| 1. |
- Amato, M, et al.
(författare)
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Literature review on STEM education
- 2019
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Ingår i: Do Well Science. - Breslavia : Società Dante Alighieri. - 9788394521301 ; , s. 15-27
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Ceken, Fatma, et al.
(författare)
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The use of the theory of conceptual profiles to assess learning outcome
- 2016
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Ingår i: Electronic Proceedings of the ESERA 2015 Conference<em></em>. - Helsinki : University of Helsinki. - 9789515115416 ; , s. 2716-2721
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Konferensbidrag (refereegranskat)abstract
- The Swedish Schools Inspectorate (2012) made an evaluation of the quality in science teaching in year 1–3 in the Swedish compulsory school. Large differences were found among the 30 schools studied. Often teaching only consisted of mediating facts or experiments made by the teacher. The students rarely got an opportunity to learn through systematic investigations. Less than 60% of the lessons observed involved activities were the students to large extent met scientific methods. Also, good examples were found in schools were the teachers consciously let the students make hypotheses about what will happen in an experiment. In many schools the teacher use readymade teaching packages. Generally, they consist of instructions for how series of lessons with different themes may be planned and performed by using the material included. Some of the packages also include education of the teachers. According to the School Inspectorate teachers without education in science claim that with help of the packages they have been able to teach in all areas of school science. Teachers sometime use the packages as inspiration, but chose other methods for their teaching. The purpose of this study was to examine how students in primary school use concepts and to study their conceptual development during two sequences of lessons, primarily based on the student’s own documentations. Written diaries and reports of the students were analysed in order to construct their conceptual profiles and to follow their development. The assessment of the performances in relation to the knowledge requirement evaluated students ability to discuss simple questions concerning chemical processes, plan simple experiments and formulate simple question. The study shows that observations, discussions, and written documentation of simple experiments promotes conceptual development.
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| 6. |
- Lönn, Mikael, et al.
(författare)
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Results and Comparison of Different Complementary Assessment Methods of Science Learning Outcome
- 2015
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Ingår i: Conference proceedings. New perspectives in science education, 4<sup>th</sup> ed.. - : Libreriauniversitaria.it. - 9788862926003 ; , s. -5
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Konferensbidrag (refereegranskat)abstract
- To assess the quality of different aspects of the learning outcomes in relation to knowledge requirements as results of teaching several assessment methods have to be used. For most teachers it is also obvious that students differ in their ability to demonstrate the learning outcome depending on the assessment method used. In order to compare different assessment methods of the learning outcome of pre-school teacher students’ different types of tasks were evaluated and compared in order to identify the potential of each method to give the students fair chances of showing their skills. Thus, assessments based on multiple choice questionnaires of different types, long answer questions, practical laboratory experiments, experiment construction and the students ability to evaluate experiment plans were compared. Having Swedish as mother tongue also was included as an explanatory variable since we suspected that some of the assessment methods in reality rather evaluates the linguistic skills in interpreting texts rather than evaluating the content knowledge of the subject. The results for each student when different methods were used were compared in order to evaluate if some of the methods for assessment gave similar results or if the methods induced differences in the results for the same student. We use ordination techniques to assess and visualize main trends in the data and linear models and classification trees to evaluate specific associations. There is correlation between results from several assessment methods, there are positive correlation between combinations of results from long answers, experiment and experiment construction, meaning students who showed good results with one method did so also with the others - but in some comparisons like long answer questions and multiple choice questions good results were independent of each other. There was a negative effect of having a non-Swedish mother tongue on the results in multiple choice questionnaires, but a positive effect of a non-Swedish mother tongue on the combined scores on experimental construction and experiment. Linear models show that good achievements in experimental construction are explained by high summed scores of Doll´s criteria, the four R’s richness, recursion, relations, and rigor.
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| 7. |
- Mattsson, Jan-Eric, 1949-, et al.
(författare)
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Art studies as tools for understanding observations in science
- 2017
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Ingår i: Conference proceedings New perspectives in science education. - Limena : Libreriauniversitaria.it. - 9788862928472 ; , s. 513-516
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Konferensbidrag (refereegranskat)abstract
- Observations are fundamental in science as they has to include cognitive activities based on the perceived sensations. These activities have to be transformed to written or spoken language. In order to practice and visualize these processes we present a method based on Roland Barthes concepts studium and punctum. About 60 students aiming at becoming primary school teachers (years 4–6) were followed during a period of the first two years of their education. The results on all course examinations during these years (n=17) were compared to the quality of two reflective texts. One from the end of the first year on the impression of art works by David Hockney or Bill Viola, another of experiences from field sites used at the beginning of their studies. They wrote reflections on their experiences including observations and their personal and professional development during their teacher training. The texts where analysed by using the 4 R’s of Doll’s. Results of VARK tests assessing the learning style of the students from the beginning of their education were used. The choice of science courses can be shown to be correlated to different factors depending of the selection of these but there was no general pattern behind the choice of science. Training of observation in different contexts and reflections on these in relation to personal development seem to promote better professional understanding.
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| 8. |
- Mattsson, Jan-Eric, 1949-, et al.
(författare)
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Conceptual profiles for Doll’s four R's.
- 2016
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Ingår i: Electronic Proceedings of the ESERA 2015 Conference. - Helsinki : University of Helsinki. - 9789515115416 ; , s. 72-77
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Konferensbidrag (refereegranskat)abstract
- As academic organisers and teachers with different positions teacher training programs at Södertörn University we have had the opportunity to develop and assess different types of pedagogic activities and use, e.g., the 4 R´s proposed by Doll, recursion, relations, richness, and rigor in assessments. Here pre-service teacher student reflections assessed by use of the 4R’s are compared with other texts by the same students in order to assess the quality of their understanding of evolutionary theory. Written performances of biology students are also compared with those of pre-service teacher students in order to reveal differences in the use of scientific concepts between the groups. Analysis of student performances show a relation between the use of the 4R’s, and the use of scientific concepts. Analyses of texts by students in evolution theory show a relatively low use of scientific concepts often regarded as important in scientific text. This may be explained by students’ good skills in giving scientific explanations in every-day language. Teacher students used more biological and evolutionary concepts compared to biology students. The emphasis on the use of concepts, especially in school, may be exaggerated. Professional biologists have to communicate with people outside the scientific community but teachers often cares about a strict scientific language. This is also found here where teacher students use the concepts to a larger extent than biology students. School biology should focus on the basic processes of organic evolution as the foundation of all teaching in order to enhance the students’ deeper understanding.
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| 9. |
- Mattsson, Jan-Eric, 1949-, et al.
(författare)
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Forces, to visualise the invisible
- 2016
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Ingår i: <em></em>Conference proceedings. - Fitenze : Libreria Universitaria. - 9788862927055 ; , s. 537-541
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Konferensbidrag (refereegranskat)abstract
- “This is hard to understand as you can’t see the forces” exclaimed a student during a science course. Basic concepts in physics like force, energy, power are difficult to observe. Usually we often only make conclusions about their existence out of the resulting effects of their appearances. In addition, the use of similar words in other contexts, sometimes metaphorically, sometimes with other meaning, make the situation even worse. In science courses for pre-service primary school teacher students we have tried to design learning situations where students get personal experiences of the world behind the concepts described in words.Thus, we designed situations when the students themselves were subjected to different forces or had the opportunity to observe the effects of forces. They wrote reflections on their experiences and we discussed these together in order to get used to how to describe and explain these type of experiences.The learning outcome was assessed by analyses of written reflections of experiences from different attractions of an amusement park. One of the main outcomes of these reflections were the differences in the observations of the students. Often they had to do several rides to observe the forces they were subjected to. They also found differences in their personal ability to identify the forces. Some students were better in observing some of the forces than the others.Thus, the participation in one activity with the aim of observing something does not necessarily lead to similar observations of other participants. Previous experiences seem to affect the observations so forces in some directions may be regarded as more powerful or easier to identify by some persons than others. This may be a general characteristic of observations in common situations. In that case this may be one explanation why, e.g., students have different focus in the classroom and learn other things than those intended by the teacher.
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| 10. |
- Mattsson, Jan-Eric, 1949-, et al.
(författare)
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How to teach evolution
- 2015
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Ingår i: Procedia - Social and Behavioral Sciences. - : Elsevier BV. - 1877-0428. ; 167, s. 170-177
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Tidskriftsartikel (refereegranskat)abstract
- Out of identified general didactic problems when teaching evolutionary theory, structured learning situations for pre-service teacher students were created together with performance assessment. The students’ discussions showed almost no use of evolutionary concepts and well-structured learning situations failed as many students worked in an arbitrarily manner. The performance assessment showed anyhow good results as questions with open answers gave opportunity for constructive thinking. One conclusion is the strength in open questions, promoting the students’ creation of reasonable explanations within a theoretical framework.
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