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  • 1.
    Areskoug, Mats
    et al.
    Malmö högskola.
    Ekborg, Margareta
    Malmö högskola.
    Lindahl, Britt
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Rosberg, Maria
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Naturvetenskapens bärande idéer: för lärare F-62013Book (Other academic)
    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.

  • 2.
    Ekborg, Margareta
    et al.
    Malmö Högskola.
    Ideland, Malin
    Malmö Högskola.
    Lindahl, Britt
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Malmberg, Claes
    Malmö Högskola.
    Ottander, Christina
    Umeå Universitet.
    Rosberg, Maria
    Kristianstad University, School of Education and Environment. Kristianstad University, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Samhällsfrågor i det naturvetenskapliga klassrummet2012Book (Other academic)
    Abstract [sv]

    Ska man vaccinera sig mot influensa, även om det finns risk för biverkningar? Är strålningen från mobiltelefoner farlig eller inte? Och vad stoppar vi i oss? Kan vi lita på att maten vi köper är bra?

    Även om de flesta grundskoleelever inte kommer att välja en naturvetenskaplig yrkesbana kommer de att möta den här typen av frågor, som kallas för samhällsfrågor med naturvetenskapligt innehåll (SNI). Denna bok erbjuder både en teoretisk ram och konkreta exempel på hur man kan jobba med SNI i skolan.

    Elever tycker ofta att frågorna är intressanta, men de fastnar lätt i att diskutera personliga värderingar och det finns en risk att det naturvetenskapliga innehållet och samhällskontexten går förlorad. Läraren behöver därför stödja eleverna i arbetet med att formulera frågor, arbeta källkritiskt, argumentera, planera undersökningar samt värdera resultat och information. Syftet med arbetsmetoderna är att stärka elevernas möjligheter att använda sig av dessa kunskaper i vardagslivet

    Författarna har under tre år bedrivit ett forskningsprojekt om SNI i grundskolan. Erfarenheter och resultat från detta projekt ligger till grund för boken.

  • 3.
    Granklint Enochson, Pernilla
    et al.
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Lindahl, Britt
    Kristianstad University, Department of Mathematics and Science. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Students' understanding about the function of human body in relation to their own health2007Conference paper (Refereed)
  • 4.
    Granklint Enochson, Pernilla
    et al.
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Lindahl, Britt
    Kristianstad University, Department of Mathematics and Science. Kristianstad University, Research environment 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 them2008Conference paper (Refereed)
  • 5.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Lindahl, Britt
    Kristianstad University, Department of Mathematics and Science. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Apropå Fuglesang: världsbilder och rekryteringen till naturvetenskapliga/tekniska utbildningar2007In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 3, no 2, p. 99-106Article in journal (Refereed)
    Abstract [en]

    In connection to the astronaut Christer Fuglesang’s space flight, different stakeholders have expressed a hope that this event will increase the interest among youths for science and technology studies. The modernistic and technique positive discourse that is used is however not unproblematic in this situation. In the article this is exemplified with students’ views concerning the possibility that humans in the future will be able to live on other planets. This is something that, during an interview, was mentioned by Fuglesang as the main reason for space flights.

  • 6.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Lindahl, Britt
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Elevers sätt att hantera naturvetenskapen: Några fallbeskrivningar med fokus på världsbild2008Conference paper (Refereed)
  • 7.
    Hansson, Lena
    et al.
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Lindahl, Britt
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    “I have chosen another way of thinking”: students' relations to science with a focus on worldview2010In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 19, no 9, p. 895-918Article in journal (Refereed)
    Abstract [en]

    The article builds upon a study where students' relations to science are related to their worldviews and the kind of worldviews they associate with science. The aim of the study is to deepen our knowledge of how worldview and students' ways to handle conflicts between their own worldview and the worldview they associate with science, can add to our understanding of students' relations to science. Data consists of students' responses to a questionnaire (N = 47) and to interviews (N = 26). The study shows that for students who have a high ability in science, those who have taken science-intense programmes in upper secondary school to a higher extent than others have worldviews in accordance with the worldviews they associate with science. This indicates that students who embrace a worldview different from the one they associate with science tend to exclude themselves from science/technology programmes in Swedish upper secondary school. In the article the results are presented through case studies of single individuals. Those students' reasoning is related to the results for the whole student group. Implications for science teaching and for further research are discussed.

  • 8.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Lindahl, Britt
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Students' presuppositions of what the world is like and their interest in choosing a science profile in their studies2007Conference paper (Refereed)
  • 9.
    Helldén, Gustav
    et al.
    Kristianstad University, Department of Mathematics and Science. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Lindahl, Britt
    Kristianstad University, Department of Mathematics and Science. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Redfors, Andreas
    Kristianstad University, Department of Mathematics and Science. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Lärande och undervisning i naturvetenskap: en forskningsöversikt2005Book (Other academic)
  • 10.
    Jönsson, Anders
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Ekberg, Margareta
    Malmö högskola.
    Lindahl, Britt
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Löfgren, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Bedömning i NO: grundskolans tidiga år2013Book (Other academic)
    Abstract [sv]

    Undervisning i biologi, fysik och kemi ska ge eleverna förutsättningar att bland annat ta ställning i frågor med naturvetenskapligt innehåll, genomföra undersökningar och använda begrepp för att beskriva och förklara olika fenomen och sammanhang. Men hur vet man i vilken utsträckning eleverna har utvecklat dessa förmågor? Och hur kan man stödja elevernas fortsatta utveckling?

    I den här boken diskuteras vilka aspekter som ska bedömas i förhållande till de förmågor som beskrivs i kursplanerna för NO-ämnena samt hur bedömningen kan genomföras för att hjälpa eleverna att utveckla dessa förmågor. Huvudfokus ligger på strategier för formativ bedömning – hur man kommunicerar förväntningar till eleverna, ger konstruktiv återkoppling och låter eleverna arbeta med själv- och kamratbedömning – men boken tar även upp skriftliga omdömen, betyg, likvärdighet, nationella prov och sambedömning. 

    Boken riktar sig i första hand till lärare, och blivande lärare, som undervisar i NO-ämnena i grundskolans årskurs 1–6. En stor del av innehållet är dock relevant även för andra årskurser och andra ämnen. Författarna har varit ansvariga för utvecklingen av Skolverkets diagnosmaterial i NO för årskurs 1–6 (DiNO) samt medverkar i konstruktionen av de nationella proven i biologi, fysik och kemi för årskurs 6.

  • 11.
    Lindahl, Britt
    Kristianstad University, Department of Mathematics and Science.
    Hur ska vi få fler att välja naturvetenskap och teknik?2004In: Krut : kritisk utbildningstidskrift, ISSN 0347-5409, Vol. 114, no 2, p. 64-72Article in journal (Other academic)
  • 12.
    Lindahl, Britt
    Kristianstad University, Department of Mathematics and Science. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Lust att lära naturvetenskap och teknik?: en longitudinell studie om vägen till gymnasiet2003Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of the study was to follow a group of pupils from the age of twelve until they leave lower secondary school at the age of sixteen to describe and analyse how their attitudes towards and intere... mer st in science and technology develop and change but also how this and other factors such as ability, understanding of scientific concepts, gender and home background influenced their choice for upper secondary school. The sample consists of 80 pupils, the whole age group in a school. Data was collected using observations, interviews and questionnaires. The analysis built on the theory of planned behaviour and conceptions research. Many pupils have a positive attitude towards science but often a more positive attitude towards other subjects. They have duties to their parents but these are not strongly expressed. Their self-efficacy for science follows the same pattern as their attitude; they think they are good in science but not as good as in other subjects. For most pupils it seems as if attitude together with self-efficacy are the strongest determinant for their choice. These determinants are influenced by different factors. Girls and boys perceive science teaching differently but it seems as if the boys are on their way to developing the same critical attitude as the girls have had since long ago. The social background is important as many of the pupils who choose science are from well educated homes but even this group is loosing interest. Good ability is a necessary factor but does not guarantee science will be chosen. Neither has good conceptual understanding a crucial importance but on the other hand there are many pupils who say that they would not choose science as they do not understand science in the way it is taught. Another finding is that many pupils even at Grade 5 have an idea of their future career which later on is the same as their choice for upper secondary. If science shall have a chance in their lives the pupils must have a positive experience of science from the beginning of primary school through all years. Once they have lost their interest it is very difficult to get them back. The competition for their attention is intensive and the older they get the more difficult it will be to catch their interest and allegiance.

  • 13.
    Lindahl, Britt
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Pollen: seed cities for science2008Conference paper (Refereed)
  • 14.
    Lindahl, Britt
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Varför förstår de inte sitt eget bästa?2011In: Fler som kan: hur kan vi underlätta för ungdomar att läsa naturvetenskap och teknik? / [ed] Skolverket, Stockholm: Skolverket , 2011, p. 48-62Chapter in book (Refereed)
  • 15.
    Lindahl, Britt
    et al.
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Hansson, Lena
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Students' presuppositions of what the world is like and their interest in choosing science2009In: Proceedings of the 82nd NARST International Conference (Los Angeles, California, 2009), 2009Conference paper (Other academic)
  • 16.
    Lindahl, Britt
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Rosberg, Maria
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Ekborg, Margareta
    Malmö Högskola.
    Ideland, Malin
    Malmö Högskola.
    Malmberg, Claes
    Malmö Högskola.
    Rehn, Agneta
    Malmö Högskola.
    Ottander, Christina
    Umeå Universitet.
    Silfver, Eva
    Umeå Universitet.
    Winberg, Mikael
    Umeå Universitet.
    Socio-scientific issues: a way to improve students’ interest and learning?2011In: US-China Education Review B, ISSN 2161-6248, Vol. 1, no 3, p. 342-347Article in journal (Refereed)
    Abstract [en]

    According to many documents, there is a strong need to renew science education. One way could be to work with SSI (socio-scientific issues). This paper reports on both students' and teachers' experiences and learning when working with socio-scientific issues in science education in secondary school (aged from 13 to 16). The approach is multidimensional, as factors that influence cognition as well as motivation and the forming of attitudes are complex. Results suggest that SSI work forms are more important than personal factors for explaining outcomes. Relevant issues, autonomy and functioning group work seem to be important aspects of successful SSI work together with structure provided by the teacher, and information that challenges previous knowledge. In general, SSI seems to be most efficient for students, who believe that they learn from presenting and discussing their knowledge, focus on "the large picture", acknowledge own responsibility for learning, find school science personally relevant and are self-efficacious. It seems that the outcomes from SSI work are much in the hands of the teacher. This paper is a short summary of the first year and quantitative part of the project. Further results from the project will later be found in our homepage (http://www.sisc.se).

  • 17.
    Löfgren, Lena
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Lindahl, Britt
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Assessing young students' abilities in science2013In: Proceedings from 2013 NARST Annual International Conference, April 6-9, Rio Grande, Puerto Rico, USA, 2013Conference paper (Refereed)
  • 18.
    Rosberg, Maria
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Ekborg, Margareta
    Malmö högskola.
    Ideland, Malin
    Malmö högskola.
    Lindahl, Britt
    Kristianstad University, School of Education and Environment.
    Malmberg, Claes
    Högskolan i Halmstad.
    Ottander, Christina
    Umeå universitet.
    Samhällsfrågor i det naturvetenskapliga klassrummet2016 (ed. 2)Book (Other academic)
    Abstract [sv]

    Hur farligt är det att sola? Är ekologisk mat alltid det bästa alternativet? Är det bra att ta fem kronor extra betalt för plastkassarna i affären? Vilka konsekvenser får den globala uppvärmningen och vad kan vi göra som individer och på ett strukturellt plan? Den här typen av frågor möter eleverna: samhällsfrågor med naturvetenskapligt innehåll (SNI). Denna bok erbjuder både en teoretisk ram och konkreta exempel på hur man kan arbeta med SNI i grund- och gymnasieskolan.

    Genom att stödja eleverna i att utveckla kompetenser som att formulera frågor, arbeta källkritiskt, planera undersökningar samt värdera resultat och information, stärker lärare elevernas möjligheter att använda sina kunskaper i samhällslivet. Författarna har under tre år bedrivit ett forskningsprojekt om SNI i grundskolan. Erfarenheter och resultat från detta projekt ligger till grund för boken som riktar sig till lärarstudenter och lärare i både grund- och gymnasieskola.

  • 19. Winberg, M
    et al.
    Lindahl, Britt
    Kristianstad University, School of Teacher Education.
    Attitudes towards science, technology, engineering and mathematics: what are they like, where do they come from - and can we do something about them?2009Report (Other (popular science, discussion, etc.))
  • 20.
    Winberg, Mikael
    et al.
    Umeå universitet.
    Lindahl, Britt
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Science for life: development of multi-concept instrument to study the impact of socio-scientific issues on students' interest in science2008Conference paper (Refereed)
1 - 20 of 20
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