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Hansson, L., Leden, L. & Thulin, S. (2018). Hur vet man att dinosaurierna hade fjäll?: bilderböcker som utgångspunkt för samtal om naturvetenskap i förskolan. In: : . Paper presented at NÄD 2018, Högskolan Kristianstad, 26-27 april.
Open this publication in new window or tab >>Hur vet man att dinosaurierna hade fjäll?: bilderböcker som utgångspunkt för samtal om naturvetenskap i förskolan
2018 (Swedish)Conference paper, Oral presentation with published abstract (Other academic)
Keywords
Nature of science, NOS, preschool, picture books, Naturvetenskapernas karaktär, förskola, bilderböcker
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-18562 (URN)
Conference
NÄD 2018, Högskolan Kristianstad, 26-27 april
Available from: 2018-08-20 Created: 2018-08-20 Last updated: 2018-10-19
Hansson, L. & Yacoubian, H. A. (2018). Nature of science and social justice in science education. In: : . Paper presented at IOSTE 2018.
Open this publication in new window or tab >>Nature of science and social justice in science education
2018 (English)Conference paper, Oral presentation with published abstract (Other academic)
Keywords
science education, nature of science, NOS, Social Justice
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-18561 (URN)
Conference
IOSTE 2018
Available from: 2018-08-20 Created: 2018-08-20 Last updated: 2018-10-19
Juter, K., Hansson, L., Hansson, Ö. & Redfors, A. (2018). Upper secondary physics teachers’ views of mathematics. In: Proceedings of Madif 11: . Paper presented at Madif 11, Karlstads universitet,23-24 januari 2018 (pp. 102-103).
Open this publication in new window or tab >>Upper secondary physics teachers’ views of mathematics
2018 (English)In: Proceedings of Madif 11, 2018, p. 102-103Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Physics teachers at upper secondary school indirectly teach mathematics in their physics classes through their teaching strategies and preferred ways of using mathematics. Their views of physics and mathematics are important for the way they depict mathematics to the students. A web-questionnaire was administered to Swedish physics teachers. Part of the questions investigated views of mathematics, i.e. as a means for application, as a schema, as a formal construct or as processes. Mathematics as a means for application was the dominant opinion. Students’ lack of knowledge in mathematics was regarded as a problem to many of the teachers, and particularly problem solving and modelling. Students’ conceptual and relevance proficiencies in mathematics were less problematical.

National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-18047 (URN)
Conference
Madif 11, Karlstads universitet,23-24 januari 2018
Funder
Swedish Research Council
Available from: 2018-05-14 Created: 2018-05-14 Last updated: 2018-05-15Bibliographically approved
Leden, L. & Hansson, L. (2017). Nature of science progression in school year 1–9: a case study of teachers’ suggestions and rationales. Research in science education
Open this publication in new window or tab >>Nature of science progression in school year 1–9: a case study of teachers’ suggestions and rationales
2017 (English)In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898Article in journal (Refereed) Epub ahead of print
Abstract [en]

The inclusion of nature of science (NOS) in science education has for a long  time been regarded as crucial. There is, however, a lack of research on appropriate NOS aspects for different educational levels. An even more neglected area of research is that focusing on teachers’ perspectives on NOS teaching at different levels. The aim of this article is to examine NOS progression in the light of teachers’ suggestions and rationales. In order to obtain teachers’ informed perspectives, we chose to involve six teachers (teaching grades 1–9) in a 3-year research project. They took part in focus group discussions about NOS and NOS teaching as well as implemented jointly planned NOS teaching sessions. Data that this article builds on was collected at the end of the project. The teachers’ suggestions for NOS progression often relied on adding more NOS issues at every stage, thereby creating the foundations of a broader but not necessarily deeper understanding of NOS. Five rationales, for if/when specific NOS issues are appropriate to introduce, emerged from the analysis of the teacher discussions. Some of these rationales, including practice makes perfect and increasing levels of depth can potentially accommodate room for many NOS issues in the science classroom, while maturity and experience instead has a restricting effect on NOS teaching. Also, choice of context and teaching approaches play an important role in teachers’ rationales for whether specific NOS issues  should be included or not at different stages. The article discusses the implications for teacher education and professional development.

Keywords
Nature of science, NOS progression, NOS teaching, Teachers’ perspectives
National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-17073 (URN)10.1007/s11165-017-9628-0 (DOI)
Available from: 2017-08-10 Created: 2017-08-10 Last updated: 2017-08-28Bibliographically approved
Redfors, A., Hansson, L., Hansson, Ö. & Juter, K. (2016). A framework to explore the role of mathematics during physics lessons in upper-secondary school. In: N. Papadouris, A. Hadjigeorgiou and C. Constantinou (Ed.), Insights from research in science teaching and learning: selected papers from the ESERA 2013 Conference (pp. 139--151). Dordrecht: Springer Publishing Company
Open this publication in new window or tab >>A framework to explore the role of mathematics during physics lessons in upper-secondary school
2016 (English)In: Insights from research in science teaching and learning: selected papers from the ESERA 2013 Conference / [ed] N. Papadouris, A. Hadjigeorgiou and C. Constantinou, Dordrecht: Springer Publishing Company, 2016, p. 139--151Chapter in book (Refereed)
Abstract [en]

This chapter discusses a framework for analysing the role of mathematics during physics lessons in upper-secondary school. It takes as a starting point that relations made during physics lessons between Reality, Theoretical models and Mathematics are of the outmost importance. The framework was developed to analyse the communication during physics lessons. It was developed during a pilot study exploring the role of mathematics for physics teaching and learning in upper-secondary school during different kinds of physics lessons (lectures, problem solving and labwork). In the overall project observations have been made in three physics classes (in total 7 lessons) led by one teacher. Here the developed analytical framework is described together with selected results from one class (3 lessons) showing how the framework could be used. This chapter describes and discusses the uses of the framework and shows how results on students and teachers usages of links between the three entities Reality, Theoretical models and Mathematics can be brought to the forefront in an analysis of complex physics teaching situations. And, how the framework can be used to analyse the different organisational forms: lectures, problem solving in groups and labwork.

Place, publisher, year, edition, pages
Dordrecht: Springer Publishing Company, 2016
Series
Contributions from Science Education Research, ISSN 2213-3623 ; 2
Keywords
Mathematics and Physics; Theoretical models; Classroom; Communication; Upper-secondary school
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-13856 (URN)978-3-319-20073-6 (ISBN)
Funder
Swedish Research Council, 721-2008-484
Available from: 2015-06-01 Created: 2015-05-06 Last updated: 2017-02-16Bibliographically approved
Hansson, L. & Leden, L. (2016). Bilder av naturvetenskap. In: : . Paper presented at Naturvetenskap i förskolan, 13-14 oktober 2016. Lund
Open this publication in new window or tab >>Bilder av naturvetenskap
2016 (Swedish)Conference paper, Oral presentation only (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Lund: , 2016
National Category
Pedagogy Natural Sciences
Identifiers
urn:nbn:se:hkr:diva-16371 (URN)
Conference
Naturvetenskap i förskolan, 13-14 oktober 2016
Available from: 2016-12-28 Created: 2016-12-28 Last updated: 2016-12-28Bibliographically approved
Hansson, L. (2016). Elever och universum.
Open this publication in new window or tab >>Elever och universum
2016 (Swedish)Other (Other (popular science, discussion, etc.))
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-15801 (URN)
Available from: 2016-08-27 Created: 2016-08-27 Last updated: 2016-10-20Bibliographically approved
Hansson, L. (2016). Elever och universum. In: : . Paper presented at Nationellt centrum för naturvetenskapernas och teknikens didaktik NATDID:s 1 års jubileum 20 oktober 2016. Linköping
Open this publication in new window or tab >>Elever och universum
2016 (Swedish)Conference paper, Oral presentation only (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Linköping: , 2016
National Category
Natural Sciences Pedagogy
Identifiers
urn:nbn:se:hkr:diva-16372 (URN)
Conference
Nationellt centrum för naturvetenskapernas och teknikens didaktik NATDID:s 1 års jubileum 20 oktober 2016
Available from: 2016-12-28 Created: 2016-12-28 Last updated: 2016-12-28Bibliographically approved
Hansson, L., Hansson, Ö., Juter, K. & Redfors, A. (2016). Ett forskningsprojekt om matematikens roll i gymnasiefysiken. NATDID:s skriftserie: Naturvetenskapernas och teknikens didaktik (1), 97-101
Open this publication in new window or tab >>Ett forskningsprojekt om matematikens roll i gymnasiefysiken
2016 (Swedish)In: NATDID:s skriftserie: Naturvetenskapernas och teknikens didaktik, no 1, p. 97-101Article in journal (Other (popular science, discussion, etc.)) Published
Abstract [sv]

Matematik är ett viktigt verktyg för fysiken och matematiken sägs varafysikens språk. Tidigare forskning visar dock att elever ägnar mycket tid åt matematisk formelmanipulation medan mindre tid och kraft läggs på att relatera fysikens teoretiska modeller och begrepp till verk- ligheten. Syftet med forskningsprojektet vi beskriver här, är att för- djupa vår förståelse av matematikens roll i fysikundervisningen gene- rellt. Vi studerar därför matematikens roll i såväl problemlösningssitu- ationer som lärarledda genomgångar och laborativa moment. Pro- jektet kommer att ge förutsättningar för en ökad förståelse av matema- tikens roll i olika typer av fysikundervisning och för att identifiera i vilka situationer som kommunikationen visar på att matematiken ut- gör hinder eller möjligheter för fysiklärandet. Genom att identifiera så- dana tillfällen öppnas också möjligheten att arbeta för att bryta oöns- kade och stimulera önskade kommunikationsmönster och förstå hur matematiken kan användas på ett konstruktivt sätt i fysikundervis- ningen. Slutsatserna från projektet kommer därför att kunna användas i lärarutbildning, lärarfortbildning och av läromedelsförfattare, liksom av fysiklärare som vill arbeta för att utveckla sin undervisning.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2016
National Category
Pedagogy Natural Sciences
Identifiers
urn:nbn:se:hkr:diva-16369 (URN)
Available from: 2016-12-28 Created: 2016-12-28 Last updated: 2016-12-29Bibliographically approved
Hansson, L. & Löfgren, L. (2016). Naturvetenskap i förskolan genom att "fånga tillfället": en problematiserande diskussion. In: Susanne Thulin (Ed.), Naturvetenskap i ett förskoleperspektiv: kreativa lärandeprocesser (pp. 153-168). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Naturvetenskap i förskolan genom att "fånga tillfället": en problematiserande diskussion
2016 (Swedish)In: Naturvetenskap i ett förskoleperspektiv: kreativa lärandeprocesser / [ed] Susanne Thulin, Malmö: Gleerups Utbildning AB, 2016, p. 153-168Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2016
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-16361 (URN)9789140694669 (ISBN)
Available from: 2016-12-27 Created: 2016-12-27 Last updated: 2016-12-27Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3175-5185

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