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  • 1. Adolfsson Boman, Marianne
    et al.
    Eriksson, Inger
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hverven, Mona
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Jansson, Anders
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Tambour, Torbjörn
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Att introducera likhetstecken i ett algebraiskt sammanhang för elever i årskurs 12013In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, no 10, p. 29-49Article in journal (Refereed)
    Abstract [sv]

    Artikeln bygger på data från forsknings- och utvecklingsprojektet (FoU) ”Utveckling av matematiskt tänkande – expanderande uppgifter i nybörjarundervisningen” där lärare från Skärsätra skola tillsammans med forskare från Stockholms universitet genomförde ett undervisningsexperiment i syfte att introducera algebra i nybörjarundervisningen.

  • 2.
    Ahlstrand, Pernilla
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies.
    "Inte ett öga torrt" - en studie rörande ämnesdidaktiska val i teaterundervisning2015In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 3, no 15, p. 38-60Article in journal (Refereed)
    Abstract [sv]

    I artikeln lyfts resultat från ett pågående arbete fram, där en ny metod prövas. Syftet är att visa hur studier av lärarens didaktiska val kan bidra med kunskap om hur ett kroppsligt kunnande inom skolämnet teater på gymnasienivå utvecklas. Metoden om används är ett exempel på hur man kan studera lärarens didaktiska val och därigenom utveckla kunskap om innehållsliga aspekter av ämnet. Resultatet från studien, där interaktionsanalys har använts, pekar på hur lärares professionella omdöme delvis är inbegripet som del av en praxis. De slutsatser som dras avser att visa hur kunskap i ett estetiskt ämne kan visualiseras och artikuleras. Artikeln syftar till att problematisera och diskutera hur man kan prata om och i undervisningen hantera utvecklandet av ämnesspecifika förmågor.

  • 3. Bellander, Elisabet
    et al.
    Blaesild, Michael
    Björklund Boistrup, Lisa
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Matematik i yrkesprogram – en modell för två ämnens relationer med varandra2017In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 5, no 2, p. 47-72Article in journal (Refereed)
    Abstract [en]

    In an action research project it was investigated how relationships between mathematics and the educational subject of construction work in upper secondary school maybe described, with a specific interest in the students’ anticipated work in the construction business. Furthermore it was investigated how vocational students, teachers (in mathematics and construction work), and a researcher describe these relationships, in the beginning of the action research project, and at the project’s end. The data consists of answers to written questions in a form, photos and illustrations, notes, and logs. The findings reveal how the interfaces between mathematics and construction work should be viewed as a content area of its own, with relationships to respective subject area, which in the article is summarized in a general model. The findings also point at how the relationships comprise substantially more than viewing mathematics as being applied in a workplace practice, but how also, for example, mathematics in its self may explain aspects of the subject of construction work.

  • 4. Bergvall, Cecilia
    et al.
    Lavett-Lagerström, Malin
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education. Södermalmsskolan i Stockholm, Sweden; STLS, Stockholm Teaching & Learning Studies, Sweden.
    Andrée, Maria
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education. STLS, Stockholm Teaching & Learning Studies, Sweden.
    Elevers förmåga att planera undersökningar – en kritisk granskning av stödmaterial för bedömning i NO åk 1-62018In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 6, no 1, p. 6-22Article in journal (Refereed)
    Abstract [en]

    This paper focusses on the assessment of students’ capabilities to engage in systematic investigations in science, concerning the planning of such an investigation. The aim is to develop knowledge on how task design may enable and constrain the assessment of students’ capabilities to engage in systematic investigations. The study consists of a critical review of affordances and constraints of a diagnostic material (the DiNO-material) provided by the National Agency of Education as a tool for assessing students´ capabilities to engage in inquiry. The DiNO-material is intended to support teacher assessment in science education grades one to six. The study draws on a theoretical framework of socio-cultural theory and epistemic practices. The study is based on an intervention where students in grades 4, 6 and 8 were given a task from the DiNO-material aimed at assessing their capabilities to design systematic investigations. The data consists of audio recordings of student discussions. The recordings were transcribed and analyzed thematically with regard to which activity the students were engaged in while working with the task. The results show differences in how students approach and contextualize the task. Based on the findings consequences for designing tasks to assess students’ capabilities to plan systematic investigations are discussed.

  • 5.
    Björk, Marie
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Nikula, Åsa
    Stensland, Paul
    Stridfält, Anna
    Tecken på teoretiskt tänkande om strukturer i bassystemet2019In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 7, no 2, p. 26-49Article in journal (Refereed)
    Abstract [en]

    This article describes and discusses emerging theoretical thinking about structures in the base system among pupils who participate in an exploratory work where they measure distances in different bases. Data comes from a study with 44 pupils in grade 4 where Davydov’s mathematical program for a learning activity was used for the design of the teaching. Films, student assignments and transcripts have been analyzed qualitatively and categorized. The analysis shows signs of emerging theoretical thinking in the form of actions, such as questions about, and descriptions of relationships between the positions on the left and right of the radix point (the sign that distinguishes integer part and fractional part in the number). The result is reported under three categories: (a) the bases function to the digits´ value in the number, (b) position switching and (c) the unit as one of a quantity. The result is discussed in relation to previous research on pupils’ difficulties with decimal numbers.

  • 6.
    Björk, Marie
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education. Stockholms stad, Sverige.
    Pettersson Berggren, Gunilla
    Stockholm University, Faculty of Social Sciences, Department of Education. Stockholms stad, Sverige.
    "Det brukar vara så här långt!" En jämförande studie om kritiska drag för för elevers uppfattning av tallinjen2014In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, no 13, p. 67-85Article in journal (Refereed)
    Abstract [en]

    "It’s usually this far” – A comparative study on critical features for pupils' perception of the number line

    This study examines how second graders perceive and use the number line as a learning tool. According to the variation theory’s approach to learning, pupils have to discern what is important for this form of representation of the numeral system in order to use the number line as a tool in mathematical thinking. Critical aspects from other studies with similar learning objects have been taken into consideration for our pre-test design. These aspects supplemented and enhanced the analysis of the results and our results were consistent with earlier learning studies´. This points to the importance of pupils’ understanding of the number line range, the relationship between value and distance and the need for two reference points to determine the scale, and how part and whole relate to each other. The results are discussed in relation to previous learning studies, and in relation to what we see as interesting from a teaching perspective. The study was conducted by mathematics teachers at Sjöstadsskolan in Stockholm, as part of an action research project in collaboration with Stockholm University.

  • 7. Broman, Andreas
    et al.
    Frohagen, Jenny
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Wemmenhag, Janice
    Vad är det man kan när man kan tillverka ett uttryck i slöjdföremål?2013In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, no 10, p. 6-28Article in journal (Refereed)
    Abstract [sv]

    I ämnet slöjd förväntas elever formge och framställa föremål i materialen metall, textil och trä. Uppgifterna som eleverna får av läraren knyts vanligtvis till någon slöjdteknik som stickning eller hyvling (Skolverket, 2005). Mer sällan handlar uppgifterna om att lära eleverna skapa estetiska och kulturella uttryck, som att tillverka en väska med mangaut- tryck eller en nyckelring som ser samisk ut. Om föremålets uttryck lämnas åt eleven att skapa ’fritt’ riskerar kunnandet att stanna vid ett oreflekterat tyckande om vad som är fint och fult i stället för att förhålla sig till olika stilar eller uttryck. Ett långsiktigt mål i nu- varande kursplan för slöjd i grundskolan (Lgr11) är att utveckla elevers förmåga att tolka olika uttryck i slöjdföremål. Hur detta hanteras i undervisningen får konsekvenser för vad som görs möjligt för elever att lära i slöjd. Under 2010–2011 genomförde vi en learning study i slöjd för att undersöka hur symboler och symboliska uttryck kan förstås som ett ämnesinnehåll i slöjdämnet och beskrivas som ett slöjdspecifikt kunnande. 

  • 8. Eriksson, Helena
    et al.
    Eriksson, Inger
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Matematik som teoretiskt arbete - utveckling av matematiska modeller för rationella tal i åk 42016In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 4, no 1, p. 6-24Article in journal (Refereed)
    Abstract [en]

    The teaching of rational numbers to young students (grade 4-6) is known to be difficult. It is for instance difficult for students to understand that fractions and decimal numbers may represent the same value, or that fraction has a specific place on the number line, i.e. that it is a number among other numbers. The purpose of this article is to discuss and exemplify how students can be involved in a theoretical exploration of fractions as numbers. The basis of the students’ exploration was a designed situation where they were to make measurements of wooden rods where the measurements did not make an equal, i.e. “a little bit” was missing. With these measurements students in joint discussions were able to design a general model for fractions. Such a model could be used as a tool in discussions of “the whole” and “its parts” in fractions. The article is based on data from a series of Learning studies conducted in a grade 4 in an intercultural school in 2012-2013.

  • 9.
    Fridolfsson, Anna-Karin
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education. Stockholms stad, Sverige.
    Clarke Bolin, Åsa
    Jonsson, Anders
    Reimark, Josefin
    Gymnasieelevers användning av normkritik och naturvetenskap för att granska frågor om sexualitet och kön2019In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 7, no 3, p. 28-47Article in journal (Refereed)
    Abstract [en]

    Upper-secondary students use of norm criticism and science when investigating questions concerning gender and sexuality

    In this article, an analysis of texts written by upper-secondary students where the students used norm criticism and science to investigate questions or claims concerning gender and sexuality. The purpose of this study was to contribute with knowledge that could be used for developing teaching that facilitates gender equity, inclusion and action competence. In seven classes, in the courses Biology 2 or Natural science 1b, teaching sequences including discussions about heteronormativity were conducted. The students could choose, on their own, a question or a claim to investigate and write a text about. A selection of 54 texts, with three different contents, were subject to thematic analysis. 1. “Difference in lust between sexes”, 2. “Sexual orientation” 3. “Gender and gender identity”. Three main themes were identified: (a) Norms create limits and consequences, (b) Science does not always provide simple answers and (c) Science can challenge norms and myths. Based on the results, ideas for developing teaching are discussed.

  • 10.
    Frisk, Anna-Karin
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Från orsak till mening - att kunna relatera ritualer till centrala tankegångar inom olika religioner2016In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 4, no 1, p. 50-72Article in journal (Refereed)
    Abstract [en]

    This study aims at finding out what it means to be able to relate ritual actions to central ideas in different religions, which is a requirement stated in the Swedish Religous Education curriculum for grade 4 to 6. It. Results show that the ’knowing’ can be seen in two ways: as an ability to explainritual actions from central ideas, or to see that the central ideas give meaning to ritual actions. A conclusion from the results in this study is that an ability to see symbolism in actions can be a subject-specific ability that religious studies could help develop. A discussion relating to knowledge, formation and religious literacy is held. The results further suggest that the Religious Education curriculum needs to be problematized in relation to the phrase ‘knowledge of religions’, as well as to how to develop the specified knowing. Data consists of transcribed records from sound recordings and videodocumentation during a Learning Study in grade 6.

  • 11.
    Hernvall, Patrik
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Söderberg, Inga-Lill
    Elevers förståelse av grundläggande privatekonomiska principer – implikationer för undervisning i HKK2019In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 7, no 2, p. 111-136Article in journal (Other academic)
    Abstract [en]

    The subject of home and consumer studies (hem- och konsumentkunskap: HKK) holds the responsibility to teach personal finance. Even so, there is a lack knowledge on how children understand basic principles of personal finance. Based on a series of three workshops in three schools with a total of 191 students, thematic analysis has been used to answer the question “How do children, in grades 4 to 6, understand personal finance?” The article shows that research on children’s understanding of personal finances in general and the conditions for education on personal finances are sparsely studied. By relating the empirical study to the HKK subject, it is noted that there are good conditions for developing and strengthening both the education as well as children’s understanding of personal finances. The analysis shows that resource, value and time are the key principles that the children use to understand personal finance. The article concludes with a discussion on how children’s understanding of personal finances can contribute to the development of personal finance education in the field of home and consumer studies.

  • 12.
    Jenny, Fred
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Johanna, Stjernlöf
    Uppgifter som redskap för mediering av kritiska aspekter i matematikundervisning2014In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, no 12, p. 21-43Article in journal (Refereed)
  • 13.
    Tväråna, Malin
    IT-gymnasiet i Uppsala, Sverige.
    Hur kan den tysta lärarkunskapen utnyttjas för bättre undervisning om styckeindelning i engelska?2013In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, no 10, p. 50-63Article in journal (Refereed)
    Abstract [sv]

    Artikeln beskriver en learning study om styckeindelning av text i ämnet engelska, på gymnasienivå. Genom intervjuer kartlades möjliga kritiska aspekter av förmågan till styckeindelning, varpå ett lärarlag planerade en forskningslektion utifrån dessa. Lek- tionen lmades, analyserades och revideras, vilket upprepades två gånger. Avsikten med studien var att undersöka vad eleverna hade för uppfattning om vad styckeindel- ning var bra för, vad de behövde lära sig för att bli bra på det, och hur en undervisning som möjliggjorde detta lärande kunde se ut. En förutsättning för att utveckla förmågan förefaller vara att förstå styckeindelning i sig, såväl som relationen mellan styckenas inre struktur, placering och textens hela ämnesinnehåll, som underlättande för läsarens förståelse av budskapet. Att de olika övningarna under lektionen utgick ifrån ett tydligt problem som var gemensamt och kunde diskuteras/lösas av elever tillsammans med läraren underlättade för eleverna att erfara de kritiska aspekterna. Även synliggörandet av ett meningsfullt syfte med lektionen verkade främja elevernas lärande.

  • 14. Ulfves, Ann
    et al.
    Fahrman, Birgit
    Andrée, Maria
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Om utveckling av elevers förmåga att resonera om friktion i de tidiga skolåren2017In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 5, no 1, p. 47-63Article in journal (Refereed)
    Abstract [sv]

    Studien har undersökt hur elever i de tidiga skolåren kan utveckla förmåga att resonera om fenomenet friktion. Studien bygger på en intervention i årskurs 1 där elever har arbetat med begrepp för friktion och rörelse på lekplatsen. I artikeln analyseras elevfilmer där eleverna visar och berättar om friktion på en lekplats. Filmerna har analyserats fenomenografiskt. Resultaten visar på tre kvalitativt skilda sätt att erfara friktion bland eleverna: A) Friktion som relaterat till hastighet, B) Friktion som egenskap som påverkar hastighet, C) Friktion som materialegenskap som påverkar hastighet. Studien visar att elever redan i grundskolans tidiga år kan urskilja innebörder av begreppet friktion och visa differentierade skillnader i att hantera begreppet. Studien bidrar på så sätt till en precisering av vilket kunnande som kan utvecklas i tidig fysikundervisning.

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