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  • 1.
    Abrahamsson, Agneta
    et al.
    Högskolan Kristianstad, Sektionen för hälsa och samhälle, Avdelningen för Samhällsvetenskap. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    Springett, Jane
    Högskolan Kristianstad, Institutionen för hälsovetenskaper.
    Karlsson, Leif
    Högskolan Kristianstad, Institutionen för hälsovetenskaper.
    Håkansson, Anders
    Department of Community Medicine, Lund University.
    Ottosson, Torgny
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Some lessons from Swedish midwives' experiences of approaching women smokers in antenatal care2005Inngår i: Midwifery, ISSN 0266-6138, E-ISSN 1532-3099, Vol. 21, nr 4, s. 335-345Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    OBJECTIVE: to describe the qualitatively different ways in which midwives make sense of how to approach women smokers. DESIGN, SETTING AND PARTICIPANTS: a more person-centred national project 'Smoke-free pregnancy' has been in progress in Sweden since 1992. Using a phenomenographic approach, 24 midwives who have been regularly working in antenatal care were interviewed about addressing smoking during pregnancy. FINDINGS: four different story types of how the midwives made sense of their experiences in addressing smoking in pregnancy were identified: 'avoiding', 'informing', 'friend-making', 'co-operating'. KEY CONCLUSION: the midwives' story types about how they approached women who smoke illustrated the difficulties of changing from being an expert who gives information and advice to being an expert on how to enable a woman in finding out why she smoked and how to stop smoking. IMPLICATIONS FOR PRACTICE: health education about smoking that is built on co-operation and dialogue was seen by the midwives as a productive way of working. The starting point should be the lay perspective of a woman, which means that her thoughts about smoking cessation are given the space to grow while she talks.

  • 2.
    Abrahamsson, Agneta
    et al.
    Högskolan Kristianstad, Sektionen för hälsa och samhälle, Avdelningen för Samhällsvetenskap. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    Springett, Jane
    Högskolan Kristianstad, Institutionen för hälsovetenskaper.
    Karlsson, Leif
    Högskolan Kristianstad, Institutionen för hälsovetenskaper.
    Ottosson, Torgny
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Making sense of the challenge of smoking cessation during pregnancy: a phenomenographic approach.2005Inngår i: Health Education Research, ISSN 0268-1153, E-ISSN 1465-3648, Vol. 20, nr 3, s. 367-378Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In general, most women are familiar with the need to stop smoking when they are pregnant. In spite of this, many women find it difficult to stop. Using a phenomenographic approach, this study explored Swedish pregnant and post-pregnant women's ways of making sense of smoking during pregnancy. A total of 17 women who either smoked throughout pregnancy or stopped smoking during pregnancy were interviewed. Five different story types of how they are making sense of smoking during pregnancy were identified: smoking can be justified; will stop later; my smoking might hurt the baby; smoking is just given up; smoking must be taken charge of. Based on the study it is argued that the approach used in health education in relation to smoking cessation in antenatal care needs to move from information transfer and advice-giving to the creation of a dialogue. The starting point should be the woman's knowledge, concerns, rationalizations and prejudices. A model is suggested in which a woman may move in a space on three axes depending on life encounters, dialogue and reflections on meaning. The goal in health education would be to encourage movement along three axes: 'increase of self-efficacy towards control', 'increase awareness by reflection on meaning of the smoking issue' and 'avoidance of defense of the smoking behavior'.

    Fulltekst (pdf)
    FULLTEXT01
  • 3.
    Aili, Carola
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS). Högskolan Kristianstad, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Brante, Göran
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Gannerud, Eva
    Göteborgs universitet.
    Lindgren, Ulla
    Umeå universitet.
    Ottosson, Torgny
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Not only teaching: teachers' ways of organising their work. Paper presented at the Nordic Educational Research Association Congress, Tallinn, Estland, 7–9 March2002Konferansepaper (Fagfellevurdert)
  • 4.
    Airey, John
    et al.
    Uppsala Universitet.
    Eriksson, Urban
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    A semiotic analysis of the disciplinary affordances of the Hertzsprung-Russell diagram in astronomy2014Konferansepaper (Fagfellevurdert)
    Abstract [en]

    One of the central characteristics of disciplines is that they create their own particular ways of knowing the world. This process is facilitated by the specialization and refinement of disciplinary-specific semiotic resources over time. Nowhere is this truer than in the sciences, where it is the norm that disciplinary-specific representations have been introduced and then refined by a number of different actors. As a consequence, many of the semiotic resources used in the sciences today still retain some traces of their historical roots.

    In this paper we analyse one such disciplinary-specific semiotic resource from the field of Astronomy—the Hertzsprung-Russell diagram. We audit the potential of this semiotic resource to provide access to disciplinary knowledge—what Fredlund et al (2012) have termed its disciplinary affordances. Our analysis includes consideration of the use of scales, labels, symbols, sizes and colour. We show how, for historical reasons, the use of these aspects in the resource may differ from what might be expected by a newcomer to the discipline.

    We suggest that some of the issues we highlight in our analysis may, in fact, be contributors to alternative conceptions and therefore propose that lecturers pay particular attention to the disambiguation of these features for their students.

  • 5.
    Airey, John
    et al.
    Stockholm Universitet.
    Eriksson, Urban
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik. Nationellt resurscentrum för fysik, Lunds universitet.
    Unpacking the Hertzsprung-Russell diagram: a social semiotic analysis of the disciplinary and pedagogical affordances of a central resource in astronomy2019Inngår i: Designs for Learning, ISSN 1654-7608, Vol. 11, nr 1, s. 99-107Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this paper we are interested in the relationship between disciplinary knowledge and its representation. We carry out a social semiotic analysis of a central tool used in astronomy—the Hertzsprung-Russell (H-R) diagram—in order to highlight its disciplinary and pedagogical affordances. By analysing the relationship between disciplinary knowledge and its representation in this way we claim that it becomes possible to identify potential barriers to student learning—instances where semiotic resources with high disciplinary affordance have low pedagogical affordance for newcomers to the discipline. The astronomy resource that we have chosen to analyse has played a pivotal role in our understanding of stellar evolution and as such it features prominently on all undergraduate astronomy programs. However, like most disciplinary-specific semiotic resources, today’s H-R diagram is the culmination of many years of work by numerous disciplinary experts. Over time, the H-R diagram has been revised and reworked by a number of different actors in order to reconcile it with developing observational and theoretical advances. As a consequence, the H-R diagram that we know today combines many layers of astronomical knowledge, whilst still retaining some rather quirky traces of its historical roots. In this paper we adopt a social semiotic lens to analyse these ‘layers of knowledge’ and ‘historical anomalies’ showing how they have resulted in a number of counterintuitive aspects within the diagram that have successively lowered its pedagogical affordance. We claim that the counterintuitive aspects we identify in our analysis give rise to potential barriers to student disciplinary learning. Using our analysis as a case study, we generalise our findings suggesting four types of barrier to understanding that are potentially at work when meeting disciplinary-specific semiotic resources for the first time. We finish the paper by making some general suggestions about the wider use of our analysis method and ways of dealing with any barriers to learning identified. In the specific case of the H-R diagram, we suggest that lecturers should explicitly tease out its disciplinary affordances by the use of ‘unpacked’ resources that have a higher pedagogical affordance. 

    Fulltekst (pdf)
    fulltext
  • 6.
    Airey, John
    et al.
    Uppsala universitet.
    Eriksson, Urban
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    What do you see here?: using an analysis of the Hertzsprung-Russell diagram in astronomy to create a survey of disciplinary discernment2014Inngår i: Book of abstracts: The First Conference of the International Association for Cognitive Semiotics(IACS-2014), September 25-27, 2014 Lund University, 2014, s. 52-53Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Becoming part of a discipline involves learning to interpret and use a range of disciplinary-specific semiotic resources (Airey, 2009). These resources have been developed and assigned particular specialist meanings over time. Nowhere is this truer than in the sciences, where it is the norm that disciplinary-specific representations have been introduced and then refined by a number of different actors in order to reconcile them with subsequent empirical and theoretical advances. As a consequence, many of the semiotic resources used in the sciences today still retain some (potentially confusing) traces of their historical roots. However, it has been repeatedly shown that university lecturers underestimate the challenges such disciplinary specific semiotic resources may present to undergraduates (Northedge, 2002; Tobias, 1986).

    In this paper we analyse one such disciplinary-specific semiotic resource from the field of Astronomy—the Hertzsprung-Russell diagram. First, we audit the potential of this semiotic resource to provide access to disciplinary knowledge—what Fredlund et al (2012) have termed its disciplinary affordances. Our analysis includes consideration of the use of scales, labels, symbols, sizes and colour. We show how, for historical reasons, the use of these aspects in the resource may differ from what might be expected by a newcomer to the discipline. Using the results of our analysis we then created an online questionnaire to probe what is discerned (Eriksson, Linder, Airey, & Redfors, in press) with respect to each of these aspects by astronomers and physicists ranging from first year undergraduates to university professors.

    Our findings suggest that some of the issues we highlight in our analysis may, in fact, be contributors to the alternative conceptions of undergraduate students and we therefore propose that lecturers pay particular attention to the disambiguation of these features for their students.

    Fulltekst (pdf)
    fulltext
  • 7.
    Airey, John
    et al.
    Uppsala universitet.
    Eriksson, Urban
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Fredlund, Tobias
    Uppsala universitet.
    Linder, Cedric
    Uppsala universitet.
    On the disciplinary affordances of semiotic resources2014Inngår i: Book of abstracts: The First Conference of the International Association for Cognitive Semiotics(IACS-2014), September 25-27, 2014 Lund University, 2014, s. 54-55Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In the late 70’s Gibson (1979) introduced the concept of affordance. Initially framed around the needs of an organism in its environment, over the years the term has been appropriated and debated at length by a number of researchers in various fields. Most famous, perhaps is the disagreement between Gibson and Norman (1988) about whether affordances are inherent properties of objects or are only present when they are perceived by an organism. More recently, affordance has been drawn on in the educational arena, particularly with respect to multimodality (see Linder (2013) for a recent example). Here, Kress et al. (2001) have claimed that different modes have different specialized affordances. Then, building on this idea, Airey and Linder (2009) suggested that there is a critical constellation of modes that students need to achieve fluency in before they can experience a concept in an appropriate disciplinary manner. Later, Airey (2009) nuanced this claim, shifting the focus from the modes themselves to a critical constellation of semiotic resources, thus acknowledging that different semiotic resources within a mode often have different affordances (e.g. two or more diagrams may form the critical constellation).

    In this theoretical paper the concept of disciplinary affordance (Fredlund et al., 2012) is suggested as a useful analytical tool for use in education. The concept makes a radical break with the views of both Gibson and Norman in that rather than focusing on the discernment of one individual, it refers to the disciplinary community as a whole. Put simply, the disciplinary affordances of a given semiotic resource are determined by those functions that the resource is expected to fulfil by the disciplinary community. Disciplinary affordances have thus been negotiated and developed within the discipline over time. As such, the question of whether these affordances are inherent or discerned becomes moot. Rather, from an educational perspective the issue is whether the meaning that a semiotic resource affords to an individual matches the disciplinary affordance assigned by the community. The power of the term for educational work is that learning can now be framed as coming to discern the disciplinary affordances of semiotic resources.

    In this paper we will briefly discuss the history of the term affordance, define the term disciplinary affordance and illustrate its usefulness in a number of educational settings.

    Fulltekst (pdf)
    fulltext
  • 8.
    Airey, John
    et al.
    Uppsala Universitet.
    Eriksson, Urban
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Fredlund, Tobias
    Uppsala universitet.
    Linder, Cedric
    Uppsala universitet.
    The concept of disciplinary affordance2014Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Since its introduction by Gibson (1979) the concept of affordance has been discussed at length by a number of researchers. Most famous, perhaps is the disagreement between Gibson and Norman (1988) about whether affordances are inherent properties of objects or are only present when perceived by an organism. More recently, affordance has been drawn on in the educational arena, particularly with respect to multimodality (see Linder (2013) for a recent example). Here, Kress et al (2001) claim that different modes have different specialized affordances.

     

    In this theoretical paper the concept of disciplinary affordance (Fredlund et al., 2012) is suggested as a useful analytical educational tool. The concept makes a radical break with the views of both Gibson and Norman in that rather than focusing on the perception of an individual, it refers to the disciplinary community as a whole. Put simply, the disciplinary affordances of a given semiotic resource are determined by the functions that it is expected to fulfil for the discipline. As such, the question of whether these affordances are inherent or perceived becomes moot. Rather, the issue is whether what a semiotic resource affords to an individual matches the disciplinary affordance. The power of the term is that learning can now be framed as coming to perceive the disciplinary affordances of semiotic resources.

     

    In this paper we will briefly discuss the history of the term affordance, define the term disciplinary affordance and illustrate its usefulness in a number of educational settings

  • 9.
    Aivazidis, Constantine
    et al.
    Aristotle University.
    Lazaridou, Maria
    Aristotle University.
    Helldén, Gustav
    Högskolan Kristianstad, Institutionen för matematik och naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    A comparison between a traditional and an online environmental educational program2006Inngår i: The Journal of Environmental Education, ISSN 0095-8964, E-ISSN 1940-1892, Vol. 37, nr 4, s. 45-54Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The authors compared traditional and Web-based versions of an environmental education program in terms of their effectiveness in raising knowledge and promoting attitudes of environmental issues. They used a pretest?posttest nonequivalent control group quasi-experimental design. Results showed a statistically significant increase of knowledge scores for both groups. The junior high students who received computer-assisted instruction (CAI) significantly outscored their peers who were taught traditionally in posttest knowledge scores. In addition, the CAI group demonstrated a significant increase in attitudes scores. The authors found the correlation coefficient between knowledge and attitudes to be statistically significant but low.

  • 10.
    Aivazidis, Constantine
    et al.
    Aristotle University of Thessaloniki.
    Lazaridou, Maria
    Aristotle University of Thessaloniki.
    Helldén, Gustav
    Högskolan Kristianstad, Institutionen för matematik och naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Qualitative analysis of secondary students' and teachers' attitudes towards a web-based environmental education program2005Inngår i: Science Education International, ISSN 1450-104X, E-ISSN 2077-2327, Vol. 16, nr 4, s. 243-253Artikkel i tidsskrift (Fagfellevurdert)
    Fulltekst (pdf)
    fulltext
  • 11.
    Andersson, Björn
    et al.
    Department of Education, Göteborg University.
    Harms, UteIPN, University of Kiel.Helldén, GustavHögskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).Sjöbeck, Maj-LisDepartment of Education, Göteborg University.
    Research in didaktik of biology: proceedings of the Second Conference of European Researchers in Didaktik of Biology, University of Göteborg, November 18-22, 19982000Konferanseproceedings (Annet vitenskapelig)
    Fulltekst (pdf)
    FULLTEXT01
  • 12.
    Andree, Maria
    et al.
    Stockholms universitet.
    Hansson, Lena
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik. Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Industrial actors and their rationales for engaging in STEM education2020Inngår i: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 52, nr 4, s. 551-576Artikkel i tidsskrift (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    fulltext
  • 13.
    Andree, Maria
    et al.
    Stockholms universitet.
    Hansson, Lena
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik. Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Industry, science education, and teacher agency: a discourse analysis of teachers' evaluations of industry-produced teaching resources2021Inngår i: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 105, nr 2, s. 353-383Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study examines teachers' evaluations of teaching resources produced by industry to support science and technology teaching. The aim is to contribute to an understanding of how teachers negotiate the usability of industrial school initiatives for compulsory school science and technology. These evaluations are conceptualized in terms of teacher agency and educational governance. The collected data consist of focus group interviews where Swedish lower secondary school teachers discuss the usability of industry-produced teaching resources. A discourse analysis was conducted and five discourses discerned regarding teachers' practical evaluations of industry-produced teaching resources: (1) the curriculum discourse, (2) the educational design discourse, (3) the practical discourse, (4) the correct science content discourse, and (5) the partiality and bias discourse. The teachers draw on the different discourses to different degrees, and the teacher agency achieved in specific situations will vary. Based on the results a tool aimed at strengthening teacher agency in the practical evaluations of teaching resources from the industry is proposed. The study also contributes to a critical discussion on the influence of industry on the local education policy arena and suggests directions for strengthening teacher agency in situations where teachers evaluate and make decisions about the use of industry-produced teaching resources.

    Fulltekst (pdf)
    fulltext
  • 14.
    Andrée, Maria
    et al.
    Stockholms universitet.
    Hansson, Lena
    Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap.
    How scientists invite young people to the scientific community.2013Konferansepaper (Fagfellevurdert)
  • 15.
    Andrée, Maria
    et al.
    Stockholm University.
    Hansson, Lena
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Marketing the ’Broad Line’: invitations to STEM education in a Swedish recruitment campaign2013Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 35, nr 1, s. 147-166Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In many Western societies, there is a concern about the tendency of young people not choosing Science, Technology, Engineering, and Mathematics (STEM) education and occupations. In response, different initiatives have been launched. If one believes that science should have a place in more young people's lives, an important question is to what extent recruitment campaigns communicate messages that open up for STEM education to become relevant in young people's identity formation. Here, we analyse a Swedish government-initiated, primarily Internet-based recruitment attempt (‘The Broad Line Campaign’) aimed at increasing the number of young people choosing the natural science programme in upper secondary school. The campaign is based on marketing principles and deliberately draws on identity issues. The data analysed consists of campaign films and written resources describing the campaign. Data are analysed by use of the constant comparative approach in order to produce categories describing different messages about why to engage in STEM education. These messages are then analysed from an identity perspective using the concept of subjective values. Our results show that the messages communicated in the Broad Line campaign emphasise utility value, attainment value and relative cost rather than interest-enjoyment. The campaign communicates that the natural science programme is to be associated with a high attainment value without establishing relations to the field of science. Finally, potential consequences of the communicated messages in the campaign are discussed in light of previous research.

  • 16.
    Andrée, Maria
    et al.
    Stockholm University.
    Hansson, Lena
    Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap.
    Problematizing industrial engagement in STEM-initiatives2015Konferansepaper (Fagfellevurdert)
  • 17.
    Andrée, Maria
    et al.
    Stockholm University.
    Hansson, Lena
    Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap.
    Recruiting the next generation scientists and industrial engineers: how industrial actors engage in and motivate engagement in STEM initiatives2015Inngår i: Procedia - Social and Behavioral Sciences, ISSN 1877-0428, E-ISSN 1877-0428, Vol. 167, s. 4s. 75-78Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Many different actors, including government, academy and industry, are engaged in school- and recruitment-STEM-initiatives. The aim is to shed light on industrial initiatives, what actors are involved and what different repertoires are being used when motivating engagement in STEM-initiatives. The data collected consists of web-materials where industrial actors describe their engagement in STEM-initiatives and provide reasons for their engagement. The method for analysis is discursive psychology. The results show that a variety of constellations of industrial actors are engaged in STEM-initiatives and that the initiatives draw on a variety of discursive resources. In our analysis we identify the following interpretative repertoires: 1) The securing competent labor repertoire, 2) The developing specific job skills or competences repertoire, 3) The bright future repertoire, and 4) The general increase interest in science repertoire. The results of this study may contribute to the self-reflection of industrial actors on how the choice of resources and repertoires may afford and constrain possibilities for breaking the cultural patterns of selection to STEM education.

    Fulltekst (pdf)
    fulltext
  • 18.
    Andrée, Maria
    et al.
    Stockholms universitet.
    Hansson, Lena
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Recruitment campaigns as a tool for social and cultural reproduction of scientific communities: a case study on how scientists invite young people to science2014Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 36, nr 12, s. 1985-2008Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Young people's interest in pursuing science and science-intense educations has been expressed as a concern in relation to societal, economic and democratic development by various stakeholders (governments, industry and university). From the perspective of the scientific communities, the issues at stake do not necessarily correspond to the overall societal aims. Rather, initiatives to recruit young people to science are also ways for the scientific community to engage in the social and cultural reproduction of itself. For a community to survive and produce a future, it needs to secure regeneration of itself in succeeding generations. The aim of this study is to, from a perspective of social and cultural production/reproduction, shed light on an initiative from the scientific community to recruit young people to science education. This is a case study of one recruitment campaign called the Chemistry Advent calendar. The calendar consists of 25 webcasted films, produced and published by the science/technology faculty at a university. The analysed data consist of the films and additional published material relating to the campaign such as working reports and articles published about the campaign. The analysis focussed on what messages are communicated to potential newcomers. The messages were categorised by means of a framework of subjective values. The results are discussed both from a perspective of how the messages mirror traditions and habits of the scientific community, and in relation to research on students' educational choices.

  • 19.
    Andrée, Maria
    et al.
    Stockholms universitet.
    Hansson, Lena
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik. Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Teachers' negotiation of usability of industrial science and technology teaching resources2019Konferansepaper (Fagfellevurdert)
  • 20.
    Andrée, Maria
    et al.
    Stockholms universitet.
    Hansson, Lena
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik. Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Ideland, Malin
    Malmö högskola.
    Political rationalities in science education: a case study of teaching materials provided by external actors2018Inngår i: Cultural, social, and political perspectives in science education: a Nordic view / [ed] A. Arvola Orlander, K. Otrel-Cass, & M.K. Sillasen, Springer, 2018Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 21.
    Andrée, Maria
    et al.
    Stockholm University.
    Hansson, Lena
    Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap.
    Ideland, Malin
    Malmö University.
    Political rationalities in science teaching materials provided by external actors2017Konferansepaper (Annet vitenskapelig)
  • 22. Andrée, Marie
    et al.
    Hansson, Lena
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    How industrial actors engage in and motivate engagement in STEM initiatives2014Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Many different actors, including government, academy and industry, are engaged in school- and recruitment-STEM-initiatives. The aim of this study is to shed light on industrial initiatives, what actors are involved and what different repertoires are being used when motivating engagement in STEM-initiatives. The data analysed consist web-material where industrial actors describe their engagement in STEM-initiatives and reasons for their engagement. The method for analysis is discursive psychology. The results show a variety of constellations of industrial actors and that the initiatives draw on a variety of discursive resources. In our analysis we identify the following interpretative repertoires: 1) The securing competent labour repertoire, 2) The developing specific job skills or competences repertoire, 3) The bright future repertoire, and 4) The general increase interest in science repertoire. The results are discussed in a perspective of previous research on cultural selection mechanism and students educational choices.

  • 23.
    Areljung, Sofie
    et al.
    Umeå universitet.
    Leden, Lotta
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik. Högskolan Kristianstad, Forskningsplattformen Lärande i samverkan.
    Wiblom, Jonna
    Stockholms universitet.
    Expanding the notion of ‘ownership’ in participatory research involving teachers and researchers2021Inngår i: International Journal of Research and Method in Education, ISSN 1743-727X, E-ISSN 1743-7288, Vol. 44, nr 5, s. 463-473Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article provides a conceptual discussion of ‘ownership’ in various forms of participatory research. The discussion is grounded in our experiences from three research projects in science education. We seek to understand how and why ownership may be distributed between teachers and researchers at different stages in the research process. Looking at our projects in retrospect, we see that ownership was differently distributed at the initial stages. Then ownership distribution followed a similar pathway, as teachers gained ownership of implementation, whereas researchers reclaimed ownership of analyzing and disseminating the work. Our discussion departs from the idea that ownership relates to both ‘risks’ and ‘benefits’ as well as to both ‘rights and obligations. Thereby, we can make visible some of the circumstances that steer ownership towards the teachers or researchers. For example, we highlight that ownership distribution may be influenced by guidelines for research ethics and inequalities in terms of administrative support structures available to researchers and teachers. Based on our discussion, we suggest a number of questions to initiate and support a continuous dialogue between teachers and researchers who plan to engage in participatory research.

    Fulltekst (pdf)
    fulltext
  • 24.
    Areljung, Sofie
    et al.
    Umeå University.
    Leden, Lotta
    Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap.
    Wiblom, Jonna
    Stockholm University.
    Troubling ownership in teacher-researcher collaborations2017Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Teacher-researcher collaborations inevitably dissolve the border between who is teaching and who is researching, which in turn pushes discussions on research ethics as well as how to define, measure and ensure research validity. In an attempt to deepen the discussion on validity and ethical issues in teacher-research collaboration in science education research, this proposal seeks to disentangle how the notion of ‘ownership’ is transformed in various forms of teacher-researcher collaborations. The paper builds on data from three recent research projects in science education, representing different forms of teacher-researcher collaborations. The analysis focuses how the teachers’ and researchers’ ownership is played out in four stages of the research process; problem stating, design and implementation, analysis, and dissemination. The results indicate that ownership becomes actualised and altered in different ways, and at different stages, depending on the form of collaboration. A conclusion is that ownership needs to be accounted for in in all stages in the research process in order for science education research to accomplish deep relevance and justified implications. Since the question of ownership appears to be particularly troublesome in the last stages of the research process, a suggestion for future teacher-researcher collaboration is to plan for the project’s end, for example in terms of the participants’ anonymity and time to take part in analysis and dissemination of the results, already at the beginning.

  • 25.
    Areskoug, Mats
    et al.
    Malmö högskola.
    Ekborg, Margareta
    Malmö högskola.
    Lindahl, Britt
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Rosberg, Maria
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Naturvetenskapens bärande idéer: för lärare F-62013Bok (Annet vitenskapelig)
    Abstract [sv]

    Att undervisa i de naturorienterande ämnena (NO) i de tidiga skolåren är ett utmanande, spännande och roligt uppdrag. Dessa ämnen spänner dock över stora innehållsområden och därför kan det vara svårt att få en överblick och välja ett innehåll som är lämpligt för åldersgruppen.

    Den här boken hjälper lärare att få grepp om det viktigaste innehållet i de naturvetenskapliga ämnena. Författarna beskriver naturvetenskaperna ur ett helhetsperspektiv och ger en övergripande struktur, som kompletteras med relevanta begrepp. Naturvetenskapens bärande idéer förklaras mer i detalj och utifrån en rad konkreta vardagliga exempel. Innehållet diskuteras i förhållande till Läroplan för grundskolan, förskoleklassen och fritidshemmet (Lgr 11).

    Boken kan användas både som kurslitteratur för blivande lärare och som ämnesfördjupning för verksamma lärare.

  • 26. Areskoug, Mats
    et al.
    Ekborg, Margareta
    Malmö universitet.
    Lindahl, Britt
    Rosberg, Maria
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik. Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Naturvetenskapens bärande idéer: för lärare F-62020 (oppl. 3)Bok (Annet vitenskapelig)
    Abstract [sv]

    Att undervisa i de naturvetenskapliga ämnena (NO) i de tidiga skolåren är ett utmanande, spännande och roligt uppdrag. Dessa ämnen spänner dock över stora innehållsområden och därför kan det vara svårt att få en överblick och välja ett innehåll som är lämpligt för åldersgruppen.

    Den här boken hjälper läraren att få grepp om det viktigaste innehållet i de naturvetenskapliga ämnena. Naturvetenskapens grundläggande och bärande idéer förklaras detaljerat och belyses med en rad konkreta och vardagliga exempel. Innehållet diskuteras i förhållande till Läroplan för grundskolan, förskoleklassen och fritidshemmet (Lgr 11).

    Boken kan, gärna i kombination med boken Naturvetenskapens bärande idéer i praktiken, användas både som kurslitteratur för blivande lärare och som ämnesfördjupning för verksamma lärare.

    Den 3:e upplagan har reviderats i förhållande till ändringarna i kursplanerna 2020.

  • 27.
    Areskoug, Mats
    et al.
    Malmö Högskola.
    Ekborg, Margareta
    Malmö Högskola.
    Rosberg, Maria
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Thulin, Susanne
    Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Naturvetenskapens bärande idéer för förskollärare2016 (oppl. 1)Bok (Annet vitenskapelig)
    Abstract [sv]

    Att arbeta med naturvetenskap i förskolan är ett utmanande, spännande och roligt uppdrag. Alla har vi väl förundrats över barns nyfikenhet och goda observationsförmåga när de möter naturvetenskapliga fenomen. Många förskollärare berättar också att det är tacksamt att arbeta med naturvetenskap.

    Ämnesområdet är stort och det kan vara svårt att som förskollärare få en överblick och veta vad man ska läsa in sig på för att få idéer till relevanta uppgifter att göra tillsammans med barnen.

    Den här boken handlar om de bärande idéerna i naturvetenskap och är tänkt att stödja förskolläraren i strävan att få grepp om det viktigaste innehållet. Ambitionen är att dra upp de stora linjerna snarare än att ge en heltäckande beskrivning. Exempel från vardagliga sammanhang används för att visa på bärkraften i dessa idéer.

    Boken är tänkt som kurslitteratur för blivande förskollärare och ämnesfördjupning för verksamma lärare i förskolan. Innehållet diskuteras i förhållande till förskolans läroplan.

  • 28. Areskoug, Mats
    et al.
    Ekborg, Margareta
    Rosberg, Maria
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik. Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Thulin, Susanne
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS). Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för utbildningsvetenskap inriktning fritidshem och förskola. Högskolan Kristianstad, Forskningsplattformen Lärande i samverkan.
    Naturvetenskapens bärande idéer: för förskollärare2020 (oppl. 2)Bok (Annet vitenskapelig)
    Abstract [sv]

    Att arbeta med naturvetenskap i förskolan är ett utmanande, spännande och roligt uppdrag. Alla har vi väl förundrats över barns nyfikenhet och goda observationsförmåga när de möter naturvetenskapliga fenomen. Många förskollärare berättar också att det är tacksamt att arbeta med naturvetenskap. Ämnesområdet är stort och det kan vara svårt att som förskollärare få en överblick och veta vad man ska läsa in sig på för att få idéer till relevanta uppgifter att göra tillsammans med barnen.

    Den här boken handlar om de bärande idéerna i naturvetenskap och är tänkt att stödja förskolläraren i strävan att få grepp om det viktigaste innehållet. Ambitionen är att dra upp de stora linjerna snarare än att ge en heltäckande beskrivning. Exempel från vardagliga sammanhang används för att visa på bärkraften i dessa idéer.

    Den nya upplagan är reviderad i enlighet med förskolans nya läroplan (Lpfö 18).

  • 29.
    Argento, Daniela
    et al.
    Högskolan Kristianstad, Fakulteten för ekonomi, Forskningsmiljön Governance, Regulation, Internationalization and Performance (GRIP). Högskolan Kristianstad, Fakulteten för ekonomi, Avdelningen för ekonomi.
    Einarson, Daniel
    Högskolan Kristianstad, Fakulteten för naturvetenskap, Avdelningen för datavetenskap. Högskolan Kristianstad, Fakulteten för naturvetenskap, Forskningsmiljön för datavetenskap (RECS).
    Mårtensson, Lennart
    Högskolan Kristianstad, Fakulteten för naturvetenskap, Forskningsmiljön Man & Biosphere Health (MABH). Högskolan Kristianstad, Fakulteten för naturvetenskap, Avdelningen för miljö- och biovetenskap.
    Persson, Christel
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Fakulteten för naturvetenskap, Avdelningen för miljö- och biovetenskap.
    Wendin, Karin
    Högskolan Kristianstad, Fakulteten för naturvetenskap, Forskningsmiljön Food and Meals in Everyday Life (MEAL). Högskolan Kristianstad, Fakulteten för naturvetenskap, Avdelningen för mat- och måltidsvetenskap. Danmark.
    Westergren, Albert
    Högskolan Kristianstad, Fakulteten för hälsovetenskap, Forskningsmiljön PRO-CARE, Patient Reported Outcomes - Clinical Assessment Research and Education. Högskolan Kristianstad, Forskningsplattformen för Hälsa i samverkan. Högskolan Kristianstad, Fakulteten för hälsovetenskap, Avdelningen för sjuksköterskeutbildningarna och integrerad hälsovetenskap. Lunds universitet.
    Integrating sustainability in higher education: a Swedish case2020Inngår i: International Journal of Sustainability in Higher Education, ISSN 1467-6370, Vol. 21, nr 6, s. 1131-1150Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Purpose – This paper aims to unveil how sustainability is integrated into the courses/programmes ofhigher education institutions. The research question addressed is: how do academics representing differentdisciplines cooperate and engage in the work of integrating sustainability into their teaching programmes.Design/methodology/approach – This paper draws upon the notions of practise variation andinstitutional work from institutional theory and empirically focusses on the case of Kristianstad University(Sweden). This case is based on an autoethnographic approach and illustrates the experiences shared by sixcolleagues, representing different disciplines, engaged in implementing sustainability in their courses/programmes.Findings – The findings highlight how academics representing different disciplines, with specific traditionsand characteristics, face the sustainability challenge. Despite being bound by similar sustainable developmentgoals, differences across disciplines need to be acknowledged and used as an asset if trans-disciplinarity is theultimate goal.Research limitations/implications – Although the intrinsic motivation of individuals to work withsustainability might be a strong driver, the implementation of sustainability within courses/programmes andacross disciplines requires joint efforts and collective institutional work.Practical implications – By highlighting how academics engage in the work of integratingsustainability, this study emphasizes that managers of higher education institutions need to account for thetime and additional resources needed to ensure that academics effectively cope with sustainability. Intrinsicmotivation may not last if organizational structures and leadership are not supportive on a practical level andin the long run.

  • 30. Arvidsson, Å
    et al.
    Hansson, Lena
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik. Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Att arbeta med naturvetenskapernas karaktär genom fysikhistoriska berättelser2017Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 31. Arvidsson, Å
    et al.
    Hansson, Lena
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik. Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Att arbeta med naturvetenskapernas karaktär genom fysikhistoriska berättelser2017Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 32.
    Aspelin, Jonas
    et al.
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
    Jönsson, Anders
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Relational competence in teacher education: concept analysis and report from a pilot study2019Inngår i: Teacher Development, ISSN 1366-4530, E-ISSN 1747-5120, Vol. 23, nr 1Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    A supportive relationship between teachers and students has been shown to have positive effects on students’ performance and social development. Preservice teachers’ relational competence is, however, an unexplored area. The purpose of this study is to contribute to educational research about relational competence in teacher education by introducing a Swedish project which focuses on interpersonal aspects. The study has three parts. In the theoretical part, a conceptualization of teachers’ relational competence using Thomas Scheff’s theory of interpersonal relationships is outlined. In the empirical (pilot) part, a methodology for prompting preservice teachers’ analyses of teacher–student relationships is described, as well as a thematic analysis of their responses. The theoretical conceptualization is then used together with the empirical data in the third part, in order to identify development needs of preservice teachers in terms of relational competence. According to the conceptualization, relational competence includes three sub-concepts: communicative, differentiation, and socio-emotional competence. From the analysis of preservice students’ texts, the article identifies development needs in relation to the three sub-concepts. The concluding discussion focuses on lessons learned from the study regarding how to promote teacher students’ relational competence.

    Fulltekst (pdf)
    fulltext
  • 33.
    Aspelin, Jonas
    et al.
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik. Högskolan Kristianstad, Specialpedagogisk forskningsmiljö (SpecPed).
    Östlund, Daniel
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Högskolan Kristianstad, Specialpedagogisk forskningsmiljö (SpecPed). Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
    Jönsson, Anders
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik. Högskolan Kristianstad, Forskningsplattformen Lärande i samverkan.
    'It means everything': special educators perceptions' of relationships and relational competence2021Inngår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 36, nr 5, s. 671-685Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    A compelling body of international research demonstrates that a positive, supportive teacher-student relationship is essential for students’ development, especially for at-risk students. In this article, the educator’s ability to build such relationships is discussed in terms of ‘relational competence’. Special educators’ relational competence is a largely unexplored topic. This article contributes by reporting on an interview study with 21 experienced special educators. The study focuses on the educators’ perceptions of their relationships and relational competence. Two research questions (RQs) are explored: (1) What is the role of social relationships in (successful) work as a special educator? and (2) How is the relational competence of special educators realised in practice? The results are presented in themes and subthemes, and are supported by significant quotes. Regarding RQ 1, the study shows that the informants perceive positive social relationships as fundamental in their work and relational competence as particularly important in their profession. The results for RQ 2 show that relational competence is realised by an accepting attitude in the ‘here and now’; by finding a personal connection to the student; and by building trusting relationships over a longer period of time. Comments on implications for special education teacher preparation are provided.

    Fulltekst (pdf)
    fulltext
  • 34.
    Aspelin, Jonas
    et al.
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik. Högskolan Kristianstad, Specialpedagogisk forskningsmiljö (SpecPed).
    Östlund, Daniel
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Högskolan Kristianstad, Specialpedagogisk forskningsmiljö (SpecPed). Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
    Jönsson, Anders
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik. Högskolan Kristianstad, Forskningsplattformen Lärande i samverkan.
    Pre-service special educators’ understandings of relational competence2021Inngår i: Frontiers in Education, E-ISSN 2504-284X, Vol. 6, s. 1-12, artikkel-id 678793Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Research demonstrates that the teacher-student relationship is essential for students with special educational needs. This article investigates how pre-service special educators (n = 74) perceive teachers’ relational competence, as manifested in their relations with students exhibiting behavioral difficulties. The data comprises educators’ written analyses of teacher-student interactions simulated through digital video, both before and after being provided with explicit criteria on teachers’ relational competence. The findings reveal a change in the educators’ perceptions as they shift from a focus on teaching strategies and the learning environment toward an awareness of teacher-student interaction, and from the teacher’s management of problematic student behavior toward an acknowledgment of the communicative and socio-emotional challenges in contexts involving students with different needs.

    Fulltekst (pdf)
    fulltext
  • 35.
    Balan, Andreia
    et al.
    Helsingborgs stad.
    Green, Jenny
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Forskningsplattformen Lärande i samverkan. Göteborgs universitet.
    Effekten av fysisk aktivitet i matematikundervisningen2019Inngår i: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 7, nr 3, s. 6-27Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Syftet med denna studie är att få en bättre förståelse för hur fysisk aktivitet kan användas i skolan för att skapa mer gynnsamma förutsättningar för elevernas lärande i matematik. I studien har det undersökts om det finns en effekt av fysisk aktivitet på lång sikt på elevernas koncentration, arbetsminne och kunskaper i matematik av ett återkommande kort pass med fysisk aktivitet. Studien genomfördes med 175 elever i årskurs 7 på fyra olika skolor. Ett inledande pass på sju minuter med pulshöjande övningar introducerades i fem av tio grupper i början på matematiklektionen. Resultaten visar en förbättring av elevernas koncentration och arbetsminne i interventionsgruppen i förhållande till kontrollgruppen. Elever med olika kön och prestationsnivå påverkas på samma sätt av den fysiska aktiviteten. Det finns inte heller någon skillnad i hur elever som kommer från olika skolkontext påverkas av den fysiska aktiviteten.

    Fulltekst (pdf)
    fulltext
  • 36.
    Balan, Andreia
    et al.
    Helsingborgs kommun.
    Jönsson, Anders
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Bedömning för lärande – en vägledning utifrån aktuell forskning2014Rapport (Annet (populærvitenskap, debatt, mm))
    Fulltekst (pdf)
    fulltext
  • 37.
    Balan, Andreia
    et al.
    Malmö universitet.
    Jönsson, Anders
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik. Högskolan Kristianstad, Forskningsplattformen Lärande i samverkan.
    Relationen mellan lärares intentioner och deras respons till elever: En studie om återkoppling som stöd för matematisk resonemangsförmåga på mellanstadiet2021Inngår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 4, s. 81-113Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Formative feedback has the potential to support student learning and performance. However, teachers sometimes have difficulties realizing their intentions with formative feedback when responding to students’ questions or solutions. If the actual response provided does not agree with the teacher’s intentions, the formative potential may be diminished or lost. The purpose of this study is therefore to investigate whether teachers themselves are able to identify the correspondence between their stated intentions and their actual response to students. Four teachers participated in the study by responding to the mathematical reasoning performed by twelve students in grades 4-5 (the feedback situations were recorded) and then taking part in stimulated-recall interviews. The results show that the teachers were able to identify certain instances of correspondence, and/or differences, between their intentions and how they acted in the feedback situations. The differences identified by the teachers were justified based on the teachers’ individual beliefs – for instance, the belief that some mathematical methods belong to certain grade levels and should not be taught in advance – or on concerns about how the students would react.

    Fulltekst (pdf)
    fulltext
  • 38.
    Barendregt, Wolmet
    et al.
    University of Gothenburg.
    Lindström, Berner
    University of Gothenburg.
    Rietz-Leppänen, Elisabeth
    University of Gothenburg.
    Holgersson, Ingemar
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Ottosson, Torgny
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Development and evaluation of Fingu: a mathematics iPad game using multi-touch interaction2012Inngår i: Proceedings of the 11th International Conference on Interaction Design and Children, New York: ACM Press, 2012, s. 204-207Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    We describe the design background of the mathematics game Fingu for iPad aimed at 4 to 8 year old children. We first describe how Fingu theoretically can support children's development of fundamental arithmetic skills, focusing on conceptual subitizing, the embodiment of numerosity, and finger gnosis. Then we present the results of an exploratory micro-longitudinal study of the game with 11 5- and 6-year old children playing the game for several weeks and being filmed at three occasions. We discuss how their behavior with the game develops over time and can be related to the development of arithmetic skills. Finally we discuss how we will proceed testing the effectiveness of Fingu in a larger controlled study.

    Fulltekst (pdf)
    fulltext
  • 39.
    Beery, Thomas
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Forskningsmiljön Man & Biosphere Health (MABH).
    Childhood collecting in nature: quality experience in important places2016Konferansepaper (Fagfellevurdert)
    Abstract [en]

    There is growing concern for both the decline of direct experience people have with nature, and the quality of that experience. This diminished experience has negative consequences for public awareness and concern for biodiversity and ecosystem health (Miller, 2005). At the same time, a diminished experience of nature appears to have a substantial negative impact on child development (Kahn & Friedman, 1995; Kahn, 2002; Matteo, Barthel, & Lars, 2014; Pyle, 1993; Thomashow, 2002). These concerns are heightened in the urban context where increased urbanization shows a relationship with a reduction in biodiversity and ecosystem health (MA, 2005; Sala et al., 2000). Additional concern comes from studies showing decreasing ecological knowledge among growing urban populations (McDaniel & Alley, 2005; McKinney, 2002). In an attempt to address these concerns and contribute toward a better understanding of the importance of childhood experience of nature, this study investigates one specific example, collecting in nature. Studies show that childhood collecting in nature (the gathering of rocks, shells, feathers, etc. as part of play and free exploration) is a widespread phenomenon (Lekies & Beery, 2013), and yet, very little is understood about this behavior. This study explored the details of childhood collecting in nature with an emphasis on the places of this experience. Participants consisted of a random sample of undergraduate students at a Swedish university (N = 380) participating in a survey focused upon early life outdoor experiences. Responses included multiple choice and Likert scale items, along with data from open-ended questions. In addition, participants were invited to discuss their experience of childhood collecting in greater detail via a semi-structured interview. Fourteen interviews were conducted as follow-up to the survey. Data review considered descriptive statistics, correlations, and regression analysis triangulated with the qualitative data from the open-ended responses and interviews. Results highlight the importance of specific places in the childhood experience of nature, the importance of nearby nature, and further, provide preliminary support for a model for environmental concern (Wolf-Watz, 2015). Ultimately, the study illuminates the idea of childhood development as a cultural ecosystem service and provides implications for nature-based solutions, such as green infrastructure, to support childhood nature experience.

  • 40.
    Beery, Thomas
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Forskningsmiljön Man & Biosphere Health (MABH).
    Urban Nature Needs: Does the Path Through a Nature Center Lead Out the Door?2015Konferansepaper (Fagfellevurdert)
  • 41.
    Beery, Thomas
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Fakulteten för naturvetenskap, Forskningsmiljön Man & Biosphere Health (MABH). Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik.
    What we can learn from environmental and outdoor education during COVID-19: a lesson in participatory risk management2020Inngår i: Sustainability, E-ISSN 2071-1050, Vol. 12, nr 21, s. 9096-Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    COVID-19 has impacted education on all levels, with many institutions turning to online formats to deal with the global public health crisis. This study aims to carefully consider participatory risk management, given concerns about the specific impact of COVID-19 upon environmental and outdoor education. An environmental and outdoor education expedition-style university-based field course at the Laponia World Heritage Site provided the context for considering environmental and outdoor education’s response to COVID-19. Whether or how risk could be effectively managed in the unique setting during the COVID-19 pandemic was explored using action research methodology. A combination of systematic instructor observation, student–instructor communication, and surveys to student participants provided the data to consider the research question. Outcomes underscore the critical role of participatory risk management in environmental and outdoor education settings and highlight the concept of interdependence in environmental and outdoor education risk management. In addition, the research provides support for the action research idea of practitioners as researchers.

    Fulltekst (pdf)
    fulltext
  • 42.
    Beery, Thomas H.
    et al.
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik. Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Fakulteten för naturvetenskap, Forskningsmiljön Man & Biosphere Health (MABH).
    Lekies, Kristi S.
    USA.
    Nature’s services and contributions: the relational value of childhood nature experience and the importance of reciprocity2021Inngår i: Frontiers in Ecology and Evolution, E-ISSN 2296-701X, Vol. 9, s. 1-8, artikkel-id 636944Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    People depend on functioning ecosystems to meet human needs and support well-being across the life span. This article considers the interest in ecosystem service valuation, the growing interest in the benefits of nature experience for children, and ways to bridge these perspectives. We focus on embodied childhood nature experiences: the physical and multisensory experiences that intertwine child and nature. Additionally, we highlight the reciprocal quality of nature and child experience relationship as an example of how this relationship goes beyond the instrumental and demonstrates relational value. Underlying this perspective is the belief that children need to be better represented in the perception and action of ecosystem valuation in environmental policy.

    Fulltekst (pdf)
    fulltext
  • 43.
    Beery, Thomas
    et al.
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik. Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Fakulteten för naturvetenskap, Forskningsmiljön Man & Biosphere Health (MABH).
    Magntorn, Ola
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Pre-service early childhood educator experience in a UNESCO Biosphere Reserve2021Inngår i: Sustainability, E-ISSN 2071-1050, Vol. 13, nr 8, s. 1-20, artikkel-id 4231Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    There has been significant interest in the values and benefits of early childhood nature experiences on children’s well-being and development. One aspect of studying the exposure of children to nature that requires more focus is the role played by early childhood educators. In particular, there is a need for early childhood environmental education training for pre-service educators. This study will explore the use of a UNESCO Biosphere Reserve as an outdoor classroom for early childhood environmental education pre-service professionals. Exploratory quantitative and qualitative descriptive data from a series of three short surveys (pre/post/delayed post) provide a basic overview of pre-service teacher perspectives, experiences, and outcomes of an environmental education intervention. The results indicate that the participating pre-service educators had little to no familiarity with the environmental concepts or the biosphere reserve site before participation in the intervention. The post-intervention and delayed post-intervention results show that pre-service educators perceived that their understanding of the concept had improved. The results also show a perception of the positive role that biosphere reserve sites can play in early childhood education. Three critical implications emerged from the overall quantitative and qualitative results: (1) specific support should be given for early childhood environmental education training; (2) biosphere reserve functions provide support for efforts to improve connections to nature; (3) early childhood education has the potential to support the broadening of the biosphere reserve audience. 

    Fulltekst (pdf)
    fulltext
  • 44.
    Beery, Thomas
    et al.
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik. Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Fakulteten för naturvetenskap, Forskningsmiljön Man & Biosphere Health (MABH).
    Olsson, Matilda Rask
    Vitestam, Moa
    Covid-19 and outdoor recreation management: Increased participation, connection to nature, and a look to climate adaptation2021Inngår i: Journal of Outdoor Recreation, ISSN 2213-0780, E-ISSN 2213-0799, Vol. 36, s. 100457-100457, artikkel-id 100457Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Outdoor recreation management perspectives were investigated based on the general perception of increased public outdoor recreation participation during the Covid-19 pandemic and supported by survey research at local, regional, and national levels in Sweden. There is an interest in how outdoor recreation professionals perceived outdoor recreation by the public during the pandemic and whether professionals could identify specific implications from the Covid-19/outdoor recreation experience. Climate adaptation literature supports the idea that current global challenge coupled with projections for ongoing challenge requires a pro-active approach; this turn to climate adaptation for potential consideration or guidance is based on characteristics that the Covid-19 pandemic shares with climate change. Outdoor recreational professionals' review of a recent public survey and subsequent semi-structured interviews with this group were conducted to obtain outdoor recreation professionals' detailed perceptions on survey outcomes. Results show that the professionals confirm a rapid and significant increase in outdoor recreation participation. Further, professionals identified critical trends in the increase of new or inexperienced outdoor recreation participants. A positive and proactive list of implications emerged as themes of the interviews. A review and synthesis of the themes support the national goals for outdoor recreation in Sweden. Further, results indicate a current opportunity for outdoor recreation to address concerns for diminishing nature experience and support connectedness to nature. The connectedness to nature outcome further strengthens the comparison with climate adaptation strategy given the potential relationship between connectedness to nature and pro-environmental behavior.

    Fulltekst (pdf)
    fulltext
  • 45.
    Beery, Thomas
    et al.
    Högskolan Kristianstad, Forskningsmiljön Man & Biosphere Health (MABH). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Stålhammar, Sanna
    Lund University.
    Jönsson, Ingemar
    Högskolan Kristianstad, Forskningsmiljön Man & Biosphere Health (MABH). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap.
    Wamsler, Christine
    Lund University.
    Bramryd, Torleif
    Lund University.
    Brink, Ebba
    Lund University.
    Ekelund, Nils
    Malmö University.
    Johansson, Michael
    Lund University.
    Palo, Thomas
    SLU.
    Schubert, Per
    Malmö University.
    Perceptions of the ecosystem services concept: opportunities and challenges in the Swedish municipal context2016Inngår i: Ecosystem Services, ISSN 2212-0416, E-ISSN 2212-0416, Vol. 17, s. 123-130Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    A current focus of ecosystem services (ES) implementation is on the municipal level of government where international and national legislation and policies have to be translated into practice. Given this focus, an understanding of perceptions within municipalities of the ES concept is crucial to support the implementation process. Against this background, this paper examines the perceptions of Swedish municipal stakeholders for the ES concept. A 2013 Swedish federal mandate that states that the values of ecosystem services should be considered in relevant decision-making processes, provides a timely context. Current perceptions, preconditions and awareness are explored via interviews and analyses. The results show that the views on the ecosystem services concept and its usefulness are generally very positive. Conceptual knowledge use is perceived as important as is the recognition of monetary valuation of ES. However, clarification of the distinction between implicit and explicit use of the concept by stakeholders is needed. Finally, results indicate that a deeper understanding of monetary valuation of ecosystem services by municipal staff members is connected with a more critical view on monetary valuation. It is concluded that detailed and clear definitions and guidelines are needed in order to support the process of implementing ES in municipalities.

  • 46.
    Belova, Nadja
    et al.
    Tyskland.
    Dittmar, Johanna
    Högskolan Kristianstad.
    Hansson, Lena
    Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap.
    Hofstein, Avi
    Israel.
    Nielsen, Jan Alexis
    Danmark.
    Sjöström, Jesper
    Malmö University.
    Eilks, Ingo
    Tyskland.
    Cross-Curricular Goals and Raising the Relevance of Science Education2017Inngår i: Cognitive and Affective Aspects in Science Education Research: selected Papers from the ESERA 2015 Conference / [ed] Kaisa Hahl et al., Springer, 2017, s. 297-305Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    Relevance’ is one of the most commonly used terms when it comes to reforms in science education. The term is used in manifold ways. It can be understood – among other things – as meeting an interest, fulfilling needs or contributing to intellectual development. Many components of relevant science education go beyond single contents and concepts; many challenges are tied to cross-curricular goals. Specifically, when it comes to the societal and vocational relevance of science education, many demands can only be met when we develop corresponding skills across disciplines and grade levels. This chapter focuses on a set of such cross-curricular goals from a chemistry education perspective, namely, education for sustainability, critical media literacy, innovation competence, vocational orientation and employability. It relates them to the idea of relevant chemistry and science education. Directions for research and curriculum development will be suggested that emerge from taking into account

  • 47. Borghi, A.
    et al.
    De Ambrosis, A.
    Mascheretti, P.
    Albe, V.
    Hemptinne, J.L.
    Magro, A.
    Simonneaux, L.
    Buck, P.
    Fishler, H.
    Méheut, M.
    Redfors, Andreas
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Eskilsson, Olle
    Högskolan Kristianstad.
    Collaborazione di ricercatori europei sulla preparazione degli insegnanti: un esempio2004Inngår i: La Fisica nella Scuola, ISSN 1120-6527, Vol. 37, nr 1, s. 1-20Artikkel i tidsskrift (Fagfellevurdert)
  • 48.
    Brante, Göran
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Aili, Carola
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS). Högskolan Kristianstad, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Nilsson, Lars-Erik
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS). Högskolan Kristianstad, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Ottosson, Torgny
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Validity through closeness. Paper presented at the 5th Anniversary Advances in Qualitative Methods Conference, 29-31 January, in Edmonton, Canada2004Konferansepaper (Fagfellevurdert)
  • 49.
    Brante, Göran
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Asserhed, Ulla
    Linköping Universitet.
    Holmqvist, Mona
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Ottosson, Torgny
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Vernersson, Folke
    Linköpings universitet.
    Andersson, Stefan
    The conception of quality as a foundation for education and learning at upper secondary school: a presentation of a research project. Paper presented at NERA's 31st Congress, 6-9 March, Copenhagen2003Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The aim of the project is to analyse variation in how the concept of quality is conceived. A review of earlier research and of evaluation reports will be made, together with a study of conceptions of quality criteria and of quality in education and learning among different interest groups. A group of newly qualified upper secondary school teachers will be followed, with the aim of describing their experiences regarding aspects of quality, and how these experiences develop. Teachers’ answers to the quesstion »Why do you want to teach?« will be analysed.

  • 50. Christian, Lundahl
    et al.
    Jönsson, Anders
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Klapp, Alli
    Hultqvist, Lina
    Lindh, Julia
    Forsgren, Hanna
    Jaara Åstrand, Johanna
    Fel att låta 24 timmar avgöra elevers betyg2017Inngår i: AftonbladetArtikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
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