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  • 1.
    Anderhag, Per
    Stockholm University, The Stockholm Institute of Education, Department of Curriculum Studies and Communication .
    Den svårformulerade evolutionen: gränssnittets och innehållets betydelse för de meningar om evolutionen som erbjuds användaren av tre digitala läromedel i biologi2003Licentiate thesis, monograph (Other academic)
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  • 2.
    Anderhag, Per
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hur skapas intresse för ett skolämne?2014In: Lärande i handling: En pragmatisk didaktik / [ed] Britt Jakobson; Iann Lundegård; Per-Olof Wickman, Lund: Studentlitteratur AB, 2014, 1, p. 239-248Chapter in book (Other academic)
  • 3.
    Anderhag, Per
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Informella lärmiljöers effekter på elevers lärande och intresse för naturvetenskap: En översikt2020In: ATENA Didaktik, E-ISSN 2003-3486, Vol. 3, no 1Article in journal (Other academic)
    Abstract [sv]

    Informella lärmiljöer såsom museer, djurparker och science centers kännetecknas av att de är öppna för allmänheten och att de inte behöver ha en formell koppling till skolväsendet. Denna artikel syftar till att ge en översiktlig beskrivning av forskning om informella lärmiljöers effekter på elevers lärande och intresse för naturvetenskap. Forskningen visar att informella lärmiljöer kan påverka elevers lärande och intresse positivt. Samtidigt är kunskapen begränsad om hur detta går till och vilken betydelse besök har för ett mer beständigt intresse. Studierna lyfter särskilt (1) det sociala sammanhang som miljöerna erbjuder, (2) möjligheten till alternativa ingångar till naturvetenskap, samt (3) kopplingen till den reguljära skolverksamheten som viktiga aspekter för informella lärmiljöers möjlighet att påverka elevernas lärande och intresse. Utifrån detta diskuterar artikeln möjliga sätt som informella lärmiljöer kan kopplas till skolans formella undervisning i naturvetenskap.

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  • 4.
    Anderhag, Per
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Taste for Science: A Bourdieu-Pragmatism Approach to Interest, Aesthetics and Learning2017In: Exploring Emotions, Aesthetics and Wellbeing in Science Education Research / [ed] Alberto Bellocchi; Cassie Quigley; Kathrin Otrel-Cass, Springer, 2017, p. 39-54Chapter in book (Refereed)
    Abstract [en]

    In this chapter I discuss how the concept of taste for science may be used for analysing science learning as situated in a social and cultural context. The concept of taste is grounded in pragmatism research and the works of Pierre Bourdieu and was originally developed as an action-oriented methodology for studying how students’ interest in science transforms through classroom talk and action. Through empirical examples coming from previous classroom studies, this chapter demonstrates how taste can be used for exploring how norms, aesthetics and cognition are transacted when students learn science. As argued in this chapter, the methodology may therefore serve as a tool for studying norms, feelings and emotions as intertwined with, rather than separated from, cognition.

  • 5.
    Anderhag, Per
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Taste for Science: How can teaching make a difference for students’ interest in science?2014Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The objective of the thesis is to describe and analyse aspects of home background and teaching that may be important for students’ capability and will to participate in science. The purpose is to make explicit how teaching can support students in developing an interest in science and so counter-balance the restricted opportunities some students may have due to upbringing. In study 1 population data is used to make evident what associations there are between home background variables and the students’ choice of applying for the Swedish post-compulsory Natural Science Programme (NSP). The findings show that home background is important for Swedish students’ choice of the NSP but also that some lower secondary schools can make a difference. Students’ interest in science has usually been examined through questionnaires and rarely studied as constituted in classroom action as a result of teaching. In study 2 therefore an action-oriented methodology is developed based on the concept of taste to study what difference a teacher can make for the constitution of interest in the science classroom. The concept of taste is grounded in pragmatism and the works of Pierre Bourdieu and acknowledges the affective, normative, and cognitive dimensions of situated science learning. In study 3 this methodology is used to examine how a teacher located through Study 1 supports his students in developing an interest in science. The results of study 3 suggest how teaching can make the object of science the focus of students’ interest and so showing that science, with its aims, norms, and values, can be enjoyed in itself. Study 4 draws on the findings of studies 1-3 to discuss the possibility of an overlooked field in studying interest in science; namely whether primary, secondary, tertiary students in effect have different objects of interest. The findings of studies 1-4 are used to discuss how teaching may make a difference to a continued student interest in science.

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    Per Anderhag Dissertation
  • 6.
    Anderhag, Per
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Uppmärksamma mål, syften och lärande2019In: Didaktisk utvecklingsdialog: Lärares och skolledares professionella utveckling / [ed] Anette Olin; Jonas Almqvist; Karim Hamza; Lisbeth Gyllander Torkildsen, Lund: Studentlitteratur AB, 2019, 1, p. 127-128Chapter in book (Other academic)
  • 7.
    Anderhag, Per
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Andrée, Maria
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Björnhammer, Sebastian
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Gåfvels, Camilla
    Den praktiknära forskningens bidrag till läraryrkets kunskapsbas: en analys av kunskapsprodukter från kollaborativ didaktisk forskning2023In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345Article in journal (Refereed)
    Abstract [sv]

    Denna studie fokuserar hur praktiknära forskning kan bidra till att utveckla lärarprofessionens kunskapsbas; genom att undersöka vilka slags kunskapspro-dukter som genereras i didaktisk undervisningsutvecklande forskning där lärare och forskare arbetar tillsammans. Datamaterialet består av vetenskapligt publice-rade artiklar från forskningsmiljön Stockholm Teaching & Learning Studies (STLS). Genom en innehållsanalys har fyra (i−iv) kategorier av kunskapsprodukter identi-fierats: (i) Beskrivningar av kunnanden, (ii) Undervisningsdesign, (iii) Didaktiska exempeloch (iv) Metodologiska redskap. Beskrivningar av kunnandensynliggör vad som kännetecknar kunnanden inom olika ämnesområden. Undervisningsdesign preciserar relationer mellan undervisningens utformning och elevers lärande. Didaktiska exempel innefattar rika beskrivningar av undervisning och elevers lärande som grund för didaktisk reflektion. Metodologiska redskap fokuserar på att kombinera och pröva metoder för planering och analys av undervisning. Resultatet kan ses som en typologi över vilka olika slags kunskaper som praktiknära forskning kan bidra med.

  • 8.
    Anderhag, Per
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Björn, Madeleine
    Fahrman, Birgit
    Lundholm-Bergström, Annika
    Weiland, Maria
    Wållberg, Tove
    Kod som teknisk lösning: en studie om grundskoleeleversuppfattningar av ändamålsenlighet i derasspontana programspråk2021In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 17, no 1, p. 113-129Article in journal (Refereed)
    Abstract [en]

    This study examines primary school students’ perception of functionality in their spontaneous programminglanguage for controlling a simple robot. Classroom activities were designed in order to create opportunitiesfor the students (year 1 and year 4) to discuss and develop together with their teachers a sharedprogramming language for controlling a simple robot. The students spontaneously used (a) natural language,(b) images or (c) symbols when they created their programming language. The findings show thatthe students primarily perceived a code’s functionality as a question of readability, rather than how wellit fit the purpose of controlling the robot. Possible consequences of the findings for teaching in technologyeducation are discussed.

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  • 9.
    Anderhag, Per
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Education and Administration, Stockholm, Sweden.
    Caiman, Cecilia
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Wickman, Per-Olof
    Ainsworth, Steph
    Editorial: Disciplinary aesthetics2024In: Frontiers in Education, E-ISSN 2504-284X, Vol. 9Article in journal (Refereed)
    Abstract [en]

    Aesthetics concerns, on the one hand, people's feelings of pleasure and displeasure, and, on the other hand, the objects these feelings are directed to, that is, what people find beautiful or ugly (Wickman, 2006). Traditionally aesthetics and affect have been treated as separate from cognition and only rarely has it been studied how they are intertwined when learning a specific content (Wickman et al., 2021). However, recent situated and socio-culturally oriented research has begun to elucidate how aesthetics plays a key role for selection of content, what route learning takes in the classroom and for students' opportunities to develop an interest or taste for a specific school subject (e.g., Sinclair, 2006; Ainsworth and Bell, 2020; Wickman et al., 2021). This Research Topic compiles contributions from researchers examining these topics further.

  • 10.
    Anderhag, Per
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Danielsson Thorell, Helena
    Andersson, Carina
    Holst, Andreas
    Nordling, Johan
    Syften och tillfälligheter i högstadie- och gymnasielaborationen: en studie om hur elever handlar i relation till aktivitetens mål2014In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 10, no 1, p. 63-76Article in journal (Refereed)
    Abstract [en]

    Purposes and contingencies in the lower and upper secondary school lab

    Studies have shown that students’ awareness of the goals and purposes of the laboratory activity is important for their possibility to participate in and learn from the activity. While practical activities often have been considered to be a central part of science education, relatively few studies have examined laboratory work in situ. In this paper we addressed these issues by examining (a) what purposes are distinguished when students’ work with a laboratory assignment and (b) how these purposes are made continuous with the teacher’s aim with the assignment. The data was based on classroom observations from two ordinary laboratory settings, one from a chemistry class in lower secondary school and one from a physics class in the natural science programme in upper secondary school. Although both student groups acknowledged their teacher’s intentions with the practical and could act towards the more student centered purposes of the activity, e.g. describe what happens with the copper and measure the speed of a small vessel respectively, there were differences regarding the possibilities the students had to act toward the activity’s final aim. The results showed that these factors can be referred to the amount of purposes introduced by the teacher as well as those that arose because of contingences, and the connection of these purposes to students’ prior experiences.

  • 11.
    Anderhag, Per
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Emanuelsson, Patrik
    Stockholm University, Faculty of Science, Department of Mathematics.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim Mikael
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Students' choice of post-compulsory science: In search of schools that compensate for the socio-economic background of their students2013In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 35, no 18, p. 3141-3160Article in journal (Refereed)
    Abstract [en]

    It is commonly argued that socio-economic inequalities can explain many of the differences in achievement and participation in science education that have been reported among countries and among schools within a country. We addressed this issue by examining (a) the relationship between variables associated with socio-economic background and application frequencies to the Swedish Natural Science Programme (NSP) in upper secondary school and (b) whether there are lower secondary schools in Sweden that seem to compensate for these variables. Data from Statistics Sweden (SCB) covering the whole population of 106,483 ninth-grade students were used to calculate the probability for each student to apply to the NSP. Our results indicate that the variables, such as parental educational level and grades, have explanatory power, but with varying effect for different subpopulations of students. For example, grades in mathematics have a greater impact than grades in science for females’ choice of the NSP. The opposite holds for male students. Out of 1,342 schools, 158 deviated significantly from predicted, that is, the students in these schools applied to the NSP in greater or lesser extent than expected. The number of deviating schools is greater than predicted by pure random variation. This suggests that variables of socio-economic background are only a partial explanation of the application frequencies, and that the deviation needs to be investigated further. Our findings suggest that in order to understand why schools deviate positively and so compensate for the socio-economic background of their students, we need to study their practices more closely

  • 12.
    Anderhag, Per
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim Mikael
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    What can a teacher do to support students’ interest in science?: A study of the constitution of taste in a science classroom2015In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 45, no 5, p. 749-784Article in journal (Refereed)
    Abstract [en]

    In this study, we examined how a teacher may make a difference to the way interest develops in a science classroom, especially for students from disadvantaged socioeconomic backgrounds. We adopted a methodology based on the concept of taste for science drawing on the work of John Dewey and Pierre Bourdieu. We investigated through transcripts from video recordings how such a taste is socially constituted in a 9th grade (ages 15–16) science classroom, where there was evidence that the teacher was making a positive difference to students’ post-compulsory school choice with regard to science. Salient findings regarding how this teacher supported students’ interest are summarized. For example, the teacher consistently followed up how the students acknowledged and enjoyed purposes, norms, and values of the science practice and so ensuing that they could participate successfully. During these instances, feelings and personal contributions of the students were also acknowledged and made continuous with the scientific practice. The results were compared with earlier research, implications are discussed, and some suggestions are given about how these can be used by teachers in order to support student interest.

  • 13.
    Anderhag, Per
    et al.
    Stockholm University, Faculty of Science, Department of Botany.
    Hepler, P. K.
    Lazzaro, M. D.
    Microtubules and microfilaments are both responsible for pollen tube elongation in the coniferPicea abies (Norway spruce)2000In: Protoplasma, ISSN 0033-183X, E-ISSN 1615-6102, Vol. 214, no 3, p. 141-157Article in journal (Refereed)
    Abstract [en]

    InPicea abies (Norway spruce), microtubules and actin microfllaments both form a dense matrix throughout the tube mainly parallel to the direction of elongation. In these conifer pollen tubes the organization of this matrix is different from that in angiosperms. This study tests our hypothesis that differences in cytoskeletal organization are responsible for differences in tube growth and physiology. Pollen grains were germinated in media containing cytoskeletal disrupters and analyzed for germination, tube length, tube branching, and tip swelling. Disruption of microtubules significantly inhibits tube elongation and induces tube branching and tip swelling. Tip swelling is probably caused by disruption of the microtubules in the tip that are perpendicular to the direction of elongation. Confocal microscopy indicates that colchicine and propyzamide cause fragmentation of microtubules throughout the tube. Oryzalin and amiprophosmethyl cause a complete loss of microtubules from the tip back toward the tube midpoint but leave microtubules intact from the midpoint back to the grain. Disruption of microfilaments by cytochalasins B and D and inhibition of myosin by N-ethylmaleimide or 2,3-butanedione monoxime stops tube growth and inhibits germination. Microfilament disruption induces short branches in tubes, probably originating from defective microfilament organization behind the tip. In addition, confocal microscopy coupled with microinjection of fluorescein-labeled phalloidin into actively growing pollen tubes indicates that microfllament bundles extend into the plastid-free zone at the tip but are specifically excluded from the growing tip. We conclude that microtubules and microfilaments coordinate to drive tip extension in conifer pollen tubes in a model that differs from angiosperms.

  • 14.
    Anderhag, Per
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Salomonsson, Niklas
    Bürgers, Andre
    Estay Espinola, Cesar
    Fahrman, Birgit
    Seifeddine Ehdwall, Dana
    Sundler, Maria
    What strategies do students use when they are programming a robot to follow a curved line?2024In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 34, no 2, p. 691-710Article in journal (Refereed)
    Abstract [en]

    During a relatively short period of time, programming has been implemented in the national curriculum of the compulsory school in Sweden. Since 2018, programming is a new content in the technology subject and the research field has discussed some of the challenges teachers and students, who generally have little experiences of programming, face when programming is introduced in teaching. In this study, we have explored what strategies lower secondary school students (ages 13–15) use when they are programming a robot to follow a curved line in technology education class. Data consists of screen recorded films when students are pair programming a robot. Student talks were transcribed verbatim and analysed using Practical Epistemological Analysis. The analysis revealed three different strategies that the students used when programming the robot: (1) sensor—follow the line, searching for a code that automatically would make the robot to follow the route, (2) sensor—wheels, using codes to create a feedback system between sensor and wheels, and (3) rotations—degrees–wheels, using the position of the robot to stepwise fine tune the movement of the wheels. In line with previous research, the students in our study spent much time discussing, testing, and debugging their code, and our findings contribute by showing how these discussions were aligned with the strategy used. Depending on the strategy, students actively looked for and tested codes affecting different aspects of the sensor-wheel system, such as for example sensor input, power, rotations or turning. Implications for teaching is discussed.

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  • 15.
    Anderhag, Per
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Eva, Svärdemo-Åberg
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Interaktivitet och hypertextualitet: om digital konmmunikation och digitala läromedel2015In: Utm@ningar och e-frestelser: IT och skolans lärkultur / [ed] Roger Säljö, Jonas Linderoth, Lund: Studentlitteratur AB, 2015, 2, no 2, p. 166-190Chapter in book (Other academic)
  • 16.
    Anderhag, Per
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    An evalutation of how NTA is helping schools to attain the Science Studies syllabus goals at the grade 5 level2007Report (Other academic)
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    FULLTEXT01
  • 17.
    Anderhag, Per
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Signs of taste for science: A methodology for studying the constitution of interest in the science classroom.2012Conference paper (Refereed)
  • 18.
    Anderhag, Per
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Taste for science: bridging the Cartesian divide between interest and cognitive learning in science?2015Conference paper (Refereed)
    Abstract [en]

    Emotions, aesthetics and affect are natural elements in everyday science classroom practice, but our understanding of their role for learning in science is limited. It has been suggested that the epistemological tradition of approaching human conduct as essentially separated intovarious dualisms, such as social-mental, emotion-cognition, fact-value, body-mind and so forth, can explain why affect and learning have received so relatively little attention from the science education research field. This theoretical paper addresses some of these issues by discussing how the concept of taste, which is grounded in the works of Pierre Bourdieu and pragmatism research on aesthetics and learning, can be used for approaching cognition, norms, and values as simultaneously transacted in classroom action.

  • 19.
    Anderhag, Per
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Bergqvist, Kerstin
    Jakobson, Britt
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim Mikael
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Saljo, Roger
    Why Do Secondary School Students Lose Their Interest in Science? Or Does it Never Emerge? A Possible and Overlooked Explanation2016In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 100, no 5, p. 791-813Article in journal (Refereed)
    Abstract [en]

    In this paper, we review research on how students' interest in science changes through the primary to secondary school transition. In the literature, the findings generally show that primary students enjoy science but come to lose interest during secondary school. As this claim is based mainly on interview and questionnaire data, that is on secondary reports from students about their interest in science, these results are reexamined through our own extensive material from primary and secondary school on how interest is constituted through classroom discourse. Our results suggest the possibility that primary students do not lose their interest in science, but rather that an interest in science is never constituted. The overview indicates that studies relying on interviews and questionnaires make it difficult to ascertain what the actual object of interest is when students act in the science classroom. The possibility suggested should, if valid, have consequences for science education and be worthy of further examination.

  • 20.
    Anderhag, Per
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    What difference can a teacher make for the constitution of taste in the science classroom?:  2013Conference paper (Refereed)
  • 21.
    Anderhag, Per
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim Mikael
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    How can teaching make a difference to students’ interest in science? Including Bourdieuan field analysis2015In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 10, no 2, p. 377-380Article in journal (Refereed)
    Abstract [en]

    In this article we respond to the discussion by Alexandra Schindel Dimick regarding how the taste analysis presented in our feature article can be expanded within a Bourdieuan framework. Here we acknowledge the significance of field theory to introduce wider reflexivity on the kind of taste that is constituted in the science classroom, while we at the same time emphasize the importance of differentiating between how taste is reproduced versus how it is changed through teaching. The contribution of our methodology is mainly to offer the possibility to empirically analyze changes in this taste, and how teaching can make a difference in regard to students’ home backgrounds. However, our last two steps of our taste analysis include asking questions about how the taste developing in the classroom relates more widely in society. Schindel Dimick shows how these two steps can be productively expanded by a wider societal field analysis.

  • 22.
    Anderhag, Per
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim Mikael
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Signs of taste for science: a methodology for studying the constitution of interest in the science classroom2015In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 10, no 2, p. 339-368Article in journal (Refereed)
    Abstract [en]

    In this paper we present a methodological approach for analyzing the transformation of interest in science through classroom talk and action. To this end, we use the construct of taste for scienceas a social and communicative operationalization, or proxy, to the more psychologically oriented construct of interest. To gain a taste for science as part of school science activities means developing habits of performing and valuing certain distinctions about ways to talk, act and be that are jointly construed as belonging in the school science classroom. In this view, to learn science is not only about learning the curriculum content, but also about learning a normative and aesthetic content in terms of habits of distinguishing and valuing. The approach thus complements previous studies on students’ interest in science, by making it possible to analyze how taste for science is constituted, moment-by-moment, through talk and action in the science classroom. In developing the method, we supplement theoretical constructs coming from pragmatism and Pierre Bourdieu with empirical data from a lower secondary science classroom. The application of the method to this classroom demonstrates the potential that the approach has for analyzing how conceptual, normative, and aesthetic distinctions within the science classroom interact in the constitution of taste for, and thereby potentially also in the development of interest in science among students.

  • 23.
    Anderhag, Per
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Jakobson, Britt
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim Mikael
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Why do secondary school students lose their interest in science?: A possible overlooked explanationManuscript (preprint) (Other academic)
  • 24.
    Andrée, Maria
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Stockholm Teaching and Learning Studies, Sweden.
    Anderhag, Per
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Stockholm Teaching and Learning Studies, Sweden; City of Stockholm, Sweden.
    Björnhammer, Sebastian
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Stockholm Teaching and Learning Studies, Sweden; Kunskapsskolan, Sweden.
    Salomonsson, Niklas
    Aesthetic experience in technology education – the role of aesthetics for learning in lower secondary school robotic programming2024In: Frontiers in Education, E-ISSN 2504-284X, Vol. 9, article id 1291070Article in journal (Refereed)
    Abstract [en]

    Introduction: Within the technology education research field, aesthetics has primarily been treated as either related to artifacts, design processes and innovation, or as related to students’ enjoyment, appreciation, and participation in technology and technology education. This study focuses on the role of aesthetics in technology learning more specifically the learning of programming. Previous research has pointed to aesthetics as important for the learning of programming, e.g., that programming activities in higher education typically involve experiences of frustration. While previous research is primarily based on student reports, there is a need for further exploration of processes of learning to program. The aim of this study is to explore the role of aesthetics for student learning to program in and what these processes may mean in relation to a disciplinary aesthetics of the technology subject.

    Methods: The study was part of a design-based study with the overall purpose to develop the teaching of programming in lower secondary school. Data was collected from a programming task designed and implemented in school-year 9 (the students were aged 15–16) in Technology in two lower secondary classes. In total, three teachers participated in the implementation. The students pair-programmed Lego robots that should perform specific movements, such as following a curved line. Each group recorded their coding process along with audio, resulting in videos that documented the gradual evolution of their programs. These videos, capturing the real-time programming and associated student and teacher conversations, serve as the data for this study. In order to analyze the role of aesthetics in classroom conversations a Practical Epistemology Analysis was applied.

    Results: The results show that aesthetic judgments were important for orienting learning toward (1) the movement of the robot and (2) the ways to be in the programming activity. During the programming activity, the students expressed feelings of frustration but also joy and humor.

    Discussion: The findings concur with previous research and contribute to further understanding the role of negative and positive aesthetic experiences in the teaching and learning of programming. The importance of the objects of aesthetic experience found in this study are discussed as part of a disciplinary aesthetic of programming.

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  • 25.
    Björnhammer, Sebastian
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Anderhag, Per
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Andrée, Maria
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Planting-Bergloo, Sara
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Att utveckla undervisning om systematiska undersökningar: – erfarenheter från några forskningsprojekt2022In: LMNT-nytt, ISSN 1402-0041, Vol. 2022, no 3, p. 4-7Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Laborativa moment är centrala inslag i grundskolans och gymnasiets naturvetenskapliga undervisning. Denna artikel presenterar några exempel på aktiviteter inom forskningsplattformen Stockholm Teaching & Learning Studies, STLS.

  • 26.
    Hamza, Karim
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Anderhag, Per
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education. Stockholms stad, Sverige.
    Gymnasielärares lågintensiva utvecklingsarbete: Att koppla undervisningserfarenheter till det systematiska kvalitetsarbetet2021In: Skolutveckling i teori och prakti / [ed] Åsa Hirsh; Anette Olin, Malmö: Gleerups Utbildning AB, 2021, Första, p. 201-210Chapter in book (Other academic)
  • 27. Lima Junior, Paulo
    et al.
    Anderhag, Per
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    How does a science teacher distinguish himself as a good professional? An inquiry into the aesthetics of taste for teaching2022In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 44, no 5, p. 815-832Article in journal (Refereed)
    Abstract [en]

    This paper introduces the notion of taste for teaching a subject, especially science, as a conceptual framework to analyse the aesthetics of teacher development as a lifelong process. We draw on the work of Pierre Bourdieu and John Dewey in order to account for how teachers distinguish admirable practices and, in doing so, distinguish themselves as inspiring professionals. In order to illustrate this framework, we report a narrative inquiry on the life story of Tomas, a white man nationally prized for his science teaching. This inquiry was inspired by sociological portraits recommended by Bernard Lahire. Results indicate how a practical disposition (as opposed to a theoretical one) played an important role in developing Tomas's individual taste for science teaching, producing a strong continuity between his early experiences as a masculine boy raised in a family of construction workers, on the one hand, and his later experiences as a biologist and a science teacher enacting inquiry-based activities. The significance of the findings for science education is discussed.

  • 28. Mikkonen, Suvi
    et al.
    Lundqvist, Camilla
    Kozma, Cecilia
    Bürgers, Andre
    Seifeddine Ehdwall, Dana
    Anderhag, Per
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. STLS; Stockholms stad.
    Begrepp, metaforer och liknelser i yngre barns samtal om cellen2021In: Forum för forskningsbaserad NT‐undervisning: Bidrag från konferensen FobasNT19 17‐18 oktober 2019 i Norrköping / [ed] Andreas Larsson; Karin Stolpe; Gunnar Höst, Linköping: Linköping University Electronic Press, 2021, p. 129-145Conference paper (Other academic)
    Abstract [sv]

    Tidigare studier, som framförallt har fokuserat på äldre barn, har visat att elever kan uttrycka en rad uppfattningar om cellen som avviker från gängse naturvetenskapliga beskrivningar. Projektet som denna studie är en del av syftar därför till att generera kunskap om hur undervisning kan stödja yngre barns (grundskolans årskurs 2) förståelse för cellen. Studien avser att besvara frågeställningarna (1) Vad uppmärksammaryngre barn när de arbetar med cellen i olika sammanhang? och (2) Hur använder yngre elever figurativa ord och naturvetenskapliga begrepp när de pratar om celler? En undervisningsserie omfattande ett tiotal lektioner planerades och genomfördes. Data i form av elevsamtal och digitala elevredovisningar från två lektionstillfällen samlades in och analyserades. Vid det ena tillfället redovisade eleverna egna 3D-modeller av cellen för varandra, som de hade tillverkat på lektionstid efter att ha sett en filmserie från Utbildningsradion om cellen. I det andra tillfället använde eleverna mikroskop för att studera och samtala om samt fotografera djur-, växt- och bakterieceller. Resultatet visar att elever framförallt uppmärksammade funktion när de arbetade med modellerna och form när de studerade riktiga celler. Studien visar på och diskuterar betydelsen av vardagliga, figurativa ord i elevers samtal om cellen. 

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    fulltext
  • 29.
    Nhu, Truong
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Danielsson, Anna
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Anderhag, Per
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Understanding Disciplinary-specific Academic Resilience: Case Study of a Southeast Asian Scholar in Higher Education in Sweden2023Conference paper (Refereed)
    Abstract [en]

    Studies carried out in numerous national contexts suggest that students from socio-economically impoverished backgrounds are associated with academic underachievement (Filmer & Pritchett, 1999). Some underprivileged students, however, manage to perform outstanding educational outcomes despite their adverse background. The dynamic process in which these students negotiate, adapt to, and cope with their circumstances is often referred to as ‘resilience’ (Howard et al., 1999).

    During the 1990s, researchers started to explore resilience in the context of education, that is ‘academic resilience’. Accordingly, the notion of academic resilience is described as performing relatively well in school despite an adverse background (Alva, 1991; Wang et al., 1994). Several studies have found that academic resilience is associated with certain protective factors, both related to the individual and their environment (home, school, community), that modify or influence a person’s responses to adversities (Jowkar et al., 2014). Such factors are important to identify in order to understand how suitable support can be provided in order to create inclusive and equitable educational opportunities for all.

    Science, technology, engineering, and mathematics (STEM) education research has a long tradition of engaging with inequalities, often related to the performance and participation of students from different genders, ethnicities, and socio-economic backgrounds. A variety of conceptual tools have been applied to understand the uneven performance and participation in science, such as interest and taste (Anderhag et al., 2015), science capital (Archer et al., 2015) and science identity (Danielsson et al., 2023). There is also a rich literature that seeks to adapt science education in order to enhance the sense of belonging in the discipline for students from disadvantaged backgrounds (Barton & Tan, 2009). Such teaching interventions are often characterized by how they seek to bridge students’ life-worlds and science by, for example, eliciting and valuing students’ funds of knowledge. Other studies look at how minoritized students in STEM responded to challenges and develop their mathematical identities and pursue STEM career (Joseph et al., 2020). Consequently, STEM education research has been deeply invested in improving the teaching and learning for students from disadvantaged backgrounds. Still, with a few notable exceptions (Ferguson & Martin‐Dunlo, 2021), this has not been conceptualized in terms of developing students’ academic resilience. We posit that an increased conversation between STEM education research seeking to improve the educational experience of disadvantaged students and research about academic resilience would be beneficial to both lines of research. Since the findings from the resilience research field are largely extracted from quantitative studies, the knowledge of how resilience is developed through the interplay between the individual and their environment is sparse.

    The aim of this paper is to contribute a multifaceted exploration of an educational trajectory from childhood characterized by circumstances to doing a PhD in mathematics. The study is grounded in an interest of understanding how academic resilience be conceptualized in a way that allows for STEM-specific disciplinary aspects to be taken into account. More specifically, we ask:

    - What resources (at individual/school/family/community level) were accessed by the student in order to allow for a successful educational trajectory in STEM?

    We will present our preliminary results from a pilot case study of a scholar coming from Southeast Asia and now doing PhD in Mathematics at a Swedish university.

  • 30. Salomonsson, Niklas
    et al.
    Wickberg Hugerth, Mattias
    Anderhag, Per
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Ett undervisningsmaterial för att stödja elevers förståelse för programmering inom ramen för teknikämnet2024In: ATENA Didaktik, E-ISSN 2003-3486Article in journal (Other academic)
    Abstract [sv]

    I denna artikel diskuterar vi hur vi har använt resultat från ett mindre forskningsprojekt om programmering för att utveckla undervisningen inom teknikämnet. I forskningsprojektet såg vi att eleverna använde olika strategier när de programmerade en robot att följa en böjd linje, och att dessa strategier var olika framgångsrika för att lösa uppgiften. Resultatet från detta projekt samt våra erfarenheter av att undervisa programmering på grund- och gymnasieskolan användes för att ta fram och pröva ett undervisningsmaterial som stödjer elevers förståelse för programmering. Materialet adresserar inte enbart programmeringsspecifika begrepp, utan också för teknikämnet relevanta företeelser såsom återkopplingssystem, ändamålsenlighet och pröva och ompröva. Undervisningsmaterialet, som är grundat i den didaktiska modellen Organiserande syften, utgörs av en PowerPoint med korta lärarkommentarer.

  • 31.
    Wickman, Per-Olof
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Anderhag, Per
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    How can teachers notice and develop students’ interest in science?2018Conference paper (Other academic)
  • 32.
    Wickman, Per-Olof
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Jakobson, Britt
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Anderhag, Per
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Taste and aesthetics in science education2014Conference paper (Other academic)
    Abstract [en]

    We present the result of more than ten years of research transforming John Dewey’s writings into operational concepts that can be used to study empirically how education influences students’ interest and learning in school. Here we report results from science education on how (1) aesthetic experience and its continuity with learning and participation can be studied in classrooms, (2) such studies can be employed to meliorate school practice, and (3) this conceptual apparatus has been employed to study the formation of taste and interest in classrooms beyond that which students accrued because of their home background. To support the theoretical basis of these studies they also draw on Ludwig Wittgenstein’s philosophical investigations into language and Pierre Bourdieu’s macro-sociological studies of French society. The validity of this perhaps surprising combination of scholars will be supported pragmatically by how their methodological and conceptual developments can be made continuous for the purpose of better coping with (1)–(3).

1 - 32 of 32
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