hkr.sePublikasjoner
Endre søk
Begrens søket
1 - 45 of 45
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Treff pr side
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
Merk
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    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.

  • 2.
    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)
  • 3.
    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)
  • 4.
    Eskilsson, Olle
    et al.
    Högskolan Kristianstad, Institutionen för matematik och naturvetenskap.
    Helldén, Gustav
    Högskolan Kristianstad, Institutionen för matematik och naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    A longitudinal study on 10-12-year-olds' conceptions of the transformations of matter2003Inngår i: Chemistry education, ISSN 1109-4028, E-ISSN 1109-4028, Vol. 4, nr 3, s. 291-304Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The main aim of this project was to study young people’s ability to use science knowledge when talking about and explaining everyday phenomena involving transformations of matter. Students’ individual knowledge was studied both as their spontaneous explanations and as their explanations with appropriate help in discussions with the researcher or with other students. The framework for learning in this study was a social constructivist perspective of learning. In the project students discussed everyday phenomena with peers and with the researcher. The role of the discourse was stressed in the interviews as well as the development of students’ use of their mental models when explaining everyday phenomena. Data were gathered through four interviews with each one of 40 students, between 9 and 11 years of age.. The development of the basic particle model was one of the themes during the instructional units. Other recurrent themes were states of matter, gases and chemical reaction. Most of the students were able to use knowledge of science when talking about known everyday phenomena. Almost all of the students in the group developed the use of their own mental models during the project.

  • 5.
    Eskilsson, Olle
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö.
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö.
    Communication and learning in science lessons2009Inngår i: Ämnesdidaktiska brobyggen: didaktiska perspektiv inom lärande och forskning / [ed] Bengt Schüllerqvist, Margaretha Ullström & Sten-Olof Ullström, Karlstad: Karlstad University Press , 2009, s. 110-122Konferansepaper (Annet vitenskapelig)
  • 6.
    Granklint Enochson, Pernilla
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Lindahl, Britt
    Högskolan Kristianstad, Institutionen för matematik och naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Students' understanding about the function of human body in relation to their own health2007Konferansepaper (Fagfellevurdert)
  • 7.
    Granklint Enochson, Pernilla
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Lindahl, Britt
    Högskolan Kristianstad, Institutionen för matematik och naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Students' understanding about the water transportation in the human body and their understanding of why water is healthy for them2008Konferansepaper (Fagfellevurdert)
  • 8.
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    A longitudinal study of pupils' conceptualisation of the role of the flower in plant reproduction2000Inngår i: Research in didaktik of biology: proceedings of the Second Conference of European Researchers in Didaktik of Biology, University of Göteborg, November 18-22, 1998 / [ed] Björn Andersson, Ute Harms, Gustav Helldén, Maj-Lis Sjöbeck, Göteborg: Institutionen för pedagogik och didaktik, Göteborgs universitet , 2000, s. 47-59Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In a five-year longitudinal study, 25 pupils were interviewed individually at the age of 10y, 11y, 13y and 15 years of age about the role of flowers in plant reproduction. At age 15, each pupil listened to what they had said four years earlier and described how they thought their understanding had developed. All interviews were tape-recorded and the audiotapes transcribed verbatim. Analysis of the interview data and the descriptions of the pupils’ differential conceptual development were grounded in Ausubel’s theory of meaningful learning. At the beginning of the study the pupils expressed human-centred ideas. They commonly used anthropomorphic and teleological reasoning to explain the flower’s role in plant reproduction. Each pupil’s conceptual development from ages 11 to 15 could be described by one of four categorisations. Six pupils expressed alternative ideas all of the interviews. Many pupils had undifferentiated ideas of pollination and seed dispersal. Conceptions of the role of the flower in plant reproduction at age 10y were used as a basis for later conceptual development. An early introduction of some scientific concepts can help students develop deeper understandings of ecological processes. It is important to illuminate pupils’ expressions and ideas of science phenomena, give them opportunities to reflect on their ideas and encourage them to compare their conceptualisations with other explanations.

  • 9.
    Helldén, Gustav
    Högskolan Kristianstad, Institutionen för matematik och naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    A study of recurring core developmental features in students’ conceptions of some key ecological processes2004Inngår i: Canadian Journal of Science, Mathematics and Technology Education, ISSN 1492-6156, E-ISSN 1942-4051, Vol. 4, nr 1, s. 59-76Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this 6-year longitudinal study, 24 students were interviewed 11 times, between the ages of 9 and 15, to learn about their understanding of ecological processes. Students were asked about their conceptions of three topics: (a) the conditions for life of plants in a sealed transparent container, (b) the decomposition of leaves on the ground, and (c) the role of flowers in plant reproduction. At ages 15 and 19, the students listened to what they had said about these topics as 11? and 15?year?olds. They were then asked to state how they thought their understanding had developed. The interviews were analysed using principles from Ausubel's (1978) theory of meaningful learning. Characteristic individual themes in the students? conceptions could be followed year by year, especially with respect to their understanding of the cycles in nature. After the students had listened to their earlier interviews, they would often refer to experiences from an early age that they mentioned again and again. The analysis of students? descriptions of themselves as learners also made it possible to discern their different views of learning about ecological processes. In this 6?year longitudinal study, 24 students were interviewed 11 times, between the ages of 9 and 15, to learn about their understanding of ecological processes. Students were asked about their conceptions of three topics: (a) the conditions for life of plants in a sealed transparent container, (b) the decomposition of leaves on the ground, and (c) the role of flowers in plant reproduction. At ages 15 and 19, the students listened to what they had said about these topics as 11? and 15?year?olds. They were then asked to state how they thought their understanding had developed. The interviews were analysed using principles from Ausubel's (1978) theory of meaningful learning. Characteristic individual themes in the students? conceptions could be followed year by year, especially with respect to their understanding of the cycles in nature. After the students had listened to their earlier interviews, they would often refer to experiences from an early age that they mentioned again and again. The analysis of students? descriptions of themselves as learners also made it possible to discern their different views of learning about ecological processes.

  • 10.
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Elevers kunskapsutveckling och förståelse av ekologiska processer2013Bok (Annet vitenskapelig)
    Abstract [sv]

    Bokens innehåll bygger på en longitudinell studie då författaren följde hur enskilda elevers förståelse av ekologiska processer utvecklades från årskurs två till årskurs åtta i grundskolan samt hur eleverna såg på sin kunskapsutveckling i början av sista terminen på gymnasiet. Författaren beskriver och diskuterar elevers förståelse av ett antal ekologiska fenomen som handlar om villkor för liv, växande och nedbrytning i naturen samt om blommans roll.

    Några av frågorna som ställs i boken är:

    • Vilka föreställningar har elever om de gröna växternas villkor för liv och växande?

    • Vad föreställer sig elever att det händer med döda växter på marken? Hur uppfattar de att jord bildas?

    • Hur föreställer sig elever att tillväxten från frö till fullbildad växt går till?

    • Vilka tankar har elever om blommans roll?

    Boken vänder sig till lärarstudenter och yrkesverksamma lärare.

  • 11.
    Helldén, Gustav
    Högskolan Kristianstad, Institutionen för matematik och naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Exploring understandings and responses to science: a program of longitudinal studies2005Inngår i: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 35, nr 1, s. 99-122Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper will report on the development of a research program by a group of science educators at Kristianstad University, which has its roots in a longitudinal study I conducted concerning students’ developing understandings of ecological processes. Following the insights generated in this first study concerning the nature of student understandings, and the potential of the longitudinal design, a research group has developed at Kristianstad which has extended this work into related areas. This paper will describe my own work and its development, and link it with three projects that use a longitudinal design, which we have subsequently undertaken and in some cases completed. The emphasis within the paper will be on the findings generated by these studies on student learning and response to science, and the particular features of the longitudinal design that allow such insights to emerge. The paper will explore patterns of change, and continuity, as a way of appreciating the particular contributions of longitudinal studies.

  • 12.
    Helldén, Gustav
    Högskolan Kristianstad, Institutionen för matematik och naturvetenskap.
    Lärande och undervisning i naturvetenskap2001Inngår i: Forskningen i skolan, skolan i forskningen: ett möte på lika villkor : dokumentation från forskningssymposium i Malmö 25 januari 2001 / [ed] Andræ Thelin, Annika, Stockholm: Statens skolverket , 2001, s. 28-29Konferansepaper (Annet vitenskapelig)
  • 13.
    Helldén, Gustav
    Högskolan Kristianstad, Institutionen för matematik och naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Personal context and continuity of human thought as recurrent themes in a longitudinal study2003Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 47, nr 2, s. 205-217Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The present study of personal context and continuity in 23 students' thinking builds upon data from a longitudinal study of the students' conceptualisations of ecological processes. Each student was interviewed 11 times from age 9-15 about these processes. At the ages of 15 and 19, the students listened to what they said at the age of 11 and 15, respectively, and described how they thought their understanding had developed. The occurrence of charac teristic individual elements in the students' conceptions can be followed as themes in the interviews year by year. The students could, as 15- and 19-year-olds, often reveal concrete experiences from an early age that they referred to repeatedly in the interviews. Even if there was a substantial conceptual development, there was also a very strong element of personal continuity. Conceptions that had developed at an early age seemed to be important for future conceptual development.

  • 14.
    Helldén, Gustav
    Högskolan Kristianstad, Institutionen för matematik och naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Personal context and continuity of human thought: recurrent themes in a longitudinal study of pupils' understanding of scientific phenomena2001Inngår i: Research in science education: past, present, and future / [ed] Helga Behrendt..., Dordrecht: Kluwer Academic , 2001, s. 107-112Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This study of personal context and continuity in twenty-three pupils' thinking builds upon data from a longitudinal study of pupils' conceptualisations of conditions for life, decomposition and the role of the flower. Each pupil was interviewed eleven times between the age of 9-15. At age 15 and 19, each pupil listened to what they had said four years earlier and described how they thought their understanding had developed. The occurrence of characteristic, individual elements of a content or structural nature can be followed through the interviews, year by year. As 15 and 19-year-olds, the pupils could recognise statements in the interviews as results of experiences from an early age. It is possible to follow a characteristic, individual theme in most of the interviews. Conceptions developed at an early age appeared to be important to future conceptual development. Early introduction of some scientific concepts would help pupils to develop a deeper understanding.

  • 15.
    Helldén, Gustav
    Högskolan Kristianstad, Institutionen för matematik och naturvetenskap.
    Students' reflections over their understanding of ecological processes2004Inngår i: Learning to change our world?: Swedish research on education & sustainable development / [ed] Per Wickenberg..., Lund: Studentlitteratur , 2004, s. 231-245Kapittel i bok, del av antologi (Fagfellevurdert)
  • 16.
    Helldén, Gustav
    Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Studies of the development of students' understanding of ecological phenomena2012Inngår i: Science education research and practice in Europe: retrospective and prospective / [ed] Doris Jorde & Justin Dillon, Rotterdam: Sense Publishers, 2012, s. 91-113Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    Following an intensive debate on the advisability of building a refuse disposal unit in the town of Kristianstad, Sweden, local people started to discuss what would happen to the residue from refuse incineration. From the debate it was evident that there was limited knowledge of what actually happens to refuse in general. Many thought that the matter would disappear, except for a small residue of ash. There was, in many cases, no recognition of the existence of waste gas. Most people found it difficult to realize that all matter still existed after combustion. This became a challenge for us as teachers and teacher educators. Is not this a kind of knowledge that citizens should acquire at school?

  • 17.
    Helldén, Gustav
    Högskolan Kristianstad, Institutionen för matematik och naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    To develop an understanding of the natural world in the early ages1997Inngår i: Growing up with science: developing early understanding of science / [ed] Kjell Härnqvist and Arnold Burgen, London: Jessica Kingsley for Academia Europaea , 1997, s. 186-199Konferansepaper (Fagfellevurdert)
  • 18.
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö.
    Ämnesdidaktisk forskning om lärande och undervisning i naturvetenskap2009Inngår i: Ämnesdidaktiska brobyggen: didaktiska perspektiv inom lärande och forskning / [ed] Bengt Schüllerqvist, Margaretha Ullström & Sten-Olof Ullström, Karlstad: Karlstad University Press , 2009, s. 22-46Konferansepaper (Annet vitenskapelig)
  • 19.
    Helldén, Gustav
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Sofia
    Önnestad School, Kristianstad.
    Students' early experiences of biodiversity and education for a sustainable future2008Inngår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 4, nr 2, s. 123-131Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In order to be able to help students to read nature and to get an ability to discern both biodiversity in different contexts and changes in the environment we need to investigate how they experience biodiversity and how they discern different components in an ecosystem. Therefore, we undertook an interview-study of fifteen 10-12 year old students’ experiences of biodiversity and how they discerned organisms in different ecosystems. We analysed how they described the organisms and how they referred to experiences from everyday life. After two years we interviewed the students about what they said in the initial interview. Experiences of biodiversity at an early age seemed to be important for the future development of their understanding. It is important, both to give children early experiences of biodiversity in nature and to take students’ early ideas into consideration in teaching for lifelong learning and for a sustainable future.

  • 20.
    Helldén, Gustav
    et al.
    Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap.
    Högström, Per
    Luleå tekniska universitet.
    Jonsson, Gunnar
    Luleå tekniska universitet.
    Karlefors, Inger
    Luleå tekniska universitet.
    Vikström, Anna
    Luleå tekniska universitet.
    Vägar till naturvetenskapens värld: ämneskunskap i didaktisk belysning2015 (oppl. 2)Bok (Annet vitenskapelig)
    Abstract [sv]

    Bokens författare börjar med att behandla de små atomerna, därefter cellen och villkoren för några olika livsformers liv och växande, och avslutar i ekosystemen och våra mänskliga samhällen. Deras utgångspunkt är övertygelsen om att det naturvetenskapliga ämnesinnehållet ska behandlas tillsammans med de ämnesdidaktiska frågorna.Den didaktiska belysningen är inspirerad av variationsteorin, en teori om lärande som utgår från att variationen är en viktig förutsättning för att vi ska kunna urskilja saker i vår omvärld. Fokus ligger här på ”lärandets objekt”, det vill säga det som eleverna förväntas lära sig, hur detta lärande görs möjligt och vad eleverna sedan faktiskt lär sig.Boken är främst tänkt som kurslitteratur inom lärarutbildningen och grundläggande fortbildningar för förskollärare och lärare. Den kan också användas i olika barnledarutbildningar inom natur- och fritidssektorn. Intresserade lärare som vill bredda sina kunskaper i ämnet kan också ha stor glädje av boken.Denna nya upplaga har kompletterats med två nya kapitel: ett grundläggande från fysikens område och ett om rymden.

  • 21.
    Helldén, Gustav
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Jonsson, Gunnar
    Luleå tekniska universitet.
    Karlefors, Inger
    Luleå tekniska universitet.
    Vikström, Anna
    Luleå tekniska universitet.
    Vägar till naturvetenskapens värld: ämneskunskap i didaktisk belysning2010Bok (Annet vitenskapelig)
    Abstract [sv]

    Det är viktigt att ge lärare i förskolan och grundskolans tidiga del en fördjupad kunskap om möjligheten att ge barn positiva upplevelser och förståelse av grundläggande naturvetenskapliga fenomen. Därmed läggs grunden för ett livslångt lärande om dessa fenomen. Denna bok vill ge lärare och lärarstudenter kunskap i naturvetenskap samt ge förslag på undervisning som kan stödja och stimulera barns lärande.

  • 22.
    Helldén, Gustav
    et al.
    Högskolan Kristianstad, Institutionen för matematik och naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Lindahl, Britt
    Högskolan Kristianstad, Institutionen för matematik och naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Redfors, Andreas
    Högskolan Kristianstad, Institutionen för matematik och naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Lärande och undervisning i naturvetenskap: en forskningsöversikt2005Bok (Annet vitenskapelig)
  • 23.
    Helldén, Gustav
    et al.
    Högskolan Kristianstad, Institutionen för matematik och naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Solomon, Joan
    The Open University, Milton Keynes.
    The persistence of personal and social themes in context: long- and short-term studies of students' scientific ideas2004Inngår i: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 88, nr 6, s. 885-900Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this paper we will examine the persistence of “misconceptions.” We used data from a longitudinal study of personal ideas in 24 students' thinking about ecological processes. The results show students often speaking about personal experiences dating from an early age, to which they had also referred in similar interviews conducted years before. These data are compared with results from a different study of middle school physics students' thinking about energy and steam engines. After the new learning had been “successfull” completed and assessed, old ideas returned. These findings are used to set up a theoretical basis for understanding the longitudinal results. Findings from memory studies are shown to explicate the long-term effects of the passage of time and prompts for the recall of scientific concepts.

  • 24.
    Helldén, Gustav
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Tyler, Russel
    Deakin University, Melbourne.
    Insights into student learning in science: the contribution of longitudinal studies2008Inngår i: Promoting successful science education - the worth of science education research: a collection of invited papers inspired by the 19th Symposium on Chemical and Science Education held at the University of Dortmund, 22-24 May 2008, Aachen: Shaker Verlag , 2008Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    This contribution will present longitudinal studies of student learning in science to show the particular strengths of longitudinal study designs to generate insights into student learning that are opaque in studies with a cross-sectional design. The studies presented here were carried out in different educational systems with varied time spans and ages. The studies have in common a careful gathering of data about the development of students' understanding of scientific phenomena mostly through interviews. In some cases the students have been interviewed about the development of their own understandings and of themselves as learners using previous interviews as stimulus data. The studies illustrate that the development of students' understanding should not be seen in strictly conceptual terms but are best understood as involving broader elements of beliefs, memory, mental models, epistemological reasoning, experiences from everyday life, and students’ sense of themselves as learners and knowers. The particular strength of studies with a long-term design is the possibility they offer to develop a richer and more complete description of students’ learning in science through the tracing of continuities in these personal contextual factors during the process of change. Such studies will contribute to a more complete description of students’ learning in science. We will also explore methodological issues associated with the realisation and analysis of such longitudinal design studies.

  • 25.
    Holgersson, Ingemar
    et al.
    Högskolan Kristianstad, Institutionen för matematik och naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Lindner, Ann-Charlotte
    Högskolan Kristianstad, Institutionen för matematik och naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Löfgren, Lena
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Barns förståelse av materia och dess transformationer2000Inngår i: Undervisning i naturvetenskap ur kultur-, teknologi- och miljöperspektiv: rapport från det sjätte nordiska forskarsymposiet om undervisning i naturvetenskap i skolan, Joensuu 12-16 juni 1999 / [ed] Aho, Lerna, Viiri,Jouni, Joensuu: Joensuu universitet, pedagogiska fakulteten , 2000, s. 376-383Konferansepaper (Fagfellevurdert)
  • 26.
    Löfgren, Lena
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    A longitudinal study on the development of children's ideas about transformations of matter in different contexts2003Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In order to develop successful teaching approaches of transformations of matter, we need to know more about how young students develop understanding of these processes. In this longitudinal study I follow, mainly through interviews, 20 children from 7 to 11 years of age. I have chosen to examine the development of ideas about matter transformation of three different phenomena; one biological, one chemical and one physical. An early introduction of the concept of molecule is also made. Depending of the phenomenon some children in different ways use the molecule as a tool for understanding, while others do not. The children develop understanding of the different phenomena quite differently. They rely directly on their experiences when explaining the phenomena and the development of words and language seems extremely important. To understand the challenges that children meet trying to understand scientific explanations it is important to know about the complexity and individual variety of learning. A longitudinal study like this with a qualitative analysis has got the chance to catch this complexity and variation.

  • 27.
    Löfgren, Lena
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    A longitudinal study showing how students use a molecule concept when explaining everyday situations2009Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 31, nr 12, s. 1631-1655Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this paper we present results from a 10-year (1997-2006) longitudinal study in which we, by interviews once or twice every year, followed how students, throughout the compulsory school, developed their understanding of three situations in which transformations of matter occur. We believe that students have to meet scientific ideas early in order to gradually, in social cooperation with classmates, friends, teachers, and other grown-ups, elaborate the meaning of a concept. We followed 23 students all born in 1990. In 1997 we introduced the idea of the particulate nature of matter. We have conducted interviews allowing students to explain the transformation of matter in fading leaves left lying on the ground, burning candles, and a glass of water with a lid on. In the interview at 16 years of age, less than one-fifth of the students use molecular ideas in scientifically acceptable ways. The overall conclusion is that most students do not connect the knowledge they gain in school about the particulate nature of matter to these everyday situations. On the other hand, the students seem capable of using a simple particle model and the model can help them understand the invisible gas state. The question of how to use this capability in order to develop students' scientific ideas is still not solved and more research is argued for.

  • 28.
    Löfgren, Lena
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    A longitudinal study showing students' use of molecule concept in explaining transformations of matter2007Konferansepaper (Fagfellevurdert)
  • 29.
    Löfgren, Lena
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    A study showing students' use of molecule concept in explaining transformations of matter2007Konferansepaper (Fagfellevurdert)
  • 30.
    Löfgren, Lena
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Elever lär om materieomvandlingar2006Konferansepaper (Fagfellevurdert)
  • 31.
    Löfgren, Lena
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Following how students from age 7 to 16 use their experiences when developing their ideas about transformations of matter2008Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this paper we present results from a 10 year longitudinal study with the aim to investigate how students use experiences when they develop their ideas about decomposition, burning, evaporation, and condensation. The theoretical framework of this study builds upon social constructivist perspectives. In our study (1997-2006) we have followed 23 students all born in 1990. We have conducted interviews allowing the students to explain the transformation of matter in fading leaves left lying on the ground, burning candles, and a glass of water with a lid on. Most students make progress in describing and explaining the situations in the first years of the study. Then there is a vast spread in the students’ capability to use their experiences and science taught in school in productive ways to improve their understanding of transformations of matter. We discuss the implications for science education research, compulsory school science curricula, and school science education out of these findings.

  • 32.
    Löfgren, Lena
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Following young students' understanding of three phenomena in which transformations of matter occur2008Inngår i: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 6, nr 3, s. 481-504Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In order to develop successful teaching approaches to transformations of matter, we need to know more about how young students develop an understanding of these processes. In this longitudinal study, we followed 25 students from 7 to 13 years of age in their reasoning about transformations of matter. The questions addressed included how the students_ understanding of transformations of matter changed and how we can make sense of individual learning pathways. In interviews performed once or twice every year the students described and explained three situations: fading leaves left on the ground, a burning candle, and a glass of water covered with a glass plate on which some mist had formed. When analysing the interviews, we found a common pathway of how the students_ ideas changed over the years in each one of the situations. When analysing individual student_s interviews with Ausubel_s assimilation theory we could discern subordinate, superordinate and combinatorial learning. How these findings can contribute to an improvement of teaching about transformations of matter is discussed.

  • 33.
    Löfgren, Lena
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    How students' understanding of transformations of matter in three different contexts grow from the age of seven to thirteen2004Konferansepaper (Fagfellevurdert)
  • 34.
    Löfgren, Lena
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Students' reflections on their own ideas about transformations of matter2005Konferansepaper (Fagfellevurdert)
  • 35.
    Magntorn, Ola
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Beside the pond: Students' ability to read nature2005Inngår i: Naturfagsdidaktikkens mange facetter: proceedings fra Det 8. Nordiske Forskersymposium om undervisningen i naturfag / [ed] Lisbeth Bering, Copenhagen: Danmarks Pedagogiske Universitets Forlag , 2005Konferansepaper (Annet vitenskapelig)
  • 36.
    Magntorn, Ola
    et al.
    Högskolan Kristianstad, Institutionen för matematik och naturvetenskap.
    Helldén, Gustav
    Högskolan Kristianstad, Institutionen för matematik och naturvetenskap.
    Reading nature: experienced teachers’ reflections on a teaching sequence in ecology : implications for future teacher training2006Inngår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, nr 5, s. 67-82Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article explores experienced primary teachers views on teaching for ‘reading nature’. The concept ‘reading nature’ has to do with an ability to recognise organisms and relate them to material cycling and energy flow in the specific habitat which is to be read. It has to do with the natural world that we face outside and the tools we have are our experiences from previous learning situations both in and out-of-doors. The teachers were asked to comment on the content of a CD-ROM with teaching sequences from a primary class studying a river ecosystem. Perceptions that teachers held were found to be supportive but complex and varied regarding the possibilities and advantages of implementing this type of teaching design in the everyday classroom. The paper finishes by identifying some implications for teacher training to support fieldwork and ecological literacy in primary schools in the future.

  • 37.
    Magntorn, Ola
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Reading nature from a bottom-up perspective2006Inngår i: Proceedings from The Second International Conference on concept Mapping / [ed] Canas, Novak, San José, Costa Rica: Universidad de Costa Rica , 2006Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 38.
    Magntorn, Ola
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Reading nature from a 'bottom-up' perspective2007Inngår i: Journal of Biological Education, ISSN 0021-9266, E-ISSN 2157-6009, Vol. 41, nr 2, s. 68-75Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper reports on a study of ecology teaching and learning in a Swedish primary school class (age 10-11 yrs). A teaching sequence was designed to help students read nature in a river ecosystem. The teaching sequence had a 'bottom up' approach, taking as its starting point a common key organism - the freshwater shrimp. From this species and its ecology, the perspective was broadened to involve studies of the interrelations between organisms and finally to the relationship between biotic and abiotic factors. A large part of the instruction took place outdoors. Students were interviewed three times during the course when they were presented with a tray full of objects (both biotic and abiotic) from the ecosystem. The students' task was to name and describe the objects and then to link them up in as many relevant ways as possible, explaining the reasons for the links. The interviews have been transcribed onto concept maps and SOLO-taxonomy was used to illustrate their developing ecological understanding. Results indicate how students related several abstract processes and correlations back to the key organism studied early in the teaching sequence.

  • 39.
    Magntorn, Ola
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Reading new environments: students' ability to generalise their understanding between different ecosystems2007Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 29, nr 1, s. 67-100Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper is based on a study of how students' read nature in different ecosystems. Its focus is on ecology and the context is outdoors. This literacy has to do with an ability to recognise organisms and relate them to material cycling and energy flow in the specific habitat that is to be read. A teaching sequence was designed in order to develop a class of secondary students' ability to read nature in a forest ecosystem. After instruction they were taken to another ecosystem, a pond where they were asked to read the new environment. The main goal was to follow to what extent they can transfer their understanding from one ecosystem to another. The study is based on recorded interviews, field work, and classroom activities, and it shows the importance of learning general patterns in nature and relating them to functional groups of organisms in an ecosystem.

  • 40.
    Magntorn, Ola
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Student-teachers' ability to read nature: reflections on their own learning in ecology2005Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 27, nr 10, s. 1229-1254Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper addresses student-teachers' ability to read nature in a woodland habitat before and after a 10-week ecology course. Reading nature is our definition of the ability to observe, describe and explain basic ecology in the field. Data consists of field-based pre-course and post-course interviews followed up by metacognitive interviews where students analyse their own learning. A bi-dimensional coding scheme is adopted to examine the range and development of students' ability to read nature. Students find it important to know the ecology of a few key species and they recognize the importance of having learned the language of ecology - ecologish - helping them to describe and discuss ecology. Students generally recognize the excursions as key learning situations in ecology education but they give different reasons for finding excursions so important. This variation will be elaborated in the paper together with the implications for teaching ecology.

  • 41.
    Thulin, Susanne
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik.
    Helldén, Gustav
    Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Opening doors for learning ecology in preschool2011Inngår i: Educational encounters: Nordic studies in early childhood didactics / [ed] N. Pramling & I. Pramling Samuelsson, Dordrecht: Springer , 2011, s. 65-84Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    The purpose of this chapter is to give examples of what emergent science can mean for preschool practice. Children are seen as active in their own learning in communication with others. They experience the world around them with curiosity including a special sensitivity, alertness and a sense of wonder. Empirical examples which are reported build on teachers’ and 3 to 6 years old children’s work with “animals in a tree stump”. Children’s experiences of ecological phenomena are related to their interaction with the teachers. The analysis shows that children have a growing curiosity to learn more about different scientific phenomena. There is a need for teachers to recognise and use the possibilities to challenge children to develop deeper understanding of a scientific content area. If teachers meet children’s questions seriously such an approach can be a foundation for the development of children’s understanding, a lifelong learning and learning for a sustainable future.

     

    Empirical examples which are used built on a preschool’s work with ‘animals in a tree stump’ with special relations to organisms need for food, space, water and air. We will also discuss the characterizations of air, food and water in relation to children’s’ experiences and teachers interactions. Children three to six years old and teachers take part in the study.

     

    The analysis shows that children have a growing curiosity to learn more about different scientific phenomenons. It is also showed that there is a need for teachers to recognise and to use the possibilities to challenge children to develop deeper understanding of scientific phenomenon. If teachers meet children’s questions seriously it could be a foundation for lifelong and sustainable learning.

  • 42.
    Thulin, Susanne
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Teachers and children communicate about ecological phenomena in a Swedish prescool2010Konferansepaper (Fagfellevurdert)
    Abstract [en]

    On the basis of an increasing awareness about the importance of ecological questions and the need for a sustainable development, it has been argued that Swedish preschool children shall develop knowledge also about natural science. One important aspect of this is to make ecological phenomena visible in children’s every day life. The aim of the present paper is to report on a study of verbal communication between teachers and children in preschool about ecological phenomena. Children are here seen as active in their own learning and that develops on the basis of their own experiences in communication with the surrounding world. 21 children (3-6 years) and three teachers participate in the study. Six of the 21 children do not have Swedish as their first language.  A preschool unit was followed by video observation during two months when working on themes about life in a tree stump and decomposition of leaves. Focusing the verbal communication the data observations have been transcribed. Then the transcriptions were analysed from the know-what and the know-how aspect of learning. The result is presented on the basis of the communication of the what-perspective and is discussed in terms of what is noticed and how the children’s understandings are communicated.  Finally we discuss the connections between children’s ability to understand and communicate their observations, as well as the role of the preschool teacher and education for a sustainable development.

  • 43.
    Thulin, Susanne
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Vad händer med lärandets objekt i förskolan?: En fallstudie av hur lärare i förskolan kommunicerar naturvetenskapliga fenomen2006Inngår i: Naturfagsdidaktikkens mange facetter: Proceedings fra den 8. nordiske forskersymposium om undervisning i naturfag / [ed] L Bering, J Dolin, L B Krogh, J Solberg, H Sorensen & R Troelsen, Köpenhamn: Danmarks Pædagogiske Universitets Forlag , 2006, s. 503-509Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 44.
    Thulin, Susanne
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Vad händer med naturvetenskapen i förskolan?: En studie av hur lärare i förskolan kommunicerar naturvetenskapliga fenomen2006Konferansepaper (Fagfellevurdert)
  • 45.
    Wickenberg, Per
    et al.
    Lund university.
    Axelsson, HarrietMalmö university.Fritzén, LenaVäxjö university.Helldén, GustavHögskolan Kristianstad, Institutionen för matematik och naturvetenskap.Öhman, JohanÖrebro university.
    Learning to change our world?: Swedish research on education & sustainable development2004Collection/Antologi (Fagfellevurdert)
1 - 45 of 45
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf