Endre søk
Begrens søket
1 - 30 of 30
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Treff pr side
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
Merk
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    Anderhag, Per
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Bergqvist, Kerstin
    Jakobson, Britt
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Hamza, Karim Mikael
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Saljo, Roger
    Why Do Secondary School Students Lose Their Interest in Science? Or Does it Never Emerge? A Possible and Overlooked Explanation2016Inngår i: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 100, nr 5, s. 791-813Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 2.
    Anderhag, Per
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Jakobson, Britt
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Hamza, Karim Mikael
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Why do secondary school students lose their interest in science?: A possible overlooked explanationManuskript (preprint) (Annet vitenskapelig)
  • 3.
    Axelsson, Monica
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Danielsson, Kristina
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Jakobson, Britt
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Uddling, Jenny
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    The sun sets in the west: Multilingual students' meaning-making in school physics2015Konferansepaper (Annet vitenskapelig)
  • 4.
    Axelsson, Monica
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Danielsson, Kristina
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Jakobson, Britt
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Uddling, Jenny
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    What is time? Multilingual students’ meaning-making in school physics2015Inngår i: NoFa5: Nordic Conference on Subject Education: Book of Abstracts, Helsinki: University of Helsinki, 2015, s. 11-12Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Scientific discourse comprises a specialized, lexically dense and abstract language, with a need for students to handle multiple resources for meaning making in parallel, e.g. verbal language, graphs, gestures, models, and symbolic language (Halliday & Martin, 1993; Lemke, 1998). This puts high demands on the learner, in particular for multilingual students as they learn science in their second language. We will present results from an interdisciplinary project on interaction in science classrooms, focusing on how science content is elaborated and negotiated through various semiotic resources. The project draws on i) social semiotics (Kress, 2010), including systemic functional linguistics (SFL) (Halliday & Matthiessen, 2004), and ii) practical epistemology (Wickman & Östman, 2002). Data (video/audio recordings, digital photographs and texts collected in the classrooms) is analyzed through SFL-analyses, multimodal analyses and practical epistemology. We will concentrate on findings from a primary school classroom working with "time". Here, the teacher uses a variety of semiotic resources in different semiotic modes, and students are engaged in small group work and whole class discussions. Our analyses, made from different perspectives, reveal a need for interdisciplinary cooperation for researchers to be able to give a broader picture of what learning opportunities are given the students.

  • 5.
    Axelsson, Monica
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Jakobson, Britt
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Språk och ämne i samspel2014Inngår i: Lärande i handling: en pragmatisk didaktik / [ed] Britt Jakobson, Iann Lundegård, Per-Olof Wickman, Lund: Studentlitteratur AB, 2014, s. 163-173Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 6.
    Axelsson, Monica
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Jakobson, Britt
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Yngre andraspråkselevers meningsskapande i naturvetenskap genom tre analysverktyg2010Inngår i: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 5, nr 2, s. 9-33Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The purpose of this article is to make primary second language students’ meaning-making in science visible through the use of three analyses tools: Practical Epistemology (PEA), Systemic Functional Linguistics (SFL) and Thematic Patterns (TM). Learning science implies participating in a specific discourse with its own literacy practise and use of subject specific or technical language with specific genres coding scientific principles and procedures. The empirical material consists of audio-recordings from a grade two class and students’ written texts. The result shows the importance of making linguistic and scientific relations explicit to especially second language students. Scientific discourse at school requires use of different representations in order to scaffold students’ meaning-making and develop an everyday discourse towards a scientific discourse and make possible a movement between them.

  • 7.
    Caiman, Cecilia
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Jakobson, Britt
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    The Role of Art Practice in Elementary School Science2019Inngår i: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 28, nr 1-2, s. 153-175Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this study was to examine the role of aesthetic practice in elementary school and the consequences for children's meaning-making in science. More specifically, we intended to scrutinise what science learning emerges within the process, to target the consequences of adopting art practice in science class and to explore these two dimensions as a whole in order to better understand how children make meaning when exploring animals' ecology. The data, comprising audio recordings, photographs of children's drawings and field notes, were collected in one school which we visited on three occasions over a period of four consecutive days. The school is located in Sweden, and the children participating in the study were between 6 and 7years old (Swedish grade 1). In this particular study, the children were involved in exploring animals' ecology. Data was analysed by means of practical epistemology analysis (PEA), taking its stance in Deweyan pragmatic philosophy on learning and meaning-making. The results reveal that art practice was important for children's cognitive and aesthetic learning in science. The entanglement of science learning and art-in-the-making was shown to be of significance for broadening and deepening children's science repertoire. In addition, children's imagination and creativity was a vital part of their meaning-making when exploring a complex phenomenon, such as the spinneret, the spider-thread machine. All along the process, the young learners, in transaction with the contextual features, developed agency meaning that the children owned the problems and developed action strategies through art and speech.

  • 8.
    Jakobson, Britt
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Aesthetic experience in elementary school science2015Konferansepaper (Annet vitenskapelig)
  • 9.
    Jakobson, Britt
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Elevers egna metaforer i no-undervisningen2014Inngår i: Lärande i handling: En pragmatisk didaktik / [ed] Britt Jakobson, Iann Lundegård, Per-Olof Wickman, Lund: Studentlitteratur AB, 2014, s. 109-118Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 10.
    Jakobson, Britt
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Estetik i NO-undervisningen2012Inngår i: Skola och naturvetenskap: politik, praktik, problematik i belysning av ämndesdidaktisk forskning / [ed] Helge Strömdahl, Lena Tibell, Lund: Studentlitteratur AB, 2012, s. 282-295Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 11.
    Jakobson, Britt
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Estetikens roll för elevers lärande i naturvetenskap2014Inngår i: Lärande i handling: En pragmatisk didaktik / [ed] Britt Jakobson, Iann Lundegård, Per-Olof Wickman, Lund: Studentlitteratur AB, 2014, s. 215-225Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 12.
    Jakobson, Britt
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Från begrepp till utforskande arbetssätt - forskning om NO-undervisning i grundskolans tidigare år2009Rapport (Annet vitenskapelig)
  • 13.
    Jakobson, Britt
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Axelsson, Monica
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    'Beating about the bush' on the how and why in elementary school science2012Inngår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 3, nr 4, s. 495-511Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article we examine teacher instruction on scientific literacy tasks and teacher expression of ultimate and subordinate purposes during one teaching sequence of a science unit. By using a Practial Epistemology Analysis and Systemic Functional Gammar we can provide a view of the direction learning takes and the consequences for student text production. The material comprises transcribed audio recordings of teacher instruction, students' pair work and written texts. The results show that the students are mainly involved in hands-on activities while aspects of scientific literacy are not foregrounded. Language use is dominantly spoken and, when written texts is requested, no explicit instruction on how to write is given, resulting in a variety of texts from 'more-spoken-like' to 'more-written-like' without adhering to scientific genre. Ultimate purposes are never expressed while subordinate purposes are to some extent made explicit, but obscured by the dominant focus on 'doing', resulting in uncertainty about why the activity is requested. As a result, the learning direction is not always in accordance with teacher intention.

  • 14.
    Jakobson, Britt
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Axelsson, Monica
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Building a web in science instruction: using multiple resources in a Swedish multilingual middle school class2017Inngår i: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581, Vol. 31, nr 6, s. 479-494Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study, on the unit measuring time, examines classroom use of different resources and their affordances for students' meaning-making. The data, comprising audio and video recordings, fieldnotes, photographs and student texts, were collected during a lesson in a multilingual Swedish grad 5 classroom (students aged 11-12). In order to analyse the connections between the different resources, such as talking, modelling, using bodily action and practical equipment, reading and writing, and their affordances for meaning-making, we used pedagogical link-making, Dewey's principle of continuity and Halliday's Systemic Functional Linguistics. Findings show that in using these multiple resources, the teacher builds a web by linking various modes of representation, affording the multilingual students several opportunities for making meaning of the science content. Talk holds the prominent position and is linked to the other mediating resources, which in turn are linked to each other in all possible constellations. Science content is hereby mediated and reinforced through the web of multiple resources.

  • 15.
    Jakobson, Britt
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Danielsson, Kristina
    Axelsson, Monica
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Uddling, Jenny
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Measuring Time: Multilingual Elementary School Students’ Meaning-Making in Physics2018Inngår i: Global Developments in Literacy Research for Science Education / [ed] Kok-Sing Tang, Kristina Danielsson, Springer, 2018, s. 167-181Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    This chapter presents results from a study aiming at investigating multimodal classroom interaction and its contribution to multilingual students’ meaning-making. The focus is on how science content is elaborated and negotiated through various semiotic resources. Data consist of video and audio recordings and digital photographs from a multilingual elementary school physics classroom during the unit “measuring time.” Theoretically, the project takes its stance in social semiotics and pragmatist theory. Data are analyzed through systemic functional linguistics, multimodal analyses, and Dewey’s principle of continuity. The results reveal that the teacher and the students were engaged in meaning-making activities involving a variety of semiotic resources with a potential to develop multilingual students’ scientific literacy. However, some observations indicate classroom practices that might constitute a hindrance for meaning-making. The study has implications for ways of promoting scientific literacy, including learning science, competent action, and communicating through different modes.

  • 16.
    Jakobson, Britt
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lundegård, IannStockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.Wickman, Per-OlofStockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lärande i handling: en pragmatisk didaktik2014Collection/Antologi (Annet vitenskapelig)
  • 17.
    Jakobson, Britt
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Art in science class vs science in art class: A study in elementary school2008Inngår i: Education & Didactique, ISSN 2111-4838, Vol. 2, nr 3, s. 141-157Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    We examine how observations and art activities mediate what elementary school children learn in science. We compare results from six different settings in which the children were involved in observing and depicting fish with texts and illustrations using various resources. In three of the settings the aim was scientific, and in the remaining three artistic. The data has been analysed in the light of pragmatist theories and socio-cultural perspectives (a practical epistemology analysis). The results show that different resources afforded the children to observe certain qualities and disregard others. In both science and art classes the children learned about aesthetics, which involved moral considerations.

  • 18.
    Jakobson, Britt
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Art in science class vs. science in art class: A study in elementary school2008Inngår i: Education & Didactique 978-2-7535-0790-6, Vol. 2, nr 3, s. 141-157Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    We examine how observations and art activities mediate what elementary school children learn in science. We compare results from six different settings in which the children were involved in observing and depicting fish with texts and illustrations using various resources. In three of the settings the aim was scientific, and in the remaining three artistic. The data has been analysed in the light of pragmatist theories and socio-cultural perspectives (a practical epistemology analysis). The results show that different resources afforded the children to observe certain qualities and disregard others. In both the science and art classes the children learned about aesthetics, which involved moral considerations.

  • 19.
    Jakobson, Britt
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Children's spontaneous metaphors in elementary school science2015Inngår i: Multilingual, multimodal, and multicultural factors in science education, 2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this study we examine the role elementary school children's spontaneous metaphors play in learning science. The data consists of audi-recordings of about 25 h from five different schools. The material is ananlysed by using practical epistemology analysis and by Dewey's ideas on the continuity and transformation of experience. The results show the rich and varied meanings that the children put into their spontaneous metaphors. Their metaphors deal with facts as well as norms and aesthetics in relation to science content taught. They influence learning both through what is made salient, as well as through their relations to the children's possibilities of proceeding with their undertakings. Often one and the same metaphor encompassed all these cognivitve, aesthetic and normative aspects at the same time. It is discussed how this rich meaning can be cultured in productive way, and how the children's spontaneous metaphors, with all their relations, can be used to enhance conceptual learning. Through their connection with various experiences of the children, it is also shown how children's spontaneous metaphors have the potential to enliven and humanise the subject.

  • 20.
    Jakobson, Britt
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    The roles of aesthetic experience in elementary school science2008Inngår i: Research in Science Education, Vol. 38, s. 45-65Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The role of aesthetic experiences for learning science was examined in elementary school science. Numerous authors have argued for a science eduation also involving aesthetic experiences, but few have examined what this means empirically. Recordings of children's talk with each other and with the teacher during hands-on activities in nine different science units were made. How the children and teachers used aesthetic judgements and how these judgements were part of aesthetic experiences of the science assignments were analysed. For the analysis a pragmatist perspective was used, especially drawing on Dewey and the later Wittgenstein. The results showed how aesthetic judgements occurred in moments of anticipation and moments when the science activities were brought to fulfilment. In this way children used aesthetic judgements normatively about what belonged in science class and what to include and exclude. In this way aesthetic judgements were an important part of learning how to proceed in science class. In using aesthetic judgements the children also talked about their own place in science class and whether they belonged there or not. In this way aesthetic experience is tightly related to learning science as participation. Learning science also meant learning a special kind of aesthetis, that is, learning how to distinguish the science context from other contexts. The fact that children liked or disliked something outside school did not necessarily mean that it was experienced aesthetically in the same way in school, but needed to be re-learnt. What these results mean for science education is discussed at length. The connection between aesthetics and learning to observe is also briefly discussed.

  • 21.
    Jakobson, Britt
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Transformation through language use: Children's spontaneous metaphors in elementary school science2007Inngår i: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 16, nr 3-5, s. 267-289Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article examines the role elementary school children's spontaneous metaphors play in learning science. The data consists of tape recordings of about 25 h from different schools. The material is analysed using a practical epistemology analysis and by using Dewey's ideas on the continuity and transformation of experience. The results show the rich and varied meanings that children put into their spontaneous metaphors. Their metaphors deal with facts as well as norms and aesthetics in relation to the science content taught and they influence learning both through what is made salient, as well as through their relations to the children's possibilities of proceeding with their undertakings. Often one and the same metaphor encompassed all these cognitive, aesthetic and normative aspects at the same time. It is discussed how this rich meaning can be cultured in a productive way, and how the children's spontaneous metaphors, with all their relations, can be used to enhance conceptual learning and also learning about the nature of metaphor use in science. Through their connection with various experiences of the children, it is also shown how children's spontaneous metaphors have the potential to enliven and humanise the subject.

  • 22.
    Jakobson, Britt
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    What difference does art make in science?: A comparative study of meaning-making at elementary school2015Inngår i: Interchange, ISSN 0826-4805, E-ISSN 1573-1790, Vol. 46, nr 4, s. 323-343Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Here we examine the role art activities play in aesthetic experience and learning of science. We compare recordings of two sequential occurences in an elementary school class. the purpose of the first sequence was scientific and involved the children observing leaves with magnifiers. The second sequence had an artistic purpose, where the children made pictures of leaves by rubbing them with crayons. The material was analyzed by means of practical epistemology analysis, Deewey's philosophy of aesthetics and socio-cultural approaches using the concept of mediation. The results show that what was mediated in the two sequences differed; the mediating artefacts used thereby having an effect on learning. The children also learned how to take part in the activities aesthetically. What the results mean for the use of artistic activities in science education is discussed. 

     

  • 23. Lundin, Mattias
    et al.
    Jakobson, Britt
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Situated meaning-making of the human body: A study of elementary school children's reasons in two different activities2014Inngår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 9, nr 1, s. 173-191Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this text we compare children's expressions in drawings to their statements during interviews, for the purpose of understanding how different situations afford children to make meaning. In specific we study how two different activities interact and afford children to make meaning differently about the human body. The analytic attention is drawn to the meaning-making children made as they in pairs were asked to explain the body drawings that they did prior to the interviews. Meaning-making was studied by using a practical epistemology analysis, an analysis facilitating understanding of how relations are established in a developing conversation, and more generally providing understanding from a child perspective. The results indicate that several reasons are at hand for children in the two different situations; namely, social, artistic, practical, empirical and memory reasons are identified. Social reasons refer to statements belonging to the social context and items that were described as inappropriate to express. Artistic reasons were interpreted from aesthetic judgements, referring to the artistic quality of the drawing. Practical reasons were given in situations where children expressed, for example, that the space limited their opportunities to draw. Empirical reasons are built on children's statements referring to picture items that are identified by pointing or touching their own body. Memory reasons are involved in all the situations where children explained items were previously omitted, because the body part had been temporarily forgotten. Furthermore, we suggest that children interpret situational aspects and make judgements concerning the relevance of their different reasons. By these means we hope to facilitate children's understanding of interview questions and also to improve researchers' understanding of children's ability to grasp relevant details prior to their response (or participation).

  • 24.
    Wickman, Per-Olof
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Jakobson, Britt
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Estetiska lärprocesser i naturvetenskap: att behandla en förgiftning.2009Inngår i: Estetiska lärprocesser: upplevelser, praktiker och kunskapsformer / [ed] Fredrik Lindstrand och Staffan Selander, Lund: Studentlitteratur , 2009, 1, s. 127-152Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 25.
    Wickman, Per-Olof
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Jakobson, Britt
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Anderhag, Per
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Taste and aesthetics in science education2014Konferansepaper (Annet vitenskapelig)
    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).

  • 26.
    Ünsal, Zeynep
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Jakobson, Britt
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Molander, Bengt-Olov
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Language Use in a Multilingual Class: a Study of the Relation Between Bilingual Students’ Languages and Their Meaning-Making in Science2018Inngår i: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 48, nr 5, s. 1027-1048Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this study, we examine how bilingual students in elementary school use their languages and what this means for their meaning-making in science. The class was multilingual with students bilingual in different minority languages and the teacher monolingual in Swedish. The analysis is based on a pragmatic approach and the theory of translanguaging. The science content was electricity, and the teaching involved class instruction and hands-on activities in small groups. The findings of the study are divided into two categories, ‘students’ conversations with the teacher’ and ‘student’s conversations with each other’. Since the class was multilingual, the class instruction was carried out in Swedish. Generally, when the conversations were characterised by an initiation, response and evaluation pattern, the students made meaning of the activities without any language limitations. However, when the students, during whole class instruction, were engaged in conversations where they had to argue, discuss and explain their ideas, their language repertoire in Swedish limited their possibilities to express themselves. During hands-on activities, students with the same minority language worked together and used both of their languages as resources. In some situations, the activities proceeded without any visible language limitations. In other situations, students’ language repertoire limited their possibilities to make meaning of the activities despite being able to use both their languages. What the results mean for designing and conducting science lessons in a multilingual class is discussed. 

  • 27.
    Ünsal, Zeynep
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Jakobson, Britt
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Molander, Bengt-Olov
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Science education in a bilingual class: problematising a translational practice2018Inngår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 13, nr 2, s. 317-340Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article we examine how bilingual students construe relations between everyday language and the language of science. Studies concerning bilingual students language use in science class have mainly been conducted in settings where both the teacher and the students speak the same minority language. In this study data was collected in a class consisting of students aged 13–14. All students had Turkish as their minority language, whereas the teacher’s minority language was Bosnian. The class was observed when they were working with acids and bases. In addition, the students were interviewed in groups.They were asked about how they use their languages during science lessons and then asked to describe and explain scientific phenomena and processes that had been a part of the observed lessons. For the analysis, practical epistemology analysis and the theory of translanguaging were used. The results show how the students’ everyday language repertoire may limit their possibilities to make meaning of science. In particular, the teacher’s practice of facilitating and supporting students’ understanding of science content by relating it to concrete examples took another direction since the everyday words he used were not a part of the students’ language repertoire. The study also shows how the students used their minority language as a resource to translate words from Swedish to Turkish in order to proceed with the science activities. However, translating scientific concepts was problematic and led to the students’ descriptions of the concepts not being in line with how they are viewed in science. Finally, the study also demonstrates how monolingual exams may limit bilingual students’ achievements in science. The study contributes by presenting and discussing circumstances that need to be taken into consideration when planning and conducting science lessons in classes where the teacher and the student do not share the same minority language. 

  • 28.
    Ünsal, Zeynep
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Jakobson, Britt
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Molander, Bengt-Olov
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Science education in a multilingual class: Problematizing a translational practice2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this study we examine  how bilingual students construe relations between their everyday language in Swedish and Turkish, respectively, and the language of science in Swedish. The data collection consists of observations and group interviews in a multilingual science class with 13-14 years old students. For the analysis, Practical epistemology analysis and the theory of translanguaging were used. The results show how the students' everyday language may limit their possibilities to make meaning of science. In particular, the teacher's practice of facilitating and supporting students' understanding of science content by relating it to concrete examples took another direction since some everyday words he used were not a part of the students' language repertoire. The study also shows how the students translated everyday words from Swedish to Turkish to proceed with the activities. However, translating scientific concepts were more problematic and lead to that the students' descriptions of concepts were not in line with how they are viewed in science. Finally, the study demonstrates how monolingual exams may limit bilingual students' achievments in science. The study contributes by presenting and discussing circumstances that are needed to be taken into consideration when planning and conducting science lessons in multilingual classes.

  • 29.
    Ünsal, Zeynep
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Jakobson, Britt
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Molander, Bengt-Olov
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Gesticulating science: Emergent bilingual students’ use of gestures2018Inngår i: Journal of Research in Science Teaching, ISSN 0022-4308, E-ISSN 1098-2736, Vol. 55, nr 1, s. 121-144Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article examines how emergent bilingual students used gestures in science class, and the consequences of students’ gestures when their language repertoire limited their possibilities to express themselves. The study derived from observations in two science classes in Sweden. In the first class, 3rd grade students (9–10 years old) were involved in a unit concerning electricity. The second class consisted of 7th grade students (13–14 years old) working with acids and bases. Data were analyzed by using practical epistemological analysis (PEA). When students’ language proficiency limited their possibility to express themselves, using gestures resulted in the continuation of the science activities. Furthermore, both peers and teachers drew on the used gestures to talk about the science content. In some situations, the meaning of the gestures needed to be negotiated. Regardless, the gestures were always related to language. Both students and teachers participated in this process, but the teachers directed the communication towards the goal of the lessons: learning how to talk science. The study contributes to the field by showing the importance of paying attention to and valuing bilingual students’ use of gestures as a way to express scientific knowledge. In addition, it demonstrates how teachers might draw on students’ gestures to teach science and discusses the importance of creating multimodal learning environments. 

  • 30.
    Ünsal, Zeynep
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Jakobson, Britt
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Molander, Bengt-Olov
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Jumping pepper and electrons in the shoe: Physical artefacts in a multilingual science classInngår i: Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article concerns how teachers can use physical artefacts as mediating means to support emergent bilingual students’ learning in science class. The data consist of non-participant observations in a Swedish 3rd grade (9-10 years old) science class. All students were bilingual, but in different minority languages, and the teacher was monolingual in Swedish. The study focused on four students, all of whom had Turkish as their minority language. During the observations, the science content was electricity and the lessons were conducted by using physical artefacts, such as wires, bulbs and batteries. The study takes its stance in the ideas of Dewey and sociocultural approaches, implying that students’ learning is viewed as situational. For the analysis, practical epistemology analysis (PEA) was used. The teacher used physical artefacts in two different ways. First, the physical artefacts implied that the students experienced the science content by actually seeing it. The students talked about their observations in everyday language, which the teacher then drew on to introduce how the phenomena or process in question could be expressed in scientific language. Second, when students’ proficiency in the language of instruction limited their possibilities to make meaning, using physical artefacts enabled them to experience unfamiliar words being related to the science content and thus learn their meaning. The study findings contribute to knowledge concerning how teachers can create learning contexts where physical artefacts are used to mediate scientific meaning. 

1 - 30 of 30
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf