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  • 1.
    Adiels, Lars
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Progress in mathematics during earlier years in Swedish school2009Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Abstract: The results of the improvement in Math between school year 3-4, 5-6-7 and 8-9 in the Swedish school system is analysed using the effect-size estimator. The result shows that the yearly improvement decreases in particular when the pupils reach school year 7-9. The estimate is based on the Swedish version of the international kangaroo competition. A few points on reliability are discussed. The validity of using this particular data is also discussed.

  • 2.
    Adiels, Lars
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Proposal: Test of CP-violation with K0 and antiK0 at LEAR1985Annet (Annet vitenskapelig)
  • 3.
    Adiels, Lars
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Where did Technology Go?2009Inngår i: Strengthening the Position of Technology Education in the Curriculum / [ed] Arien Becker, Ilja Mottier, Marc J. de Vries, Delft: Delft University of Technology , 2009, s. 1-5Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In the beginning there was techne and episteme. Today we have difficulties with finding technology in the implementations of the curriculum in, at least, Swedish schools. So where did it go? I will give arguments that it is all there but it suffers from specialisation. If we think of techne appearing before the different natural science subjects it is a very natural thought that technology today is what is left "between" the more specialized subjects. However I believe that technology is created also in the meeting between two specialized subjects. When a physicist work with a chemist to solve a problem, than this work will very easy appear as technology from one or both parts view. Also not a revolutionary thought this may explain why the Swedish higher education is organized as it is and why we have diffculties to make a working curriculum for the lower grades.

  • 4.
    Adiels, Lars
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Where did technology go?2011Inngår i: Positioning Technology Education in the curriculum / [ed] Marc J. de Vries, Rotterdam: Sense Publishers, 2011, 1, s. 53-60Kapittel i bok, del av antologi (Fagfellevurdert)
  • 5. Adolfsson Boman, Marianne
    et al.
    Eriksson, Inger
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Hverven, Mona
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Jansson, Anders
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Tambour, Torbjörn
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Att introducera likhetstecken i ett algebraiskt sammanhang för elever i årskurs 12013Inngår i: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, nr 10, s. 29-49Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

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

  • 6.
    Ahrnbom, Moa
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Eklund, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Hur kan elevers kunskapsutveckling i matematik förbättras: Formativ bedömning i matematikundervisning2010Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Syftet med examensarbetet är att fördjupa vår kunskap om och förståelse för formativ bedömning i matematik. Vidare vill vi undersöka om den formativa bedömningen kan förbättra eleverna i klassens kunskapsutveckling i matematik. Vi har gjort en fallstudie i en klass som arbetar formativt för att undersöka hur det kan se ut i praktiken. Underlaget för det samlade materialet består av observation och intervju för att besvara våra två frågeställningar som följer. Hur kan en formativ bedömning se ut i praktiken? Hur kan en koppling mellan lärares och elevers uppfattningar om den pedagogiska verksamheten se ut? Vi har kommit fram till att den formativa bedömningen kan förbättra eleverna i klassens kunskapsutveckling i matematik. I den formativa bedömningen har vi sett vikten av mötet mellan lärare och elev. Att arbeta formativt är tidskrävande.

  • 7.
    Alm, Lena
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, PRIM-gruppen.
    På upptäcktsfärd i elevernas  värld av tal2007Inngår i: Matematikdidaktiska texter – Beprövad erfarenhet och vetenskaplig grund / [ed] Lena Alm ..., Stockholm: PRIM-gruppen, Institutionen för undervisningsprocesser, kommunikation och lärande, Lärarhögskolan i Stockholm , 2007, s. 43-55Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 8.
    Almqvist, Jonas
    et al.
    Uppsala universitet.
    Brickhouse, Nancy
    University of Delaware.
    Lederman, Judith S.
    Illinois Institute of Technology.
    Lederman, Norman G.
    Illinois Institute of Technology.
    Ligozat, Florence
    University of Geneva, Schweiz.
    Östman, Leif
    Uppsala universitet.
    Sadler, Troy D.
    University of Florida.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Zeidler, Dana L.
    University of South Florida.
    Exploring themes of scientific literacy2009Konferansepaper (Fagfellevurdert)
  • 9.
    Anderhag, Per
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Taste for Science: How can teaching make a difference for students’ interest in science?2014Doktoravhandling, med artikler (Annet vitenskapelig)
    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.

  • 10.
    Anderhag, Per
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Emanuelsson, Patrik
    Stockholms universitet, Naturvetenskapliga fakulteten, Matematiska institutionen.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Hamza, Karim Mikael
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Students' choice of post-compulsory science: In search of schools that compensate for the socio-economic background of their students2013Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 35, nr 18, s. 3141-3160Artikkel i tidsskrift (Fagfellevurdert)
    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

  • 11.
    Anderhag, Per
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Hamza, Karim Mikael
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    What can a teacher do to support students’ interest in science?: A study of the constitution of taste in a science classroom2015Inngår i: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 45, nr 5, s. 749-784Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 12.
    Anderhag, Per
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Helena, Danielsson Thorell
    Carina, Andersson
    Andreas, Holst
    Johan, Nordling
    Syften och tillfälligheter i högstadie- och gymnasielaborationen: en studie om hur elever handlar i relation till aktivitetens mål2014Inngår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 10, nr 1, s. 63-76Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    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

  • 13.
    Anderhag, Per
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Selander, Staffan
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Eva, Svärdemo-Åberg
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Interaktivitet och hypertextualitet: om digital konmmunikation och digitala läromedel2015Inngår i: Utm@ningar och e-frestelser: IT och skolans lärkultur / [ed] Roger Säljö, Jonas Linderoth, Lund: Studentlitteratur AB, 2015, 2. uppl., nr 2Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 14.
    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.
    An evalutation of how NTA is helping schools to attain the Science Studies syllabus goals at the grade 5 level2007Rapport (Annet vitenskapelig)
  • 15.
    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.
    Signs of taste for science: A methodology for studying the constitution of interest in the science classroom.2012Konferansepaper (Fagfellevurdert)
  • 16.
    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.
    Taste for science: bridging the Cartesian divide between interest and cognitive learning in science?2015Konferansepaper (Fagfellevurdert)
    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.

  • 17.
    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.

  • 18.
    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.
    Hamza, Karim
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    What difference can a teacher make for the constitution of taste in the science classroom?:  2013Konferansepaper (Fagfellevurdert)
  • 19.
    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.
    Hamza, Karim Mikael
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    How can teaching make a difference to students’ interest in science? Including Bourdieuan field analysis2015Inngår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 10, nr 2, s. 377-380Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 20.
    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.
    Hamza, Karim Mikael
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Signs of taste for science: a methodology for studying the constitution of interest in the science classroom2015Inngår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 10, nr 2, s. 339-368Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 21.
    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)
  • 22. Andersson, Annica
    et al.
    Norén, Eva
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Agency in mathematics education2011Inngår i: Proceedings, the 7th Congress of the European Society for Research in Mathematics Education, CERME – 7, / [ed] Marta Pytlak, Tim Rowland, Ewa Swoboda, 2011, s. 1389-1398Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this paper we elaborate on the notion of agency. We relate agency to Skovsmose‘s and Biesta‘s frameworks respectively. Both Skovsmose and Biesta are concerned with citizenship education, mathematics education and the purpose of education from a critical position. We explore if and how Skovsmose‘s and Biesta ́s frameworks respectively relate to agency

  • 23.
    Andersson, Annica
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Seah, Wee Tiong
    FACILITATING MATHEMATICS LEARNING IN DIFFERENT CONTEXTS: THE VALUES PERSPECTIVE2013Inngår i: Proceedings of the seventh international mathematics education and society conference, vols 1 and 2, 2013, s. 193-202Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this paper we discuss students' values in a teaching context where, pedagogically, the mathematical topics were connected to current societal issues. We follow the mathematics-learning story of a student named Henrik, an example of students' talk that demonstrates how student engagement changes with reference to different levels of learning contexts in and outside the mathematics classroom. Data were collected from a survey, interviews, spontaneous conversations, students' blogs and project logbooks. Changes in identity narratives appeared to be rooted in the relatively stable valuing of meaningfulness, fun, realism and technology. The extent to which the various contexts' valuing was aligned with Henrik's values facilitates our understanding of why and how he chose to engage (or not) with his mathematics learning. That is, sociocultural and personal valuing - and the extent to which these are aligned - promise to regulate and explain the role of contexts in promoting student engagement in, and hence learning of, mathematics in schools.

  • 24.
    Andersson, Annica
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Valero, Paola
    Aalborg University, Denmark.
    Negotiating Critical Pedagogical Discourses: Contexts, Mathematics, and Agency2016Inngår i: Critical Mathematics Education: Theory, Praxis, Reality / [ed] Paul Ernest, Bharath Sriraman, Nuala Ernest, Charlotte: Information Age Publishing, 2016, s. 199-225Kapittel i bok, del av antologi (Fagfellevurdert)
  • 25. Andersson, J.
    et al.
    Enghag, Margareta
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    The relation between students' communicative moves during laboratory work in physics and outcomes of their actions2017Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 39, nr 2, s. 158-180Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this case study, we explore students' communication during practical work in physics at an upper secondary school in Sweden from a sociocultural perspective. We investigate the relation between the interaction and content of students' communication and outcomes of their actions, with the purpose of finding new knowledge for informing teachers in their choice of instruction. We make discourse analysis of how students interact but also of what students are discussing in terms of underlying content at a linguistic and cognitive level. Twenty students divided into five groups were video recorded while performing four practical tasks at different stations during laboratory work about motion. An analytical framework was developed and applied for one group to three parts of the transcripts in which three different talk-types occurred. Discursive, content, action and purposive moves in the process were identified for each talk-type at both linguistic and cognitive levels. These moves represent information concerning what the teacher actually assigns students to do, and how students make meaning of the activities. Through these different communicative moves, students experience how laboratory work can enhance their competence to collaborate in a scientific environment with complex practical and theoretical questions to solve quickly. Implications of the findings are discussed.

  • 26. Andersson, Jan
    et al.
    Enghag, Margareta
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    THE LABORATORY WORK STYLE'S INFLUENCE ON STUDENTS' COMMUNICATION2017Inngår i: Journal of Baltic Science Education, ISSN 1648-3898, E-ISSN 2538-7138, Vol. 16, nr 6, s. 958-979Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    More knowledge of how the actual design of the laboratory work influence students' communication, is needed to design and implement physics laboratory work lessons. The aim with this quantitative research, conducted at a Swedish upper secondary school, was to explore how the design of the laboratory work affects students' communication. Twenty students divided into five groups participated in this natural case study and were video recorded while performing four practical tasks with the theme uniformly accelerated motion, designed by their teacher. The four workstations were categorised based on three predefined descriptors: outcome, approach and procedure. Students' work at each workstation was coded according to five defined activities: planning, preparing equipment, collecting data, processing data and analysis of results. The activities were thereafter divided into shorter episodes that were coded for three different types of communication: disputational talk, cumulative talk and exploratory talk. The result shows that the amount of exploratory talk students engaged in are influenced by the style of the laboratory work and the character of the activity. Based on these research results, teachers can better accustom the laboratory work to facilitate fruitful physics discussions which endorse students' learning.

  • 27. Andrade-Molina, Melissa
    et al.
    Valero, Paola
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik. Aalborg University, Denmark.
    The Effects of School Geometry in the Shaping of a Desired Child: Challenging the Sociopolitical Dimensions of Research2017Inngår i: The Disorder of Mathematics Education: Challenging the socio-political dimensions of research / [ed] Hauke Straehler-Pohl, Nina Bohlmann, Alexandre Pais, Springer, 2017, s. 251-270Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    In this chapter we explore how school geometry becomes a technology for the government of the self, and how the pedagogical devices of school geometry conduct students’ ways of thinking and acting. We contend that students, in their working with pedagogical devices, engage in a training process in which they learn to regulate their own conduct so that they perceive space through the trained eyes of reason provided by Euclidean, school geometry. Our contribution is an analysis of the power effects of school geometry in terms of the fabrication of children’s subjectivities towards the shaping of the desired child of society.

  • 28.
    Andrews, Paul
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    European mathematics curricula and classroom practices2014Inngår i: Masterclass in mathematics education: international perspectives on teaching and learning / [ed] Paul Andrews, Tim Rowland, London: Bloomsbury Academic, 2014, s. 179-190Kapittel i bok, del av antologi (Fagfellevurdert)
  • 29.
    Andrews, Paul
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Flemish mathematics teaching: Bourbaki meets RME?2014Inngår i: Proceedings of the 8th British Congress of Mathematics Education 2014 / [ed] Sue Pope, 2014, s. 9-16Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The Programme of International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) create much international interest in those countries perceived as high achieving. One such system, rarely acknowledged, is Flanders, the Dutch-speaking region of Belgium. In this paper I present the results of focused analyses of four sequences of video-taped mathematics lessons taught to students aged 10 to 14 years. These confirmed a mathematics education tradition drawing on two well-known curricular movements. The first presents mathematics as a Bourbakian set of interconnected concepts. The second exploits realistic problems in its presentation of mathematics.

  • 30.
    Andrews, Paul
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Is the ‘telling case’ a methodological myth?2016Inngår i: International Journal of Social Research Methodology, ISSN 1364-5579, E-ISSN 1464-5300, Vol. 20, nr 5, s. 455-467Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper discusses the ‘telling case’ (Mitchell, 1984) and the manner and extent of its use in social research. The ‘telling case’, proposed by Mitchell as a counter to prevailing expectations of typicality, is an ethnographic case study, derived from analytic induction and focused on the exposure of new theoretical insights. By means of an evaluation of the available literature this paper summarises Mitchell’s construal of the ‘telling case’ before examining how it has been exploited by others. The evidence suggests that while authors acknowledge the source of the ‘telling case’ few offer any substantial acknowledgement of Mitchell’s conceptualisation, indicating that most ‘telling case’ research has employed Mitchell’s name somewhat disingenuously and contributed to the growth of a methodological myth. Moreover, despite its international spread, its origins seem located in the work of a small number of internationally recognised scholars and the mobility of their former graduate students.

  • 31.
    Andrews, Paul
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Mathematics, PISA, and culture: An unpredictable relationship2015Inngår i: Journal of educational change, ISSN 1389-2843, E-ISSN 1573-1812, Vol. 16, nr 3, s. 251-280Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Recent studies have indicated, particularly in the European context, that students’ mathematical successes on international tests of student achievement may not be attributable to the quality of classroom instruction, although, as is shown, this is unlikely to be the case in Flanders, the autonomous Dutch-speaking region of Belgium. Flemish students’ mathematics performance on such tests have placed them at the head of the European rankings, warranting Flanders as a site of research interest that has been largely ignored by the international community. In this paper, drawing on analyses of four sequences of five lessons, taught by teachers construed locally as competent, I explore the nature of Flemish mathematics teaching. Framed by anecdotal reports that it reflects the structuralism of the now largely abandoned Bourbakian new mathematics movement humanised by the Dutch tradition of realistic mathematics education, the analyses focus on examining not only the extent to which these traditions are manifested in Flemish classrooms but the ways in which they interact. The dominant tradition seems to be that of mathematical structuralism mediated by teachers’ use of realistic problems; a tradition not unlikely to underpin Flemish students’ repeated successes. The results are discussed in relation to research highlighting the significance on students’ achievement of the broader cultural milieu in which they and their teachers operate.

  • 32.
    Andrews, Paul
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Practice to inspire: Mathematics teaching in one Hungarian grade one classroom2014Inngår i: "Do you think it's all the same?": Proceedings of the Julianna Szendrei Memorial Conference / [ed] Judit Szitanyi, 2014, s. 63-78Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    In this paper I introduce and categorise the concept of foundational number sense (FONS). Broadly described as the number related competences expected of grade one children, which research has shown to be necessary for the later study of mathematics, FONS is operationalised as an eight dimensional framework for analysing the number-related opportunities teachers present to their students. Drawing on data from a case study of exemplary teaching in grade one classrooms, I analyse one teacher’s, Klara’s, practice against the framework to show not only that she provides some profound opportunities for her students to learn but does so in ways that reflect the long-standing Hungarian tradition of mathematics as a problem solving discipline taught in collaborative and socially dynamic ways.

  • 33.
    Andrews, Paul
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    The Emperor’s new clothes: PISA, TIMSS and Finnish mathematics2014Inngår i: Spaces for learning: past, present and future: Proceedings of the FMSERA 30th annual symposium in Vaasa, November 6-8, 2013 / [ed] Ann-Sofi Röj-Lindberg, Lars Burman, Berit Kurtén-Finnäs, Karin Linnanmäki, Åbo Akademi University , 2014, s. 43-65Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    For nearly fifteen years, due to repeated successes on the Programme of International Student Assessment (PISA), Finnish education in general and mathematics education in particular have been construed internationally as benchmarks. In what is essentially a review paper I consider how the Finns explain their students’ repeated PISA successes before contrasting these explanations with observational evidence indicating that typical classroom practice is unlikely to account for such successes. In addition, I examine the relative failure of Finnish students on the Trends in International Mathematics and Science Study (TIMSS), particularly with respect to algebra and geometry, and highlight the extent to which Finnish students may be inadequately prepared for higher study of mathematics. I close by indicating that continued interest in Finland as a source of excellence in mathematics teaching may be misguided and that other European systems, like Flanders, may provide better warranted research locations for those interested in transferable insights.

  • 34.
    Andrews, Paul
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Understanding the Cultural Construction of School Mathematics2016Inngår i: Mathematical Cultures: The London Meetings 2012-2014 / [ed] Brendan Larvor, Springer, 2016, s. 9-23Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    In this chapter, I show how culture underpins all aspects of school mathematics, whether it be the curriculum specified by the system, the development of the textbooks that teachers may or may not be compelled to use, the ways teachers teach, the classroom interactions privileged by the system or the beliefs, attitudes and aspirations of teachers, students and parents. To do this, however, I will describe the nature of culture and its educational manifestation.

  • 35.
    Andrews, Paul
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    What does PISA performance tell us about mathematics teaching quality? Case studies from Finland and Flanders2013Inngår i: Pisa, power and policy: the emergence of global educational governance / [ed] Heinz-Dieter Meyer, Aaron Benavot, Oxford: Symposium Books, 2013, s. 99-114Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    Over the last decade Finnish students’ performance on the mathematical literacy components of PISA has created much international interest. However, with respect to the two times Finland has participated in the Trends in International Mathematics and Science Study (TIMSS), Finnish students’ mathematical performance has painted a very different picture, particularly at grade 8. What is less well known is that Flanders, whose Programme for International Student Assessment (PISA) achievements have been masked by those of Belgium as a whole, has performed as well as Finland with respect to mathematical literacy and, on the three TIMSS in which it has participated, it has been the most successful European system at grade 8. Thus, while Finnish performance on tests of technical competence, despite success on tests of mathematical applicability, has been moderate, Flemish students have led the Europeans on both. In this chapter, the author examines two sequences of videotaped lessons taught on percentages, a topic resonant with ambitions of both technical competence and mathematical applicability, by case-study teachers considered against local criteria to be effective. The evidence suggests that Finnish mathematics didactics are more likely to explain Finnish TIMSS failure than PISA success. Flemish didactics may have greater explanatory potential for both PISA and TIMSS success. Such findings suggest that performance on international tests of achievement may be unrelated to didactical quality as other, typically hidden, cultural factors intercede.

  • 36.
    Andrews, Paul
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Diego Mantecón, Jose
    Instrument adaptation in cross-cultural studies of students' mathematics-related beliefs: Learning from healthcare research2015Inngår i: Compare, ISSN 0305-7925, E-ISSN 1469-3623, Vol. 45, nr 4, s. 545-567Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Much comparative research into education-related beliefs has exploitedquestionnaires developed in one culture for use in another. This hasbeen particularly the case in mathematics education, the focus of thispaper. In so doing, researchers have tended to assume that translationalone is sufficient to warrant a reliable and valid instrument forcross-cultural research, prompting concerns that a number of necessaryequivalences are unlikely to have been addressed. In this paper, we considerthe nature of these equivalences before examining the literature ofa different field, healthcare research, to synthesise an approach to instrumentadaptation that is pragmatic but rigorous. Finally, we demonstratehow this pragmatic approach, incorporating extensive cognitive interviews,enabled us to adapt and refine a mathematics-related beliefsquestionnaire, developed in Flanders, for use with students aged 14–15in England and Spain. Analyses indicate that the instrument so developedis multidimensional, reliable and cross-culturally valid. Someimplications are discussed.

  • 37.
    Andrews, Paul
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Rowland, Tim
    Masterclass in mathematics education: international perspectives on teaching and learning2014Collection/Antologi (Fagfellevurdert)
  • 38.
    Andrews, Paul
    et al.
    Mälardalen University, Sweden.
    Ryve, Andreas
    Mälardalen University, Sweden.
    Hemmi, Kirsti
    Mälardalen University, Sweden.
    Sayers, Judy
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    PISA, TIMSS and Finnish mathematics teaching: an enigma in search of an explanation2014Inngår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 87, nr 1, s. 7-26Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Finnish students’ success on all three content domains of each of the four cycles ofthe OECD’s Programme for International Student Assessment (PISA) has created muchinternational interest. It has also prompted Finnish academics to offer systemic explanationstypically linked to the structural qualities of Finnish schooling and teacher education. Lesswell-known has been the modest mathematics performance of Finnish grade 8 students on thetwo Trends in International Mathematics and Science Study (TIMSS) in which Finland hasparticipated, which, when compared with its PISA successes, has created something of anenigma. In this paper, we attempt to shed light on this enigma through analyses of Finnishmathematics classroom practice that draw on two extant data sets—interviews with Finnishteacher educators and video-recordings of sequences of lessons taught on standard topics. Dueto the international interest in Finnish PISA success, the analyses focus primarily on theresonance between classroom practice and the mathematical literacy component of the PISAassessment framework. The analyses indicate that Finnish mathematics didactics are morelikely to explain the modest TIMSS achievements than PISA successes and allude to severalfactors thought to be unique to the Finns, which, unrelated to mathematics teaching practices,may be contributory to the repeated Finnish PISA successes. Some implications for policyborrowingare discussed.

  • 39.
    Andrews, Paul
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Sayers, Judy
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Foundational number sense: A framework for analysing early number-related teaching2014Inngår i: Proceedings of MADIF 9, The Ninth mathematics Education Research Seminar, 2014Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this paper, by means of an extensive review of the literature, we discuss the development of a framework for analysing the opportunities, both implicit and explicit, that grade one students receive for acquiring those number-related understandings necessary for later mathematical achievement but which do not occur without formal instruction. The framework, which we have called foundational number sense, currently comprises seven interrelated components, although additional components may exist. Each component, as warranted by earlier research, is known to underpin later mathematical understanding and, when viewed collectively, addresses a definitional gap in the literature.

  • 40.
    Andrews, Paul
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Sayers, Judy
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Identifying opportunities for grade one children to acquire foundational number sense: Developing a framework for cross cultural classroom analyses2015Inngår i: Early Childhood Education Journal, ISSN 1082-3301, E-ISSN 1573-1707, Vol. 43, nr 4, s. 257-267Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    It is known that an appropriately developedfoundational number sense (FONS), or the ability tooperate flexibly with number and quantity, is a powerfulpredictor of young children’s later mathematical achievement.However, until now not only has FONS been definitionallyelusive but instruments for identifyingopportunities for children to acquire its various componentshave been missing from the classroom observationtools available. In this paper, drawing on a constant comparisonanalysis of appropriate literature, we outline thedevelopment of an eight dimensional FONS framework.We then show, by applying this framework to three culturallydiverse European grade one lessons, one English,one Hungarian and one Swedish, that it is both straightforwardlyoperationalised and amenable to cross culturalanalyses of classroom practice. Some implications arediscussed.

  • 41.
    Andrews, Paul
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Sayers, Judy
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Marschall, Gosia
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Developing foundational number sense: Number line examples from Poland and Russia2015Inngår i: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education / [ed] Konrad Krainer, Nad'a Vondrová, 2015, s. 1681-1687Konferansepaper (Fagfellevurdert)
    Abstract [en]

    For a variety of reasons children start school with differing number-related skills, leading to differences in later mathematics achievement. Such differences prompt the question, what number-related experiences are necessary if the first year of school is to prepare children appropriately for their learning of mathematics? In this paper we discuss the development of an eight dimensional framework, foundational number sense (FoNS), that characterises those learning experiences. We then demonstrate the framework's analytical efficacy by evaluating episodes from two sequences of lessons, one Polish and one Russian, focused on the use of the number line. The results show that the FoNS framework is cross-culturally sensitive, simply operationalised and analytically powerful.

  • 42.
    Andrews, Paul
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Xenofontos, Constantinos
    Analysing the relationship between the problem-solving-related beliefs, competence and teaching of three Cypriot primary teachers2015Inngår i: Journal of Mathematics Teacher Education, ISSN 1386-4416, E-ISSN 1573-1820, Vol. 18, nr 4, s. 299-325Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article, we analyse the problem-solving-related beliefs, competence and classroom practice of three Cypriot upper-primary teachers. Data derived from semi-structured interviews focused on teachers’ beliefs about the nature of mathematical problems, problem-solving, and their competence as both problem-solvers and teachers of problem-solving; clinical interviews during which teachers solved a context-free geometrical problem, and observations of a lesson during which teachers introduced that problem to students of grade six. Analyses, structured by a framework derived from key problem-solving literature, indicated firstly, that the framework was an effective tool, sensitive to variation within and across the data from teachers, and secondly, that all participants, in largely explicable ways, exhibited consistency and inconsistency in the ways in which their beliefs, competence and practice interacted. Some implications for further research are discussed.

  • 43.
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Altering conditions for student participation and motive development in school science: learning from Helena’s mistake2012Inngår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 7, nr 2, s. 425-438Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Previous research on science education has described various factors influencing students’ participation and produced categorizations of students based on e.g. cultural background. In this article it is argued, theoretically and empirically, that an understanding of students’ participation in science education needs to begin with an analysis of what activity students are engaged in. The aim is to explore how altering conditions of classroom work may open up opportunities for students mainly participating in an activity of education or schooling to engage in an activity of science learning. Activity is conceptualized in a Cultural-Historical Activity Theory perspective as object-oriented and transformative. Drawing on an ethnographic study in a Swedish compulsory school, a critical incident of the participation in science education of a 7th grade girl called Helena is analyzed. The results show that altered conditions of classroom practice may produce new possibilities for student participation, and point to the impossibility of determining students as ‘different kinds of students’ based on a priori categories e.g. sex, ethnicity, socio-economic background.

  • 44.
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Biotechnology education as social and cultural production/reproduction of the biotechnology community2014Inngår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 9, nr 1, s. 25-30Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper is a commentary to a paper by Anne Solli, Frank Bach and Björn Åkerman on how students at a technical university learn to argue as biotechnologists. Solli and her colleagues report from an ethnographic study performed during the first semester of a 5-year program in biotechnology at a technical university in Sweden. Their study demonstrates how students begin to acquire ‘the right way’ of approaching the controversial issue of producing and consuming genetically modified organisms. In my response I discuss the ethnographic account of this particular educational practice in terms of social and cultural production/reproduction of a biotechnology community and how the participants (students and teaching professors) deal with the dialectic of individual and collective transformation. In the perspective of the biotechnology community, the work done by the teaching professor becomes a way of ensuring the future of the biotechnology community in terms of what values and objectives are held highly in the community of practice.

  • 45.
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Bodily formation of students in the school science laboratory2007Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Work in the school science laboratory has been criticized for being pseudo-experimental, resulting only in a reproduction of already well-known facts and theories. The point of departure in this paper is rather what students actually have the possibility to learn. What we learn must be understood as an aspect of the activities we engage in. In this article the formation of students in the school science laboratory is analyzed within a cultural historical tradition. The research approach is ethnographic. Two science classes, grade six and seven, were studied in a Swedish midsized compulsory school during one school-year. A conclusion is that both students’ laboratory skills and their abilities to discern, classify, and represent nature and the physical reality is developed.

  • 46.
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Borders/Border Crossing2015Inngår i: Encyclopedia of Science Education / [ed] Richard Gunstone, Springer Netherlands, 2015, s. 132-133Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    Border crossing provides a lens for analyzing science learning as cultural acquisition and science teaching as cultural transmission. Thus, science is deemed as culture rather than absolute truth. The generic construction of border crossing assumes the existence of borders between two (or more) distinguishable cultures/subcultures that, to a varying degree, represent obstacles for individuals to cross. The notion of border crossing has been used widely in science education research to conceptualize difficulties that students encounter in science education. In research, science classroom experiences of students and teachers have been theorized in terms of the ease with which students and teachers cross cultural borders of the science classroom. Border crossings have been categorized as smooth, manageable, hazardous, or virtually impossible (Cobern & Aikenhead, 1998). The concept of border crossing was borrowed from cultural anthropology and first applied to Western students studying science by Aikenhead (1996) with an expressed aim to encourage science educators to acknowledge inherent border crossings between students’ lifeworld subcultures and the subculture of science. The theoretical framework of cultural borders and border crossing have later been challenged for assuming subcultures as given entities and not fully taking hybridity, heterogeneity, and the situatedness of cultural practices into account (Carter, 2008).

  • 47.
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Developing Inquiry Literacy: Exploring Conditions for Students’ Learning about Inquiry in Primary School from a CHAT Perspective2012Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Introduction

    There is a current debate in science education on what it might mean to educate scientifically literate citizens and the possibilities of actually educating students to become “competent outsiders with respect to science” (Feinstein, 2011). One aspect of scientific literacy, which has been underscored but not sufficiently scrutinized in relation to educating “competent outsiders”, concerns the issue of becoming capable “…to evaluate the quality of scientific information on the basis of its source and the methods used to generate it”. (National Science Education Standards, 1996, p. 22). The aim of this study is to explore conditions for promoting students' abilities to engage in critical discussion in relation to science inquiry in primary science education.

    In science education, on a policy level, inquiry has been attributed great promise as an instructional approach. It has been identified as a ‘key-approach’ to primary science education (Harlen, 2009; Lena, 2009), and recommended as the 'renewed pedagogy for the future of Europe' (European commission, 2007). Today, inquiry is found in curricula world-wide (Beeth et al., 2003). As educational practices, IBSE practices are inherently hybrid: products, ideas and methods of science are transformed into educational content and classroom tasks (Andrée, 2007). The aims of inquiry based science education (IBSE) are, multi-facetted involving IBSE as a method for a) making science more interesting, b) illustrating scientific concepts and c) learning about inquiry as a way of doing science. From previous studies of inquiry and practical work in science education at various levels, we know that students' work in classrooms/school laboratories cannot be equated with the work of scientists even when students follow what appears to be similar procedure (e.g. Wickman & Östman, 2002). Studies specifically focusing on learning about inquiry show that an explicit focus on teaching about the characteristics of scientific inquiry is unusual (Lager-Nyqvist, 2003; Gyllenpalm, 2010). Also, teachers do not regard learning about inquiry as equally important as traditional science subject matter (Lederman, 2007). In addition to this, teachers have rarely experienced authentic inquiry themselves (Windshitl, 2002).

    Developing an inquiry literacy involves appropriation of a particular social language for critically analysing, evaluating and judging scientific investigations and conclusions (cf. Lemke, 1993). A challenge in a Cultural-Historical Activity Theory (CHAT) perspective (cf. Engeström, 2001; Leontiev, 1986; Roth, Lee & Hsu, 2009) becomes to engage students in an activity that allows them to make use of relevant intellectual tools for discussing scientific investigations. This also relates to the issue of authenticity and how to create some resemblance between what students do in school science and what happens in science laboratories (Roth, Eijck, Reis & Hsu, 2008).

    Method

    The study was conducted as a participant-oriented action research study in collaboration with two teachers teaching science in primary school, grades 1-2 and 3, in one Swedish compulsory school over one school-year. This implies studying educational practice with a view to improving the quality of action within it (cf. Elliot, 1991). Data was collected throughout the school-year by using audio- and video recordings of collaborative teacher-researcher meetings, classroom work and collecting artifacts (e.g. work-plans, lesson plans, and student work). Data also include field-notes from informal meetings. Data is analyzed in terms of how students’ incorporate a language of inquiry in activity. The analytical framework used is Cultural-Historical Activity Theory (cf. Engeström, 2001; Leontiev, 1986; Roth, Lee & Hsu, 2009) in combination with Bakhtin’s (1986) notion of speech genres.

    Expected Outcomes

    The initial experiences of collaborating researchers and teachers was that it is difficult to design teaching practices that allow students to engage in open-ended inquiry sharing some resemblance to what happens in science laboratories in terms of the levels of control the students have over their conditions of work. For example, when grade 1 students were given a task to collect and investigate mosses in a nearby forest, the teacher by habit assembled the collected mosses from the students without record of whom had collected what mosses, in view that the class would share the mosses equally the following science lesson. As a consequence, the students were deprived of their own unique collection and lost the context for gathering their mosses. In the next step of inquiry students could not relate to the different milieus of the mosses. In order to push toward more authentic inquiry, researchers and teachers have discussed how to further control over inquiry to the students without loosing the objective of developing students abilities to talk about inquiry work. Further detailed analyses will focus on how students in grades 2 and 3 incorporate a language of inquiry when investigating water phase transitions.

    References

    Bakhtin, M. (1986). The problem of speech genres. In C. Emerson & M. Holquist (Eds.), Speech genres and other late essays (pp. 60-102). Austin: Univ. of Texas Press.

    Elliot, J. (1991). Action Research for Educational Change. Open University Press, Bristol.

    Engeström, Y. (2001). Expansive learning at work: toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156.

    European commission (2007). Science Education Now: A Renewed Pedagogy for the Future of Europe. Expert Group Community Research Report. Directorate-General for Research Information and Communication Unit. Brussels.

    Feinstein, N. (2011), Salvaging science literacy. Science Education, 95, 168–185.

    Gyllenpalm, J., Wickman, P-O. & Holmgren, S-O. (2009). Teachers’ Language on Scientific Inquiry: Methods of teaching or methods of inquiry? International Journal of Science Education, 32, 1151-1172.

    Harlen, W. (2009). Evaluation of inquiry-based science education pedagogy and programs. Presentation at European Conference on Primary science education Berlin, May 29 2009.

    Lederman, N. (2007). Nature of science: Past, Present and Future. In N. Lederman & S. Abel (Eds.), Handbook of research on science education (pp. 831-879). Mahwah: Lawrence Erlbaum.

    Lemke, J. (1993). Talking science: Language, learning, and values. Norwood: Ablex.

    Lena, P. (2009). A long term model for IBSE in primary schools Lessons from La main à la pâte in France. Presentation at European Conference on Primary Science Education Berlin, May 29.

    Leontiev, A. (1986). Verksamhet, medvetande personlighet. Moskva/Göteborg: Progress/Fram.

    Roth, W-M., Eijck,M. Reis, G. & Hsu, P-L. (2008). Authentic science revisited: In praise of diversity, heterogeneity, hybridity. Rotterdam: Sense Publishers.

    Roth, W-M., Lee, Y.J. & Hsu, P-L. (2009). Cultural-historical activity theory and science education. Studies in Science Education, 45, 131-167.

    Windschitl, M., Thompson, J. & Braaten, M. (2008). Beyond the scientific method: Model-based inquiry as a new paradigm of preference for school science investigations. Science Education, 92, 941-967.

  • 48.
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Formation of students’ investigative expertise in the school science laboratory – a study of practical work in lower secondary school2007Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Work in the school science laboratory has been criticized for being pseudo-experimental, resulting only in a reproduction of already well-known facts and theories. The point of departure in this paper is rather what students actually have the possibility to learn. What we learn must be understood as an aspect of the activities we engage in. In this article the formation of students in the school science laboratory is analyzed within a cultural historical tradition. The research approach is ethnographic. Two science classes, grade six and seven, were studied in a Swedish midsized compulsory school during one school-year. A conclusion is that both students’ laboratory skills and their abilities to discern, classify, and represent nature and the physical reality is developed.

  • 49.
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Levda läroplaner i individorganiserad NO-undervisning2010Inngår i: Uppdrag undervisning: - kunskap och lärande / [ed] Inger Eriksson, Viveca Lindberg, Eva Österlind, Lund: Studentlitteratur , 2010, s. 97-107Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 50.
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Motsträviga medverkande och orädda genier: Om elevers deltagande och delaktighet i grundskolans NO-undervisning2007Inngår i: Locus, ISSN 1100-3197, Vol. 19, nr 3, s. 4-14Artikkel i tidsskrift (Fagfellevurdert)
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