hkr.sePublikationer
Ändra sökning
Länk till posten
Permanent länk

Direktlänk
BETA
Publikationer (10 of 35) Visa alla publikationer
Åberg-Bengtsson, L., Karlsson, K.-G. & Ottosson, T. (2017). "Can there be a full moon at daytime?”: young students making sense of illustrations of the lunar phases. Science Education, 101(4), 616-638
Öppna denna publikation i ny flik eller fönster >>"Can there be a full moon at daytime?”: young students making sense of illustrations of the lunar phases
2017 (Engelska)Ingår i: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 101, nr 4, s. 616-638Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Teaching and learning situations nowadays typically build on richly illustrated material or multimodal presentations. Under these circumstances, the transparency of images and models used for explaining various phenomena becomes central. The present study deals with 20 Swedish children, 9–12 years old, discussing an illustration meant to show the cause of the different appearances of the Moon in the sky. The students’ task was to place eight numbered moon phases in the lunar orbit in the image. The illustration in question was chosen (a) because it was of a kind frequently used to explain the lunar phases and (b) because the phenomenon is known to be difficult to understand for students of all ages. The analysis leans on historical and sociocultural approaches as well as on multimodal semiotics. The results show that a majority of students were able to make sense of the most central features of the illustration but that very few spontaneously reasoned in a way that could be interpreted as the intended meaning-making of the cause of the lunar phases. The results also indicate that the simultaneous adoption of two perspectives necessary for understanding the phenomenon was a stumbling block for most of the students.

Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:hkr:diva-16719 (URN)10.1002/sce.21279 (DOI)000403292000008 ()
Forskningsfinansiär
Vetenskapsrådet, 721-2009-5995
Tillgänglig från: 2017-05-10 Skapad: 2017-05-10 Senast uppdaterad: 2017-11-21Bibliografiskt granskad
Holgersson, I., Barendregt, W., Rietz, E., Ottosson, T. & Lindström, B. (2016). Can children enhance their arithmetic competence by playing a specially designed computer game?. Cursiv [publisher: Institut for Didaktik, Danmarks Pædagogiske Universitetsskole, Aarhus Universitet, DK], 18, 177-188
Öppna denna publikation i ny flik eller fönster >>Can children enhance their arithmetic competence by playing a specially designed computer game?
Visa övriga...
2016 (Engelska)Ingår i: Cursiv [publisher: Institut for Didaktik, Danmarks Pædagogiske Universitetsskole, Aarhus Universitet, DK], ISSN 1901-8878, E-ISSN 1901-8886, Vol. 18, s. 177-188Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Fingu is a game and a game platform using virtual manipulatives designed to help children develop competence and fluency with basic number combinations. We present results from an intervention lasting for seven to nine weeks, in which 82 children (5, 6, and 7 years old) were allowed to play the game as part of their ordinary preschool or school activities. The results showed significant positive differences between pre- and post-tests in four arithmetic measures, with moderate to large effect sizes. In contrast, most differences between post-tests and delayed post-tests were non-significant, with low or no effect sizes.

Nyckelord
Number sense, math games, virtual manipulatives, arithmetic competence
Nationell ämneskategori
Lärande
Identifikatorer
urn:nbn:se:hkr:diva-15776 (URN)
Forskningsfinansiär
Vetenskapsrådet, 721-2009-5996
Tillgänglig från: 2016-08-24 Skapad: 2016-08-24 Senast uppdaterad: 2017-11-28Bibliografiskt granskad
Holgersson, I., Barendregt, W., Emanuelsson, J., Ottosson, T., Rietz, E. & Lindström, B. (2016). Fingu – a game to support children’s development of arithmetic competence: theory, design and empirical research. In: Moyer-Packenham, Patricia S. (Ed.), International perspectives on teaching and learning mathematics with virtual manipulatives: . Springer International Publishing
Öppna denna publikation i ny flik eller fönster >>Fingu – a game to support children’s development of arithmetic competence: theory, design and empirical research
Visa övriga...
2016 (Engelska)Ingår i: International perspectives on teaching and learning mathematics with virtual manipulatives / [ed] Moyer-Packenham, Patricia S., Springer International Publishing , 2016Kapitel i bok, del av antologi (Refereegranskat)
Ort, förlag, år, upplaga, sidor
Springer International Publishing, 2016
Serie
Mathematics Education in the Digital Era ; Vol. 7
Nationell ämneskategori
Lärande
Identifikatorer
urn:nbn:se:hkr:diva-15072 (URN)10.1007/978-3-319-32718-1_6 (DOI)000389449000007 ()978-3-319-32718-1 (ISBN)
Forskningsfinansiär
Marianne och Marcus Wallenbergs StiftelseVetenskapsrådet
Tillgänglig från: 2015-12-01 Skapad: 2015-12-01 Senast uppdaterad: 2017-12-12Bibliografiskt granskad
Holgersson, I., Barendregt, W., Rietz, E., Ottosson, T. & Lindström, B. (2015). Can children enhance their arithmetic competence by playing an especially designed computer game?. In: : . Paper presented at Norsma 7.
Öppna denna publikation i ny flik eller fönster >>Can children enhance their arithmetic competence by playing an especially designed computer game?
Visa övriga...
2015 (Engelska)Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

Fingu is a game and a game platform aimed at helping children 4 to 8 years old develop competence and fluency with basic addition combinations. We present results from an eight week intervention, where children, 5-, 6-, and 7 years old, have been allowed to play the game as part of their ordinary pre-school and school activities. Results show significant positive differences between pre- and post-tests in four arithmetic measures with modest to large effect sizes. In contrast most differences between post-tests and delayed-tests, when the children did not play the game, are non-significant with none or low effect sizes. Design principles and results are discussed with special emphasis on children who “struggle to learn math”.

Nationell ämneskategori
Lärande
Identifikatorer
urn:nbn:se:hkr:diva-15071 (URN)
Konferens
Norsma 7
Tillgänglig från: 2015-12-01 Skapad: 2015-12-01 Senast uppdaterad: 2016-03-10Bibliografiskt granskad
Ljung-Djärf, A., Åberg-Bengtsson, L., Ottosson, T. & Beach, D. (2015). Making sense of iconic symbols: a study of preschool children conducting a refuse-sorting task. Environmental Education Research, 21(2), 256-274
Öppna denna publikation i ny flik eller fönster >>Making sense of iconic symbols: a study of preschool children conducting a refuse-sorting task
2015 (Engelska)Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 21, nr 2, s. 256-274Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This article is part of a larger project focusing upon explanatory illustrations that children encounter in pre- and primary school education. The research questions concerned (a) how preschool children make sense of iconic symbols when placing items of refuse on illustrations of refuse bins in a sorting task and (b) what stumbling blocks they encounter when interpreting these symbols. Video data were collected with 30 children between four and five?years of age. From the children?s verbal and non-verbal interactions, four different categories of sense-making were constructed: by material, by object type, by appearance and by function. Three stumbling blocks were identified. The first had to do with giving the symbols a different logical meaning to the intended one; the second related to what materials the different refuse items were made of; the third was being able to stick to one correct way of interpreting each symbol.

Nyckelord
environmental education, sense-making, illustrations, iconic symbols, preschool, sorting refuse
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:hkr:diva-11784 (URN)10.1080/13504622.2013.870128 (DOI)000348307100007 ()
Forskningsfinansiär
Vetenskapsrådet, 2009-15087-71557-35
Tillgänglig från: 2014-02-17 Skapad: 2014-02-17 Senast uppdaterad: 2017-12-06Bibliografiskt granskad
Åberg-Bengtsson, L., Karlsson, K. G. & Ottosson, T. (2015). The sun, the earth and the moon: young students’ grappling with an illustration of the lunar phases. In: : . Paper presented at ECER 2015, Education and Transition - Contributions from Educational Research, Budapest, September 8-11, 2015.
Öppna denna publikation i ny flik eller fönster >>The sun, the earth and the moon: young students’ grappling with an illustration of the lunar phases
2015 (Engelska)Konferensbidrag, Publicerat paper (Refereegranskat)
Nationell ämneskategori
Didaktik
Identifikatorer
urn:nbn:se:hkr:diva-14954 (URN)
Konferens
ECER 2015, Education and Transition - Contributions from Educational Research, Budapest, September 8-11, 2015
Tillgänglig från: 2015-10-20 Skapad: 2015-10-20 Senast uppdaterad: 2015-10-20Bibliografiskt granskad
Westman, A.-K., Ljung-Djärf, A., Åberg-Bengtsson, L., Ottosson, T. & Beach, D. (2014). Animationer och illustrationer i datorbaserade läromedel med ett naturvetenskapligt innehåll: studier bland femteklassare och förskoleelever. In: : . Paper presented at Forskning i naturvetenskapernas didaktik - modeller och representationer i naturvetenskaplig undervisning, Karlstads universitet.
Öppna denna publikation i ny flik eller fönster >>Animationer och illustrationer i datorbaserade läromedel med ett naturvetenskapligt innehåll: studier bland femteklassare och förskoleelever
Visa övriga...
2014 (Svenska)Konferensbidrag, Enbart muntlig presentation (Övrigt vetenskapligt)
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:hkr:diva-13355 (URN)
Konferens
Forskning i naturvetenskapernas didaktik - modeller och representationer i naturvetenskaplig undervisning, Karlstads universitet
Tillgänglig från: 2014-12-31 Skapad: 2014-12-31 Senast uppdaterad: 2014-12-31Bibliografiskt granskad
Eklöf, A., Nilsson, L.-E. & Ottosson, T. (2014). Instructions, independence, and uncertainty: student framing in self-regulated project work. European Educational Research Journal (online), 13(6), 646-660
Öppna denna publikation i ny flik eller fönster >>Instructions, independence, and uncertainty: student framing in self-regulated project work
2014 (Engelska)Ingår i: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 13, nr 6, s. 646-660Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This study presents an approach to student interaction in self-regulated project work. By combining frame analysis and socio-cultural risk theory, the authors explore the importance of students' framing activities as a basis for their understanding of tasks. The increase in self-regulated work in Swedish schools can be seen as being in line with developments in Europe towards more individualisation. The authors argue that their data provide examples of how the global discourse imposes itself on local discourses. This mode of work, as it appears in the material presented in this article, exemplifies how complex assessment ideas have penetrated the school context. The authors emphasise the concepts of uncertainty, risk and complexity in analysing the framing process, and claim that the focus on these concepts is essential in analysing self-regulated work, contributing to better understanding of self-regulated learning processes.

Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:hkr:diva-12309 (URN)10.2304/eerj.2014.13.6.646 (DOI)
Tillgänglig från: 2014-07-02 Skapad: 2014-07-02 Senast uppdaterad: 2017-12-05Bibliografiskt granskad
Åberg-Bengtsson, L., Karlsson, K. G., Ottosson, T., Ljung-Djärf, A. & Beach, D. (2014). "Kan det vara fullmåne när det är dag?": om yngre elevers tolkningar av illustrationer i ett enkelt fakta- och lästräningsmaterial. In: : . Paper presented at Forskning i naturvetenskapernas didaktik - modeller och representationer i naturvetenskaplig undervisning, Karlstads universitet.
Öppna denna publikation i ny flik eller fönster >>"Kan det vara fullmåne när det är dag?": om yngre elevers tolkningar av illustrationer i ett enkelt fakta- och lästräningsmaterial
Visa övriga...
2014 (Svenska)Konferensbidrag, Enbart muntlig presentation (Övrigt vetenskapligt)
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:hkr:diva-13356 (URN)
Konferens
Forskning i naturvetenskapernas didaktik - modeller och representationer i naturvetenskaplig undervisning, Karlstads universitet
Tillgänglig från: 2014-12-31 Skapad: 2014-12-31 Senast uppdaterad: 2014-12-31Bibliografiskt granskad
Holgersson, I., Barendregt, W., Rietz-Lepännen, E., Ottosson, T. & Lindström, B. (2013). Can children enhance their arithmetic competence by playing an especially designed computer game?. In: : . Paper presented at The seventh Conference of The Nordic Research network on Special Needs Education in Mathematics (NORSMA 7), Copenhagen, 14 - 15 November 2013.
Öppna denna publikation i ny flik eller fönster >>Can children enhance their arithmetic competence by playing an especially designed computer game?
Visa övriga...
2013 (Engelska)Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

Fingu is a game and a game platform aimed at helping children 4 to 8 years old develop competence and fluency with basic addition combinations. We present results from an eight week intervention, where children, 5-, 6-, and 7 years old, have been allowed to play the game as part of their ordinary pre-school and school activities. Results show significant positive differences between pre- and post-tests in four arithmetic measures with modest to large effect sizes. In contrast most differences between post-tests and delayed-tests, when the children did not play the game, are non-significant with none or low effect sizes. Design principles and results are discussed with special emphasis on children who “struggle to learn math”.

Nyckelord
datorspel, taluppfattning
Nationell ämneskategori
Didaktik
Identifikatorer
urn:nbn:se:hkr:diva-11700 (URN)
Konferens
The seventh Conference of The Nordic Research network on Special Needs Education in Mathematics (NORSMA 7), Copenhagen, 14 - 15 November 2013
Forskningsfinansiär
Vetenskapsrådet, 721-2009-5996
Tillgänglig från: 2014-02-03 Skapad: 2014-02-03 Senast uppdaterad: 2014-06-26Bibliografiskt granskad
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0001-6965-2590

Sök vidare i DiVA

Visa alla publikationer