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  • 1.
    Hamza, Karim
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Palm, Ola
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education. Sturebyskolan, Sweden.
    Palmqvist, Jenny
    Piqueras, Jesús
    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.
    Hybridization of practices in teacher-researcher collaboration2018In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 17, no 1, p. 170-186Article in journal (Refereed)
    Abstract [en]

    In this paper we present experiences from a joint collaborative research project which may be described as an encounter between a school science teaching practice and a university science didactics research practice. We provide narratives which demonstrate how the encounter between these two communities of practice interacted to produce hybridization between the two in terms of mutual influences, resulting in the conceptual and practical development of both communities of practice. We argue that what happened in the project suggests one way of reducing the gap between educational research and teaching through the emergence of practices where the roles of teachers and researchers become blurred.

  • 2.
    Hamza, Karim
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Piqueras, Jesus
    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.
    Angelin, Marcus
    Vetenskapens hus.
    Risk taking and change in a science teacher professional development program2013Conference paper (Refereed)
    Abstract [en]

    In this presentation we show how a certain critical event contributed to teacher change in a professional development program in a Swedish secondary school. The professional development program was part of a wider research project focusing on how knowledge stemming from science education research can support science teachers’ day-to-day work with improving teaching. We collected video data from thirteen meetings between science education researchers and teachers taking place before and after three teaching cycles. We also video recorded all lessons comprising the three cycles. We employed Clarke and Hollingsworth’s interconnected model of teacher professional growth to analyze what consequences interactions between teachers and researchers had for teacher change. Here, we focus on one aspect of these analyses, viz., the crucial consequences which followed as the researchers took increased responsibility for implementing the newly introduced knowledge in the teachers’ practice. Thus, following an initial stage in which the newly introduced concepts did not have any sustained consequences for the teachers’ practice, the researchers decided to take a considerably higher risk concerning their own contribution in the program. This was done by (a) making explicit commitments regarding the positive consequences of employing the research based knowledge and (b) providing the teachers with thorough analyses and attendant concrete suggestions for how to change practice on the basis of this knowledge. This change in the researchers’ assumption of responsibility for the outcome of the project resulted in distinct teacher change, visible as the teachers (1) acknowledged salient outcomes of the researchers contributions, (2) suddenly took over the new vocabulary and (3) consistently began to employ the knowledge in their own planning, in talk between themselves and the researchers as well as in artifacts such as planning documents. The results have implications for how we view the role of researchers in professional development.

  • 3.
    Hamza, Karim
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Piqueras, Jesús
    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.
    Angelin, Marcus
    Who Owns the Content and Who Runs the Risk? Dynamics of Teacher Change in Teacher-Researcher Collaboration2018In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 48, no 5, p. 963-987Article in journal (Refereed)
    Abstract [en]

    We present analyses of teacher professional growth during collaboration between science teachers and science education researchers, with special focus on how the differential assumption of responsibility between teachers and researchers affected the growth processes. The collaboration centered on a new conceptual framework introduced by the researchers, which aimed at empowering teachers to plan teaching in accordance with perceived purposes. Seven joint planning meetings between teachers and researchers were analyzed, both quantitatively concerning the extent to which the introduced framework became part of the discussions and qualitatively through the interconnected model of teacher professional growth. The collaboration went through three distinct phases characterized by how and the extent to which the teachers made use of the new framework. The change sequences identified in relation to each phase show that teacher recognition of salient outcomes from the framework was important for professional growth to occur. Moreover, our data suggest that this recognition may have been facilitated because the researchers, in initial phases of the collaboration, took increased responsibility for the implementation of the new framework. We conclude that although this differential assumption of responsibility may result in unequal distribution of power between teachers and researchers, it may at the same time mean more equal distribution of concrete work required as well as the inevitable risks associated with pedagogical innovation and introduction of research-based knowledge into science teachers' practice.

  • 4.
    Lavett Lagerström, Malin
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Piqueras, Jesús
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Palm, Ola
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Planning for learning progressions with the didactical model organizing purposes: a study in context-based science teaching2018In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, no 3, p. 317-330Article in journal (Refereed)
    Abstract [en]

    During the last years the didactical model organizing purposes has provided important insights about how teachers work with moment-to-moment learning progressions in science teaching. In the present study, organizing purposes were used to plan a lesson within a context-based unit in Biology, in which the Ebola disease was the overarching context. The lesson was planned in two parts. In the first part, the students worked with a model that simulated the spread of Ebola; in the second part, the model was discussed and compared with the real disease. The analysis of the enacted lesson shows that the students’ experiences from the model were effectively used by the teacher to establish a learning progression towards the learning goals. This was done by eliciting questions, comparisons between the model and real diseases, and recalling specific situations that allowed students to use everyday experiences and scientific concepts. Moreover, by maintaining focus in the context of the unit, the teacher through these actions, constantly directed the lesson towards the learning goals.

  • 5.
    Piqueras, Jesús
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Herbivory and ramet performance in the clonal herb Trientalis europaea L.1999In: Journal of Ecology, ISSN 0022-0477, E-ISSN 1365-2745, Vol. 87, no 3, p. 450-460Article in journal (Refereed)
    Abstract [en]

    1 The intensity of leaf damage caused by invertebrate herbivores and grazing by vertebrates and their effects on clonal growth, survival and reproduction were examined in a population of the forest herb Trientalis europaea during 4 years.

    2 Levels of herbivory were low and varied between years in the studied population. Larger ramets were exposed to a greater risk of both grazing and leaf defoliation. Ramets that suffered leaf damage in 1 year experienced an increased probability of leaf damage in succeeding years. The probability of suffering herbivore attack was independent among the ramets belonging to the same clonal fragment, suggesting that clonal propagation might operate as a risk-spreading strategy in this species.

    3 Leaf damage did not affect any measure of plant performance, probably due to the low amounts of leaf area removed by invertebrate herbivores. In contrast, vertebrate grazing affected all phases of the pseudo-annual life cycle of T. europaea. Grazing prevented flowering and fruiting, increased ramet mortality during summer and decreased tuber production. Furthermore, grazed ramets produced shorter stolons and smaller tubers, which in turn had a lower winter survival and produced smaller ramets in the following growing season. The large impact of grazing was due to the consumption of the whole of the single shoot of ramets of T. europaea. Although regrowth was possible, secondary shoots were significantly smaller and assimilation was delayed.

    4 Tubers originating from grazed ramets were placed shallower than tubers from ungrazed ramets. This could be due to an alteration in the growth pattern of stolons of the grazed ramets.

  • 6.
    Piqueras, Jesús
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Infection of Trientalis europaea by the systemic smut fungus Urocystis trientalis: disease incidence, transmission and effects on performance of host ramets1999In: Journal of Ecology, ISSN 0022-0477, E-ISSN 1365-2745, Vol. 87, no 6, p. 995-1004Article in journal (Refereed)
    Abstract [en]

    1 The effects of fungus infection on a natural population of the pseudoannual plant Trientalis europaea were followed for 4 years.

    2 The incidence of the disease was low, showed little temporal variation during the period of study and was not affected by ramet size. Disease reduced flowering, fruiting, stolon length and the number and size of daughter tubers, all of which were positively correlated with ramet size. The year–disease interaction was not significant, except for flowering, suggesting little variation in the aggressiveness of the pathogen.

    3 Disease reduced survival of ramets to the end of the growing season, although the effect varied with ramet size, and decreased tuber survival both by reduction of tuber size and by reduction of the overwintering ability of tubers of a given size.

    4 For two of the three annual transitions the size of the offspring ramets was affected negatively by infection in the previous year.

    5 Disease transmission occurred along the stolons of only 31% of the diseased ramets. The probability of disease being shown in the following year decreased with stolon length.

    6 Although disease had a detrimental effect on ramet fitness, the low level of incidence and the stability of the clone dynamics in simulation models suggest only a minor role of the disease in population regulation in this species.

  • 7.
    Piqueras, Jesús
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Interacción en elgrupo y el encuentro con la exhibición: Un estudio de aprendizaje en el museo de historia natural mediante el análisis de las epistemologías prácticas2009Conference paper (Refereed)
    Abstract [es]

    En este estudio se presenta una forma de analizar el aprendizaje a un nivel discursivo en un museo de ciencias naturales. El material utilizado procede de la grabación en video de una actividad educativa en el Museo de Historia Natural en Estocolmo, Suecia. En dicha actividad los estudiantes, en pequeños grupos y con los textos de la exposición ocultos, realizan una interpretación de dioramas que representan escenas naturales. Mediante el uso de un análisis de las epistemológias prácticas se describe como los estudiantes construyen el significado y desarrollan el conocimiento a partir de la interacción en el grupo y el encuentro con el diorama en la exhibición. Los resultados del presente estudio demuestran que el uso de este tipo de análisis puede ser muy útil para describir el proceso de aprendizaje de las ciencias en museos y otros ambientes pedagógicos extramurales.

  • 8.
    Piqueras, Jesús
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Vad lär sig eleverna när undervisning flyttar till museet?2014In: Lärande i handling. : En pragmatisk didaktik  / [ed] B. Jakobson, I. Lundegård & P.-O. Wickman, Lund: Studentlitteratur AB, 2014, p. 99-108Chapter in book (Other academic)
    Abstract [sv]

    I dag flyttar Marianne sin undervisning till museet. Hon undervisar i biologipå gymnasiet och hennes grupp har börjat med avsnittet Evolution.Marianne vill inspirera eleverna och vill pröva ett annorlunda sätt attintroducera det stora och svåra området evolution. Hon har fått tips om enspännande aktivitet som pedagogerna på Naturhistoriska riksmuseet harutvecklat, och som handlar precis om evolution. Hon anländer till museetmed sin klass, en livlig grupp sextonåringar, och går direkt till den permanentautställningen Den mänskliga resan. Vi ska följa delar av två eleverssamtal under aktiviteten och göra en kort resa genom deras resonemangom människans utveckling. Genom en analys av praktiska epistemologierska vi också synliggöra något som alla lärare är angelägna om att veta: Vadlär sig eleverna?

  • 9.
    Piqueras, Jesús
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Achiam, Marianne
    Science museum educators' professional growth: Dynamics of changes in research–practitioner collaboration2019In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 103, no 2, p. 389-417Article in journal (Refereed)
    Abstract [en]

    Educators' work is a key element in museums' learning experience, yet knowledge about their professional development is still limited. In this study, we followed three science museum educators' professional growth during collaboration with researchers, with special focus on the introduction of research‐based frameworks in their practice. To analyse the dynamics of educators' changes in knowledge, practices, and beliefs, we used the interconnected model of professional growth (Clarke & Hollingsworth, 2002. Teach Teacher Edu, 18, 947‐967). During the collaboration, key educators' changes were evidenced in a progressive acquisition of the concepts and ideas and their transformation in functional tools for museum practice. However, the anticipation of potential benefits of the use of the theoretical frameworks, as well as the close collaboration in dialogue between researchers and educators, were pivotal for the development of these changes. Furthermore, our results show the significance of the contextualization of the frameworks in familiar practices, exhibits, and specific science content to use the theory in new contexts. Overall, our results suggest that introducing research‐based frameworks in the work of museum educators was a successful approach in the collaboration but, at least to some extent, challenge the use of learning theories as solely ground for professional development in informal settings.

  • 10.
    Piqueras, Jesús
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Edvall, Susanna
    Naturhistoriska riksmuseet.
    Ungdomars möte med Den mänskliga resan: En studie av meningskapande i museet2011In: Forskning vid museer / [ed] Fredrik Svanberg, Stockholm: Historiska museets förlag, 2011, p. 97-109Chapter in book (Other academic)
  • 11.
    Piqueras, Jesús
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Edvall, Susanna
    Naturhistoriska riksmuseet.
    Youths’ encounter with The Human Journey. A study of learning in an exhibition of the Swedish Museum of Natural History2012Conference paper (Other academic)
  • 12.
    Piqueras, Jesús
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Edvall, Susanna
    Swedish Museum of Natural History.
    The Practical Epistemologies in the Museum: A Study of Students' Learning in Encounters with Dioramas2008In: Journal of Museum Education, ISSN 1059-8650, E-ISSN 2051-6169, Vol. 33, no 2, p. 153-164Article in journal (Refereed)
    Abstract [en]

    In this paper we present a way to study science learning on a discursive level in a teaching activity designed for a museum of natural history. We used here an analysis of practical epistemologies. The method, which allows a description of students' meaning making in socially shared practices, has been used previously to analyze learning in various school practices. The data presented in this study proceeded from a videotaped activity of the educational program for student teachers at the Swedish Museum of Natural History in Stockholm. The activity utilizes a variety of dioramas with preserved animals in scenes that reproduce their natural environments and behaviors. In small groups, and without the help of exhibition text, student teachers discuss, interpret, and explain the different scenes displayed in the dioramas. Through the analytical framework used in this study, we are able to study people's meaning making through the development of their discourse in encounters with the diorama and with their previous experiences. We suggest that this approach offers a practical and useful way to describe and analyze people's actions in informal learning settings.

  • 13.
    Piqueras, Jesús
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim M.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Learning science in interaction with the exhibit in a museum of natural history2011In: Science Learning and Citizenship: Proceedings of ESERA 2011 / [ed] Catherine Bruguière, Andrée Tiberghien & Pierre Clément, ESERA , 2011, p. 98-102Conference paper (Refereed)
  • 14.
    Piqueras, Jesús
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim M.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Edvall, Susanna
    Learning Science Through Encounters with Museum Dioramas Themes and Patterns in Students’ Conversations2019In: Natural History Dioramas – Traditional Exhibits for Current Educational Themes: Science Educational Aspects / [ed] Annette Scheersoi, Sue Dale Tunnicliffe, Cham: Springer, 2019, p. 185-204Chapter in book (Other academic)
    Abstract [en]

    The use of dioramas in educational activities at the museum provides exceptional opportunities for students’ learning. In this study, we present a detailed analysis of student teachers’ moment-by-moment learning during a teaching activity in a museum of natural history. Specifically, we focused on the content and the direction learning takes in response to what students notice in a diorama. Data comes from the videotaped conversations of ten student teacher groups of encounters with a diorama representing a natural scene of animal behaviour. Using analysis of practical epistemologies, the students’ talk was segmented and examined for different themes emerging during the activity. The ten students’ conversations elicited during the activity were, on average 12 min long, with 15 different themes evolving in the conversations. Surprisingly, the most common theme engaged in by the students was not the most related to the curatorial intention of the diorama. Even though each conversation developed differently, it was possible to identify certain temporal patterns in the order that themes appeared. When examining the relationship between the different themes in the conversation, our results showed that the relationship established to certain details of the diorama helped the students significantly to go further with the conversation and the process of meaning-making. Furthermore, teacher’s intervention was important when details of the diorama were not noticed spontaneously by the students.

  • 15.
    Piqueras, Jesús
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim M.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Palm, Ola
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Usefulness and value of a theoretical framework in science teachers’ practice2015Conference paper (Refereed)
    Abstract [en]

    In this presentation we show how the usefulness and value of a theoretical framework for planning, assessing, and modifying teaching were noticed by teachers in a science teacher professional development project.  The framework, called organizing purposes (Johansson & Wickman, 2011, Wickman & Ligozat, 2010), was introduced by the researchers at the beginning of two-year collaboration.  Data for this presentation comes from two cycles of teaching of a unit on the chemistry of food and human nutrition. We made video recordings of planning meetings between researchers and teachers, classroom teaching, and teachers’ reflections at the end of the cycle.  One of the teachers was interviewed two years after the end of the project. We used Clarke and Hollingsworth’s interconnected model of teacher professional growth to analyze how change in the domain of consequence (salient outcomes) was realized during the collaboration. Change in the domain of consequence, observed through the salient outcomes noticed by the teachers, occurred through the following sequence: (1) anticipation of particular benefits of the framework as a resource for assessing and modifying teaching, (2) recognition of actual student behavior i.e. a dramatic increase of student participation in the equivalent lesson of the second cycle, and (3) reflection on the framework’s role in one’s own practice. It may be significant that the first salient outcome that the teachers noticed was a consequence of the researchers using the framework to suggest concrete changes in teaching for cycle 2. Implications of this feature, and the observed sequence in general, will be discussed at the presentation.

  • 16.
    Piqueras, Jesús
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim M.
    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.
    Angelin, Marcus
    Enacting the purposes of epistemic practices to promote learning in Secondary Science2013Conference paper (Refereed)
    Abstract [en]

    In this presentation we address the issue of how teachers appropriate new concepts emerging from science education research, and how their use is transformed in actual teacher practice. We introduced the newly developed concept of organizing purposes (Wickman & Ligozat, 2010) as a tool for helping teachers plan for and assess student progression during science lessons. We video recorded meetings between teachers and researchers. Meetings concerned introducing the new concepts to the teachers and subsequently use them for planning and assessment of a teaching unit on the chemistry of food. We also video recorded all lessons, and used the introduced concepts also to jointly reflect on what happened during lessons. The results clearly show that the use of the concepts of organizing purposes and other aspects of the theoretical framework presented by the researchers was not fully adopted by the teachers until they were set in action in concrete classroom contexts. It was also important for the teachers’ engagement to recognize that changes proposed in their teaching practice improved some salient outcomes in the students. The results provide detailed insight into the mechanisms by which school science practice is slowly transformed as new concepts from research are introduced.

  • 17.
    Piqueras, Jesús
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Klimeš, Leoš
    Demography and modelling of clonal fragments in the pseudoannual plant shape Trientalis europaea L1998In: Plant Ecology, ISSN 1385-0237, E-ISSN 1573-5052, Vol. 136, no 2, p. 213-227Article in journal (Refereed)
    Abstract [en]

    The clonal growth pattern and demography of clonal fragments (aggregation of ramets derived from a common parent ramet) in the pseudoannual plant Trientalis europaea were studied in field conditions from 1991 to 1993. During this period the population of clonal fragments declined, with a half-life of 7.4 years. Number and size of the clonal progeny and stolon length were positively related to the size of the mother ramet. Survival rates of ramets and tubers increased with size. The rate of clonal growth was low: after three years, about 70% of the clonal fragments had only one ramet. This suggests that the pseudoannual growth habit in T. europaea is more important as mechanism of perennation than of ramet multiplication.Field data were used in a simulation model of architecture and population dynamics of clonal fragments. About 10% of the clonal fragments survived to the end of the simulation (15 years) and the mean survival was 4.7 years. The model predicted a positive correlation between persistence of the clonal fragment and number of ramets produced. Sensitivity analysis showed that the production of a daughter ramet of at least the same size as the parent ramet was the most important pathway for the survival and the number of ramets of the clonal fragment, whereas the production of secondary ramets had a very small effect. This confirms the interpretation of the pseudoannual life-cycle as a mechanism of ramet replacement in this species. Sensitivity analysis also revealed that changes in survival probabilities of the smallest ramets had the largest impact on clonal fragment dynamics. This reflects the important role of the smallest size class of ramets as a source of new vegetative propagules, maintaining a hierarchy in the size structure of the population.

  • 18.
    Piqueras, Jesús
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Klimeš, Leoš
    Redbo-Torstensson, Peter
    Modelling the morphological response to nutrient availability in the clonal plant Trientalis europaea L1999In: Plant Ecology, ISSN 1385-0237, E-ISSN 1573-5052, Vol. 141, no 1-2, p. 117-127Article in journal (Refereed)
    Abstract [en]

    The morphological responses to changes in environmental quality shown by many clonal plants have been interpreted as an expression of foraging behaviour, as they allow the ramets to become concentrated in more favourable microhabitats. The morphological response to increased nutrient availability in the pseudoannual plant Trientalis europaea was studied in a field experiment. The response was largely size-dependent and consistent with enhanced clonal growth. Fertilized ramets produced more tubers and a larger main tuber. In contrast, stolon length was not affected by the treatment. A spatially explicit simulation model calibrated with data from the field experiment examined the population dynamics of T. europaea ramets in a spatially hetereogeneous, temporally constant, environment. The model showed that T. europaea was effective at concentrating its ramets in favourable patches, but this process was strongly influenced by patch size. The analysis of this response at the clone level showed that ramet aggregation was mainly due to the enhanced performance of clones located initially in the favourable patches, or clones that located a favourable patch by chance. In these clones, the simultaneous increase of ramet size and survival accelerated the production of ramets. The temporal and spatial scale at which the aggregation of ramets in favourable patches was manifested suggests that the effectiveness of the morphological response in T. europaea is favoured by a high spatio-temporal predictability in the environment. Overall, the model emphasized the important role of population dynamics in understanding the nature of the foraging response.

  • 19.
    Piqueras, Jesús
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Seneby, Nadia
    House of Science, Sweden.
    Hamza, Karim
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Learning from young experts: a study of the interplay between students and young experts in a biology lab2008Conference paper (Refereed)
    Abstract [en]

    In the present study we present the preliminary results of an analysis on the interplay between upper secondary students and novice experts in biotechnology in a laboratory activity at the school resource centre the House of Science. We used an analysis of epistemological moves developed by Lidar, Lundqvist and Östman (2006) as a methodological approach to analyze the connection between the experts’ teaching practices and students’ meaning making. In thirteen out 23 interplays, assistants’ epistemological moves helped the students to achieve one of the purposes of the practical. We could identify several kinds of epistemological moves used by the assistants which had an effect on the students’ practical epistemologies. We also found that the assistant’s epistemological moves could be experienced in different ways by different students in the group. Our results are preliminary but it seems clear that assistant do not spend sufficient time with the groups to help them satisfactorily. It was, however, noticeable that the authority of the assistant as an expert in the field is easily accepted by the students.

  • 20.
    Piqueras, Jesús
    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 M.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Student teachers’ moment-to-moment reasoning and the developmentof discursive themes – an analysis of practical epistemologies in a natural history museum exhibit2012In: Understanding interactions at science centers and museums: Approaching sociocultural perspectives / [ed] Eva Davidsson, Anders Jakobsson, Rotterdam: Sense Publishers, 2012, p. 79-96Chapter in book (Other academic)
  • 21.
    Wickman, Per-Olof
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim
    Piqueras, Jesús
    Transforming epistemic practices in science education: Contribution to the symposium Teaching and/as epistemic practice2013Conference paper (Refereed)
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