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  • 1.
    Abrahamsson, Agneta
    et al.
    Kristianstad University, School of Health and Society, Avdelningen för Samhällsvetenskap. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Springett, Jane
    Kristianstad University, Department of Health Sciences.
    Karlsson, Leif
    Kristianstad University, Department of Health Sciences.
    Håkansson, Anders
    Department of Community Medicine, Lund University.
    Ottosson, Torgny
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Some lessons from Swedish midwives' experiences of approaching women smokers in antenatal care2005In: Midwifery, ISSN 0266-6138, E-ISSN 1532-3099, Vol. 21, no 4, 335-345 p.Article in journal (Refereed)
    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.
    Kristianstad University, School of Health and Society, Avdelningen för Samhällsvetenskap. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Springett, Jane
    Kristianstad University, Department of Health Sciences.
    Karlsson, Leif
    Kristianstad University, Department of Health Sciences.
    Ottosson, Torgny
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Making sense of the challenge of smoking cessation during pregnancy: a phenomenographic approach.2005In: Health Education Research, ISSN 0268-1153, E-ISSN 1465-3648, Vol. 20, no 3, 367-378 p.Article in journal (Refereed)
    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'.

  • 3.
    Aili, Carola
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Brante, Göran
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning Design (LeaD).
    Gannerud, Eva
    Göteborgs universitet.
    Lindgren, Ulla
    Umeå universitet.
    Ottosson, Torgny
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment 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 March2002Conference paper (Refereed)
  • 4.
    Airey, John
    et al.
    Uppsala Universitet.
    Eriksson, Urban
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    A semiotic analysis of the disciplinary affordances of the Hertzsprung-Russell diagram in astronomy2014Conference paper (Refereed)
    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.
    Uppsala universitet.
    Eriksson, Urban
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment 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 discernment2014In: Book of abstracts: The First Conference of the International Association for Cognitive Semiotics(IACS-2014), September 25-27, 2014 Lund University, 2014, 52-53 p.Conference paper (Refereed)
    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.

  • 6.
    Airey, John
    et al.
    Uppsala universitet.
    Eriksson, Urban
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Fredlund, Tobias
    Uppsala universitet.
    Linder, Cedric
    Uppsala universitet.
    On the disciplinary affordances of semiotic resources2014In: Book of abstracts: The First Conference of the International Association for Cognitive Semiotics(IACS-2014), September 25-27, 2014 Lund University, 2014, 54-55 p.Conference paper (Refereed)
    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.

  • 7.
    Airey, John
    et al.
    Uppsala Universitet.
    Eriksson, Urban
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Fredlund, Tobias
    Uppsala universitet.
    Linder, Cedric
    Uppsala universitet.
    The concept of disciplinary affordance2014Conference paper (Refereed)
    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

  • 8.
    Aivazidis, Constantine
    et al.
    Aristotle University.
    Lazaridou, Maria
    Aristotle University.
    Helldén, Gustav
    Kristianstad University, Department of Mathematics and Science. Kristianstad University, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    A comparison between a traditional and an online environmental educational program2006In: The Journal of Environmental Education, ISSN 0095-8964, E-ISSN 1940-1892, Vol. 37, no 4, 45-54 p.Article in journal (Refereed)
    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.

  • 9.
    Aivazidis, Constantine
    et al.
    Aristotle University of Thessaloniki.
    Lazaridou, Maria
    Aristotle University of Thessaloniki.
    Helldén, Gustav
    Kristianstad University, Department of Mathematics and Science. Kristianstad University, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Qualitative analysis of secondary students' and teachers' attitudes towards a web-based environmental education program2005In: Science Education International, ISSN 1450-104X, E-ISSN 2077-2327, Vol. 16, no 4, 243-253 p.Article in journal (Refereed)
  • 10.
    Andersson, Björn
    et al.
    Department of Education, Göteborg University.
    Harms, UteIPN, University of Kiel.Helldén, GustavKristianstad University, School of Education and Environment. Kristianstad University, Research environment 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, 19982000Conference proceedings (editor) (Other academic)
  • 11.
    Andrée, Maria
    et al.
    Stockholms universitet.
    Hansson, Lena
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    How scientists invite young people to the scientific community.2013Conference paper (Refereed)
  • 12.
    Andrée, Maria
    et al.
    Stockholm University.
    Hansson, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Marketing the ’Broad Line’: invitations to STEM education in a Swedish recruitment campaign2013In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 35, no 1, 147-166 p.Article in journal (Refereed)
    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.

  • 13.
    Andrée, Maria
    et al.
    Stockholm University.
    Hansson, Lena
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Problematizing industrial engagement in STEM-initiatives2015Conference paper (Refereed)
  • 14.
    Andrée, Maria
    et al.
    Stockholm University.
    Hansson, Lena
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Recruiting the next generation scientists and industrial engineers: how industrial actors engage in and motivate engagement in STEM initiatives2015In: Procedia - Social and Behavioral Sciences, ISSN 1877-0428, E-ISSN 1877-0428, Vol. 167, 4 p.75-78 p.Article in journal (Refereed)
    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.

  • 15.
    Andrée, Maria
    et al.
    Stockholms universitet.
    Hansson, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment 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 science2014In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 36, no 12, 1985-2008 p.Article in journal (Refereed)
    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.

  • 16.
    Andrée, Maria
    et al.
    Stockholm University.
    Hansson, Lena
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Ideland, Malin
    Malmö University.
    Political rationalities in science teaching materials provided by external actors2017Conference paper (Other academic)
  • 17. Andrée, Marie
    et al.
    Hansson, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    How industrial actors engage in and motivate engagement in STEM initiatives2014Conference paper (Other academic)
    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.

  • 18.
    Areljung, Sofie
    et al.
    Umeå University.
    Leden, Lotta
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Wiblom, Jonna
    Stockholm University.
    Troubling ownership in teacher-researcher collaborations2017Conference paper (Other academic)
    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.

  • 19.
    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.

  • 20.
    Areskoug, Mats
    et al.
    Malmö Högskola.
    Ekborg, Margareta
    Malmö Högskola.
    Rosberg, Maria
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Thulin, Susanne
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Naturvetenskapens bärande idéer för förskollärare2016 (ed. 1)Book (Other academic)
    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.

  • 21.
    Balan, Andreia
    et al.
    Helsingborgs kommun.
    Jönsson, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Bedömning för lärande – en vägledning utifrån aktuell forskning2014Report (Other (popular science, discussion, etc.))
  • 22.
    Barendregt, Wolmet
    et al.
    University of Gothenburg.
    Lindström, Berner
    University of Gothenburg.
    Rietz-Leppänen, Elisabeth
    University of Gothenburg.
    Holgersson, Ingemar
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Ottosson, Torgny
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Development and evaluation of Fingu: a mathematics iPad game using multi-touch interaction2012In: Proceedings of the 11th International Conference on Interaction Design and Children, New York: ACM Press, 2012, 204-207 p.Conference paper (Other academic)
    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.

  • 23.
    Beery, Thomas
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Research environment Man & Biosphere Health (MABH).
    Childhood collecting in nature: quality experience in important places2016Conference paper (Refereed)
    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.

  • 24.
    Beery, Thomas
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Research environment Man & Biosphere Health (MABH).
    Urban Nature Needs: Does the Path Through a Nature Center Lead Out the Door?2015Conference paper (Refereed)
  • 25.
    Beery, Thomas
    et al.
    Kristianstad University, Research environment Man & Biosphere Health (MABH). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Stålhammar, Sanna
    Lund University.
    Jönsson, Ingemar
    Kristianstad University, Research environment Man & Biosphere Health (MABH). Kristianstad University, School of Education and Environment, 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 context2016In: Ecosystem Services, ISSN 2212-0416, E-ISSN 2212-0416, Vol. 17, 123-130 p.Article in journal (Refereed)
    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.

  • 26.
    Belova, Nadja
    et al.
    Tyskland.
    Dittmar, Johanna
    Högskolan Kristianstad.
    Hansson, Lena
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, 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 Education2017In: Cognitive and Affective Aspects in Science Education Research: selected Papers from the ESERA 2015 Conference / [ed] Kaisa Hahl et al., Springer, 2017, 297-305 p.Chapter in book (Other academic)
    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

  • 27. 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
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Eskilsson, Olle
    Kristianstad University.
    Collaborazione di ricercatori europei sulla preparazione degli insegnanti: un esempio2004In: La Fisica nella Scuola, ISSN 1120-6527, Vol. 37, no 1, 1-20 p.Article in journal (Refereed)
  • 28.
    Brante, Göran
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning Design (LeaD).
    Aili, Carola
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Nilsson, Lars-Erik
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Ottosson, Torgny
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment 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, Canada2004Conference paper (Refereed)
  • 29.
    Brante, Göran
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning Design (LeaD).
    Asserhed, Ulla
    Linköping Universitet.
    Holmqvist, Mona
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning Design (LeaD).
    Ottosson, Torgny
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment 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, Copenhagen2003Conference paper (Refereed)
    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.

  • 30.
    Dillon, Justin
    et al.
    King's College London.
    Redfors, Andreas
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Introduction of Strand 10: science curriculum and educational policy2014In: E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part 10 / [ed] C. P. Constantinou, N. Papadouris, A. Hadjigeorgiou, Nicosia, Cyprus: European Science Education Research Association , 2014, 1-6 p.Chapter in book (Refereed)
  • 31.
    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.

  • 32.
    Eklöf, Anders
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Nilsson, Lars-Erik
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Ottosson, Torgny
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Instructions, independence, and uncertainty: student framing in self-regulated project work2014In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 13, no 6, 646-660 p.Article in journal (Refereed)
    Abstract [en]

    This study presents an approach to student interaction in self-regulated project work. By combining frame analysis and socio-cultural risk theory, the authors explore the importance of students' framing activities as a basis for their understanding of tasks. The increase in self-regulated work in Swedish schools can be seen as being in line with developments in Europe towards more individualisation. The authors argue that their data provide examples of how the global discourse imposes itself on local discourses. This mode of work, as it appears in the material presented in this article, exemplifies how complex assessment ideas have penetrated the school context. The authors emphasise the concepts of uncertainty, risk and complexity in analysing the framing process, and claim that the focus on these concepts is essential in analysing self-regulated work, contributing to better understanding of self-regulated learning processes.

  • 33.
    Ekström, Peter
    et al.
    Lunds universitet.
    Hansson, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Pendrill, Ann-Marie
    Lunds universitet & Göteborgs universitet.
    Questions from teachers and students: 13 years of "Ask-a-physicist" on the Web2013Conference paper (Other academic)
  • 34.
    Erduran, Sibel
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Philosophy, chemistry and education: an introduction2013In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 22, no 7, 1559-1562 p.Article in journal (Refereed)
  • 35.
    Erduran, Sibel
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Special issue reviewers2012In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901Article in journal (Other (popular science, discussion, etc.))
  • 36.
    Erduran, Sibel
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Jimenez-Aleixandre, Maria Pilar
    Universidade de Santiago de Compostela.
    Argumentation in science education research: perspectives from Europe2012In: Science education research and practice in Europe: retrospective and prospective / [ed] Doris Jorde & Justin Dillon, Rotterdam: Sense Publishers, 2012, 253-289 p.Chapter in book (Refereed)
  • 37.
    Erduran, Sibel
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Mugaloglu, Ebru Z.
    School of Education, Bogazici University, Istanbul.
    Interactions of economics of science and science education: investigating the implications for science teaching and learning2013In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 22, no 10, 2405-2425 p.Article in journal (Refereed)
    Abstract [en]

    In recent years, there has been upsurge of interest in the applications of interdisciplinary perspectives on science in science education. Within this framework, the implications of the so-called “economics of science” is virtually an uncharted territory. In this paper, we trace a set of arguments that provide a dialectic engagement with two conflicting agendas: (a) the broadening of science education to include the contextual positioning of science including economical dimensions of science, and (b) the guarding of the proliferation and reinforcement of those aspects of economics of science such as commodification of scientific knowledge that embraces inequity and restricted access to the products of the scientific enterprise. Our aim is broadly to engage, as science education researchers, in the debates in economics of science so as to investigate the reciprocal interactions that might exist with science education. In so doing, we draw out some recommendations whereby the goals of science education might provide as much input into the intellectual debates within philosophy of science on issues related to the commercialisation and commodification of scientific knowledge. We explore some implications of commodification of science in the context of modelling and argumentation in science education.

  • 38.
    Eriksson, Urban
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Astronomi på distans: 2011In: Populär Astronomi, ISSN 1650-7177, Vol. 12, no 3, 38-40 p.Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Dagens studenter är mycket mer flexibla i sina studier än tidigare. Idag läser många studenter kurser på olika universitet och högskolor samtidigt. Detta är möjligt genom att många kurser ges på distans via internet. I denna artikel kommer jag att berätta lite om de erfarenheter som jag har efter att ha undervisat ca 10 år på distans.

  • 39.
    Eriksson, Urban
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    En astronomisk reflektion över bin och honungsproduktion.2006In: Bitidningen, ISSN 0006-3886Article in journal (Other (popular science, discussion, etc.))
  • 40.
    Eriksson, Urban
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Nationellt resurscentrum för fysik, Lunds universitet.
    Från Stjärnfläckar till Stjärnobservationer: bland galaxer, stjärnor, planeter och tankar kring dessa2017Conference paper (Other academic)
    Abstract [sv]

    Att lära sig astronomi, eller naturvetenskap över lag, involverar så mycket och kan liknas vid att lära sig ett nytt språk. Eleven måste lära sig detta språk och det innefattar, förutom skrivet och talat fackspråk, en mängd mer eller mindre begripliga sk representationerna, aktiviteter och verktyg. Det är därför en grannlaga uppgift att lära sig naturvetenskap och eleverna behöver hjälp med att lära sig naturvetenskapens språk. Det sker i allmänhet samtidigt som de lär sig ämnet, men jag kommer att prata om att det krävs träning av vissa speciella färdigheter för att underlätta denna process. Detta involverar disciplinärt urskiljande samt multidimensionellt tänkande. Jag kommer att beskriva ett teoretiskt ramverk, med praktiska exempel från astronomins värld, på hur detta kan ske.

  • 41.
    Eriksson, Urban
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Nationellt resurscentrum för fysik, Lunds universitet.
    “Reading” representations: what does this have to do with teaching and learning physics?2017Conference paper (Other academic)
    Abstract [en]

    Learning physics can be compared to learning a new language in several respects. This includes learning to “read and write” the representations that carry the meaning of the language. In the case of physics these representations include text, gestures, mathematics, graphs, images, simulations and animations. For those who are fluent in the language, these representations are full of meaning but for the novice learning to discern the relevant disciplinary aspects of these representations (disciplinary discernment) can be a struggle. Research has shown that often teachers assume that students “see” the same things in a representation that they do. However, this is usually not true. Learning to discern disciplinary aspects of representations is something that students need help with (scaffolding). One important aspect of learning representational fluency in physics is that of spatial thinking, in particular learning to extrapolate three-dimensionality from one- and two-dimensional representations.

    In this talk I will present a theoretical framework describing the process of teaching and learning representational disciplinary fluency. I will also provide some examples to illustrate the framework, from the perspectives of the instructor and the student.

  • 42.
    Eriksson, Urban
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Nationellt resurscentrum för fysik, Lunds universitet.
    Reading the Sky And The Spiral of Teaching and Learning in AstronomyManuscript (preprint) (Other academic)
    Abstract [en]

    This theoretical paper introduces a new way to view and characterize teaching and learning astronomy. It describes a framework, based on results from empirical data, analyzed through standard qualitative research methodology, in which a theoretical model for vital competencies of learning astronomy is proposed: Reading the Sky . This model takes into account not only disciplinary knowledge  but also disciplinary discernment  and extrapolating three-dimensionality . Together, these constitute the foundation for the competency referred to as Reading the Sky . In this paper, I describe these concepts and how I see them being connected and intertwined to form a new competency model for learning astronomy and how this can be used to inform astronomy education to better match the challenges students face when entering the discipline of astronomy: The Spiral of Teaching and Learning . Two examples are presented to highlight how this model can be used in teaching situations.

  • 43.
    Eriksson, Urban
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Nationellt resurscentrum för fysik, Lunds universitet.
    Reading the Sky and The Spiral of Teaching and Learning in Astronomy2017Conference paper (Other academic)
    Abstract [en]

    Teaching and learning astronomy is known to be both exciting and challenging. To learn astronomy demands not only disciplinary knowledge, but also the ability to discern meaning from disciplinary specific representations (disciplinary discernment). This includes the ability to think spatially, in particular, extrapolating three-dimensionality from a one- or two-dimensional input i.e. to be able to visualize in one’s mind how a three-dimensional astronomical object may look from a one- or two-dimensional input such as from a visual image or a mathematical representation. In this talk I demonstrate that these abilities are deeply intertwined, and that to learn astronomy at any level demands becoming fluent in all three aspects (disciplinary knowledge, disciplinary discernment and spatial thinking). A framework is presented for how these competencies can be described, and combined, as a new and innovative way to frame teaching and learning in astronomy. It is argued that using this framework “Reading the Sky” optimizes the learning outcomes for students. The talk also suggests strategies for how to implement this approach for improving astronomy teaching and learning overall.

  • 44.
    Eriksson, Urban
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Reading the sky and the spiral of teaching and learning in astronomy2015Conference paper (Refereed)
    Abstract [en]

    Teaching and learning astronomy is known to be both exciting and challenging. To learn astronomy demands not only disciplinary knowledge, but also ability to discern affordances from disciplinary specific representations used within the discourse, which we call disciplinary discernment, and ability to think spatially, which we refer to as extrapolating three-dimensionality from a two dimensional input. Disciplinary knowledge involves all the knowledge that constitutes the discipline, disciplinary discernment involves discernment of the affordances of disciplinaryspecific representations, and extrapolating three-dimensionality involves the ability to visualize in ones mind how a three-dimensional astronomical object may look from a two-dimensional input (image or simulation). In this paper we argue that these abilities are intertwined and to learn astronomy at any level demands becoming fluent in all three. A framework is presented for how these abilities can be described and combined as a new and innovative way to frame teaching and learning in astronomy for optimizing the learning outcome of students - what we refer to as developing the ability to Read the Sky. We conclude that this is a vital competency needed for learning astronomy and suggest strategies for how to implement this to improve astronomy education.

  • 45.
    Eriksson, Urban
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Reading the sky: from starspots to spotting stars2014Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis encompasses two research fields in astronomy: astrometry and astronomy education and they are discussed in two parts. These parts represent two sides of a coin; astrometry, which is about constructing 3D representations of the Universe, and AER, where for this thesis, the goal is to investigate university students’ and lecturers’ disciplinary discernment vis-à-vis the structure of the Universe and extrapolating three-dimensionality.

    Part I presents an investigation of stellar surface structures influence on ultra-high-precision astrometry. The expected effects in different regions of the HR-diagram were quantified. I also investigated the astrometric effect of exoplanets, since astrometric detection will become possible with projects such as Gaia. Stellar surface structures produce small brightness variations, influencing integrated properties such as the total flux, radial velocity and photocenter position. These properties were modelled and statistical relations between the variations of the different properties were derived. From the models it is clear that for most stellar types the astrometric jitter due to stellar surface structures is expected to be of order 10 μAU or greater. This is more than the astrometric displacement typically caused by an Earth-sized exoplanet in the habitable zone, which is about 1–4 μAU, making astrometric detection difficult.

    Part II presents an investigation of disciplinary discernment at the university level. Astronomy education is a particularly challenging experience for students because discernment of the ‘real’ Universe is problematic, making interpretation of the many disciplinary-specific representations used an important educational issue. The ability to ‘fluently’ discern the disciplinary affordances of these representations becomes crucial for the effective learning of astronomy. To understand the Universe I conclude that specific experiences are called. Simulations could offer these experiences, where parallax motion is a crucial component. In a qualitative study, I have analysed students’ and lecturers’ discernment while watching a simulation video, and found hierarchies that characterize the discernment in terms of three-dimensionality extrapolation and an Anatomy of Disciplinary Discernment. I combined these to define a new construct: Reading the Sky. I conclude that this is a vital competency needed for learning astronomy and suggest strategies for how to implement this in astronomy education.

  • 46.
    Eriksson, Urban
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Teaching and learning in astronomy education – a spiral approach to reading the sky2015Conference paper (Refereed)
    Abstract [en]

    Teaching and learning astronomy is known to be both exciting and challenging. However, learning astronomy at university level is a demanding task for many students. The learning pro-cess involves not only disciplinary knowledge, but also the ability to discern affordances from disciplinary specific representations used within the astronomy discourse, which we call discipli-nary discernment (Eriksson, Linder, Airey, & Redfors, 2014a) and ability to think spatially, which we refer to as extrapolating three-dimensionality from a two dimensional input (Eriksson, Linder, Airey, & Redfors, 2014b). Disciplinary knowledge involves all the knowledge that con-stitutes the discipline, disciplinary discernment involves discernment of the affordances of disci-plinary-specific representations, and extrapolating three-dimensionality involves the ability to visualize in ones mind how a three-dimensional astronomical object may look from a two-dimensional input (image or simulation). In this paper we argue that these abilities are inter-twined and to learn astronomy at any level demands becoming fluent in all three abilities. A framework is presented for how these abilities can be described and combined as a new and in-novative way to frame teaching and learning in astronomy at university level for optimizing the learning outcome of students - what we refer to as developing the ability of Reading the Sky (Eriksson, 2014). We conclude that this is a vital competency needed for learning astronomy and suggest strategies for how to implement this to improve astronomy education.

    References

    Eriksson, Urban. (2014). Reading the Sky - From Starspots to Spotting Stars. (Doctor of Philosophy), Uppsala University, Uppsala. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-234636  

    Eriksson, Urban, Linder, Cedric, Airey, John, & Redfors, Andreas. (2014a). Introducing the Anatomy of Disciplinary Discernment - An example for Astronomy. European Journal of Science and Mathematics Education, 2(3), 167-182. 

    Eriksson, Urban, Linder, Cedric, Airey, John, & Redfors, Andreas. (2014b). Who needs 3D when the Universe is flat? Science Education, 98(3), 31. 

  • 47.
    Eriksson, Urban
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Nationellt resurscentrum för fysik, Lunds universitet.
    The outer universe and the inner: what is the connection?2017Conference paper (Other academic)
    Abstract [en]

    This talk concerns astronomy eduction resercher and focus on what visualizations offer for learning astronomy at all levels. I will be presenting reserach results concerning disciplinary discernment and spatial thinking in relation to experiences offered by planetarium presentations.

  • 48.
    Eriksson, Urban
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    The spiral of teaching and learning in astronomy education2015Conference paper (Refereed)
    Abstract [en]

    Teaching and learning astronomy is known to be both exciting and challenging. To learn astronomy demands not only disciplinary knowledge, but also ability to discern affordances from disciplinary specific representations used within the discourse, which we call disciplinary dis- cernment (Eriksson, Linder, Airey, & Redfors, 2014a) and ability to think spatially, which we refer to as extrapolating three-dimensionality from a two dimensional input (Eriksson, Linder, Airey, & Redfors, 2014b). Disciplinary knowledge involves all the knowledge that constitutes the discipline, disciplinary discernment involves discernment of the affordances of disciplinary- specific representations, and extrapolating three-dimensionality involves the ability to visualize in ones mind how a three-dimensional astronomical object may look from a two-dimensional input (image or simulation). In this paper we argue that these abilities are intertwined and to learn as- tronomy at any level demands becoming fluent in all three abilities. A framework is presented for how these abilities can be described and combined as a new and innovative way to frame teach- ing and learning in astronomy at university level for optimizing the learning outcome of students - what we refer to as developing the ability of Reading the Sky (Eriksson, 2014). We conclude that this is a vital competency needed for learning astronomy and suggest strategies for how to implement this to improve astronomy education.

  • 49.
    Eriksson, Urban
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    The Spiral of Teaching and Learning in Physics and Astronomy2016Conference paper (Refereed)
    Abstract [en]

    When students start to learn physics and astronomy, they immediately are confronted with a multitude of representations packed with disciplinary information. This information is embedded in these representations and the students need to learn to discern the relevant information. This is not straightforward, and requires a lot of teaching and practice before being mastered. It carries many similarities to learning a new language – the language of physics, astronomy, or other sciences. 

    However, it all starts with disciplinary discernment from those representations, something that has been shown to be challenging for students. Often the teacher who knows the representations and their appresented meaning—their disciplinary affordances—assumes that the students discern the same things in those representations as the teacher does. Research has shown that this is not the case and such assumptions leads to educational problems for the students and make learning physics or astronomy unnecessary difficult, or even inaccessible to the students. The students need be given the opportunity to develop their competency in discerning disciplinary-specific relevant aspects from representations; a competency referred to as Reading the Sky in an astronomy context, and described by the Anatomy of Disciplinary Discernment (Eriksson, 2014a; Eriksson et al., 2014b).

    Furthermore, physics and astronomy are subjects aiming to describe the real multidimensional world, hence involve a substantial amount of spatial thinking. The students need to learn to extrapolate three-dimensionality in their minds from two-dimensional representations, which have been shown to be challenging to students. Unfortunately, this competency is often taken for granted and rarely addressed in teaching (Eriksson et al., 2014c).

    In this talk we present a model in which we identify and describe the critical competencies needed to “read” disciplinary-specific representations; it concerns not only disciplinary discernment but also spatial thinking and disciplinary knowledge. These are combined into the Spiral of Teaching and Learning (STL), a new and powerful model for optimizing teaching and learning science (Eriksson, 2014a; Eriksson, 2015). We discuss consequences and possibilities when applying the STL model and give an example of how this model can be used in teaching and learning astronomy.

  • 50.
    Eriksson, Urban
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Undervisning på distans – framtiden för universitet och högskolor?: ett exempel från astronomiundervisning på Högskolan Kristianstad2016In: Högskolepedagogisk debatt, ISSN 2000-9216, no 1, 46-73 p.Article in journal (Refereed)
    Abstract [sv]

    Dagens studenter är mycket mer flexibla i sina studier än tidigare. Idag läser många studenter kurser på olika universitet och högskolor samtidigt. Detta är möjligt genom att många kurser och program ges på distans via internet. I denna artikel diskuteras de möjligheter och begränsningar som jag anser finns med den undervisningsform som allt mer präglar undervisning vid universitet och högskolor, nationellt och internationellt; distansundervisning.

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