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  • 201. Hilden, Raili
    et al.
    Dragemark-Oscarson, Anne
    Yildirim, Ali
    Fröjdendahl, Birgitta
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Pre-service language teachers' grading literacy: perceptions of grading in three university programs in Finland and Sweden2024In: Cogent Education, E-ISSN 2331-186X, Vol. 11, no 1, article id 2326724Article in journal (Refereed)
    Abstract [en]

    The objective of this study is to expand teachers' knowledge base of assessment in teaching by exploring pre-service language teachers' construct of grading literacy during their pedagogical studies and immediately after. We conceptualize pre-service language teachers' grading literacy with a literature-based flow model of decision-making comprising six major phases. These involve (1) mobilizing grading related knowledge, skills and dispositions, (2) distinguishing relevant assessment events, (3) identifying and filing evidence, (4) interpreting assessment rubrics, (5) making the grading decision, and (6) communicating it to stakeholders. The decision trajectory is constrained by individual and social factors. The research questions address pre-service teachers' perceptions of the multiple components, primarily the evidence base of a grade. The data comprise survey responses (n = 131) and interview data (n = 26) from three universities, one in Finland and two in Sweden. Regarding the factorial structure, variables incorporating process and disposition aspects provided the strongest explanatory the most frequently attended grading evidence comprises written and oral tests. Pre-service teachers in Finland and Sweden differ with regard to most aspects of what evidence they base their grading on. The interview responses confirm pre-service teachers' high awareness of the complex nature of grading and the responsibility attached to the endeavour. Based on the findings we propose recommendations for teacher education programs to broaden and enrich pre-service teachers' grading practice to encompass processual and progress aspects. Increased attention should be paid to practical implementation of grading standards and guidelines in interpreting and justifying grading decisions.

  • 202.
    Hjertonsson, Susanna
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Undervisning under transformation: En studie om hur gymnasielärare i företagsekonomi upplever arbetet med AI2024Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här studiens syfte är att undersöka hur gymnasielärare i företagsekonomi upplever arbetet med AI, vilka möjligheter och utmaningar de identifierar samt vilket stöd de efterfrågar. Studien har genomförts via kvalitativa intervjuer med fem gymnasielärare i företagsekonomi. Lärarna representerar olika kön, olika lång erfarenhet av läraryrket samt tre olika gymnasieskolor i två olika regioner i Sverige. Studien visar att lärarna som kollektiv ger uttryck för en tro på en framtid där AI-verktygen kommer att vara en naturlig del i företagsekonomiutbildningen till följd av utvecklingen i näringslivet och samhället i stort där AI får en allt mer central roll. De intervjuade lärarna ser möjligheter i form av effektivisering och stöd i sitt eget arbete och identifierar även områden inom företagsekonomiämnet där AI kan bidra till att ge eleverna en ökad förståelse. Huvudsakliga utmaningar som lärarna ringar in innefattar att upptäcka och förhindra AI-fusk, att bedöma elevers prestationer samt stötta eleverna i att utveckla källmedvetenhet och kritiskt tänkande. De ser en utveckling där deras arbete förändras till att handla mer om validering av information och kunskaper. Samtidigt signalerar de att många frågetecken finns kring hur arbetet kommer att påverkas i förhållande till styrdokumenten och efterfrågar stöd i form av kompetensutveckling inom AI-området samt riktlinjer från Skolverket. 

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  • 203.
    Holm, Anton
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Hjertstedt, Anna
    Stockholm University.
    Handlingskompetens i undervisning för hållbar utveckling: En litteraturstudie om möjligheter i naturvetenskapsundervisningen som främjar elevers handlingskompetens2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här litteraturstudien undersöker aspekter i undervisningen för hållbar utveckling som främjar elevers kompetens att verka för en hållbar framtid. Handlingskompetens ger eleverna förutsättningar att bli aktiva medborgare med kompetens att utföra reflekterade och avsiktliga handlingar för en hållbar utveckling. Därför ämnar studien besvara frågeställningen: “Vilka faktorer i undervisningen för hållbar utveckling i de naturvetenskapliga ämnena främjar, enligt forskningen utveckling av elevers handlingskompetens?”. För att besvara frågeställningen har elva artiklar samlats genom en målstyrd och manuell sökning och bearbetats genom en tematisk analys. Genom analysen identifierades mönster i datamaterialet, vilket genererade tre huvudteman som svarar på frågeställningen. Det första temat lärarens val av undervisningsmetoder har stor betydelse för elevernas utveckling av handlingskompetens där demokratiskt deltagande, och relationen mellan ekologiska, ekonomiska och sociala aspekter bör vara centrala. I det andra temat elevernas känslomässiga upplevelser visar resultatet att elevernas känslomässiga relation till innehållet kan bli en drivkraft eller leda till passivitet. Det tredje temat vikten av autentiska inslag i undervisningen kan stärka elevernas tilltro till att deras handlingar är av betydelse, samt bidra till insikt om hur miljöproblem angrips i verkligheten. Genom denna litteraturstudie kan lärare få inspiration till hur undervisning för hållbar utveckling kan möjliggöra utveckling av elevernas handlingskompetens.

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  • 204.
    Hvenmark-Nilsson, Katja
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Uppgiftstyper i läromedel i svenska för årskurs 32023Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate task types in learning materials for Swedish in school year 3. The research questions are: 1. Which types of assignments for reading and writing tasks are included in the learning materials? 2. What are the purposes of the reading and writing tasks in the learning materials? 3. How do the tasks in reading and writing assignments relate to High Literacy? The study is limited to three learning materials, each consisting of a workbook and a textbook. A total of 1032 assignments have been examined. The theoretical framework consists of Bakken and Andersson-Bakken ́s (2016) division of task types, Gee ́s (2007; 2015) theories about literacy as social practice, Ivanič ́s Pedagogical Framework for Writing and Langer ́s (2001; 2017) theories about kinds of reading and High Literacy. The results of the study show that closed reading tasks for fiction texts are common, while open reading tasks for non-fiction texts are few. Narrative, open tasks dominate the writing assignments. Reading and writing tasks to practice skills are common, while reading and writing tasks that involve social interaction are rare. Reading and writing tasks that train critical thinking are extremely rare. Several data points to opportunities for learning materials to support learners towards High Literacy within their zone of proximal development. Didactic implications are that future learning materials have the potential to convey reading and writing as multimodal, social activities, where skill training is integrated with holistic deep learning through a variety of functional contexts.

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    Uppgiftstyper i läromedel i svenska för årskurs 3
  • 205.
    Högfeldt, Richard
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Hållbar konsumtion och produktion, ett sociovetenskapligt dilemma: - En analys av högstadieelevers argumentation inom vegetarisk kost.2023Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This study intended to examine Swedish upper secondary school students' argumentation related to the socioscientific issues about sustainable consumption and production, where the students take a position more specifically about a vegetarian diet. Examining sustainable development as an SSI becomes natural here as it is a constantly emerging feature in both the media but also within the school where it is used to give students a developing knowledge to be able to make informed decisions for future problems. This gave the idea to sustainable consumption and production which is one of the sub-goals (goal 12) of the UN goals for sustainable development which can be linked to the question of whether expanding vegetarian diets in schools would be better for sustainable development. In order to understand students' informal argumentation, the choice is to use the SEE-SEP model, which was used as a tool that gives the possibility to categorize arguments and gain an understanding of which grounds the arguments were based upon. The study will also examine the students' development of arguments during the course of the study to examine if there are changes to the argumentations during the study.

    The results show that students chose to mainly use environment/ecology and science-based arguments during the course of the study. An overview of the arguments shows that the students choose to use the knowledge aspect as their main support when it comes to the design of the arguments. The process of the study shows that there are changes in the design of the arguments and which categories are chosen to build the arguments.

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  • 206.
    hörnhagen, christoffer
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Hur billig kan kvalitativ slöjdundervisning vara?: En studie där ramfaktorer för slöjdundervisningen undersöks.2024Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sammanfattning

    Studien fokuserar på vilka konsekvenser ramfaktorer får för undervisningens genomförande, samt en läroplansanlys mellan LGR 22 och LGR 62, studien genomförs med kvalitativ metod och semistrukturerade intervjuer. Studien utgår från definierade teorier om nyliberalism, ramfaktorer och läroplansanalys. Syftet med studien är att undersöka ramfaktorers påverkan på undervisning i Slöjd och hur utvecklingen sett ut från 1962 tills idag i, med forskningsfrågorna:

    ·         Påverkar ekonomiska ramfaktorer kvaliteten i slöjdundervisningen, och i så fall hur?

    ·         Blir slöjdundervisningen olikvärdig givet skillnader i ekonomiska förutsättningar, och i så fall på vilket sätt?

    Resultatet visar att lärarnas ramfaktorer i regel försämrats över tid. Dessutom visas att undervisningen blir olikvärdig som en konsekvens av stora skillnader i ramfaktorer, mellan skolor. Studien visar vidare att ramfaktorer inte främjar elevernas kreativitet, då undervisningen måste strömlinjeformas för att kosta mindre. Lärare drar ut på moment i syfte att låta tiden gå då elever blir klara och det inte finns ekonomiskt utrymme att ge eleven i fråga fler utmaningar. Tecken på att elevernas förkunskaper blir en begränsande faktor för undervisningen. Dessutom visar studien att andra än slöjdlärare beslutar om slöjdsalars utformning, inköp och inventarier i nutid. Slutligen visar studien att skillnaden mellan LGR 62 och LGR 22 är betydande då LGR 62 reglerar lärarens resurser/ramfaktorer för att bedriva undervisning, jämfört med LGR 22 som inte reglerar mer än med oprecisa formuleringar i kommentarmaterialet.

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  • 207.
    Ibrahim, Peri
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Du tysta, Du glädjerika: En uppsats om hur ungdomar upplever säkerhet i deras hemorter.2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

     

    This quantitative study explores gender differences on safety among young students living in Stockholm, Spånga. The research focuses on examining how these young students experience safety in their neighbourhoods and whether there are differences between male and female experiences.

     

    The data was collected through a survey that was voluntary and anonymous to a middle school in Spånga (grades 7 to 9). The survey was shared through a link in their school platform and gathered information on age, gender and perceptions of safety in their neighbourhoods. The survey questions were designed based on the Likert scale to acquire varied responses. Everything was consensual and the students below the age of 18 and parents gave their consent.

     

    The results were compared and based on gender, and location. This was presented via pie charts and bar charts to show the findings. The analysis consisted of 36 students, 9 males (52.8%) and 17 females (47.2%). Participants residential locations were Tensta (25%), Hjulsta and Rinkeby (19.4% each), followed by Solhem (13.9%), Bromsten (11.1%), Sundby (8.3%), and Nälsta (2.8%).

     

    Regarding perceptions of safety, the majority of participants (47.2%) expressed feeling “fairly safe”, with slightly more men than women selecting this option. Students living in Tensta, Hjulsta and Bromsten mainly chose this option. 22.2% of the students chose “neither safe nor unsafe”, while 19.4% felt “fairly unsafe”. Three females from Rinkeby and Tensta stated feeling “very unsafe”, while only one female stating feeling “very safe” in Nälsta. 

     

    In summary, the essay concludes that there is a pattern, women are usually more fearful about being outdoors, especially in the evening. Both genders experience fear, but both genders also have positive and negative experiences, however women tend to go through negative experiences more.

  • 208.
    Insulander, Eva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hernvall, Patrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Åkerfeldt, Anna
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Öhman, Lisa
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Assessment in Transformation: Teachers’ Perceived Opportunities and Challenges in the Assessment of Multimodal Texts2022In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, Vol. 6, no 1, p. 132-153Article in journal (Refereed)
    Abstract [en]

    Using data from focus group interviews, this study aims to analyze the perceived opportunities and challenges encountered by groups of secondary school teachers regarding the assessment of multimodal texts. Previous research has shown that digital technologies introduce new kinds of texts in the classroom. The possibility of combining verbal text with image, sound, and movement has an impact on students’ text production. However, the changing role of writing on the screen has left teachers uncertain of how to assess these new forms of texts. Apart from attending to digital competence, assessing multimodal texts may involve following writing conventions and organizing text using different resources and components. Quality in multimodal texts may concern using multimodal components to communicate complex ideas effectively, which may or may not be noticed by teachers. The data is based on group interviews with 11 secondary school teachers at two different schools. The study conducted a thematic content analysis using the analytical concepts of transformation, recognition, design, and form and meaning. Findings show that teachers find it challenging to acknowledge certain qualities in students’ multimodal texts without support from the steering documents. On the other hand, they notice opportunities to follow students’ learning processes. In addition, they stress an increased opportunity and need for shared assessment across school subjects. The article concludes with a discussion of tensions regarding opportunities and challenges when assessing students’ multimodal texts in relation to the different subject syllabuses.

  • 209.
    Insulander, Eva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Öhman, Lisa
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    The Touring Science Centre—an example of collaboration between a museum and a school2022In: Designs for research, teaching and learning: A framework for future education / [ed] Lisa Björklund Boistrup; Staffan Selander, Routledge, 2022, p. 123-136Chapter in book (Refereed)
    Abstract [en]

    Museums have a long history of partnering with schools through field trips, outreach programs and curriculum support. While schools turn to museums for expert knowledge, unique learning resources, and out-of-school experiences, museums wish to attract new groups of visitors to engage in their exhibitions and activities. Both the museum and the school are central knowledge institutions, each however guided by a distinct institutional logic. They have different roles to play in society, which may facilitate or hinder collaboration between them. While the museum’s collections form the basis of its activities, the curriculum and educational tasks are at the centre of the school. This study is based on the analysis of documentation of science-centred activities focused on programming with teachers and pupils in grades 4–6, in a context of cultural diversity.

  • 210.
    J. D. Karlsson, Marzieh
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    PhET ett hjälpmedel simulering som för elevers förståelse av det fysikaliska begreppet fjäderkraft: E n kvalitativ studie2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    En del didaktisk forskning handlar om hur elever lär sig kunskaper effektivt och praktiskt. Ett effektivtsätt att lära ut fysikkunskaper är med hjälp av representationer som text, språk, matematik, grafer ochtekniska verktyg som simulering. Det finns många forskare och elever som hävdar att PhET-simuleringar är ett grundläggande verktyg för att hjälpa till att förbättra och utveckla fysikaliskkonceptuell förståelse.”Rörelse och krafter” är ett centralt innehåll i fysikundervisningen. I detta arbete undersöks därför hursimulering och särskilt PhET-simulering kan bidra till djupare förståelse av det fysikaliska begreppetfjäderkraft (Hooks lag). I den här studien genomfördes kort enskild undervisning för femgymnasieelever och sen användande de PhET-simuleringen för att lösa några problem samtidigt somde berättade hur de tänkte. Datan samlades in genom metoden ”think aloud protocols” ochanalyserades senare med en kvalitativ metod (tematisk analys). I studien undersöktes också vilkainställningar i PhET-simuleringen som var mest och mist hjälpsamma.Resultatet visar att PhET-simuleringen hjälpte eleverna på i huvudsak tre sätt; att ge visualisering avdet fysikaliska begreppet (fjäderkraft), att vara interaktivt (få direkt feedback) och att fokusera på denkonceptuella förståelsen. Eftersom eleverna svarade olika på vilka inställningar som var mest ochminst hjälpsamma, visade detta att eleverna lär sig på olika sätt, beroende på deras tidigare kunskaperoch förutsättningar. Alla deltagarna tyckte att PhET-simuleringen var ett bra sätt att utforskafjäderkraften på egen hand.Elever behöver få vissa förkunskaper från lärare eller pedagoger innan användning av simuleringenannars lär de sig inte effektivt. Lärare måste också förtydliga vilka skillnader det är mellansimuleringen, som är en modell av verkligheten, och verkligheten. Lärare måste lyfta fram skillnadermellan karaktärsdrag för naturvetenskapliga arbetssättet och användning av simulering, annars missar elever detta.

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  • 211.
    Jahic Pettersson, Alma
    et al.
    Department of Behavioural Sciences and Learning, Linköping University, Norrköping, Sweden.
    Danielsson, Kristina
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Rundgren, Carl-Johan
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    'Traveling nutrients': how students use metaphorical language to describe digestion and nutritional uptake2020In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 41, no 8, p. 1281-1301Article in journal (Refereed)
    Abstract [en]

    Previous research suggests that students use metaphors when asked to explain digestive processes and nutritional uptake. In this paper, we describe the results of a study designed to gain a deeper understanding of how metaphors and anthropomorphisms are used by students when describing such processes. We applied analyses based on the systemic-functional grammar framework to 123 student responses to a question about nutrition on a Swedish national test in biology in order to identify, describe and analyse how students use metaphors and to understand the linguistic structure of those metaphors. We also considered how the metaphors are linked to metaphor systems and anthropomorphisms, thereby gaining a deeper understanding of the role of metaphors in this area. The results of our analyses provide important insights into how students understand digestion and nutrition and could provide the basis for improved teaching materials and methods for these important topics.

  • 212. Jahic Pettersson, Alma
    et al.
    Rundgren, Carl-Johan
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Tibell, Lena A.E.
    Students’ Meaning-Making of Nutrient Uptake in Relation to Organizational Levels2022In: Designs for Learning, E-ISSN 2001-7480, Vol. 14, no 1, p. 29-45Article in journal (Refereed)
    Abstract [en]

    Previous research suggests that everyday expressions are commonly used in students’descriptions of nutrient uptake. This study investigate a classroom context in year5 with a focus on signs of scientific meaning-making about nutrient uptake with ananimation as a resource in two different schools. In one of the schools there was alsoa teacher review. The aim of this study is to investigate the pedagogical affordances ofscientific terms and everyday expressions in the animation and in classroom teaching.Further, students’ signs of scientific meaning-making at the meso and submicroorganizational level in group discussions and written descriptions are analyzed andif taking part of a teacher review influenced the students’ use of scientific terms andeveryday expressions.The results show that the students who had a teacher reviewuse everyday expressions at the meso and submicro level to a greater extent than thestudents who did not have an teacher review. The everyday expressions are often usedas a kind of translation from the scientific terms in the students’ drawings.

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  • 213.
    Jansson, Lukas
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Möjligheter med delaktighet som en främjande metod i sexualundervisningen: En kvalitativ studie av elevers tankar kring sexualundervisning i den svenska grundskolans senare år2022Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Den här studien är en undersökning av elevers delaktighet i sexualundervisning i den svenska skolan under grundskolans senare år. Det är av intresse att undersöka sexualundervisningen då bland annat läroplanen för den svenska skolan blir uppdaterad till hösten 2022, där betydelsen av utbildning kring sexualitet, relationer och samtycke betonas och eftersom det har förekommit kritik gällande den här undervisningen. Genom att samla in och analysera ett empiriskt material med hjälp av kvalitativa analysmetoder som tematisk analys och praktisk epistemologisk analys så har den nuvarande sexualundervisningen blivit analyserad gällande elevers delaktighet. Resultaten av denna studie är att det finns flera olika metoder och inte en specifik metod som lärare kan använda sig av för att ge eleverna förutsättningar till att bli delaktiga, och att det berör undervisningen både under planeringsfasen och vad som faktiskt sker i klassrummet. Det som genomgående främjar elevers delaktighet är att elever har möjlighet att kunna påverka innehållet och utförandet av undervisningen, trygghet i klassrummet i form av både vilka arbetsformer som används och att elever inte riskerar att bli dömda av varandra, anpassning av moment och att man kan minimera fokuset på att bli betygsatt. Elever har ett stort intresse i att lära sig mer om ämnet och ska sexualundervisningen kunna vara aktuell i dagens samhälle så krävs det att elevers tankar och verklighet får en betydande roll, vilken delaktighet har stor potential till att göra detta möjligt.

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    Möjligheter med delaktighet som en främjande metod i sexualundervisningen
  • 214.
    Jansson, Maria
    et al.
    School of Humanities, Education and Social Sciences, Örebro University.
    Johansson, Patrik
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Sandahl, Johan
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. 0000-0003-3746-1620.
    Trust as subject content: Advancing students’ reasoning on democracy through displacement2023In: Journal of Social Science Education, E-ISSN 1618-5293, Vol. 22, no 3Article in journal (Refereed)
    Abstract [en]

    Purpose: The article explores how the tension between embracing and scrutinising democracy can be productively overcome through social science teaching about democracy that focuses on trust as a subject content.

    Design/methodology/approach: Empirical materials were collected through focus group interviews before and after an inquiry-based teaching segment on trust, and the materials were analysed qualitatively through three grounded themes.

    Findings: It is argued that working with the displacement of subject content in inquiry-based teaching about democracy enhances the possibilities for students to deepen their knowledge about democracy, while enabling them to scrutinise the democratic system critically.

    Research limitations/implications: The article reports from a small-scale study of four classes in two upper secondary schools in Sweden, and the study provides tentative observations and conclusions that should be investigated further in future research.

    Practical implications: The article shows how trust as a subject content can contribute to problematising students’ understandings of democracy, and how the displacement of content can be important in formulating compelling questions and in designing inquiries on democracy.

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  • 215.
    Jarl, Cristina
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    "Meningen är att ni ska kunna ert tal": En studie om det förberedda talets undervisningspraktik i svenska på gymnasiet2023Licentiate thesis, monograph (Other academic)
    Abstract [en]

    “The point is that you should be able to know your speech”. A study of the teaching practice of prepared speech, in upper-secondary school Swedish.

    Cristina Jarl

    This licentiate study explores the discursive construction of the classroom practice of teachers and students preparing a formal speech, within the Swedish language teaching. The explicit focus is on the teaching situation prior to the students’ prepared speech, and the actions per-formed by the actors within the language teaching context. The overall aim of the thesis is to increase the knowledge of teaching prepared speech as a social practice, by specifically describ-ing, analyzing, and problematizing the students’ opportunities to develop knowledge, connected to prepared speech in the language teaching classroom. By focusing on the instructional pro-cesses that lead to the delivery of the prepared speech this thesis contributes to new insights about the desired knowledge in the students’ prepared speech in school. The research questions guiding the investigation deal with aspects such as social actions, circulating discourses and the students’ subject positions as speakers in the teaching of prepared speech.

    A focused ethnography method was used, defined by short and intense periods of fieldwork engaging in a specific group activity in a social environment. The data production took place in two teaching groups, in two different upper secondary schools in Sweden. The empirical data consist of observations, sound and video recordings, field notes and texts produced by both teachers and students. During data production, the teaching alternated between on-site and online teaching due to the Corona pandemic. The classroom practice is explored as a social practice and as a discursive arena, where different perceptions exist. Social actors use discourse to mediate action, in which discourse impacts their ways of doing and being. By applying me-diated discourse analysis it is possible to study the complex relations between social action and discourse.

    The main findings suggest that teachers and students tend to focus more on the form and the production of the speech, and less on the specific subject content of the speech. The results display prominent and sometimes contradictory dichotomies in the teaching of speech: aspects of the prepared speech involve on one hand the practical, the spoken and the corporeal, and on the other hand the theoretical, the written and the visual. Additionally, the study illustrates the fixed and mobile dimensions of Swedish as a school subject. The importance of a speaker’s credibility shows a dynamic tension between students’ strategic, institutional and social posi-tions as a speaker. A concluding remark in the present study is that it seems important for the students to speak and having something to say, in a certain form and packaging, rather than what they have to say and why. Therefore the key instructional questions of what, why and who in terms of teaching prepared speech open up for further discussion.

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  • 216. Jeppsson, Fredrik
    et al.
    Danielsson, Kristina
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Linnaeus University, Sweden.
    Bergh Nestlog, Ewa
    Tang, Kok-Sing
    Primary Pupils’ Multimodal Representations in Worksheets—Text Work in Science Education2022In: Education Sciences, E-ISSN 2227-7102, Vol. 12, no 3, article id 221Article in journal (Refereed)
    Abstract [en]

    Worksheets are common in science classrooms with an aim to support pupils’ meaning-making, e.g., for guiding them in performing hands-on activities and documenting their experiences of such activities. Yet, there have been few systematic studies of pupils’ disciplinary representations in worksheets. Drawing on systemic functional linguistics, we have analyzed fifth grade pupils’ (age 10–11) multimodal texts in worksheets (n = 25) when they were working with shadow formation as part of their regular classroom activities. In the worksheets they were asked to first explain in writing why or why not a shadow was formed and then explain shadow formation through a drawing. At an overall level, we found that a majority of the pupils managed to express in writing why a shadow is formed, though it appeared to be more challenging for them to explain why a shadow is not formed. In their drawings, quite a few pupils managed to include several key aspects of shadow formation, at least when combining image with writing. For all tasks, the explanatory parts of the pupils’ responses were often implicit. Based on our results, we suggest that pupils may benefit from teaching practices that integrate a parallel focus on form and content as a way to raise their awareness of, for instance, the affordances of different resources and how explanations can be structured. Such practices may support pupils to be able to consider and choose appropriate resources in their disciplinary texts.

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  • 217. Joelsdottir, Loa Bjork
    et al.
    Andrews, Paul
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. VIA University College, Denmark.
    Grade six students' multidigit arithmetic strategy adaptivity and flexibility: evaluating a novel tri-phase assessment tool2024In: International Journal of Mathematical Education in Science and Technology, ISSN 0020-739X, E-ISSN 1464-5211, p. 1-25Article in journal (Refereed)
    Abstract [en]

    In this paper we present a novel adaptation of a tri-phase assessment tool, originally devised to investigate students’ linear equations-related strategy flexibility, to evaluate Danish grade-six students’ multidigit arithmetic-related strategy adaptivity and flexibility. Participants, 731 students, median age 12 years and drawn from 20 demographically different schools, completed a series of positive integer addition, subtraction and multiplication tasks designed to elicit shortcut strategies. First, students solved each task by means of their preferred strategy, with those using a shortcut strategy being defined as showing adaptivity for that task. Second, students solved the same tasks by means of whatever alternative strategies they could devise; those that offered at least two strategies were defined as showing flexibility for that task. Third, for each task, students were asked to indicate which of their strategies they believed was optimal. Statistical analyses, based on the total number of tasks on which students demonstrated adaptivity or flexibility, found students to be more flexible than adaptive, with 55% of students showing moderate or high levels of flexibility but only 21% for adaptivity. Both strategy adaptivity and flexibility, which differed according to operation, were implicated in students’ solution accuracy, with adaptivity being a stronger predictor than flexibility.

  • 218.
    Johansson, Anders
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Gymnasieelevers kollektiva algebraiska resonemang2022Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Algebra är ett grundläggande nyckelområde inom matematiken och tillsammans med matematisk resonemangsförmåga essentiellt inom skolan för elevers utveckling av matematisk färdighet. Studien analyserar gymnasieelevers kollektiva algebraiska resonemang vid algebraisk uppgiftslösning med avseende på resonemangsargumentens förankring i matematiska egenskaper, samt det algebraiska tänkande som indikeras av dessa. Resultatet visar att eleverna över lag för resonemang utifrån matematisk grund, med undantag av slutsatsernas utvärdering, och att även om uppgiftens matematiska innehåll är relevant för stimulerande av matematiskt grundat resonemang kan argumentationen indikera olika aspekter på algebraiskt tänkande beroende på elevernas lösningskonstruktion. Studien särskiljer sig gentemot tidigare forskning vilken företrädelsevis har inriktat sig på karaktärisering av individuellt resonemang i olika typer och vid studier av kollektivt resonemang har man fokuserat på yngre elever. Det studien också bidrar med är en beskrivning av hur elever kan skapa resonemang tillsammans, och identifierar en ny typ av argument, konventionella argument, kopplade till frågor om notation. Diskussionen berör bland annat vikten av förståelse för den matematik på vilken elever grundar sitt resonemang, som en aspekt att anpassa undervisning efter.

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  • 219. Johansson, Anders
    et al.
    Nyström, Anne-Sofie
    Gonsalves, Allison J.
    Danielsson, Anna
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Choice narratives of “unexpected” physics students2022Conference paper (Other academic)
  • 220. Johansson, Anders
    et al.
    Nyström, Anne-Sofie
    Gonsalves, Allison J.
    Danielsson, Anna
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Following or defying expectations – the choice narratives of  “unexpected” physics students2022Conference paper (Other academic)
  • 221. Johansson, Anders
    et al.
    Nyström, Anne-Sofie
    Gonsalves, Allison J.
    Danielsson, Anna T.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Performing legitimate choice narratives in physics: possibilities for under-represented physics students2023In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 18, p. 1255-1283Article in journal (Refereed)
    Abstract [en]

    Higher education physics has long been a field with a disproportionately skewed representation in terms of gender, class, and ethnicity. Responding to this challenge, this study explores the trajectories of “unexpected” (i.e., demographically under-represented) students into higher education physics. Based on timeline-guided life-history interviews with 21 students enrolled in university physics programs across Sweden, the students’ accounts of their trajectories into physics are analyzed as choice narratives. The analysis explores what ingredients are used to tell a legitimate story of physics participation, in relation to dominant discourses in physics culture, and wider social and political discourses. Results indicate that students narrate their choice as based on motivations of physics being a prestigious and challenging subject, of a deep interest in and a natural ability for physics, as well as a wish to use physics for contributing to the world. While most of these affiliations to physics has been documented in earlier research, the study shows how they are negotiated in relation to social locations such as gender, class and migration history, and used to perform an authentic and legitimate choice narrative in the interview situation. Furthermore, the study reports and discusses the possibility of conceiving the role of physics in students’ lives as something beyond a “pure”, intellectually challenging, and “prestigious” subject. In contrast, and with implications for widening participation, the stories of “unexpected” physics students indicate that physics can be reconceived as socially and altruistically oriented.

  • 222.
    Johansson, Anna
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Barns teaterskapande2022Conference paper (Other academic)
    Abstract [sv]

    Den här presentationen bygger på mitt pågående avhandlingsprojekt om hur barn i åldern 9-11 år i en teatergrupp på en kulturskola själva skapar teater. Jag avser först att diskutera möjligheter och utmaningar med att videofilma barns teaterskapande. Jag  kommer därefter att föra ett resonemang om hur multimodal interaktionsanalys i kombination med medlemskategorisering (MCA) kan stödja förståelsen för det snabba, flyktiga och multifokuserade samskapande som sker i barns teaterskapande. Genom analys av ett transkript från ett  20 sekunder långt videoklipp visar jag hur jag använt dessa analysverktyg för att klargöra hur barn i en barnteatergrupp i samarbete och steg för steg  konstruerar fiktiva karaktärer i interaktion med varandra. Analysen fokuserar på hur medspelarna tillsammans skapar en fiktiv karaktär genom att prata med och om karaktären.

     

    Anna Johansson

    Doktorand i ämnesdidaktik med inriktning mot de estetiska ämnenas didaktik 

    Institutionen för ämnesdidaktik, Stockholms universitet. 

     

  • 223.
    Johansson, Anna
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Barns teaterskapande: En ämnesdidaktisk studie av drama och teater i kulturskolan2023Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The subject of this thesis is children’s theatre making in the Swedish School of Arts (Kulturskolan), which involves the creating work that children do on their own when they are asked to craft dramatic scenes without relying on a script or a story. Despite the fact that this is a common way of producing theatre in the Swedish School of Arts, little research has been done on the collective process when it is controlled by the children themselves. This thesis explores what children are actually doing when they collectively develop their own scene and what they need to master to make it comprehendible. The thesis is based on two empirical studies – a field study and a learning study – carried out in three drama groups with children aged 9–11 at a School of Arts in Sweden.

    In the field study, I observed a drama group during the process of creating their own play. By applying ethnographic methods and multimodal interaction analysis combined with theories about children's creative process and connections between play and drama/theatre the study explores what children do when they are set free to make scenes in small groups. The result shows a speedy, multi-layered, collaborative process in which they all, in different ways, responsively participate in designing roles and events through interactive verbal and bodily improvisation. The field study was followed by a learning study to explore how the multifaceted, simultaneous, and interactive activity of creating dramatic scenes could be specified and articulated as subject-specific knowledge. For this purpose, two other drama groups were chosen, and the subsequent study was conducted in collaboration with their respective drama teachers. A total of six lessons were designed and videotaped. The empirical material was analysed by using phenomenography. The result shows the skills divided into four subthemes: making the story logic, creating meaningful roles, coordinating the big picture, and adding relevant events. The co-creation of characters and events involves the ability to both talk about ideas and try them out through acting. When they create a scene, they use strategies similar to those children often use when role-playing; they alternate between being in and out of character, in and out of fiction. What essentially distinguishes theatre making in this sense from children’s ordinary role-play is the concern for and awareness of an imagined audience. Taking on the perspective of an audience includes the ability to design roles and events to make the play understandable from the outside: what I call aesthetic triangulation. 

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  • 224.
    Johansson, Anna
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Miniteater – ett kollektivt sätt att skapa egna berättelser2023In: Svenskläraren, ISSN 0346-2412, no 3/4, p. 14-15Article in journal (Other (popular science, discussion, etc.))
  • 225.
    Johansson, Anna
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    On the Unseen Scene: Experimenting with Methods to Analyse Children’s Creative Processes in Drama2022In: Conference Proceedings CIVAE 2022: 4th Interdisciplinary and Virtual Conference on Arts in Education May 11-12, 2022 / [ed] MusicoGuia, 2022, p. 353-357Conference paper (Refereed)
    Abstract [en]

    In this paper I address the challenges of researching children’s creative processes creating a short scene in drama. I intend to highlight and discuss the use of video recordings for data collection and to show how multimodal conversation analysis combined with membership categorisation (MCA) can support understanding of the rapid, ephemeral and multi-focused co-creation that occurs when a group of children make drama. Through the analysis of a 20 seconds video clip, I show how these analytical tools can clarify how children in a drama group collaboratively, and moment by moment, construct fictional characters in interaction with each other. The analysis is focused on how the co-players co-create a fictional character by talking to and about the character.

  • 226.
    Johansson, Caroline
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Lustych, Sandra
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    “Eftersom det är ett kretslopp så går allt runt ändå” - att visualisera det komplexa: En studie om elevers utvecklade förståelse om det samhällsekonomiska systemet med hjälp av en visuell modell2022Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie har undersökt hur undervisning som är baserad på en visuell modell kan utformas för att möjliggöra för elever på mellanstadiet att utveckla en kvalificerad förståelse av det samhällsekonomiska systemet. För att ta reda på detta undersöktes vilka möjliggörande element i undervisningen som ledde till ett urskiljande av de kritiska aspekter som undervisningen fokuserade på. Utifrån en fenomenografisk och variationsteoretisk ansats analyserades vilka kritiska aspekter eleverna hade urskilt innan och efter lektionstillfällena, samt vad i lektionerna som tycktes möjliggöra att eleverna förde fördjupande resonemang om delarna och helheten i det samhällsekonomiska systemet. Det insamlade materialet består av för- och eftertester samt observationsanteckningar från två lektionstillfällen. Exempel på möjliggörande element som identifierats i studien är att visuella modeller behöver explicitgöras tillsammans med eleverna i undervisning genom att tillföra vardagsnära elevexempel. Detta för att den visuella modellen ska kunna fungera som ett stöd för eleverna inom dessa abstrakta och komplexa fenomen som samhällsekonomi utgör. 

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  • 227.
    Johansson, Caroline
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Lustych, Sandra
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    “Vad är ens dom här olika plupparna?”: En studie om elevers utvecklade förståelse kring en samhällsfråga med hjälp av ett plotdiagram2023Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

     I denna studie har elevers kunnande inom komplexa samhällsfrågor med hjälp av en visuell modell i form av ett plotdiagram undersökts. Studien undersökte även hur elevers resonemang i olika åldrar skiljer sig i frågan kring att föra kvalitativa resonemang. För att ta reda på detta ställdes två frågeställningar där den ena berörde vad elever lär sig och inte lär sig inom olika samhällsfrågor med hjälp av ett plotdiagram. Den andra frågan berörde vad som skiljer elevers sätt att föra kvalificerade resonemang utifrån ett plotdiagram i olika årskurser. Detta gjordes genom en fenomenografisk och variationsteoretisk ram där materialet som analyserades var för-och eftertester samt gruppdiskussioner som eleverna förde efter utförd undervisning. Det som synliggjordes i studiens resultat var bland annat att elever med hjälp av en visuell modell, kunde få syn på kausala samband och bakomliggande orsaker till vissa världsliga problem som dessa samhällsfrågor belyser. Även att ju mer eleverna är förtrogna med ämnesinnehållet desto mer kvalitativa resonemang kan de föra, vilket sker på mellanstadiet men inte i samma utsträckning som på högstadiet. Detta blir intressant då de yngre eleverna för mer kvalificerade resonemang än de äldre. 

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  • 228.
    Johansson, Elsa
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Religious release: A text analysis of religious pluralism in the presentation of the world religions in upper secondary Religious education textbooks2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this thesis is to analyse and discuss the ways in which the world religions are presented in Swedish upper secondary Religious education [RE] textbooks. The result of the study is the following: The RE textbooks have similar ways of presenting the different world religions. Nevertheless, Christianity is offered more space in the books, and is also more personally presented that the other world religions. This implies that upper secondary students may not be given opportunity, through these RE textbooks, to depict and to understand all world religions in an equal way. The result is being discussed through two theoretical concepts: religious pluralism and an agentic perspective. Taken together, the theoretical interpretation of the result stresses an ‘outside’ secular perspective, grounded in descriptions of religious life and experiences from an outside perspective of the world religions. While a perspective from inside or from within the world religions is rare, and if at all most prevailing in the RE textbooks’ presentations of Christianity. This may have didactical consequences for the upper secondary RE teachers, in terms of which textbooks to use in the subject matter teaching, when religious diversity as knowledge content and objective is at the fore of the RE subject in the Swedish syllabus for upper secondary RE. A religiously diverse and agentic RE teaching, it is assumed, needs to balance the didactical space through choices of RE textbooks that convey equally distributed perspectives from both an outside and an inside depiction of every world religion. 

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  • 229.
    Johansson, Patrik
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Axelsson Yngvéus, Cecilia
    Upptäck historien genom källorna2023In: Historiedidaktik i praktiken: för lärare 4–9 / [ed] Martin Stolare; Joakim Wendell, Malmö: Gleerups Utbildning AB, 2023, 2, p. 107-142Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Att undervisa i historia är både roligt och utmanande. Historieämnets berättande tradition innebär att undervisningen lätt kan göras medryckande med hjälp av färgstarka händelser och personer. Eleverna kan ges möjlighet att leva sig in i levnadsvillkor under andra tider och betrakta sina egna liv som en del av historiens gång. Föreställningarna om dåtid, nutid och framtid samspelar med varandra, och det är lärarens uppdrag att hjälpa eleverna att utveckla sin förmåga att relatera de olika tidsskikten till varandra. Detta är viktigt men inte alltid enkelt, och historieundervisningen ställer höga krav på både lärare och elever.  

    Historiedidaktik i praktiken – för lärare 4-9 är en introduktion till undervisning i historia i grundskolan och tydligt grundad i historiedidaktisk teoribildning. Resonemangen i boken är praktiknära och knyter an till kursplanen i historia för grundskolan.  

    Kärnan i boken utgörs av fyra kapitel som behandlar centrala kunskaper i historia:  historiska referensramskunskaper, hantering av historiska källor, historieanvändning och historiska begrepp. Dessa diskuteras utifrån ett undervisningsperspektiv, där lärarens didaktiska val står i centrum. I bokens övriga kapitel diskuteras specifika aspekter av historieämnet i relation till undervisningen: begreppet historiemedvetande, bedömning i historia, samt vad forskningen säger om yngre barns lärande av historia.  

    Bokens andra upplaga är utvidgad till att omfatta både årskurserna 4-6 och 7-9, och kan även vara användbar för lärare på gymnasienivå.

  • 230.
    Johansson, Patrik
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Stockholm University, Sweden.
    Sandahl, Johan
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Department of Teaching and Learning, Stockholm University.
    Should Government Agencies Be Trusted? Developing Students’ Civic Narrative Competence Through Social Science Education2024In: The Journal of Social Studies Research, ISSN 2352-2798, Vol. 48, no 1, p. 1-16Article in journal (Refereed)
    Abstract [en]

    Democratic school systems are expected to equip students with the knowledge, abilities, and attitudes needed for life as citizens, particularly through social science education. Disciplinary knowledge, derived from the academic counterparts to school subjects, is essential in developing these skills. However, research has also emphasized the importance of life-world perspectives, where students’ experiences are included and taken seriously in teaching. This study suggests that the theory of (civic) narrative competence can function as a bridge between the disciplinary domain and the life-world domain in its focus on how students’ civic reasoning can be developed through teaching. The article uses narrative theory to explore how the students’ civic narratives changed and became more nuanced after a teaching segment focusing on social and political trust. In the article, we demonstrate how the students’ personal experiences colored their interpretations and orientations before the teaching segment and how their civic narratives were developed through the implemented teaching, which provided them with concepts, a theoretical model, and empirical examples. We found that the students did not discard previous perceptions after the teaching segment, but integrated them into their new knowledge and orientations, thus integrating the life-world and disciplinary domains.

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  • 231.
    Jons, Lotta
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Till-tal och an-svar – en dialogisk konception av didaktiska relationer2023In: Konferensen Forskning om högre utbildningStockholm 11-12 maj 2023: Översiktligt program och abstracts, 2023, p. 40-41Conference paper (Other academic)
    Abstract [sv]

    Vad händer om man anlägger ett dialogfilosofiskt perspektiv på didaktiska relationer? Vilka aspekter av relationen mellan läraren och studenten får man syn på då? Eller mellan studenten och det ämne hon studerar, alltså själva lärandeprocessen? Och hur kan vi i så fall tänka ifråga om relationen mellan läraren och det ämne hon beforskar och undervisar i? I den här presentationen utvecklas den didaktiska triangelns tre relationer inom ramen för en konception som utarbetats med utgångspunkt i Martin Bubers dialogfilosofi (1993a; 1993b; 1994).

    Konceptionen till-tal och an-svar bygger på att människans tillvaro karaktäriseras som en existentiell dialog där man blir tilltalad av sina existensupplevelser och svarar an på detta till-tal i sina existensframträdanden. Genom att begreppslägga relationen mellan läraren och studenten, mellan studenten och stoffet och mellan läraren/forskaren och ämnet som en fråga om till-tal och an-svar framträder andra dimensioner som exempelvis kognitivistiska och sociala perspektiv på lärande inte uppmärksammar.

    I presentationen utvecklas de dimensioner som framträder ur konceptualiseringen till-tal och an-svar. Såsom sammanhållet koncept rymmer till-tal och an-svar båda delar av det kallelse-koncept som enligt Cecilia Nahnfeldt (2006) kommit att schabloniseras som ett kvinnligt ”till-tal” som står för modrande, lydnad och anpassning och ett manligt ”an-svar” som står för ansvar, trofasthet och företagsamhet. När detta utläggs som en process framträder dimensionerna som en fråga om att hörsamma – an-svara – till-tala. I lärarens relation till studenten kan detta förstås som en fråga om att läraren är sann/äkta och står till studentens tjänst på ett sätt som är avpassat studentens svårigheter eller styrkor, att hon tar ansvar för att stötta studentens lärande genom att utöva kärleksfull ledning och att hon utmanar studenten genom att våga engagera sig och provocera studenten med nya perspektiv, kunskaper och uppgifter (Jons 2008). Vilka dimensioner framträder då när relationen mellan studenten och stoffet begreppsläggs inom ramen för till-tal och an-svars-konceptet, alltså, med andra ord, när lärande förstås om en existentiell dialog i form av till-tal och an-svar mellan studenten och stoffet (Jons 2014)? Och, slutligen, om vi försöker tänka forskning och undervisning som en fråga om att vi som forskare och lärare i hörsammar, an-svarar och till-talar vårt ämne? Presentationen utvecklar dessa aspekter och diskuterar konsekvenserna av de dimensioner som framträder när didaktiska relationer begreppsläggs på dialogfilosofisk grund.

  • 232.
    Jons, Lotta
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Towards a Pedagogy of Higher Education. The Bologna Process, Didaktik and Teaching2023In: Högre Utbildning, E-ISSN 2000-7558, Vol. 13, no 1, p. 1-4Article, book review (Other academic)
    Abstract [sv]

    I boken Towards a Pedagogy of Higher Education. The Bologna Process, Didaktik and Teaching formulerar Gunnlaugur Magnússon och Johannes Rytzler en teori om undervisning i högre utbildning som vilar på utbildningsvetenskaplig grund. De vill med detta erbjuda ett alternativ till den, som de karaktäriserar det, hegemoniska och ideologiska diskurs som pådriven av Bolognaprocessens utbildningspolitik och -policy kommit att handla om  fördefinierade lärandemål, konstruktiv länkning mellan lärandeaktiviteter och lärandemål samt studentcentrering grundlagd i konstruktivistisk lärandeteori. Med hjälp av policyanalys, pedagogisk filosofi och didaktisk teori belyser Magnússon och Rytzler konsekvenserna av denna grundläggning och mejslar därefter fram ett teoretiskt bidrag som möjliggör en högskolepedagogisk disciplin grundad i utbildningsvetenskap.

  • 233.
    Jons, Lotta
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Airey, John
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    An Agreed Figured World – Conceptualizing Good Physics Teachers in a Finnish University2024In: Journal of Science Teacher Education, ISSN 1046-560X, E-ISSN 1573-1847, Vol. 35, no 1, p. 5-23Article in journal (Refereed)
    Abstract [en]

    This study reports findings from an interview study with eleven teacher educators from a physics teacher training program in Finland. They represented the four training environments that students encounter during their education, i.e. the Department of Physics, the Department of Mathematics and Science Education, the Department of General Pedagogy, and the Training School. Drawing on Gee’s theory of figured worlds, our analysis shows that the educators across the four training environments largely maintain the same vision of what the attributes of a “good” physics teacher are. Although working in different settings, the eleven educators appear to be working in concert, each contributing to the development of an agreed professional physics teacher identity for their trainees. The ideal physics teacher was found to be envisioned in terms of a subject expert and a research-based educationalist, whilst at the same time being psychologically fully matured and willing to develop as both a person and a teacher. We identify a number of factors in the Finnish teacher training program that are suggested to contribute to the coherence found. Some of the factors we identify are specific to the Finnish situation, such as teacher status in society, whilst others could potentially be implemented elsewhere, such as dedicated training schools and direct teacher influence in the design of the curriculum.

  • 234.
    Jons, Lotta
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Airey, John
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Bilden av den goda fysikläraren: samstämmighet och tillit hos finska lärarutbildare2023Conference paper (Refereed)
    Abstract [sv]

    I sessionen presenteras en studie där elva lärarutbildare vid en finsk fysiklärarutbildning intervjuats. Lärarutbildarna representerar de fyra kontexter som fysiklärarstudenten möter under sin utbildning: Fysikinstitutionen, Institutionen för naturvetenskapernas och matematikämnets didaktik, Pedagogiska institutionen och Övningsskolan. Studien är en del av ett VR-projekt där de olika föreställningar av “den gode fysikläraren” som kommuniceras till fysiklärarstudenter i fyra olika länder - Sverige, England, Singapore och Finland - kommer att jämföras.

    Resultaten visar att de fyra utbildningskontexterna i stort sett förmedlar samma idealbild av ”en god fysiklärare” till sina lärarstudenter. Inom ramen för Furuhagen, Holmén & Sänttis (2019) konceptualisering ”Visions of the ideal teacher” visar studien att lärarutbildarna leds av företällningen om “den goda fysikläraren" som “a research-based educationalist” men också som “a psychologically fully matured professional" och “a subject expert.Resultaten visar att lärarutbildarna vid de fyra olika utbildningskontexterna i samstämmighet strävar mot samma idealbild av den goda fysikläraren där var och en bidrar med sin specifika del av studentens kompetens, och med ömsesidig tillit till att de andra utbildningskontexterna bidrar med sin specifika del.

    Resultatet står i motsättning till fynden i projektets studie av en svensk fysiklärarutbildning, där man istället fann fyra konkurrerande idealbilder av den gode fysikläraren (Larsson, Airey, Danielsson & Lundqvist, 2018).

  • 235.
    Jonsson, Angelica
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Sikta mot stjärnorna: En kvalitativ intervjustudie om några lärares val av arbetsmetod för att främja yngre elevers förståelse för astronomiska begrepp och fenomen2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Ämnet astronomi upplevs ofta som svårt och abstrakt för de flesta människor och därför är det ett komplext ämne att undervisa om, i synnerhet för yngre elever. Det ställer höga krav på svenska lågstadielärares ämneskunskaper och även deras didaktiska kompetenser. Syftet med studien är att synliggöra vilka metoder lärare använder sig av i astronomiundervisningen för att gynna elevers förståelse för astronomiska fenomen och begrepp. Studiens forskningsfrågor lämpar sig väl för att få fördjupade beskrivningar av hur dessa lärare undervisar i astronomi och vilka utmaningar de anser finns i astronomiundervisningen. Därav användes semi-strukturerade intervjuer och totalt deltog fem lärare i studien. Den tematiska analys som tillämpats i studien framhäver tre teman som svarar på forskningsfråga ett, olika metoder: modellering, sång och rörelse samt ämnesövergripande arbete. Samtliga lärare använde sig av dessa metoder och undervisar varierande-och konkretiserande i astronomiämnet samt att det teoretiska måste kombineras med det praktiska innehållet. Vidare ledde analysen till fyra teman som svarar på forskningsfråga två: lärarutbildningens brister, lära ut det abstrakta, förväntningar och tidens begränsningar. Lärarna beskrev en bristande utbildning som i sin tur ledde till sämre ämneskunskaper och sämre kvalité på astronomiundervisningen. Därav står lärare ensamma i sökandet efter ämneskunskaper och den senaste forskningen trots den enorma tidsbrist som redan florerar i skolan. Samtidigt måste lärarna leva upp till elevernas förväntningar på ämnet som ofta möter ämnet i skolan för en första gång med glädje. Det är av yttersta vikt att eleverna erbjuds en korrekt vetenskaplig utbildning vilket gör hela situationen komplex i och med att resultatet indikerar på att lärarna varken erbjuds undervisning inom lärarutbildningen eller någon vidareutbildning i den verksamma skolan de arbetar på. Studien bidrar med att synliggöra några metoder som lärare kan tillämpa i astronomiundervisningen och den effekt metoderna har på elevernas förståelse för astronomiska fenomen och begrepp. Vidare bidrar studien med didaktisk relevans för lärarutbildningens utformning och utveckling så att lärare kan uppnå den trygghet och kunskap som krävs för att undervisa i astronomi med en hög kvalité.  

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    Sikta mot stjärnorna
  • 236.
    Jonsson, Elin
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Göransson, Evelina
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Interventionsstudie om månens faser med en 3D-modell: Yngre elevers förståelse av månens faser, åk F-32023Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Interventionsstudien undersökte förståelse om månens faser i årskurs 2. Inom området finns det mycket forskning om digitala 3D-modeller som visar en positiv effekt på elevers förståelse om astronomiska fenomen. Däremot finns det inte lika mycket forskning om fysiska modeller, därav vill vi undersöka om en fysisk 3D-modell kan stödja eleverna i deras förståelse om månens faser och se om den hjälper till att förhindra elevers missuppfattningar som tidigare forskning nämner att elever kan ha. Studiens frågeställningar är: (1) Hur kan tillämpning av en fysisk 3D-modell stödja elevers förståelse av månens faser i åk F-3? samt (2) Vilka tecken på förståelse av månens faser visar elever före och efter en intervention? I interventionen arbetade eleverna med en 3D-modell som representerade solen, månen och jorden. Under genomförandet var de indelade i grupper om 3–4 personer där de demonstrera och diskutera frågor om månens faser. Det teoretiska ramverket för studien är conceptual change. Interventionen inkluderade ett för- och eftertest för att synliggöra kognitiva processer och elevers konceptuella förändring. Bearbetning och analys av datamaterialet har genomförts utifrån en tematisk analys samt conceptual change teorin. I studien visade eleverna flera tecken på förståelse för månens faser i tillämpningen av 3D-modellen. Exempelvis demonstrerade de olika månfaser och vart månen skulle vara placerad i förhållande till jorden och solen. Trots visad förståelse vid arbetet med 3D-modellen gick det att urskilja missuppfattningar i eftertestet.

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  • 237.
    Jonsson, Elin
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Göransson, Evelina
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Utmaningar med utomhusundervisning ur ett lärarperspektiv: En litteraturstudie om lärares begränsade användning av utomhusundervisning åk F-32021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här litteraturstudien har undersökt frågeställningen: vilka faktorer kan påverkar lärares användning av utomhusundervisning i de naturorienterande ämnena årskurs F-3? Ett stort antal lärare ser potential med att använda sig av utomhusundervisning. Anledningen är att en varierad lärmiljö påvisar gynnsamma effekter på elevernas prestationer och engagemang. Trots att lärarna har en positiv syn på utemiljön är det inte många lärare som applicerar det i sin undervisning på grund av upplevda hinder. Syftet med studien är att undersöka vad befintlig forskning har identifierat för orsaker till lärares begränsade användning av utomhusundervisning. Det är av vikt att belysa dessa hinder för att förebygga dem eftersom en varierad lärmiljö gynnar alla elever. Resultaten tyder på att det finns både yttre och inre faktorer som har betydelse för var undervisningen äger rum. De främsta faktorerna som nämns är tidsbrist, finansiering, lärarnas tidigare erfarenheter och deras uppfattningar om elevernas inställning till utemiljön. Vi har genomfört en systematisk litteraturstudie. Sökningen av datamaterial har skett målstyrt utifrån problemställningen. Litteraturstudien är utformade efter en tematisk analys. Undersökandet har påvisat att lärare upplever att elever uppskattar utomhusundervisningen mer än katederundervisning. En varierande lärmiljö berikar även elevernas kunskapsutveckling och därför vill vi uppmuntra och inspirera fler lärare att använda sig av utomhusundervisning. 

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  • 238.
    Jousseflie, Parmida
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Hur stöttas nyanlända elever på mellanstadiet i samhällskunskapsundervisning?: En studie av hur mellanstadielärare i samhällskunskap beskriver att de arbetar språk och kunskapsutvecklande.2022Independent thesis Advanced level (professional degree), 240 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att få en ökad förståelse för vilka undervisningsmetoder de lärare som undervisar samhällskunskap på mellanstadiet använder för att stödja nyanlända elever i sin ämnesutveckling. Detta har genomförts genom kvalitativa semistrukturerade intervjuer med sex lärare som undervisar eller undervisat nyanlända elever i ämnet samhällskunskap. De teoretiska utgångspunkterna som denna studie utgår ifrån är den sociokulturella synen på lärande där elever med stöttning kan delta i nya situationer. Det handlar om planerad stöttning och interaktiv stöttning, där man skiljer mellan i förväg planerad stöttning på makronivå och oplanerad stöttning på mikro-nivå (Gibbons, 2010:220 - 226). Resultatet i föreliggande studie visar bland annat att lärarna skapar en del möjligheter för eleverna där de kan använda sina språk och tidigare kunskaper. Elevernas modersmål används exempelvis som resurs i undervisningen med hjälp av studiehandledare och olika digitala verktyg. Lärarna beskriver samtidigt hur en del varierande upplägg och uttrycksformer används för att stödja nyanlända elever i sin ämnesutveckling.   

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  • 239.
    Jägerskog, Ann-Sofie
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Representing or affording? Visual representations in economics teaching as an agent in the classroom2023In: EARLI 2023: Book of Abstracts, 2023, p. 104-104Conference paper (Refereed)
    Abstract [en]

    In economics teaching, supply/demand graphs are frequently used as a visual tool to help students understand the complex relationships involved in pricing. Previous studies have investigated students’ understanding of graphs, identifying several challenges related to learning economics through graphs. What has not been investigated further is how visual representations used in teaching economics affect the teaching practice established in the classroom and thus what learning is afforded. This empirical study aims at doing just that. In a series of three lessons, four upper secondary classes were introduced to economics and pricing. Two classes had lessons based on traditional supply/demand graphs and two on a causal loop diagram. The introductory lecture as well as small group discussions were transcribed and analysed to identify teachers’ and students’ communicative actions during this lesson and goals driving them. Based on this analysis, conclusions were drawn concerning the relationship between teaching practices established and what visual representation was used in teaching. Results suggest that the teaching practices established in causal loop diagram-based classrooms could be characterised as epistemic practices, where discussing and learning about pricing was the main object. In contrast, teaching practices established in graph-based classrooms were characterized by a focus on the visual representation as such and the logics behind it, rather than discussing the inner workings of the causal relationships involved in pricing. The study has educational and theoretical significance in terms of practical implications for teaching and discussions concerning what is afforded through different visual representations of the same subject content. 

  • 240.
    Jägerskog, Ann-Sofie
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Fryshusets gymnasium.
    Halvarson Britton, Thérèse
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Globala gymnasiet.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Högskolan Dalarna.
    Agens och existens i ämnesundervisningen: medborgarbildning i religionskunskap, psykologi och samhällskunskap2022In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, ISSN 2000-9879, no 4, p. 1-26Article in journal (Refereed)
    Abstract [en]

    The purpose of the article is twofold. Firstly, the ambition is to argue on a theoretical basis, with exemplification in three school subjects in Sweden - religious education, psychology and social studies, for a widening of the understanding of the citizenship education assignment of schools and subject teaching and the point in doing so. Secondly, the ambition is to show what this can mean specifically in relation to the subject teaching of these three school subjects in Swedish primary school and in upper secondary school. The starting point in the argumentation is taken from Hannah Arendt's thoughts on education, man and existence (2004, 1958/2013). The argument leads to the notion that the citizen-forming task of subject teaching not only needs to include agency dimensions - students' 'doing', their opportunities for action and readiness for action in society and in the world - but also existential dimensions - students' 'being in society and the world', their opportunities to grow as unique people in the meeting with subject teaching. As agency dimensions seem to be more elaborated in current subject didactic research than existential dimensions, the ambition in the article is to elaborate in an in-depth manner how existential dimensions can be depicted and the importance of them

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    Jägerskog, Halvarson Britton 2022 Agens och existens i ämmesundervisningen
  • 241.
    Jägerskog, Ann-Sofie
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Tväråna, Malin
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Björklund, Mattias
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Strandberg, Max
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Carlberg, Sara
    Stockholms universitet.
    Kenndal, Robert
    Stockholms universitet.
    Juthberg, Therese
    Stockholms universitet.
    Sahlström, Per
    Stockholms universitet.
    Losciale, Marie
    Stockholms universitet.
    Gottfridsson, Patrik
    Stockholms universitet.
    Kåks, Bodil
    Stockholms universitet.
    Att göra det stora och föränderliga gripbart: Modeller som möjlighet och utmaning i samhällskunskapsundervisningen2022Conference paper (Refereed)
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    Att gör det stora och föränderliga gripbart
  • 242.
    Jägerskog, Ann-Sofie
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Tväråna, Malin
    Björklund, Mattias
    Strandberg, Max
    Carlberg, Sara
    Kenndal, Robert
    Juthberg, Therese
    Sahlström, Per
    Losciale, Marie
    Gottfridsson, Patrik
    Kåks, Bodil
    Rosengren, Jenny
    Stockholms universitet.
    Visualising the complex and the changing: Identifying critical aspects of social science models2022In: Earli SIG9 2022: Phenomenography and variation theory in practice, Stockholm, 2022Conference paper (Refereed)
    Abstract [en]

    Extended summary

    We live in a world that is rapidly changing and what we believe to be true today may very well be overturned tomorrow. Many of the issues raised in social studies education are characterized by changeability and complexity, such as conflicts, sustainable development, issues of justice, as well as political, social and economic processes. One common way of helping students to grasp the complex relations and the changeability involved in social studies related issues is to use models. Examples of models often used in social studies teaching are models illustrating sustainable development or political processes, as well as illustrations of the socio-economic cycle and diagrams visualizing relations between different factors in society. However, teacher experience as well as earlier research indicate that students often find it difficult to understand and interpret models (see for instance Roberts & Brugar, 2017; Jägerskog, 2020; Sundler, Dudas & Anderhag, 2017). In addition, there is a risk that these seemingly fixed models do not offer an understanding of the changeability in societal issues. 

    The aim of this presentation is to discuss how phenomenography and variation theory (with a focus on critical aspects) can increase our understanding of how models used in social studies teaching can help students understand the complexity and changeability in societal issues. The aim is also to discuss the possible transferability of critical aspects between different kinds models used in social studies teaching. 

    The presentation is based on a project aiming at identifying students’ understanding of two kinds of models (flowcharts and plot diagrams) often used in social studies teaching, and what students need to discern in order to develop the ability reason in a qualified way about the content illustrated. The material analysed consists of 46 recorded and transcribed small group discussions where students in year 6 and 8 in compulsory school and year 1 in upper secondary school discuss a question that concerns either a flowchart illustrating the democracy system in Sweden, a flowchart of the socio-economic cycle, a plot diagram illustrating the relationship between different countries’ GDP and level of CO2 emissions, or a plot diagram illustrating the relationship between birthrate per woman in different countries and the amount of years girls in these countries attend to school. The transcribed material was analysed using phenomenographic methods and critical aspects were identified for the four different models investigated (Marton, 2015). 

    Results show that the critical aspects identified in part can be understood as model and content specific, but in part as model generic. This means that although two flowcharts (or two plot diagrams) illustrate different content, the aspects identified as necessary for students to discern in order to reason about the content illustrated in a qualified way, are very similar. Although similarities are especially clear between models of the same kind (i.e between two different plot diagrams or two different flowcharts), similarities can also be found between the different kinds of models (i.e between flowcharts and diagrams).This raises questions concerning the transferability of critical aspects between different kinds of models and if aspects that reoccur in relation to different models, such as aspects of changeability and complexity, could be understood as especially characteristic for social studies models.

     

    References

    Jägerskog, A., (2020). Making possible by making visible. Learning through visual representations in social science. (Doktorsavhandling). Stockholms universitet.

    Marton, F. (2015). Necessary conditions of learning. Routledge.

    Roberts, K. L., & Brugar, K. A. (2017). The view from here: Emergence of graphical literacy. Reading Psychology, 38(8), 733-777.

    Sundler, M., Dudas, C. & Anderhag, P. (2017). Från missförstånd till klarhet: hur kan undervisningen organiseras för att stötta elevers förståelse för växthuseffekten? Forskning om undervisning och lärande, 5(2), 6-29.

     

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    Visualising the complex and the changing
  • 243.
    Jörestig, Philip
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Segregation och Ekonomisk Filtrering: En komparativ undersökning av Stockholms Stads stadsdelar2023Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper focuses on the spatial division of different income groups in the municipality of Stockholm, Sweden. By using data from official documents of the municipality of Stockholm and focusing on specific suburbs and parts of the inner city, statistics have been compiled to explain how changes over time have made an impact on the division of housing and income groups of today. Over time there have been differences in growth of income, changes in rent levels and growth of the population on different partsof the city of Stockholm, which explains why Stockholm of today is divided.Besides that this paper explains how economic segregation can be maintained by the differences that have grown over timeand creates economic filtering which is made visible by the forces of the housing market that leads to residential differentiation of income groups. The results are later discussed in relation to earlier studies onthe topic, which helps contextualize the results.

  • 244. Jørgensen, Kenneth Mølbjerg
    The storytelling and storyselling of neoliberal academic work2023In: Affective Capitalism in Academia: Revealing Public Secrets / [ed] Daniel Nehring; Kristiina Brunila, Bristol: Policy Press , 2023, p. 95-109Chapter in book (Refereed)
    Abstract [en]

    The tensions between academic capitalism and ethical subjectivation in universities are discussed in Chapter 5 through the contrast of two different types of stories about the university. The first is the university as a ‘moral concentration camp’, where research and education are part of biopolitical neoliberalism and its valuations of worthy/unworthy, beneficial/non-beneficial etc. The second is the university as ‘a public library’ where knowledge is shared and passed on for free to future generations. These stories express very different ideas of the ‘university’. The first uses what we call storyselling. It expresses the corporatisation of the self in the neoliberal academy and works through affective subjectivation. The second uses storytelling as an element in ethical self-formation. We argue that these two contradictory forces are simultaneously present in the work of the self on the self by which academics manage and organise their professional work lives. Resistance to academic capitalism is associated with storytelling. The problem as we see it is that storytelling resistance increasingly relies on the work of the self on the self while effective resistance requires the creation of more collective spaces where people can come together.

  • 245.
    Kabir, S. M. Akramul
    et al.
    University of Canterbury, New Zealand.
    Cunningham, Una
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Prioritizing and Addressing Perceived Listening Challenges of IELTS Test Takers in Bangladesh2023In: Australian Journal of Applied Linguistics, E-ISSN 2209-0959, Vol. 6, no 2, p. 130-150Article in journal (Refereed)
    Abstract [en]

    Listening comprehension is an essential part of L2 learning. However, listening skills are neither taught nor assessed in the mainstream secondary and higher secondary public exams in Bangladesh. As a result, mainstream higher secondary students do not face a test of their listening skills until they attempt an IELTS test. For this reason, the listening test for the IELTS is challenging for post-higher secondary students. The purpose of this study is to explore the difficulties in the IELTS listening test perceived by Bangladeshi test takers; how test takers are prepared for the test and how experienced test takers report on the preparation for the test. Both qualitative and quantitative approaches have been adopted for this research. Semi-structured interviews were conducted with six IELTS preparatory-course trainers. In addition, five experienced IELTS test takers were also interviewed who secured a band score of 7.0 or above. All the participants were selected through purposive sampling. As a part of the quantitative research approach, 224 participants from an IELTS preparatory course were surveyed. The findings show that the primary challenge for the test takers is their inability to recognize unknown words as well as new vocabulary while listening to audio in the IELTS test. The findings of the study may help IELTS trainers assist potential test takers in dealing with the difficulties of the IELTS listening test.

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    AJAL_6_2_1091.pdf
  • 246. Kai-Larsen, Ella
    et al.
    Rimeslåtten, Marie
    Szabo, Attila
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Andrews, Paul
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Swedish students’ exploration of trigonometrical relationships: GeoGebra and protractors yield qualitatively different insights2022In: Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Bolzen-Bolzano, Italien: Free University of Bozen-Bolzano , 2022Conference paper (Refereed)
    Abstract [en]

    Trigonometry, an important pre-requisite for many advanced topics of school mathematics, links geometric, algebraic and graphical reasoning, but remains a difficult topic to teach and learn. The dynamic nature of many trigonometric functions is amenable to dynamic geometry software, which, in the form of GeoGebra, is the focus of this paper. However, both generally and in respect of trigonometry, research on GeoGebra’s efficacy seems ambivalent. In this paper, we offer a case study of two groups of Swedish upper secondary students’ solutions to the same tasks. One group was instructed to use GeoGebra and the other a protractor to investigate the sine and cosine functions in in the interval 0° ≤ v ≤ 180°. Analyses yielded qualitatively different outcomes; students using the protractor typically identified a geometrical relationship based on symmetry around the protractor’s 90° line, while those using GeoGebra tended to identify only numerical relationships.

  • 247.
    Kanj, Rojin
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Representationer inom matematik: En studie utifrån elevperspektiv i årskurs 22022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Matematiken lyfts av olika former av representationer. Samtliga representationer som används av elever inom matematikundervisningen är i grunden baserat på de fem olika representationsformer. De fem representationsformerna kommer i form av bilder, ord, situationer, symboler och laborativt material. När elever använder representationer inom de olika formerna, växlar de emellan de olika representationerna för att kunna tolka och lösa problemlösningsuppgifter. Studiens syfte är att införskaffa djupare förståelse, för elevernas varierande tillvägångsätt vid användning av representationer vid lösningar av problemlösningsuppgifter. Denna kvalitativa studie vill synliggöra de olika sätt som representationerna framkom när elever löste matematiska problemuppgifter. Dessutom de olika sätt eleverna utnyttjade olika representationer och hur de växlade emellan dem i sin lösningsprocess. Det var sammanlagt 12 deltagande och de kom från en klass inom årskurs 2, i en F-9 grundskola. Data samlades in genom eget framtaget test, semistrukturerade intervjuer och observationer. Datainsamlingen analyserades genom att testet rättades, intervjuerna transkriberades och observationens anteckningar lästes igenom. Två tydliga kategorier synliggjordes under analysen och utifrån de skapades två grupper. Resultat visade hur elever tycks hade valt att utgå utifrån den representation som de upplevde vara sig mest självsäker inom. Den ena var de elever som hade valt att utgå från den representationen i bildform för att sedan växla till en annan representation. Den andra gruppen hade de elever som utgick från representationen i symbolform för att sedan växla till en annan representation. Avslutningsvis kom studien fram till att elever som under sin matematikundervisning får arbeta med olika former av representationer, får bättre förutsättningar vid hantering av problemslösningsuppgifter som de bemöter inom deras matematikundervisning. 

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    Representationer inom matematik
  • 248.
    Kapodistrias, Anastasios
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Airey, John
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Rearranging equations for Physics reasoning; Implications on Physics Teaching & Learning.2024Conference paper (Refereed)
    Abstract [en]

    Researchers generally agree that physics experts use mathematics in a way that blends mathematical knowledge with physics intuition. However, the use of mathematics in physics education has traditionally tended to focus more on the computational aspect (manipulating mathematical operations to get numerical solutions) to the detriment of building conceptual understanding and physics intuition. Several solutions to this problem have been suggested; some authors have suggested building conceptual understanding before mathematics is introduced, while others have argued for the inseparability of the two, claiming instead that mathematics and conceptual physics need to be taught simultaneously. Although there is a body of work looking into how students employ mathematical reasoning when working with equations, the specifics of how physics experts use mathematics blended with physics intuition remain relatively underexplored. In this presentation, we describe some components of this blending, by analyzing how physicists perform the rearrangement of a specific equation in cosmology. Our data consist of five consecutive forms of rearrangement of the equation, as observed in three separate higher education cosmology courses. This rearrangement was analyzed from a conceptual reasoning perspective using Sherin’s framework of symbolic forms. Our analysis demonstrates how the number of potential symbolic forms associated with each subsequent rearrangement of the equation decreases as we move from line to line. Drawing on this result, we suggest an underlying mechanism for how physicists reason with equations. This mechanism seems to consist of three components: narrowing down meaning potential, moving aspects between the background and the foreground and purposefully transforming the equation according to the discipline’s questions of interest. Finally, we discuss how being aware of the components of this underlying mechanism can potentially affect physics teachers’ practice when using mathematics in the physics classroom and demonstrate a proposed teaching sequence, based on our findings.

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  • 249.
    Kapodistrias, Anastasios
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Airey, John
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Rearranging equations to develop physics reasoning2024In: European journal of physics, ISSN 0143-0807, E-ISSN 1361-6404, Vol. 45, no 3, article id 035701Article in journal (Refereed)
    Abstract [en]

    Researchers generally agree that physics experts use mathematics in a way that blends mathematical knowledge with physics intuition. However, the use of mathematics in physics education has traditionally tended to focus more on the computational aspect (manipulating mathematical operations to get numerical solutions) to the detriment of building conceptual understanding and physics intuition. Several solutions to this problem have been suggested; some authors have suggested building conceptual understanding before mathematics is introduced, while others have argued for the inseparability of the two, claiming instead that mathematics and conceptual physics need to be taught simultaneously. Although there is a body of work looking into how students employ mathematical reasoning when working with equations, the specifics of how physics experts use mathematics blended with physics intuition remain relatively underexplored. In this paper, we describe some components of this blending, by analyzing how physicists perform the rearrangement of a specific equation in cosmology. Our data consist of five consecutive forms of rearrangement of the equation, as observed in three separate higher education cosmology courses. This rearrangement was analyzed from a conceptual reasoning perspective using Sherin's framework of symbolic forms. Our analysis clearly demonstrates how the number of potential symbolic forms associated with each subsequent rearrangement of the equation decreases as we move from line to line. Drawing on this result, we suggest an underlying mechanism for how physicists reason with equations. This mechanism seems to consist of three components: narrowing down meaning potential, moving aspects between the background and the foreground and purposefully transforming the equation according to the discipline's questions of interest. In the discussion section we highlight the potential that our work has for generalizability and how being aware of the components of this underlying mechanism can potentially affect physics teachers' practice when using mathematics in the physics classroom.

  • 250.
    Kapodistrias, Anastasios
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Airey, John
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Representations in Higher Education Astronomy: A Semiotic Audit2023Conference paper (Refereed)
    Abstract [en]

    The field of astronomy is in many ways unique. In most other sciences, experimental investigation has been a major source of knowledge. Astronomy, however, is observational rather than experimental. Astronomers cannot carry out controlled experiments with their objects of interest—they are too big and too far away. We are stuck here on our small, insignificant planet and forced to simply observe. This observational nature of the discipline affects the ways in which astronomical knowledge is created, and this, in turn, affects the ways in which astronomy is taught and learned. 

    This project aims to examine how astronomy knowledge is created and mediated through the use of representations (semiotic resources) and the role these representations then play in student learning. Following a social semiotic approach (Airey & Linder, 2017), we carry out a semiotic audit (Airey & Erikson, 2019) in order to determine the disciplinary and pedagogical affordances (Airey, 2015) of the representations used in the observation and visualization of large-scale structures in the Universe The ultimate goal is a better understanding of how these representations can be used and potentially adapted for educational purposes.  Our research questions are as follows:

     

    RQ1       What is the ecosystem of representations presented to students of astronomy?

     

    RQ2       What are the disciplinary and pedagogical affordances of these representations?

     

    RQ3       In what ways do the individual representations work together to mediate astronomy knowledge?

    In order to answer RQ1, we carried out an audit of the range of representations in three courses at Stockholm University (Cosmology, Introduction to Astrophysics and Observational Astronomy). We observed lectures, analysed lecture notes and textbooks and interviewed university lecturers. From the data collected, our analysis followed two steps: first, we categorised the representations we found using the framework developed by Salimpour et al. (2021) for the topic of cosmology. Thereafter, for RQ 2 we chose to focus our analysis on three specific representations that are highly relevant for the discipline and therefore have high disciplinary affordance—namely the Cosmic Microwave Background Temperature Fluctuations Map, the Galaxy Density & Redshift Distribution and the Properties of the Universe Graph. We analysed these three central representations with a focus on identifying their disciplinary affordance, comparing this with those aspects of disciplinary knowledge that are present (noticeable) in each representation and those that are appresent: i.e., aspects that are obvious to disciplinary experts, but strictly speaking not directly observable for a novice (Marton & Booth, 2013).

    Our audit shows a wide variety of different representational forms are presented to students, from graphs and mathematics to computer coding and 3D animations. However, despite this range, there is no indication that the coordination of these representations in the educational setting is performed in such a way that focuses on making the appresent aspects of disciplinary knowledge more accessible for students. The pedagogical affordance of the individual representations used was generally low and it was usual for the representational products of observations to be used in an unmodified form. The results point out to further conclusions regarding the underdevelopment of teaching methods and explanatory mechanisms when it comes to teaching subjects of modern science using the latest research findings.

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