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Publications (10 of 35) Show all publications
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
Open this publication in new window or tab >>"Can there be a full moon at daytime?”: young students making sense of illustrations of the lunar phases
2017 (English)In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 101, no 4, p. 616-638Article in journal (Refereed) 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.

National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-16719 (URN)10.1002/sce.21279 (DOI)000403292000008 ()
Funder
Swedish Research Council, 721-2009-5995
Available from: 2017-05-10 Created: 2017-05-10 Last updated: 2017-11-21Bibliographically approved
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
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2016 (English)In: Cursiv [publisher: Institut for Didaktik, Danmarks Pædagogiske Universitetsskole, Aarhus Universitet, DK], ISSN 1901-8878, E-ISSN 1901-8886, Vol. 18, p. 177-188Article in journal (Refereed) 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.

Keywords
Number sense, math games, virtual manipulatives, arithmetic competence
National Category
Learning
Identifiers
urn:nbn:se:hkr:diva-15776 (URN)
Funder
Swedish Research Council, 721-2009-5996
Available from: 2016-08-24 Created: 2016-08-24 Last updated: 2017-11-28Bibliographically approved
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
Open this publication in new window or tab >>Fingu – a game to support children’s development of arithmetic competence: theory, design and empirical research
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2016 (English)In: International perspectives on teaching and learning mathematics with virtual manipulatives / [ed] Moyer-Packenham, Patricia S., Springer International Publishing , 2016Chapter in book (Refereed)
Place, publisher, year, edition, pages
Springer International Publishing, 2016
Series
Mathematics Education in the Digital Era ; Vol. 7
National Category
Learning
Identifiers
urn:nbn:se:hkr:diva-15072 (URN)10.1007/978-3-319-32718-1_6 (DOI)000389449000007 ()978-3-319-32718-1 (ISBN)
Funder
Marianne and Marcus Wallenberg FoundationSwedish Research Council
Available from: 2015-12-01 Created: 2015-12-01 Last updated: 2017-12-12Bibliographically approved
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.
Open this publication in new window or tab >>Can children enhance their arithmetic competence by playing an especially designed computer game?
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2015 (English)Conference paper, Published paper (Refereed)
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”.

National Category
Learning
Identifiers
urn:nbn:se:hkr:diva-15071 (URN)
Conference
Norsma 7
Available from: 2015-12-01 Created: 2015-12-01 Last updated: 2016-03-10Bibliographically approved
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
Open this publication in new window or tab >>Making sense of iconic symbols: a study of preschool children conducting a refuse-sorting task
2015 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 21, no 2, p. 256-274Article in journal (Refereed) 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.

Keywords
environmental education, sense-making, illustrations, iconic symbols, preschool, sorting refuse
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-11784 (URN)10.1080/13504622.2013.870128 (DOI)000348307100007 ()
Funder
Swedish Research Council, 2009-15087-71557-35
Available from: 2014-02-17 Created: 2014-02-17 Last updated: 2017-12-06Bibliographically approved
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.
Open this publication in new window or tab >>The sun, the earth and the moon: young students’ grappling with an illustration of the lunar phases
2015 (English)Conference paper, Published paper (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-14954 (URN)
Conference
ECER 2015, Education and Transition - Contributions from Educational Research, Budapest, September 8-11, 2015
Available from: 2015-10-20 Created: 2015-10-20 Last updated: 2015-10-20Bibliographically approved
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.
Open this publication in new window or tab >>Animationer och illustrationer i datorbaserade läromedel med ett naturvetenskapligt innehåll: studier bland femteklassare och förskoleelever
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2014 (Swedish)Conference paper, Oral presentation only (Other academic)
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-13355 (URN)
Conference
Forskning i naturvetenskapernas didaktik - modeller och representationer i naturvetenskaplig undervisning, Karlstads universitet
Available from: 2014-12-31 Created: 2014-12-31 Last updated: 2014-12-31Bibliographically approved
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
Open this publication in new window or tab >>Instructions, independence, and uncertainty: student framing in self-regulated project work
2014 (English)In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 13, no 6, p. 646-660Article in journal (Refereed) 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.

National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-12309 (URN)10.2304/eerj.2014.13.6.646 (DOI)
Available from: 2014-07-02 Created: 2014-07-02 Last updated: 2017-12-05Bibliographically approved
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.
Open this publication in new window or tab >>"Kan det vara fullmåne när det är dag?": om yngre elevers tolkningar av illustrationer i ett enkelt fakta- och lästräningsmaterial
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2014 (Swedish)Conference paper, Oral presentation only (Other academic)
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-13356 (URN)
Conference
Forskning i naturvetenskapernas didaktik - modeller och representationer i naturvetenskaplig undervisning, Karlstads universitet
Available from: 2014-12-31 Created: 2014-12-31 Last updated: 2014-12-31Bibliographically approved
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.
Open this publication in new window or tab >>Can children enhance their arithmetic competence by playing an especially designed computer game?
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2013 (English)Conference paper, Published paper (Refereed)
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”.

Keywords
datorspel, taluppfattning
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-11700 (URN)
Conference
The seventh Conference of The Nordic Research network on Special Needs Education in Mathematics (NORSMA 7), Copenhagen, 14 - 15 November 2013
Funder
Swedish Research Council, 721-2009-5996
Available from: 2014-02-03 Created: 2014-02-03 Last updated: 2014-06-26Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-6965-2590

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