1972-, et al.
(author)
-
Digitalization in early years chemistry and physics
- 2021
-
Conference paper (other academic/artistic)abstract
- This paper describes an analysis of teaching instances that were part of an in-service preschool teachers programme. The overall aim of the project was – together with teachers – to study model-based teaching and collaborative inquiry learning of chemical processes and physical phenomena in preschool, in relation to an object of learning. Central was the teaching of science in preschool, with particular focus on use of digital tools and the verbal communication as well as obstacles ‘threatening’ the intersubjectivity between teachers and children during learning situations in preschool. Our results show the need for the teacher to address what we call ‘intermediary objects of learning’ and the role of chosen wording andabstract models are emphasised. In addition, the paper highlights different communication categories used by teachers and children during science activities. How the communication varies with e.g. children’s age during teaching will be discussed at the conference.
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| 5. |
- Fridberg, Marie, 1972-, et al.
(author)
-
Spanish and Swedish teachers’ perspective of teaching STEM scaffolded by robotics in preschool : results from the botSTEM project
- 2021
-
In: International journal of technology and design education. - 0957-7572 .- 1573-1804.
-
Journal article (peer-reviewed)abstract
- This article describes outcomes from the Erasmus+ project botSTEM, involving a theoretical framework for Science, Technology, Engineering & Technology (STEM) and robotics and teaching activities for preschool teachers and teachers educating children four-eight years old. Spanish and Swedish preschool teachers’ self-efficacy and views of teaching STEM and robotics are presented, using a mixed methodology based on a questionnaire and focus group interviews. The three-year long project has improved the preschool teachers’ self-efficacy in STEM and robotics teaching, as described in a questionnaire answered by the preschool teachers after the project. Possibilities in STEM and robotics teaching experienced by them include an increase in children’s agency, knowledge and interest, and the obstacles are mainly structural or technical. Robotics teaching also supports children with special needs when interacting with peers. The results from the botSTEM project point to the benefit of supported long-term professional development for STEM and robotics teaching in preschools.
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| 6. |
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| 7. |
- Fridberg, Marie, 1972-, et al.
(author)
-
Teachers’ and children’s use of words during early childhood STEM teaching supported by robotics
- 2021
-
In: International Journal of Early Years Education. - 0966-9760 .- 1469-8463. ; , s. 1-16
-
Journal article (peer-reviewed)abstract
- With science and digitalisation emphasised further in the new Swedish preschool curriculum, there is a need to clarify teachers’ role in educating children in and about these areas. With research pointing out the importance of a conscious language use in STEM teaching, we here focus on words used by teachers and children during inquiry-based STEM activities in five different preschools. Bers’ powerful ideas about early childhood computational thinking (Bers 2018. Coding as a Playground. New York: Routledge.) were used for analysis and results highlight how digital programming and use of robots can promote a more versatile use of robotic words, compared to analogue, ‘unplugged’, programming without robots. Furthermore, it is also found that use of precise decontextualised language by the teacher seems to stimulate children’s use of words related to STEM and the object of learning. The findings add to the discussion about how teachers can scaffold children’s learning by inquiry teaching of STEM supported by robotics.
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| 8. |
- Fridberg, Marie, et al.
(author)
-
Teaching chemistry and physics in preschool : a matter of establishing intersubjectivity
- 2019
-
In: International Journal of Science Education. - 0950-0693 .- 1464-5289. ; 41:17, s. 2542-2556
-
Journal article (peer-reviewed)abstract
- This paper describes analysis of teaching instances that are part of an in-service preschool teachers programme about chemistry and physics in preschool. The aim is to develop knowledge about the communication established between teacher and children in relation to an object of learning, specifically the role of intersubjective communication in relation to an object of learning. A set of science activities with a specified object of learning was developed in groups of teachers and researchers. A qualitative analysis of the communication in relation to the chosen object of learning was performed. The focus of the analysis was excerpts representing differences in intersubjectivity related to the object of learning and what can be said to characterise the communication between teachers and children in these situations. The results show that intersubjectivity can occur in different ways with different consequences for children’s opportunities to experience the intended object of learning. In connection to this, the importance of teachers having a mutual simultaneity in the communication with children about a specific content is highlighted. The teachers have to create links between the child’s perspective and the object of learning. Intermediary objects of learning are discussed as supporting elements in the conquest of new knowledge.
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| 9. |
- Fridberg, Marie, 1972-, et al.
(author)
-
The role of intermediary objects of learning in early years chemistry and physics
- 2020
-
In: Early Childhood Education Journal. - 1082-3301 .- 1573-1707. ; 48:5, s. 585-595
-
Journal article (peer-reviewed)abstract
- The overall aim of the present study is to study model-based teaching and collaborative inquiry learning of chemical processes and physical phenomena in preschool, with a specific focus on the verbal communication established between teachers and children (4-5 years old). According to variation theory, learning is always directed at a specific content, called the object of learning. This study aims at highlighting what ‘threatens’ the teacher’s and preschool children’s intersubjectivity during the teaching of chemistry and physics content, and at discussing possible ways to continue the teaching of an object of learning, once sufficient intersubjectivity in a teaching/learning situation has been lost. The result shows the need for the teacher to divide and split a larger object of learning, such as e.g. water purification, into smaller learning steps ‘on the way’ in order to hinder breaks in intersubjectivity that otherwise may arise. We introduce the notion of ‘overarching object of learning’ and ‘intermediary object of learning’, and the intermediary objects of learning identified in this study are categorized as belonging to three different themes: the role of words, the role of theoretical models and science concepts and the role of analogies and abstractions. The teacher’s awareness of intermediary objects of learning as critical aspects for children’s individual learning is crucial for the teaching of everyday science in a preschool setting.
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| 10. |
- Fridberg, Marie, et al.
(author)
-
The role of science in Swedish pre-schools : children’s collaborative learning scaffolded by iPads
- 2014
-
Conference paper (peer-reviewed)abstract
- To extend current understanding of how emerging technologies, i.e. iPads, can be used in pre-schools to support collaborative learning of real-life science phenomena. Research on the potential of web-based technologies to support collaborative inquiry-based science learning in schools (Redfors et al. 2013) is continued by investigating the role of stop-motion animations (Fleer, 2013, Hoban, 2007) in developing children’s understanding of science phenomena, by synthesising the two domains defined by Eshach (2006) for kids’ science learning, content and investigations. The theoretical framework is primarily based on phenomenography focusing on developmental pedagogy (Marton & Booth, 1997, Pramling Samuelsson & Asplund Carlsson, 2008). Design-based research (Barab & Squire, 2004) is used to bridge the worlds of academia and theory with the realities, complexities, and constraints of educational practice, and foster viable practices. A mixed-methods approach, including video and qualitative and quantitative data measures is used. The research adheres to the ethical guidelines of the Swedish Research Council. All participants and children’s caregivers are informed and agree to voluntary and anonymous participation with a right to abandon participation. In this paper we report on the first phase of the project where videos of children’s work with constructing and discussing time-lapse and stop motion sequences of science phenomena have been analysed within our theoretical framework. Stop-motion animations (Fleer 2013) help children, teachers and students to more consciously consider concepts. We see a great potential in work where teachers, students and researchers jointly develop, enact and evaluate learning processes supported by ubiquitous technologies in pre-school.
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| 11. |
- Fridberg, Marie, 1972-, et al.
(author)
-
Undervisning om kemi- och fysik relaterade vardagsfenomen i förskolan : Samverkan med ett skolområde kring kompetensutveckling och forskning
- 2021
-
Reports (other academic/artistic)abstract
- Avsikten med denna rapport är att presentera ett treårigt samverkansprojekt mellan forskare vid Högskolan Kristianstad och ledning med personal på samtliga förskolor i ett skolområde. Projektet rör undervisning av naturvetenskap med särskilt fokus på kemi och fysik i förskolan.Ett skolområde i en medelstor skånsk kommun initierade ett samarbete med forskare vid Högskolan Kristianstad kring undervisning om naturvetenskap i förskolan, speciellt kopplat till det läroplanen benämner som enkla kemiska processer och fysikaliska fenomen. Projektet syftade till att studera modellbaserad undervisning och lärande i förskolan om kemiska processer och fysikaliska fenomen relaterat till hållbarhet i samhällsfrågor och barns vardagsliv. Traditionellt har arbete med naturvetenskap i förskolan handlat om naturen, om växter och djur och om miljörelaterade frågor. I samband med att den reviderade läroplanen trädde i kraft 2011 vidgades emellertid kunskapsområdet till att också omfatta kemiska processer och fysikaliska fenomen (Skolverket, 2010). Att undervisa om kemi och fysik i ett förskoleperspektiv kan av många förskollärare upplevas som svårt och behovet av kompetensutvecklingsinsatser har visat sig vara stort (Skolinspektionen, 2018). Utvärderingar visade att så var också fallet i det aktuella skolområdet.1 juli 2019 trädde ännu en reviderad läroplan i kraft i vilken användning av digital teknik lyfts fram som ett nytt målområde att sträva mot (Skolverket, 2018). Mot den bakgrunden och i takt med projektets genomförande har kunskap som rör såväl innehåll som lärandeprocesser och undervisningsstrategier implementerats med och utan stöd av modern informationsteknik.Projektet kan delas upp i två delar. Del I är den kompetensutvecklingssatsning som ovan kort beskrivits och del II är ett forskningsprojekt med fokus på fysik- och kemiundervisningens genomförande i barngrupp samt på projektets övergripande genomförande.Det övergripande syftet med projektet är att, tillsammans med arbetslag och rektorer i förskolan utveckla kunskap om FyKe-undervisning i förskolan, med respektive utan stöd av digitala verktyg, samt att 8longitudinellt följa utvecklingen hos deltagande arbetslag och rektorer under ett flerårigt kompetensutvecklingsprojekt.Flera delstudier har genomförts i projektet. Tre artiklar har hittills publicerats i vetenskapliga tidskrifter, ytterligare studier har genomförts med fokus på rektorers och arbetslags upplevelser relaterat till projektets innehåll och genomförande och delvis relaterat till digital teknik. Rapporten avslutas med några sammanfattande punkter med relation till projektets utfall.
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| 12. |
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| 13. |
- Granklint Enochson, Pernilla, 1965-, et al.
(author)
-
Fem elevers föreställningar om organsystem : vad händer i kroppen när vi dricker vatten?
- 2011
-
In: NorDiNa. - Oslo : Naturfagsenteret / Norwegian Centre for Science Education. - 1504-4556 .- 1894-1257. ; 7:2, s. 160-178
-
Journal article (peer-reviewed)abstract
- It has earlier been shown on a group level that it is difficult for 9th grade students (15-16 years old) in a Swedish school to understand how water is transported in the human body. The detailed analysis of five Swedish students in the 9th and final year of compulsory school concerning their ideas about water transportation is presented here. The empirical data consists of drawings, answers to a questionnaire with both open ended and multiple-choice questions, and student interviews. The analysis shows that all the students struggle to produce explanations involving the three organ systems: digestive, blood and excretion systems and they seem to use a variety of explanatory models as basis for their reasoning. Possible ways of understanding this are discussed together with implications for future teaching
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| 14. |
- Granklint Enochson, Pernilla, 1965-, et al.
(author)
-
Similarities and differences in students' ideas about the human body and health in South Africa and Sweden
-
Other publication (other academic/artistic)abstract
- In both Sweden and South Africa, the science curriculum for the secondary level emphasizes learning about the functioning of the human body. Both curricula also emphasize the importance of living a healthy life. In this paper the focus is on how students’ ideas about the human body are constituted in explanations of three different scenarios, and in what way the students are transferring explanations between these scenarios. The study surveyed 161 9th grade students in five different schools in South Africa, and discusses the results in perspective of a previous study involving 88 students in Sweden. In both countries issues about body and health are discussed in several different subjects in school. The same data collection methods were used in both countries: drawings, written questions (open-ended and multiple-choice items), and interviews with selected students. The questions emerge from three scenarios: what happens in the body when you eat an open sandwich, drink water, and swallow a painkiller. We report that it is difficult for the students to horizontally transfer knowledge of the digestive system to other less well-known scenarios. In comparing the use of three systems in the painkiller-scenario to the horizontal transfer between the sandwichand the painkiller-scenarios we see that the difference is much less pronounced in South African results compared to the Swedish study. There are more similarities than differences between the results of this South Africa study and results obtained in Europe, but there are also differences especially with regard to non-scientific ideas about the human body.
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| 15. |
- Granklint Enochson, Pernilla, 1965-, et al.
(author)
-
Similarities and differences in students' ideas about the human body and health in South Africa and Sweden
-
Other publication (other academic/artistic)abstract
- In both Sweden and South Africa, the science curriculum for the secondary level emphasizes learning about the functioning of the human body. Both curricula also emphasize the importance of living a healthy life. In this paper the focus is on how students’ ideas about the human body are constituted in explanations of three different scenarios, and in what way the students are transferring explanations between these scenarios. The study surveyed 161 9th grade students in five different schools in South Africa, and discusses the results in perspective of a previous study involving 88 students in Sweden. In both countries issues about body and health are discussed in several different subjects in school. The same data collection methods were used in both countries: drawings, written questions (open-ended and multiple-choice items), and interviews with selected students. The questions emerge from three scenarios: what happens in the body when you eat an open sandwich, drink water, and swallow a painkiller. We report that it is difficult for the students to horizontally transfer knowledge of the digestive system to other less well-known scenarios. In comparing the use of three systems in the painkiller-scenario to the horizontal transfer between the sandwichand the painkiller-scenarios we see that the difference is much less pronounced in South African results compared to the Swedish study. There are more similarities than differences between the results of this South Africa study and results obtained in Europe, but there are also differences especially with regard to non-scientific ideas about the human body.
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| 16. |
- Granklint Enochson, Pernilla, 1965-, et al.
(author)
-
Similarities and differences in students' ideas about the human body and health in South Africa and Sweden
-
Other publication (other academic/artistic)abstract
- In both Sweden and South Africa, the science curriculum for the secondary level emphasizes learning about the functioning of the human body. Both curricula also emphasize the importance of living a healthy life. In this paper the focus is on how students’ ideas about the human body are constituted in explanations of three different scenarios, and in what way the students are transferring explanations between these scenarios. The study surveyed 161 9th grade students in five different schools in South Africa, and discusses the results in perspective of a previous study involving 88 students in Sweden. In both countries issues about body and health are discussed in several different subjects in school. The same data collection methods were used in both countries: drawings, written questions (open-ended and multiple-choice items), and interviews with selected students. The questions emerge from three scenarios: what happens in the body when you eat an open sandwich, drink water, and swallow a painkiller. We report that it is difficult for the students to horizontally transfer knowledge of the digestive system to other less well-known scenarios. In comparing the use of three systems in the painkiller-scenario to the horizontal transfer between the sandwichand the painkiller-scenarios we see that the difference is much less pronounced in South African results compared to the Swedish study. There are more similarities than differences between the results of this South Africa study and results obtained in Europe, but there are also differences especially with regard to non-scientific ideas about the human body.
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| 17. |
- Granklint Enochson, Pernilla, 1965-, et al.
(author)
-
Students' attitudes about the human body and health in school settings
- 2009
-
In: ESERA. - Ankara : Gazi University. ; , s. 198-
-
Conference paper (peer-reviewed)abstract
- In schools and in society it is argued about the importance of living a healthy life. The discus-sions are often focusing on different kinds of food. In this paper the focus is on students’ knowledge about the human body and how this is related to their thoughts about living a healthy life. 88 students in 9:th grade, in one Swedish school, were involved in the study. The study contains drawings and written questions, both open and multiple- choice, and interviews with students and teachers. We report that it is possible for the pupils to transfer knowledge from one context to another, (sandwich and painkiller) concerning pathways in the digestive system. But it is harder for them to connect different organ systems in their explanations, e.g. water's path through the body. More than half of the interviewed pupils believed that there is nutrition in water, but most of them were unable to specify what this nutrition consists of. It was also found that a few students believed that the body stores nutrition and energy when they skip a meal.
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| 18. |
- Granklint Enochson, Pernilla, 1965-, et al.
(author)
-
Students' attitudes about the human body and health in school settings
- 2009
-
In: ESERA. - Ankara : Gazi University. ; , s. 198-
-
Conference paper (peer-reviewed)abstract
- In schools and in society it is argued about the importance of living a healthy life. The discus-sions are often focusing on different kinds of food. In this paper the focus is on students’ knowledge about the human body and how this is related to their thoughts about living a healthy life. 88 students in 9:th grade, in one Swedish school, were involved in the study. The study contains drawings and written questions, both open and multiple- choice, and interviews with students and teachers. We report that it is possible for the pupils to transfer knowledge from one context to another, (sandwich and painkiller) concerning pathways in the digestive system. But it is harder for them to connect different organ systems in their explanations, e.g. water's path through the body. More than half of the interviewed pupils believed that there is nutrition in water, but most of them were unable to specify what this nutrition consists of. It was also found that a few students believed that the body stores nutrition and energy when they skip a meal.
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| 19. |
- Granklint Enochson, Pernilla, 1965-, et al.
(author)
-
Students' ideas about the human body and their ability to transfer knowledge between related scenarios
- 2012
-
In: European Journal of Health and Biology Education. - The Hague : Lectito Journals. - 2165-8722. ; 1:1 & 2, s. 3-29
-
Journal article (peer-reviewed)abstract
- Analyses of students’ ideas about the organ system in the human body and how these relate to their thoughts about living a healthy life are presented. The study concerns 9th grade students (15/16 years) in Sweden. The empirical data consists of drawings and answers to written questions, both open and multiple-choice, and interviews with students and teachers. Comparing explanations of a well known scenario (eating a sandwich) to other that are less often discussed (taking a painkiller and drinking water) we report that it is difficult for the students to transfer knowledge of pathways in the digestive system shown in explanations of the sandwich-scenario to the other scenarios. Most difficulties are shown for explanations of the drinking of water, since these explanations require connection of three different organ systems . More than half of the interviewed students believed that there is nutritious substance in water, but most of them were unable to specify what it would be. The students with the most developed understanding of the painkiller pathway were satisfied with taking medical substances to elude pain, and were not interested in other alternatives. © 2012, European Journal of Health and Biology Education
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| 20. |
- Hansson, Lena, 1975-, et al.
(author)
-
Curriculum emphases, mathematics and teaching practices : Swedish upper-secondary physics teachers’ views
- 2021
-
In: International Journal of Science and Mathematics Education. - 1571-0068 .- 1573-1774. ; 19, s. 499-515
-
Journal article (peer-reviewed)abstract
- This article addresses physics teachers’ views about physics teaching in upper-secondary school. Their views have been investigated nationwide through a web-based questionnaire. The questionnaire has been developed based on several published instruments and is part of an ongoing project on the role of mathematics in physics teaching at upper-secondary school. The selected part of the results from the analysis of the questionnaire reported on here cross-correlate physics teachers’ views about aims of physics teaching with their view of physics classroom activities, and perceived hindrances in the teaching of physics. 379 teachers responded to the questionnaire (45% response rate). The result indicates that teachers with a high agreement with a Fundamental Physics curriculum emphasis regarded mathematics as a problem for physics teaching, whereas teachers with high agreement with the curriculum emphases Physics, Technology and Societyor Knowledge Development in Physics did not do so. This means that teachers with a main focus on fundamental theories and concepts believe that mathematics is a problem to a higher extent than teachers with main focus on the role of physics in society and applied aspects or physics knowledge development do. Consequences for teaching and further research are discussed.
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| 21. |
- Hansson, Lena, 1975-, et al.
(author)
-
Lower secondary students' views in astrobiology
- 2013
-
In: Research in science education. - 0157-244X .- 1573-1898. ; 43:5, s. 1957-1978
-
Journal article (peer-reviewed)abstract
- Astrobiology is, on a profound level, about whether life exists outside of theplanet Earth. The question of existence of life elsewhere in the universe has been of interestto many societies throughout history. Recently, the research area of astrobiology has grownat a fast rate, mainly due to the development of observational methods, and the media isfrequently reporting on new research findings. International surveys show that astrobiologyquestions are among those that interest young people the most. The popularity of astrobiologyand the way it captures much science content makes it an interesting area for scienceteaching. However, there is very little research directly focused upon students’ views inastrobiology. The study reported in this paper draws from the answers of 186 Swedish lowersecondary students (16 years old) to a questionnaire, with closed and open-ended questionsregarding their views of issues in astrobiology. The study was guided by the worldviewtheory (Cobern 1991; Cobern, Science Education 80(5):579–610, 1996; Cobern, Scienceand Education 9:219–246, 2000). The results show that even though basic reasoning inastrobiology is known by a majority of the students, there is a considerable number ofstudents, for whom this is not the case. Furthermore, it was found that for all questions, thereare students answering in different ways when asked to describe their own view and the viewthey associate with science researchers. The implications of the study for further researchand for the teaching of astrobiology in science class are discussed.
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| 22. |
- Hansson, Lena, 1975-, et al.
(author)
-
Physics and the possibility of a religious view of the universe : Swedish upper secondary students' views
- 2007
-
In: Science & Education. - 0926-7220 .- 1573-1901. ; 16:3-5, s. 461-478
-
Journal article (peer-reviewed)abstract
- This study is addressing both upper secondary students’ views of whether it is possible to combine a scientific view of the universe with a religious conviction, and their views of miracles. Students are asked about their own views as well as the views they associate with physics. The study shows that in some cases the students’ own views differ from the views they associate with physics. This we consider to be a possible problem for these students. Through looking at how the students explain the views they associate with physics concerning the issues above, we show that these views are for many of the students intertwined with and linked to other views, that in the students’ views, are part of the worldview of physics. It is common that the students associate scientism with physics. We question whether these kinds of views are necessary for the building of scientific knowledge. Consequences for the teaching and learning of science are discussed.
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| 23. |
- Hansson, Lena, 1975-, et al.
(author)
-
Reality - theoretical models - mathematics : a ternary perspective on physics lessons in upper-secondary school
- 2015
-
In: Science & Education. - 0926-7220 .- 1573-1901. ; 24:5-6, s. 615-644
-
Journal article (peer-reviewed)abstract
- This article discusses the role of mathematics during physics lessons in upper-secondary school. Mathematics is an inherent part of theoretical models in physics and makes powerful predictions of natural phenomena possible. Ability to use both theoretical models and mathematics is central in physics. This paper takes as a starting point that the relations made during physics lessons between the three entities Reality, Theoretical models and Mathematics are of the outmost importance. A framework has been developed to sustain analyses of the communication during physics lessons. The study described in this article has explored the role of mathematics for physics teaching and learning in upper-secondary school during different kinds of physics lessons (lectures, problem solving and labwork). Observations are from three physics classes (in total 7 lessons) led by one teacher. The developed analytical framework is described together with results from the analysis of the 7 lessons. The results show that there are some relations made by students and teacher between theoretical models and reality, but the bulk of the discussion in the classroom is concerning the relation between theoretical models and mathematics. The results reported on here indicate that this also holds true for all the investigated organisational forms lectures, problem solving in groups and labwork.
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| 24. |
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| 25. |
- Hansson, Lena, 1975-, et al.
(author)
-
Students' socio-scientific reasoning in an astrobiology context during work with a digital learning environment
- 2011
-
In: Journal of Science Education and Technology. - 1059-0145 .- 1573-1839. ; 20:4, s. 388-402
-
Journal article (peer-reviewed)abstract
- In a European project—CoReflect—researchersin seven countries are developing, implementing andevaluating teaching sequences using a web-based platform(STOCHASMOS). The interactive web-based inquirymaterials support collaborative and reflective work. Thelearning environments will be iteratively tested and refined,during different phases of the project. All learning environmentsare focusing ‘‘socio-scientific issues’’. In thisarticle we report from the pilot implementation of theSwedish learning environment which has an Astrobiologycontext. The socio-scientific driving questions are ‘‘Shouldwe look for, and try to contact, extraterrestrial life?’’, and‘‘Should we transform Mars into a planet where humanscan live in the future?’’ The students were in their last yearof compulsory school (16 years old), and worked togetherin triads. We report from the groups’ decisions and thesupport used for their claims. On a group level a majorityof the student groups in their final statements expressreluctance towards both the search of extraterrestrial lifeand the terraforming of Mars. The support used by thestudents are reported and discussed. We also look moreclosely into the argumentation of one of the student groups.The results presented in this article, differ from earlierstudies on students’ argumentation and decision making onsocio-scientific issues (Aikenhead in Science education foreveryday life. Evidence-based practice. Teachers CollegePress, New York, (2006) for an overview), in that theysuggest that students do use science related arguments — both from ‘‘core’’ and ‘‘frontier’’ science — in their argumentationand decision making.
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| 26. |
- Hansson, Lena, 1975-, et al.
(author)
-
Swedish upper secondary students' views of the origin and development of the universe
- 2006
-
In: Research in science education. - 0157-244X .- 1573-1898. ; 36:4, s. 355-379
-
Journal article (peer-reviewed)abstract
- The article is addressing how students reason about the origin and development of the universe. Students’ own views as well as their descriptions of physical models are analysed. Data consists of written surveys, and interviews of a subset of the students. Most of the students relate to the Big Bang model when describing the origin of the universe. The study however shows that this can mean different things to the students. The article also addresses views of whether or not the universe changes and of the origin of the elements. When comparing students’ own views with their views of the physics view this study shows that there are students who have a different view of their own than the view they connect with physics. This shows that students, in the area of cosmology, do not necessarily take the view they connect with physics to be their own. Examples of students who handle the physics view in different ways are discussed. There are students who relate not only to science but also to a religious worldview when describing their own view. This shows that when discussing cosmology in class, also a religious worldview can be relevant for parts of the student group.
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| 27. |
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| 28. |
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| 29. |
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| 30. |
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| 31. |
- Juter, Kristina, 1971-, et al.
(author)
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Mathematics and physics at upper secondary school: an analysis of two lectures
- 2021
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In: <em>Sustainable mathematics education in a digitalized world</em>. - Göteborg : Nationellt centrum för matematikutbildning (NCM). - 9789198402445 ; , s. 264-264
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Book chapter (other academic/artistic)abstract
- A physics lecture and a mathematics lecture, by the same teacher and partly the same students, were studied at upper secondary school. Both lectures covered ordinary differential equations. The main aim of the present paper was to investigate the teacher’s different and similar ways to handle related mathematical content in the two school subjects. The findings show a structural use of mathematics with an analytical approach in mathematics and an applied approach in relation to formulas in physics. This study is part of a larger study about mathematics in physics education funded by the Swedish research council.
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| 32. |
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| 33. |
- Leden, Lotta, et al.
(author)
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Context-rich vs. context-stripped approach to NOS teaching : teachers’ reflections
- 2015
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Conference paper (peer-reviewed)abstract
- The inclusion of nature of science (NOS) in science education, has for a long time been regarded a crucial component in the teaching for scientific literacy. Much has been written about teachers’ views of NOS and how NOS is taught in the science classroom, but less is known about the teachers’ views of the teaching of NOS. To be able to better understand how NOS becomes (or does not become) a part of science education, teachers’ views of the teaching of NOS needs to be investigated. Therefore, in this project, we aim to shed light on teachers’ ways of coping with two different approaches to NOS teaching – contextualized and decontextualized. We explore how the teaching of NOS is planned for, and communicated in the science classroom, as well as what difficulties and gains the teachers experience with the different approaches. The participants are Swedish in-service science teachers (n=6) in grades 3-9. During the project the teachers meet in focus groups, guided by a researcher, and discuss NOS and the teaching of NOS. Sources of data are audio recorded focus-group discussions and classroom observations. The results indicate that both approaches have benefits. A larger amount and more complex NOS aspects are addressed in the context-rich approach. However, the teachers in this study find the decontextualized task easier to fit within the traditional science-teaching frame.
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| 34. |
- Leden, Lotta, et al.
(author)
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Teachers discussing, planning and implementing NOS-aspects in their teaching
- 2014
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Conference paper (other academic/artistic)abstract
- The inclusion of "nature of science" (NOS) in science education has for a long time been regarded as a crucial component in the teaching for scientific literacy. The aim of this study is to investigate how in-service science teachers plan, implement, and afterwards reflect on a NOS teaching session. The participants in the study are Swedish in-service science teachers (n=4) in grades 4-9. Sources of data are teacher-group discussions (before and after the NOS-session), classroom observations, and teachers’ reflective notes. The analytical framework used in this study is developed with a point of departure in the NOS tenets described by Lederman (2007). The preliminary results indicate that although the teachers in different ways explicitly address many different aspects of NOS during the teaching sessions, and they believe that their students are interested in the provided tasks, the teachers themselves are having a hard time coping with the clash between the implemented NOS-session and more traditional views of science teaching.
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| 35. |
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| 36. |
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| 37. |
- Lindner, Ann-Charlotte, 1949-, et al.
(author)
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Kan grundskoleelevers uppfattningar om fysikaliska fenomen utvecklas genom riktade undervisningsinsatser?
- 2006
-
In: Naturfagsdidaktikkens mange facetter. - Köpenhamn : Danmarks Pædagogiske Universitets Forlag. - 9788776840877 - 9788776841478 ; , s. 217-225
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Conference paper (peer-reviewed)abstract
- Den här studien är en del i ett större forskningsprojekt som startade våren 1997 då eleverna var 6-7 år. Jag har genomfört riktade undervisningsinslag som byggt på vardagsfenomen kring vatten och dess fasändringar. Eleverna har intervjuats före och efter vår undervisning. Elevernas förklaringar har analyserats tillsammans med filmade undervisningstillfällen mot bakgrund av den teoretiska ramen för att söka få en helhetsbild av varje elev och följa hur de utvecklar sina uppfattningar. Det jag ser är att eleverna får en bättre förståelse av begreppen avdunstning och kondensation.
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| 38. |
- Lindner, Ann-Charlotte, 1949-, et al.
(author)
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Longitudinell studie av hur grundskoleelevers uppfattningar om fysikaliska fenomen utvecklas
- 2006
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In: Från naturvetenskap och specialpedagogik till hållbar utveckling inom lärarutbildning. - Vasa : Åbo Akademi, Pedagogiska fakulteten. - 9521216670 ; , s. 93-107
-
Book chapter (pop. science, debate, etc.)abstract
- Den här studien är en del i ett större forskningsprojekt som startade våren 1997 då eleverna var 6-7 år. Jag har genomfört riktade undervisningsinslag som byggt på vardagsfenomen kring vatten och dess fasändringar. Eleverna har intervjuats före och efter vår undervisning. Elevernas förklaringar har analyserats tillsammans med filmade undervisningstillfällen mot bakgrund av den teoretiska ramen för att söka få en helhetsbild av varje elev och följa hur de utvecklar sina uppfattningar. Det jag ser är att eleverna får en bättre förståelse av begreppen avdunstning och kondensation.
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| 39. |
- Martinsson, Andreas, et al.
(author)
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Life Expectancy After Surgical Aortic Valve Replacement.
- 2021
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In: Journal of the American College of Cardiology. - : Elsevier BV. - 1558-3597 .- 0735-1097. ; 78:22, s. 2147-2157
-
Journal article (peer-reviewed)abstract
- Surgical risk, age, perceived life expectancy, and valve durability influence the choice between surgical aortic valve replacement (SAVR) and transcatheter aortic valve implantation. The contemporaneous life expectancy after SAVR, in relation to surgical risk and age, is unknown.The purpose of this study was to determine median survival time in relation to surgical risk and chronological age in SAVR patients.Patients≥60 years with aortic stenosis who underwent isolated SAVR with a bioprosthesis (n=8,353) were risk-stratified before surgery into low, intermediate, or high surgical risk using the logistic EuroSCORE (2001-2011) or EuroSCORE II (2012-2017) and divided into age groups. Median survival time and cumulative 5-year mortality were estimated with Kaplan-Meier curves. Cox regression analysis was used to further determine the importance of age.There were 7,123 (85.1%) low-risk patients, 942 (11.3%) intermediate-risk patients, and 288 (3.5%) high-risk patients. Median survival time was 10.9 years (95% confidence interval: 10.6-11.2 years) in low-risk, 7.3 years (7.0-7.9years) in intermediate-risk, and 5.8 years (5.4-6.5 years) in high-risk patients. The 5-year cumulative mortality was 16.5% (15.5%-17.4%), 30.7% (27.5%-33.7%), and 43.0% (36.8%-48.7%), respectively. In low-risk patients, median survival time ranged from 16.2 years in patients aged 60 to 64 years to 6.1 years in patients aged≥85 years. Age was associated with 5-year mortality only in low-risk patients (interaction P< 0.001).Eighty-five percent of SAVR patients receiving bioprostheses have low surgical risk. Estimated survivalis substantial following SAVR, especially in younger, low-risk patients, which should be considered in Heart Teamdiscussions.
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| 40. |
- Otterborn, Anna, 1961-
(author)
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Det bästa av två världar : Förskollärares arbete med digitala och analoga resurser i förskolans STEM-undervisning
- 2023
-
Doctoral thesis (other academic/artistic)abstract
- Den här avhandlingen undersöker hur erfarna förskollärare integrerar digitala och analoga verktyg i sin undervisning. Avhandlingen fokuserar på så kallad STEM-undervisning där ämnesområdena naturvetenskap (science), teknik (technology), ingenjörsvetenskap (engineering) och matematik (mathematics) integreras. Avhandlingens resultat bygger på fyra studier där empiriskt material genererades från online-enkäter, intervjuer och dokumentation av STEM-undervisning där digitala verktyg användes av förskollärarna. Artikel I redogör för en online-enkätstudie som syftade till att beskriva hur datorplattor används för att stödja förskolans lärande både generellt och med särskilt fokus på teknikundervisning. I Artikel II fördjupas resultat från studie I en online-enkät med fokus på hur förskollärare implementerar programmeringsaktiviteter i sin pedagogiska praktik. Artikel III, som baseras på semi-strukturerade intervjuer, studerar hur erfarna förskollärare integrerar digitala verktyg när de undervisar i naturvetenskap. I artikel IV fördjupas resultaten från studie III genom recall intervjuer och analyser av insamlad dokumentation av de naturvetenskapliga aktiviteterna. Avhandlingens övergripande resultat visar att förskollärarna hanterar uppdraget att digitalisera förskolans undervisning genom att kombinera digitala och analoga verktyg för att erbjuda innovativ och multidimensionell undervisning där läroplanens grundläggande värderingar är i fokus. Till exempel sätts barns perspektiv, intressen och aktörskap i förgrunden genom att digitala och analoga verktyg kombineras för att komplettera barns olika sätt att lära. Förskollärarna ser analoga resurser som grundläggande och de digitala verktygen som kompletterande och förstärkande. Inom naturvetenskapsundervisningen används de digitala verktygen målmedvetet för att utvidga en redan multidimensionell undervisning och för att erbjuda olika vägar för kreativa utforskningar. Programmeringsaktiviteterna som förts in verksamheten beskrivs ofta som didaktiska redskap för att utveckla barns generiska färdigheter och kompetenser. Den arbetsgemenskap som lärarna arbetar inom visar sig vara betydelsefull för hur, och om, digitaliseringsinitiativ blir genomförda eftersom rutiner och rådande epistemologiska föreställningar inom arbetsgemenskapen inverkar på vad som faktiskt blir möjligt att genomföra Avhandlingens resultat visar sammanfattningsvis hur en digitaliserad undervisning kan tänja på gränserna för en redan etablerad multidimensionell pedagogisk praktik inom förskolans STEM-undervisning när lärare har kunskap, resurser och intentioner att på ett meningsfullt sätt implementera detta.
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| 41. |
- Pauli, Nina, et al.
(author)
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Are there differences in revision stapes surgery outcomes between university and county clinics? A study from the quality register for otosclerosis surgery in Sweden
- 2023
-
In: European Archives of Oto-Rhino-Laryngology. - : Springer Science and Business Media LLC. - 0937-4477 .- 1434-4726. ; 280:5, s. 2247-2255
-
Journal article (peer-reviewed)abstract
- Purpose The aim of the study was to investigate hearing outcomes in stapes revision surgery with regard to the type of clinic (university clinic or county clinic). Furthermore, the aim was to investigate the risk of complications with a focus on tinnitus, hearing deterioration, and taste disturbance 1 year after surgery. Methods The study is based on data from the Swedish Quality Register for Otosclerosis Surgery (SQOS). Two study protocols were completed by the surgeon, and a questionnaire was distributed to the patients 1 year after surgery. A total of 156 revisions were available for analysis with both preoperative and postoperative audiometry data. Results Seventy-five percent of the patients reported better to much better hearing 1 year after revision surgery. An air bone gap <= 20 dB postoperatively was seen in 77% of the patients. Four percent had hearing deterioration >= 20 dB PTA(4) AC. Eleven percent had worsened or newly developed tinnitus, 5% had taste disturbance, and 3% had dizziness 1 year after surgery. Preoperative and postoperative hearing did not differ between patients operated on in university vs. county clinics. Conclusions Revision surgery in otosclerosis is a challenge for otologists, but no differences in hearing outcomes between university and county clinics were found in this nationwide study. The risk of hearing deterioration and deafness is higher than in primary stapes surgery, and revision surgery should be recommended primarily in cases with a large air-bone gap and moderate to severe preoperative hearing loss.
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| 42. |
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| 43. |
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| 44. |
- Redfors, Andreas, 1961-, et al.
(author)
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On the potential of mobile and ubiquitous technologies to support collaborative processes with a science content in pre-schools
- 2014
-
Conference paper (peer-reviewed)abstract
- We will present on a project that sets out to extend current understanding of how emerging technologies can be used by children and their pre-school teachers as socio-cognitive tools to support collaboration and reflection in investigating complex, real-life problems. The research group LISMA has previously been involved in work situated at the intersection of new information and communication technologies (ICTs), social cognition, and learning with research focused on examining the potential of web-based technologies to support social and psychological processes which are at the centre of learning, with a special interest in inquiry-based science learning to support active involvement, collaboration, cognitive flexibility, reflective and critical thinking, and the development of adaptive expertise (Redfors et al. 2013). Hence, we will synthesise the two domains defined by Eshach (2006) for kids’ science learning; content (concepts, explanatory models) and investigations (hypothesis, problematizing, questions, experiments). With this project we will take this line of work further and focus on the role of ubiquitous technologies in pre-schools. The project methodology is based on the idea of design-based research (Barab & Squire, 2004). This approach seeks to bridge the often disconnected worlds of academia and theory with the realities, complexities, and constraints of educational practice. Design-based research is the most suitable methodological approach to the goals of this project, since its iterative, participatory, and evidence-based philosophy can foster the development of viable, empirically tested practices. The collaborative activities that we will create will be iteratively tested and refined, first as pilot projects, then during local implementations, and finally during implementations and synthesis work at a global level. This approach can ensure that the outcomes of such work can be used in other similar learning contexts. In the context of this approach, we will follow a mixed-methods approach, which will include qualitative and quantitative data collection measures. We will report on the first phase of the project where we will work with pre- and in-service pre-school teachers developing Slowmations (Fleer, 2013; Hoban, 2007) to develop their own and children’s understanding of science phenomena. Slowmations (“SlowAnimation”) are software generated simple stop-motion animations played slowly at two frames per second. Children photograph objects, creating a sequence of photographic images, which they put together as a video clip, with self-generated narration to explain the phenomena. Research suggests that slowmations (Fleer 2013) helps children to more consciously consider concepts. Teachers and students (during VFU) will in collaboration with researchers in a design-based process develop, enact and evaluate slow-mations. Through a future international group we will be able to identify the critical attributes, the important constraints and the crucial characteristics of successful research-based activities.
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| 45. |
- Redfors, Andreas, 1961-, et al.
(author)
-
Physics teaching and the role of mathematics in Swedish upper-secondary school
- 2021
-
Conference paper (other academic/artistic)abstract
- The aim of this three-year study is to further contribute to the understanding of how relations between Reality – Theoretical models – Mathematics are communicated in Swedish upper-secondary physics. A developed analytical framework (Hansson, Hansson, Juter, & Redfors, 2015; 2019) is used to focus the analysis of the classroom communication on relations made (by teachers and students) between Reality – Theoretical models – Mathematics. The framework, results from an online survey to Swedish upper-secondary teachers on views of physics, mathematics and physics teaching, and results from classroom studies at upper secondary school will be reported on and discussed at the conference.
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| 46. |
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| 47. |
- Redfors, Andreas, 1961-, et al.
(author)
-
Socio-scientific collaborative inquiry in astrobiology : the design and implementation of a digital learning environment
- 2010
-
In: Contemporary science education research. ; , s. 231-241
-
Conference paper (peer-reviewed)abstract
- In a European project – CoReflect – researchers in seven countries are developing, implementing and evaluating teaching sequences using a web-based platform (STOCHASMOS). The interactive web-based inquiry materials support collaborative and reflective work. The project methodology is based on the idea of design-based research, which seeks to bridge the often disconnected worlds of academia and educational practices. Hence, the teachers are engaged throughout the project. The learning environments will be iteratively tested and refined, first as pilot projects, then during local implementations, and finally during implementations and synthesis work at the European level. All learning environments are focusing “socio-scientific” issues. In this article we report from the pilot of the Swedish learning environment with an Astrobiology context. The socio-scientific driving questions were “Should we look for, and try to contact, extraterrestrial life?”, and “Should we transform Mars into a planet where humans can live in the future?” The students are in their last year of compulsory school (16 years old), and worked together in triads. We report from the groups’ decisions and arguments used. A majority of the groups express reluctance towards both the search of extraterrestrial life and the terraforming of Mars.
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| 48. |
- Redfors, Andreas, 1961-, et al.
(author)
-
Student teachers’ use of models of matter : a progress report
- 2005
-
Conference paper (other academic/artistic)abstract
- Empirical data on student teachers' use and views of models in physics are investigated. Students’ explanations of phenomena are analysed with the link between model/theory and reality in focus. A secondary focus is how the students’ use of explanatory models is influenced by their views about the nature of scientific knowledge. The project has a combined cross sectional and longitudinal design. Written questionnaires are used, in combination with follow up interviews. Three different phenomena are discussed, a burning candle, a gas flame and a flask with air confined by a balloon. Data is analysed with respect to a theoretical model of learning assuming that students use several different explanatory models, and that they use more than one in explanations of everyday phenomena. Results from this exploratory study are planned to guide further research on how teaching can build upon different perspectives of models to improve student learning.
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| 49. |
- Redfors, Andreas, 1961-, et al.
(author)
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Teaching astrobiology from a socio-scientific perspective using a digital learning environment
- 2010
-
Conference paper (peer-reviewed)abstract
- We report from the European project CoReflect (www.coreflect.org) where groups in Cyprus, England, Germany, Greece, Israel, Sweden and the Netherlands are developing, implementing and evaluating teaching sequences using the internet platform Stochasmos (Kyza & Constantinou, 2007). Within this design-based project (Barab & Squire, 2004) teachers and researchers work together on the design of digital learning environments (LE:s). The approach seeks to bridge the worlds of academia and the world of educational practice. All LE:s build on different socio-scientific issues (Sadler, 2004), and Stochasmos are used to help teachers scaffold students in collaborative learning.The local working groups of researchers and teachers design one LE each. The design goes through different phases: implementation, review and refinement. The aim of this article is to describe these phases, for the Swedish LE. The Swedish group chose socio-scientific issues in the content area of Astrobiology. Astrobiology captures questions that have been found to be of interest to students (Sjøberg & Schreiner, 2006). The socio-scientific driving questions are:Should we look for, and try to contact, extraterrestrial life?Should we transform Mars into a planet where humans can live in the future?Students are expected to: a) demonstrate a basic understanding of essential concepts of astrobiology, b) discuss the nature of science, c) link hands-on lab-work to astrobiology research, d) provide evidence-based answers to the driving questions, using scientific, social, economical and ethical perspectives.Based on the evaluation of the pilot enactment several changes were made in Stochasmos and to the teachers’ guide. Even though Stochasmos gives the work structure, through tabs and templates the need for a scaffolding teacher was obvious. The teacher needs to be familiar and knowledgeable about the content in order to be able to produce challenging questions. A stricter planning for the teacher, with explicit instruction about student activities was introduced to promote science oriented discussions. The students liked working with the computer – it is a familiar environment. The teacher experienced an increase in student anticipation and focus. The analysis of the second enactment is ongoing, and will be presented at the conference.Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. The Journal of the Learning Sciences, 13(1), 1-14.Kyza, E. A. & Constantinou, C. P. (2007). Stochasmos: A web-based platform for reflective, in-quiry-based teaching and learning. Cyprus: Learning in Science Group.Redfors, A., Hansson, L. & Rosberg, M. (2009). Socio-Scientific Collaborative Inquiry in astro-biology – The Design and Implementation of a digital learning environment. Esera 2009.Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: a critical review of re-search. Journal of Research in Science Teaching, 41(5), 513-536.Sjøberg, S., & Schreiner, C. (2006). How do learners in different cultures relate to science and technology? Results and perspectives from the project rose (the relevance of science education). Asia-Pacific Forum on Science Learning and Teaching, 6(2), 1-17.
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| 50. |
- Redfors, Andreas, 1961-, et al.
(author)
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The Fe II excitation mechanism in KQ Puppis
- 2000
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In: Astronomy and Astrophysics. - 0004-6361 .- 1432-0746. ; 364:2, s. 646-654
-
Journal article (peer-reviewed)abstract
- We discuss different excitation processes behind the Fe II emission lines in the IUE spectrum of KQ Puppis (Boss 1985), a VV Cephei type of spectroscopic binary. Several pa pers have been published on the subject suggesting a number of processes behind the strong Fe II emission lines. We propose that there are two processes operating: selective photoexcitation by continuum radiation (PCR) from the B-star companion, and photoexcitation by accidental resonance (PAR) by the H Ly alpha radiation field. We suggest excitation channels for each of the Fe II emission lines identified in the spectrum.
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