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  • 1.
    Karlström, Matti
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Didaktisk modellering av lärarstudenters reflektiva praktik vid planering av undervisning i naturvetenskap2024Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    The purpose of this thesis is to extract didactic models that can support science teacher educators in developing pre-service science teachers' (PST) professional reflection. Developing PSTs to become reflective practitioners has been a prevailing aim in teacher education since the 1980s. There have been many descriptions of what constitutes reflective practice and how reflection occurs. At the same time, there is no support for developing PSTs' habit of reflection; many models for reflection lack empirical support and PSTs perceive them to be lacking relevance. One activity that involves reflection is lesson planning, therefore I examined twelve pre-service science student teams' planning conversations based on the overarching research question of how PSTs' reflection can be described and modelled when planning science lessons. Didactic models were created through didactic modelling, a process in which I created descriptions of PSTs' reflections and extracted components that together form models thatsupport the reflection involved in planning teaching. The results show that the moments of reflection differed from other parts of the planning conversations. During these moments the PSTs changed their perspectives on how to plan teaching, and the quality of the PSTs' reflections also differed. In addition, the PSTs' reflections were guided not only by the purposes presented in the instructions for the planning work, but they also formulated their own questions that they needed to seek answers to before they could complete the planning task. Based on these results, I created three models that emphasize: (1) the importance of openness in a task in order for it to give rise to an opportunity for reflection, (2) the different purposes that guide the pre-service teachers' planning work, and (3) the importance of responsibility, open-mindedness and whole-heartedness for achieving a more complete reflection. These models highlight different aspects of PSTs' reflection and contribute to a deeper understanding of PST reflective practice. The models can be used individually or in combination to model PSTs’ reflective practice. The results contribute with both methods for studying reflection, descriptions of PSTs' reflection, especially in planning, an area that has not previously been studied separately in relation to reflection, and models of different aspects of PSTs’ reflection, providing support for the analysis and design of teaching that aims to develop PSTs as reflective practitioners.

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    Didaktisk modellering av lärarstudenters reflektiva praktik vid planering av undervisning i naturvetenskap
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    omslagsframsida
  • 2.
    Andrée, Maria
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik. Stockholm Teaching and Learning Studies, Sweden.
    Anderhag, Per
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik. Stockholm Teaching and Learning Studies, Sweden; City of Stockholm, Sweden.
    Björnhammer, Sebastian
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik. Stockholm Teaching and Learning Studies, Sweden; Kunskapsskolan, Sweden.
    Salomonsson, Niklas
    Aesthetic experience in technology education – the role of aesthetics for learning in lower secondary school robotic programming2024Ingår i: Frontiers in Education, E-ISSN 2504-284X, Vol. 9, artikel-id 1291070Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

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

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

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

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  • 3.
    Kapodistrias, Anastasios
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Airey, John
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Rearranging equations for Physics reasoning; Implications on Physics Teaching & Learning.2024Konferensbidrag (Refereegranskat)
    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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  • 4.
    Andrée, Maria
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Hansson, Lena
    Inviting the petrochemical industry to the STEM classroom: messages about industry–society–environment in webinars2024Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 30, nr 5, s. 661-676Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article reports from a study of what messages concerning industry–society–environment are communicated to secondary students when they participate in webinars with representatives from the petrochemical industry. The webinars are conceptualised as part of an arena for governing science education and the messages as companion meanings. Empirically, the study is set in a context of online webinars on the topic of careers in the petrochemical industry. The webinars target students across the European Union (EU). The analysis reveals two main themes of companion meanings concerning what relations between industry–society–environment are communicated: a) the petrochemical industry as safeguarding modern life, and b) the petrochemical industry as essential for the solving of environmental problems. The companion meanings conveyed are not at all neutral but instead a means to influence the attitudes and choices of young people. The themes are discussed in relation to the overall democracy and citizenship aims of education. That the webinars claim to address the topic of careers and that they are part of an initiative sanctioned by a governmental authority (the EU) might contribute to teachers and students lowering their guard in relation to potentially biased messages. 

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  • 5. Bergh Nestlog, Ewa
    et al.
    Danielsson, Kristina
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Jeppsson, Fredrik
    Disciplinary content and text structures communicated in the classroom – pathways in science lessons2024Ingår i: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 84, artikel-id 101343Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Making meaning about disciplinary knowledge involves both disciplinary content and relevant semiotic resources (e.g., text structures) for communicating the content, as two sides of a coin. The purpose of this study is to contribute to research in science education with a model for visualising how the two sides of the coin are elaborated in classroom interaction, aiming to support students’ disciplinary knowledge development. The model was developed based on data from a series of lessons in a primary science classroom where the teacher and her students negotiated and made meaning about action and reaction forces. We show how the model can be used to deepen the understanding of how the meaning making through classroom interaction forms a pathway, visualising different levels of disciplinary literacy and hence the model's usefulness for both research and for designing teaching practices.

  • 6.
    Danckwardt-Lillieström, Kerstin
    et al.
    Stockholms universitet.
    Andrée, Maria
    Stockholms universitet.
    Rundgren, Carl-Johan
    Stockholms universitet.
    Process drama as a tool for participation in explorations of ‘wicked problems’ in upper secondary chemistry education2024Ingår i: LUMAT: International Journal on Math, Science and Technology Education, E-ISSN 2323-7112, Vol. 12, nr 2Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study targets a special form of educational drama called process drama, as a potential means for enabling student engagement with wicked problems. The overarching aim is to explore how process drama may afford student agency in dealing with wicked problems in upper secondary chemistry education. It is a design-based study with two cycles of intervention in two schools. A process drama plan was designed to focus on the wicked problem of plastic pollution. The interventions were video- and audiotaped and thereafter transcribed. The data were analysed using a combination of qualitative content analysis and a sociocultural framework of the two dialectics agency|structure and margin|centre. The analysis resulted in three themes regarding how plastic pollution and plastic use was explored in the process drama. The students participated in a constant flow between margin and centre where different spaces for students’ agency was afforded. In brief, our main finding is that process drama enables students and teachers to participate in a variety of ways in the exploration of wicked problems, and talk about plastic pollution and plastic use, while drawing on knowledge and perspectives of science as well as values and societal and social science perspectives and knowledge.

  • 7.
    Planting-Bergloo, Sara
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Becomings of Swedish secondary sexuality education: Enactments in natural science subjects and interdisciplinary teaching about pornography2023Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    This thesis is about Swedish secondary sexuality education with a particular focus on the becomings of natural science and pornography education. Recent scrutiny of the knowledge area has stressed the need for teaching to include student perspectives, cover more than mere medical and biological knowledge, and be more affirmative. Accordingly, the main aim of this thesis has been to investigate the becomings of lower and upper secondary sexuality education with a practice-based approach. A second aim has been to explore how the onto-epistemological framing could contribute to new understandings of what sexuality education could be and to make proposals for the teaching and learning of the knowledge area. Here, the theoretical positions offered by Karen Barad and Donna Haraway were used in analysis of teacher and student discussions on various phenomena related to sex and sexuality. The four studies forming the basis of this thesis further build upon engagements with four different schools—two lower and upper secondary settings, respectively. Data were produced through notes and audio recordings where the teachers discussed the construction of sexuality education, or from actual teaching in a class and student interviews. Study I engages with the teaching of genital anatomy and upper secondary students’ notions of virginity. The results suggest that teaching should engage with a variety of perspectives, for example, traditions, norms, and values with regard to virginity. Study II focuses on upper secondary student engagements with contraceptive methods, in particular, the use of hormonal contraception and a mobile phone contraceptive application. The results show the need for teaching to problematise possible side effects of various contraceptive methods, and contraceptive responsibility. Study III breaks with the natural science framing and engages with an interdisciplinary teacher collaboration concerning education about pornography. The topic came into being as somewhat troublesome, having had too great a focus on the teaching, and it is therefore suggested that the topic be part of a wider context addressing gender equality, relationships, sexuality, communication, and consent. Study IV returns to the teaching of natural science sexuality education, but from a more general perspective. In this study, the teachers found ways to invite students to be part of the unfolding of the teaching and to challenge heterosexual and sex-negative premises common in sexuality education in Sweden and worldwide. Overall, in the four studies, sexuality education was enacted as a highly relational and explorative practice. Encounters with primarily the material world, but also time and space, further made teaching more student centred. It is suggested that sexuality education moreover not only be taught as a medical and biological phenomenon, but also in entanglement with perspectives on culture, religion, history, tradition, and societal norms.

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    Becomings of Swedish secondary sexuality education
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    presentationsbild
  • 8.
    Kapodistrias, Anastasios
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Airey, John
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Transformation can be just as useful as Transduction: Re-arranging the Friedmann Equations2023Konferensbidrag (Refereegranskat)
    Abstract [en]

    Science disciplines utilize a wide range of semiotic resources such as graphs, diagrams, language, mathematics, hands-on work with laboratory equipment, gesture, etc. (Kress et al. 2001). Here, transduction (that is movement between semiotic systems) has been put forward as a powerful teaching and learning tool because this movement between representational systems brings different aspects of a disciplinary concept into focus (Volkwyn et al., 2019). By the same token, transformation (that is making changes within the same semiotic system) has been viewed as less important educationally. In this presentation, we discuss what we call purposeful transformation, where rearrangement of an equation fills an important function. One interesting aspect of purposeful transformation is that it simultaneously raises both the disciplinary and pedagogical affordance of the equation (Airey, 2015; Airey & Linder, 2017). Similar transformations have been documented in other semiotic systems such as graphs (Rodriguez et al., 2020).

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  • 9.
    Kapodistrias, Anastasios
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Airey, John
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Representations in Higher Education Astronomy: A Semiotic Audit2023Konferensbidrag (Refereegranskat)
    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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  • 10.
    Dunne, Charlotte
    et al.
    Mälardalens universitet.
    Andrée, Maria
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Ekologisk läraragens: En studie av lärares arbete med att forma kemiundervisningen på mellanstadiet2023Ingår i: Nordisk tidskrift för allmän didaktik, E-ISSN 2002-1534Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Den här studien fokuserar lärares arbete med att forma innehållet i kemiundervisning på mel-lanstadiet och den läraragens som kommer till uttryck i transformation av policyintentioner från styrdokument och andra undervisningsresurser. Studien är baserad på intervjuer med nioläraresom undervisade i kemi på mellanstadiet. Intervjuerna var semi-struktureradeoch analyserades utifrån en ekologisk modell av läraragens. I intervjuerna har begreppen kemiska sammanhang och kemiska samband fungerat som utgångspunkti samtalen och som exempel på kursplanebegrepp som lärare behöver tolka och förhålla sig till. Resultaten visar att lärarna både formulerar egna mål och utgår från mål i styrdokumenten för att forma kemiundervis-ning på mellanstadiet. Olika lärare använderoch har tillgång till olika resurser för arbetet med att transformera policyintentioner. Sammantaget får detta som konsekvens att kemiundervis-ningen ges olika innehåll och utformning av olika lärare. Av vissa lärare lyfts resurser som ”Naturvetenskap och teknik för alla” (NTA) och gamla nationella prov fram som viktiga re-surser som underlättar arbetet och används som referenser i arbetet med att forma undervis-ningens innehåll medan andra lärare betonar betydelsen av en kollegial tolkningsgemenskap. Resultaten synliggör olika agentiska förhållningssätt bland kemilärare på mellanstadiet i trans-formation av policyintentioner i kemiundervisningen.

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  • 11. Hansson, Lena
    et al.
    Andrée, Maria
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Att tänka på när du får tag i gratismaterial för undervisning2023Ingår i: Bi-lagan, E-ISSN 2000-8139, Vol. 2023, nr 2, s. 22-23Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 12.
    Danielsson, Kristina
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik. Linnaeus University, Sweden.
    Jeppsson, Fredrik
    Nestlog, Ewa B.
    Tang, Kok‐Sing
    Representations of science content in a primary classroom: Combining long and short timescales for multimodal analysis2023Ingår i: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 107, nr 6, s. 1561-1592Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study reports on a case study about multimodal work in a primary physics classroom focusing on forces. Previous research reports that students benefit from multimodal work in science classrooms. Yet, few systematic studies have been performed to reveal how students represent their experiences and ideas of science phenomena over time within and across different semiotic modes (e.g., through action, speech, writing, and image, including multimodal ensembles). The design of the lessons was built around a number of experimental activities, starting with a puzzling phenomenon and where students for each experiment predicted, observed, described, and tried to come up with explanations. Based on social-semiotics, we combined analysis at an overall level (long timescale and large grain size) and a detailed level (short timescale and small grain size) to shed light on how the science content was represented within and between modes over the teaching and learning period, and what content was expressed in these representations. Our findings reveal how students moved from focusing on attributes such as a “heavy” regarding artifacts used in the experiments, towards the central physics processes, such as one object exerting force on another object. Furthermore, we were able to detect that such “signs of learning” were shown in students’ small-group discussions and multimodal texts following a carefully orchestrated multimodal exposition by the teacher. Hence, such a careful multimodal orchestration appeared to be critical for the students’ meaning-making about the science content.

  • 13.
    Andrée, Maria
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Hansson, Lena
    Gratis undervisningsresurser från industriföretag kräver didaktiska överväganden2023Ingår i: ATENA Didaktik, E-ISSN 2003-3486Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [sv]

    Det finns många olika aktörer som engagerar sig i skolans undervisning i naturvetenskap och teknik – inte minst från industrin. I denna artikel presenterar vi resultat från vårt forskningsprojekt som visar att detta kan innebära intressekonflikter mellan privata och allmänna intressen. Vi presenterar även ett ramverk från samma projekt som kan fungera som stöd för lärare för att göra didaktiska överväganden kring denna typ av undervisningsresurser.

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  • 14. Wanselin, Hanna
    et al.
    Danielsson, Kristina
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik. Linnaeus University, Växjö, Sweden.
    Wikman, Susanne
    Meaning-Making in Ecology Education: Analysis of Students’ Multimodal Texts2023Ingår i: Education Sciences, E-ISSN 2227-7102, Vol. 13, nr 5, artikel-id 443Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Teaching and learning in ecology depend on multimodality, involving semiotic resources such as visual representations, subject-specific symbols, and written and spoken language. Furthermore, the ecology field involves complex processes and relationships, presenting student challenges. However, more research has yet to investigate how students design multimodal texts to represent complex biological processes. For a holistic understanding of ecology, it is crucial to understand different complex processes, such as the matter cycle, energy flow, decomposition, and their relations. Therefore, this study aims to, through multimodal text analysis based on systemic functional linguistics (SFL), identify how secondary students collectively present and combine such processes and how they position themselves through their textual choices. Results indicate that representing biological processes comprises several challenges for students. One way in which this is shown is the unclear use and meaning of arrows. Thereto, the students include various aspects uncommon in the field of ecology, for example, symbols inspired by comic books, values, and the role of humans, thereby relating ecosystems to their interests and everyday life. Implications for teaching are discussed, for instance, the importance of supporting students in terms of scientific content and how to represent it, which can be conducted through text discussions.

  • 15.
    von Gyllenpalm, Jakob
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Rundgren, Carl-Johan
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lederman, Judith
    Lederman, Norman
    Views About Scientific Inquiry: A Study of Students’ Understanding of Scientific Inquiry in Grade 7 and 12 in Sweden2022Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 66, nr 2, s. 336-354Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper analyses data from the Swedish sample of the international VASI (Views about scientific inquiry) study (Lederman et al. [2019]. An international collaborative investigation of beginning seventh grade students’ understandings of scientific inquiry: Establishing a baseline. Journal of Research in Science Teaching. Published online. https://doi.org/10.1002/tea.21512). Understandings about scientific inquiry involve knowledge about the processes of inquiry, and are not the same as being able to do inquiry although these are related domains. This paper focuses on what students know about scientific inquiry and what impact school science may have on this knowledge. Data were collected using the VASI instrument developed previously and was administered to 126 students at the beginning of year seven and 145 students at the end of year 12 in a cross-sectional design. Results indicate that the majority of students do not have an informed understanding of key aspects of scientific inquiry in either grade. Although students in year 12 are more informed, the average is still less than 50% as measured by the VASI and with a large spread. 

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  • 16. Jeppsson, Fredrik
    et al.
    Danielsson, Kristina
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik. Linnaeus University, Sweden.
    Bergh Nestlog, Ewa
    Tang, Kok-Sing
    Primary Pupils’ Multimodal Representations in Worksheets—Text Work in Science Education2022Ingår i: Education Sciences, E-ISSN 2227-7102, Vol. 12, nr 3, artikel-id 221Artikel i tidskrift (Refereegranskat)
    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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  • 17. Uddling, Jenny
    et al.
    Danielsson, Kristina
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik. Linnéuniversitetet, Sverige.
    Elever i ett språkligt heterogent klassrum rör sig mot naturvetenskapliga beskrivningar av ljud2022Ingår i: HumaNetten, E-ISSN 1403-2279, Vol. 48, s. 113-137Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Den här studien belyser hur ett ämnesinnehåll bearbetas i ett naturvetenskapligt klassrum där flera elever undervisas på sitt andraspråk. Närmare bestämt undersöks om och i så fall hur eleverna i ett språkligt heterogent fysikklassrum i årskurs åtta, i samtal mellan lärare och elever samt mellan elever, ges stöd i att utveckla en allt mer naturvetenskaplig beskrivning av ljud.

    De data som ligger till grund för studien består av video- och ljudinspelningar, digitala foton och insamlade texter från fyra fysiklektioner. Analysen grundas i socialsemiotisk teori (Halliday 1978), med verktyg från systemisk-funktionell grammatik (SFG) i syfte att identifiera tecken på lärande i elevernas uttryck.

    Resultatet visar att läraren iscensatte aktiviteter som bidrog till elevernas möjligheter att utveckla kunskaper om ämnesinnehållet och att uttrycka sig om ljud på ett alltmer ämnesadekvat vis. Emellertid gav några av de språkliga resurser som läraren erbjöd inte det stöd som kanske var avsett. Studien har implikationer för hur lärande i språkligt heterogena natur-vetenskapliga klassrum kan främjas, där en central aspekt är att lärare på ett medvetetet sätt själva använder språket och att de resonerar med eleverna om hur detta bidrar till att uttrycka ämnesinnehållet.

  • 18.
    Danielsson, Kristina
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Uddling, Jenny
    Signs of Learning: Multiple Modes as Support for Interaction in a Linguistically Diverse Physics Classroom2022Ingår i: Education Sciences, E-ISSN 2227-7102, Vol. 12, nr 10, s. 1-23Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Students’ and teachers’ meaning making in science classrooms is dependent on language in a broad, multimodal, sense, comprising specialized lexicogrammar and ways of using semiotic resources such as models, diagrams, and subject specific symbols. Altogether, the multimodal demands of science can be challenging, in particular for students learning the language of instruction in parallel with the subject content. Yet, multimodal perspectives are scarce in research concerning science learning in linguistically diverse classrooms, where several students are educated in their second language. Drawing on designs for learning theory, the interaction in a linguistically diverse physics classroom was analyzed through the Learning Design Sequence model to investigate the teacher’s design for learning for students’ meaning-making about ‘sound’. Thereto, students’ ‘signs of learning’ regarding subject content and how to communicate content in line with the discourse of science was analyzed. The teacher’s design for learning gave the students opportunities to interact about content by use of different semiotic modes, with gradually higher demands regarding both content and how to express the content which appeared to support students’ development of content knowledge and competency to express this knowledge in line with the discourse of science. However, some of the teacher’s choices appeared to be a hindrance for the students.

  • 19.
    Persson, Kristin
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Andrée, Maria
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Caiman, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Dreams, facts and contemplation – on fieldwork in ecology as reflective practices2022Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The aim of this study is to explore the role of reflective practices in ecology fieldwork for supporting learners’ senses of care and compassion with companion species. The study draws on the works of Donna Haraway regarding (human) becoming with companion species. The study is an ethnography based on participant observation during fieldwork in a folk-high-school course in Sweden. The analysis focusses how the adult learners are becoming with companion species and draw on the notion of string figures. The preliminary results show three string figures of how the adult learners are becoming with companion species in the reflective practices: A string figure of contemplation with companion species, A factual string figure of ecology, questions and concerns, and A string figure of dreams about the simple harmonic life. The results indicate that reflective practices in ecology fieldwork might contribute to mitigating (self)destructive relations to the Earth through science education.

  • 20.
    Weiland, Maria
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Paulsson, Marie
    Björnhammer, Sebastian
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Stockhaus, Emelie
    Didaktiska val i syfte att skapa förutsättningar för lågstadieelever att utveckla förståelse för vad som påverkar ett resultat2022Konferensbidrag (Övrigt vetenskapligt)
    Abstract [sv]

    Den här studien har genomförts inom ramen för samverkansplattformen Stockholm Teaching & Learning Studies (STLS) och fokuserar systematiskt undersökande på lågstadiet. I kursplanen för NO betonas att eleverna ska ges förutsättningar att utveckla denna förmåga men tidigare forskning visar att laborativa moment oftare syftar till att eleverna ska lära sig om naturvetenskapliga begrepp och fenomen än genomförandet i sig (Högström m.fl., 2010; Lunde m.fl., 2015). Förståelse för skillnaden mellan data och evidens är en aspekt av förmågan som visat sig vara extra svårt för elever (Gyllenpalm m.fl., 2021). 

    I denna studie undersöker vi hur undervisningen kan organiseras för att elever i årskurs 2 ska ges förutsättningar att utveckla förståelse för vad som påverkar ett resultat som ett led i förståelsen av skillnaden mellan data och evidens. Dataunderlaget består av filminspelningar av fyra lektioner i en klass där eleverna undersökte vilket material som åkte snabbast i en ramp. Lektionerna har med avstamp i ett pragmatiskt perspektiv på lärande planerats och analyserats med stöd av Organiserande syften (Johansson & Wickman 2011).

    De tentativa resultat som genererats ur analysen visar på didaktiska val och aktiviteter som stöttar elevernas lärandeprogression, så som att inkludera flera oberoende variabler i undersökningen för att stötta elevernas förståelse av vikten av att fokusera på en variabel. Resultatet visar även hur vissa aktiviteter i undervisningen istället skapar nya syften än de för lektionerna planerade, så som att eleverna strävar efter att undersökningen ska kännas rättvis för alla i klassen när begreppet rättvis undersökning (fair testing) introduceras av läraren. 

     

  • 21.
    Persson, Kristin
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Andrée, Maria
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Caiman, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Kontemplation, drömmar och fakta – om fältarbete i ekologiundervisning2022Konferensbidrag (Övrigt vetenskapligt)
  • 22. Tväråna, Malin
    et al.
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik. Stockholm Teaching and Learning Studies (STLS), Sweden.
    Verksamhetsteori - bildning genom deltagande i praktiker2021Ingår i: Vetenskapliga teorier för lärare / [ed] Margareta Serder; Anna Jobbar, Stockholm: Natur och kultur, 2021, 1, s. 346-371Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 23.
    Björnhammer, Sebastian
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Gyllenpalm, Jakob
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lundegård, Iann
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    The Process of Doing Science—A Study of Three Students Exploring Sound and Light2021Konferensbidrag (Refereegranskat)
    Abstract [en]

    Doing science involves the process of formulating a researchable question, a method, collecting and analysing data, and to evaluate and communicate the findings. Learning to do science thus involves an engagement in both the process and the object of the inquiry. A conceptual tool to help teachers plan laboratory work and inquiry teaching is the educational model degree of freedom, which is based on whether the question, method and answer are open or given. We follow the work of three 14-15 year old students thorough an inquiry project with three degrees of freedom. The students conducted an inquiry about the different between sound and light. Our research question is: How can an inquiry project with three degrees of freedom contribute to students’ development in doing science? As a theoretical framework we used a pragmatic perspective on learning and meaning making and conducted a practical epistemological analysis, PEA, with the development of deliberative educational questions, DEQ and Organizing purposes. The findings show that the process of doing science cannot be learned as a linear process which starts with doing a research question and ends with the result. It also indicates the delicate balance between letting the students negotiate obstacles and helping the students with more explicit teaching during the inquiry process.

  • 24.
    Andrée, Maria
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Nyberg, Gunn
    Undervisning som praktik - om undervisningens innehåll som konstituerat i skolämnespraktiker2021Ingår i: Ämneslärarens arbete: Didaktiska perspektiv / [ed] Maria Andrée; Gabriel Bladh; Ingrid Carlgren; Malin Tväråna, Stockholm: Natur och kultur, 2021, 1, s. 261-293Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 25.
    Andrée, Maria
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Bladh, Gabriel
    Didaktik och didaktiska traditioner2021Ingår i: Ämneslärarens arbete: Didaktiska perspektiv / [ed] Maria Andrée; Gabriel Bladhl; Ingrid Carlgren, Malin Tväråna, Stockholm: Natur och kultur, 2021, 1, s. 67-111Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 26.
    Andrée, Maria
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Carlgren, Ingrid
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Jägerskog, Ann-Sofie
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Tväråna, Malin
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Ämnesdidaktiskt forsknings- och utvecklingsarbete2021Ingår i: Ämneslärarens arbete: didaktiska perspektiv / [ed] Maria Andrée; Gabriel Bladh; Ingrid Carlgren; Malin Tväråna, Stockholm: Natur och kultur, 2021, s. 449-490Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 27.
    Lavett Lagerström, Malin
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Piqueras, Jesús
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Palm, Ola
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    “Should we be afraid of Ebola?” A study of students’ learning progressions in context-based science teaching2021Ingår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 17, nr 1, s. 64-78Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this study, we explored how learning progressions were established in a context-based science teaching unit. A science class in secondary school was followed during a teaching unit in Biology, in which the Ebola disease was used as context. Teaching was planned using the didactical model organizing purposes. Learning progressions were studied as continuity between teaching purposes, the science content and the context in four sequential lessons. The analysis of teaching evidenced a considerable variation in how learning progressions were constituted within lessons and showed how learning progressions could develop between lessons through the combination of different teaching activities. By consistently mentioning and referring to Ebola, the teacher had a pivotal role in establishing relations between teaching purposes, the content and the context. Furthermore, our results evidence the important role of the context in supporting students’ learning of science content. Finally, we discuss concrete actions in the planning of the unit to improve lessons that evidenced a weaker connection to the context.

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  • 28.
    Piqueras, Jesús
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Chan, Kennedy
    An online international teaching initiative on communication in the science classroom2021Ingår i: The Newsletter of the East-Asian Association for Science Education, Vol. 14, nr 1, s. 4s. 6-9Artikel i tidskrift (Övrigt vetenskapligt)
    Ladda ner fulltext (pdf)
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  • 29.
    Wiblom, Jonna
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Rundgren, Carl-Johan
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Self-examination, compassion and narrative imagination in students' critical examination in science education2021Ingår i: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 29, artikel-id 100516Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The interest of this study is in how science education may contribute to cultivating democratic citizenship in a globalised world. The drive for joint global action and a mutual sense of responsibility for achieving a sustainable future need to be balanced with consideration for inequalities, accountability and differences in agency among people around the world. This raises questions of what citizens need to know, do, and feel to respond to the contemporary and future needs of a broader humanity. We explore how Martha Nussbaum's notion of world citizenship (1997) may be used to expand the understanding of critical examination of socioscientific controversies in science education. We analyse how groups of upper secondary science students engage in a critical examination of dairy and oat milk production and consumption from multiple perspectives. The study exemplifies how the critical examination of science may be recognised not only as source critique, but also as a way to: critically examine norms, traditions and personal habits; recognise oneself as bound to others by mutual concern for human and environmental wellbeing; imagine pathways to a sustainable future; and make moral judgements on a cow's right to life.

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  • 30.
    Persson, Kristin
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Andrée, Maria
    Caiman, Cecilia
    String-figures and storytelling in ecology fieldwork2021Konferensbidrag (Refereegranskat)
  • 31.
    Persson, Kristin
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Fältarbete i ekologiundervisning2020Ingår i: Book of abstracts: Lärarnas forskningskonferens 2020, Stockholm: Stockholm University, 2020, s. 65-66Konferensbidrag (Refereegranskat)
  • 32.
    Persson, Kristin
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Caiman, Cecilia
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Practical and emotional management of fieldwork practice: human-nonhuman relations during an overnight field-trip to a bog2020Konferensbidrag (Refereegranskat)
  • 33. Otrel-Cass, Kathrin
    et al.
    Andrée, MariaStockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.Ryu, Minjung
    Examining Ethics in Contemporary Science Education Research: Being Responsive and Responsible2020Samlingsverk (redaktörskap) (Refereegranskat)
    Abstract [en]

    This book poses questions on how to work ethically in research on science education. Applying research ethics reflectively and responsibly is fundamental for conducting research with people. It seeks to renew the conversation on how and why to engage with ethics in science education research and to adjust and refine research practices. It highlights both the need for methodological reflections in science education research and the particular ethical research challenges of science education. 

    Science education research involves the study of people – often young and vulnerable people – and their practices. Researchers working within humanities and social science research commonly follow guidelines and codes of conducts set by country-specific ethics committees. Such guidelines function as minimal requirement for ethical reflection. This book seeks to engage the community of science education researchers in a conversation on ethics in science education moving beyond the mere compliance with governmental regulations toward a collective reflection. It asks the question of whether the existing guidelines provided for researchers are keeping up with contemporary realities of the visual presence of individuals in digital spaces. It also asks questions on how participatory research methodologies alters the relations between researchers and practitioners.

    This book is organized into two parts: Part one is entitled Challenging existing norms and practices. It asks questions such as: What are the conditions of knowledge that shape ethical decision making? Where is this kind of knowledge coming from? How is this knowledge structured, and where are the limitations? How can we justify our beliefs concerning our ethical research actions?  Part two Epistemological considerations for ethical science education research centres norms and practices of conducting science education research in regard to methods, validity and scope.  

  • 34. Otrel-Cass, Kathrin
    et al.
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Ryu, Minjung
    Ethics in Contemporary Science Education Research2020Ingår i: Examining Ethics in Contemporary Science Education Research: Being Responsive and Responsible / [ed] Kathrin Otrel-Cass, Maria Andrée, Minjung Ryu, Springer, 2020, s. 1-11Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Applying research ethics reflectively and responsibly is fundamental for conducting research with people. This chapter discusses why it is of relevance to prepare a book that focuses on science education research to clarify or unpack concepts that facilitate our research actions and identify the circumstances that frame the conditions for research in this field. The chapter discusses why it is important to renew this conversation and why to do this in science education research and to adjust and refine research practices. A number of aspects are highlighted: the nature of regulatory frameworks that shape research practices; the need to develop a community responsibility to advance ethical practices further and new methodological frameworks that influence research ethics, such as visual methodologies. The chapter concludes with an overview of the contributions to this book.

  • 35.
    Wiblom, Jonna
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Cultivating humanity in science education: A capabilities approach to students' critical examination of public issues in science education2020Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    This dissertation is about science education as an education for citizenship with a particular focus on the potential of inviting students to participate in critical examination of public issues in the media. Through digital media, a vast amount of health-related information is readily available to the public. People who turn to the Internet in search of health information of any kind, will come across a vast array of voices, information and contradictory claims. The rationale of this dissertation is the recognised challenges for citizens to stay critical when public issues that relate to health and nutrition are examined on the Internet. The aim of this dissertation is to contribute to expanding and nuancing the understanding of students’ critical examination of public issues in science education by drawing on a capabilities approach. Philosopher Martha Nussbaum’s version of the capabilities approach and notion of ‘world citizenship’ is situated in science education and used for analysing students’ participation in critical examination of public issues relating to health. In addition, sociocultural perspectives are drawn upon to conceptualise learning. The dissertation builds on two different research projects, both conducted as design-based research collaborations with upper secondary school science teachers and their students. The data are comprised of audio and video recordings of student group discussions as they search for and critically examine health-related information on the Internet, and video recordings and field notes from the teachers’ whole-class introductions to the activities. Data have been analysed using qualitative content analysis, also drawing on the work of Nussbaum. The findings in this dissertation are presented in four papers. Paper I reports how the introduction of an evaluation tool afforded and constrained students’ critical examination of health issues on the Internet, and how this process can be fruitfully analysed by taking a capabilities approach. The findings show how use of the evaluation tool caused students to privilege scientific information, leaving lived experiences of health issues and students’ own purposes of the information-searching unexamined. Paper II focuses students’ critical examination of controversial and emerging science reported in news media. The findings illuminate how students’ encounters with a controversial nutrition study on the Internet triggered epistemological work — the examination of scientific knowledge as embedded in social, cultural and historical practices. Paper III focuses students’ critical examination of a science-laden public issue concerning milk consumption. The findings show how the students examine their own and societal moral underpinnings of consuming milk, and how the production and consumption of milk affect people's lives and the places we live. In these conversations on milk, the students also imagine different sustainable futures. Paper IV proposes a heuristic for ethical reflection on participatory science education research, highlighting reflective questions in relation to the dimensions of ontology, epistemology and methodology. It is intended to extend standard ethical reflection in education research by taking hierarchies, roles, values, risks, objectives and accountability into account. Overall, the results reported in this dissertation emphasise that students’ critical examination of public issues in the media cannot be limited to source critique that aims to sift out ‘facts’ and uncontested science. This dissertation illuminates the potentiality of science education for citizenship in providing students with opportunities to participate in critical examination of themselves and society in encounters with issues of public concern.

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    Cultivating humanity in science education
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    Omslagsframsida
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    Errata Cultivating humanity in science education
  • 36.
    Andrée, Maria
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Hansson, Lena
    Industrial actors and their rationales for engaging in STEM education2020Ingår i: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 52, nr 4, s. 551-576Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In science education, critical discussions on the engagement of industrial actors in STEM education are scarce. In this study, we take the perspective that industrial STEM education initiatives are an arena for governing STEM education. The aim is to contribute to a critical discussion on the involvement of industrial actors in STEM education by scrutinizing how they describe their engagement. More specifically, we look at the discursive repertoires industrial actors put forward as rationales for engaging in STEM education initiatives. The data consist of web materials wherein industrial actors describe and justify their engagements. We identify the following interpretative repertoires used by industrial actors when justifying their engagement in said initiatives: a) Securing competent labour, b) Securing economic growth, c) Improving the public image—marketing, d) Contributing to a bright future, e) Increasing interest in STEM, f) Increasing knowledge in and of STEM and g) Empowering young people. The repertoires are discussed in light of potential tensions between public and private good. The notion of ‘boundary repertoires’ is introduced to discuss repertoires which can be adapted across discursive practices and which afford industrial actors possibilities for speaking to a varied audience—shareholders as well as teachers.

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  • 37.
    Piqueras, Jesús
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Achiam, Marianne
    Falando sobre Evolução com dioramas de história natural2020Ingår i: “Janelas para a natureza”: explorando o potencial educativo dos dioramas / [ed] Martha Marandino, Graziele Scalfi, Barbara Milan, São Paulo: Faculdade de Educacao da USP (FEUSP) , 2020, s. 63-70Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 38.
    Andrée, Maria
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Danckwardt-Lillieström, Kerstin
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik. Huddinge Municipality, Sweden.
    Wiblom, Jonna
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik. City of Stockholm, Sweden.
    Ethical Challenges of Symmetry in Participatory Science Education Research – Proposing a Heuristic for Ethical Reflection2020Ingår i: Examining Ethics in Contemporary Science Education Research: Being Responsive and Responsible / [ed] Kathrin Otrel-Cass, Maria Andrée, Minjung Ryu, Cham: Springer, 2020, s. 123-141Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    The advancement of participatory methodologies and educational action research has raised challenges of research ethics that concern the relations between different actors. Different forms of participatory research rest on cooperation between teachers, researchers, and students in different forms of relations. The ways in which these relations are enacted are often related to research objectives, epistemology, the people involved in the study, and the context in which the study is carried out. In this chapter we seek to disentangle some ethical challenges emerging from three different teacher-researcher collaborations in science education research. What values are at stake and what are the potential tensions in attempting to secure different values? This includes the ethical implications of requiring shared responsibility between teachers and researchers in development of educational practices and knowledge generation. We discuss how different forms of teacher-researcher collaboration transform ethics and epistemology and how the ethics and epistemology become intertwined. In addition to standard ethical reflection, an ethics of participatory research in science education has to include considerations of the ontological, epistemological, and methodological values at stake.

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  • 39.
    Wickman, Per-Olof
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Hamza, Karim
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lundegård, Iann
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Didactics and didactic models in science education2020Ingår i: Methodological approaches to STEM education research: Volume 1 / [ed] Peta White, Russell Tytler, Joseph Ferguson, John Cripps Clark, Cambridge Scholars Publishing, 2020, s. 34-49Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    In continental Europe didactics is identified as the professional science of teachers. A central concern of didactics is not only to deliver teaching methods for teachers and teacher education, but also to develop analytical units, analytical methods and design principles that are useful for teachers in making decisions on planning, carrying out and assessing teaching and learning. Didactic research provides rationales and conceptual schemata for choosing certain content and for choosing appropriate methods to teach that content with specific groups of students. We give a methodological account of a central field in didactics, namely didactic modelling, analysis and design. We review what didactic models are and how they can be produced. We describe the methodologies of modelling, namely (1) how models can be extracted from classroom data in conjunction with theory, (2) how extracted models need to be mangled with teachers, that is adapting models to make them more useful practically, and (3) procedures of collecting exemplars to illustrate how models can be used with various content and students. We also explain how extracted and mangled didactic models can be used for analysing teaching and learning, and for educational designs.

  • 40.
    Ünsal, Zeynep
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Jakobson, Britt
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wickman, Per-Olof
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Molander, Bengt-Olov
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Jumping pepper and electrons in the shoe: Physical artefacts in a multilingual science class2020Ingår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 42, nr 14, s. 2387-2406Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 41.
    Cheng, Maurice M. W.
    et al.
    Te Kura Toi Tangata School of Education, The University of Waikato, New Zealand.
    Danielsson, Kristina
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Lin, Angel M. Y.
    Faculty of Education, Simon Fraser University, Canada.
    Resolving puzzling phenomena by the simple particle model: examining thematic patterns of multimodal learning and teaching2020Ingår i: Learning: Research and Practice, ISSN 2373-5082, Vol. 6, nr 1, s. 70-87Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper examines the roles of multimodality and thematic patterns in the teaching of the particle model of matter. Although the particle model is a fundamental topic in science education, there is no consensus on (1) whether or not the model should be introduced in early grades and (2) how to introduce the model to students for the very first time. Drawing from teacher development projects in Sweden (Grade 3) and in Hong Kong (Grade 7), we suggest that the learning and teaching of the particle model can be facilitated by utilising a variety of modes. With multimodal scaffolding, Grade 3 students were able to demonstrate aspects of the particle model related to the expansion of gases in a warmer environment. The paper illustrates teaching episodes from the two projects in terms of (i) aspects of the particle model that were constructed using different semiotic modes, (ii) shifts in the salience of different modes in the teaching and learning process, and (iii) a thematic pattern that the classroom interactions adopted to explain puzzling phenomena. For a theoretical advancement, we suggest that thematic analysis should be extended to multimodal interactions.

  • 42.
    Andrée, Maria
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för ämnesdidaktik.
    Lager-Nyqvist, Lotta
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Forsberg Johansson, Ann-Katrin
    Botkyrka kommun.
    Utveckla undervisning om systematiskt undersökande i kemi: Arbetsrapport från ett praxisutvecklande projekt i grundskolans åk 22020Rapport (Övrigt vetenskapligt)
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  • 43.
    Björnhammer, Sebastian
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik. Kunskapsskolan, Sverige; STLS, Sverige .
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik. STLS, Sverige .
    Nordling, Johan
    Dudas, Cecilia
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik. Globala Gymnasiet, Sverige .
    Freerks, Per
    Jahdadic, Sofija
    Lundström, Johanna
    Lavett Lagerström, Malin
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik. Skolverket, Sverige .
    da Luz, Johanna
    Planting-Berglo, Sara
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik. Globala Gymnasiet, Sverige; STLS, Sverige .
    Puck, Sara
    Reimark, Josefin
    Wennerström, Per
    Westman, Fredrik
    Wiblom, Jonna
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Vad kan elever som kan formulera naturvetenskapligt undersökningsbara frågor?2020Ingår i: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 8, nr 1, s. 81-104Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Denna studie fokuserar på innebörder av att kunna formulera undersökningsbara frågor i naturvetenskap. Studien tar utgångspunkt i naturvetenskapligt undersökande som epistemiskt arbete. Den forskningsfråga som undersöks är: Vilka kvalitativa aspekter av kunnande kommer till uttryck i gymnasieelevers arbete med att formulera naturvetenskapligt undersökningsbara frågor? Studien har genomförts som en designbaserad studie med sex interventioner på gymnasiet där eleverna i den genomförda undervisningen har fått i uppgift att, i olika sammanhang, formulera undersökningsbara frågor. Data innefattar film- och ljudinspelningar och har analyserats med hjälp av kvalitativ innehållsanalys. Resultaten synliggör tre kvalitativa aspekter av att formulera undersökningsbara frågor: Precisering av det epistemiska objektet, Operationalisering av det epistemiska objektet samt Värdering av frågeställningen i relation till det epistemiska objektet.

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  • 44.
    Danckwardt-Lillieström, Kerstin
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Enghag, Margareta
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    The drama of chemistry – supporting student explorations of electronegativity and chemical bonding through creative drama in upper secondary school2020Ingår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 42, nr 11, s. 1862-1894Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Getting students to understand the particulate nature of matter is a major challenge for chemistry education. In upper secondary school students commonly struggle to distinguish between intra- and intermolecular bonding and analyse chemical bonding in terms of electronegativity. In this study, we explore how creative drama may be used in chemistry education to facilitate students’ explorations of electronegativity and chemical bonding in Swedish upper secondary chemistry education. The study was conducted as a design-based intervention in three cycles in two schools. The interventions (which lasted for 30–60 minutes) were single-lesson-interventions consisting of drama activities and discussions in whole-class and student groups. A qualitative content analysis produced themes that captured the ways in which the students explored electronegativity and chemical bonding and how creative drama enabled collective student agency. The findings indicate that creative drama enabled the students to link the electronegativity and polarity of molecules to formations of molecular grid structures using their own bodies to represent how molecules were organised in different states of matter. The results also indicate that creative drama in chemistry education may enhance student agency in their explorations of electronegativity and the linking of electronegativity to intramolecular and intermolecular bonding.

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  • 45.
    Persson, Kristin
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Caiman, Cecilia
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Ecological Literacy in Fieldwork – Teaching Learning and Materiality2019Konferensbidrag (Refereegranskat)
  • 46.
    Persson, Kristin
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Caiman, Cecilia
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Ecological literacy in fieldwork – teaching, learning and materiality2019Ingår i: NOFA7 Abstracts: Stockholm University, 13 - 15 May 2019, Stockholm: Stockholm University, 2019, s. 166-166Konferensbidrag (Refereegranskat)
    Abstract [en]

    Fieldwork in Biology education offers contingent and unique experiencesin establishing relations with nature which may not be as easily achievable in the classroom. However, research has shown that there are a number of barriers to ecological fieldwork for teachers to overcome including for example school culture and confidence in teaching outside the classroom. The overall aim of the study is to explore the importance of fieldwork for the development of ecological literacy in students. The study explores the practical and emotional management of field work practice by drawing on actor-network-theory and posthumanist science studies. From the theoretical framework of actor-network-theory and posthumanist science studies, human actors are seen as entangled with nonhumans. Humans and nonhumans have their own agency and are constantly doing things, forming relations and alliances in the world. The main research questions are: How do relations between humans (teachers and students) and non-humans emerge during field work? In what way do these relations contribute to development of ecological literacy in students? What is the importance of closeness with non-humans for the development of ecological literacy in students?

    The study is based on data from ethnographic participant observation of ecological fieldwork in upper secondary school. The fieldwork analysed includes an over-night fieldtrip where a group of students and teachers went to experience black grouse lekking in a nature reserve. The data consists of film- and audio-recordings during the fieldtrip; from afternoon to early morning.

    The preliminary analysis shows examples of how relations emerge between different actants. Particularly important actants are the black grouses, sphagnum, labrador tea, a small lizard, students, teachers, golden plover, common snipe and binoculars. The teachers, and the students help each other in establishing relations to the different actants, relative to the actants’ actions. Example of events where relations are established include handling of binocularsto capture the agency of different birds, unexpected vocalization of birds not yet seen, smelling the labrador tea, imitating and acting like birds and performing care towards nonhumans. The importance of the establishing of these relations are discussed in light of the aim to develop ecological literacy in students. To establish relations to, for example sphagnum, in the classroom through a text, a picture, a lecture, or even a piece of the moss is different than experiencing it in its place. The feeling of sphagnums’ full agency would be lost indoors.

  • 47.
    Flodin, Veronica
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Slove Davidson, Jessica
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för biologisk grundutbildning (BIG).