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  • 101.
    Fridberg, Marie
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Research Platform Collaboration for Education.
    Jonsson, Agneta
    Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning fritidshem och förskola. Kristianstad University, Research Platform Collaboration for Education.
    Steen, Ann
    Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning fritidshem och förskola.
    Thulin, Susanne
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning fritidshem och förskola. Kristianstad University, Research Platform Collaboration for Education.
    Redfors, Andreas
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Research Platform Collaboration for Education.
    Undervisning och lärande i förskolan om kemi- och fysikrelaterade vardagsfenomen2018Conference paper (Refereed)
    Abstract [sv]

    Genom ett flerårigt projekt studeras modellbaserad undervisning och lärande i förskolor av kemiska reaktioner och fysikaliska fenomen relaterat till hållbarhet i samhällsfrågor. Forskare arbetar tillsammans med ledning och personal vid förskolor i ett skolområde. Undervisning och lärandeprocesser med och utan stöd av modern informationsteknik implementeras och analyseras. Projektet syftar till att utveckla en teoretisk ram för analys av olika erfarenheter under kemi- och fysikunder­visning i förskolan med fokus på lärarens förhållningssätt och barns agerande. I samverkan utvecklas nuvarande kunskap om hur ny digital teknik kan användas för att stödja samarbete och lärande om kemiska processer och fysikaliska fenomen relaterade till barns vardag och dagens samhälle. 

  • 102.
    Fridberg, Marie
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Redfors, Andreas
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Thulin, Susanne
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Children’s collaborative learning of evaporation scaffolded by iPads2015Conference paper (Refereed)
    Abstract [en]

    This paper reports on a project aiming to extend the current understanding of how emerging technologies, i.e. iPads, can be used in pre-schools to support collaborative learning of real-life science phenomena. The importance of this is associated with the “west world” problem of current educational systems to respond to the needs of modern youth. Educational systems are currently in need of reform (Fullan, 2007, Thulin, 2011; Tytler, 2007). Research on the potential of web-based technologies to support collaborative inquiry-based science learning in schools, with a special interest in inquiry-based science learning is here continued by investigating the role of time-lapse and stop-motion animations in developing children’s understanding of science phenomena. We report on a study of groups of children working with evaporation. A video-based qualitative analysis of the communication in the pre-school groups has given rise to a number of categories used to distinguish and identify variations of children’s expressed experiences in discussions during group work in different contexts. An enhanced and focused reasoning about the natural science phenomenon in group discussions where the iPad is involved and used for stimulated recall is reported. Furthermore, it is shown that children communicate extensively about practical issues and problem solving, in stop-motion producing contexts, but less about the science phenomenon. However, when the children participate in real-time experimentation, the communication focuses more around the phenomenon itself and less about practical issues. Hence, again establishing the importance of real-time experimentation for children’s science learning. The analysis of the empirical data from the first phase of the project is on going and will be completed during the first months of 2015.  The final results will be presented at the conference.

  • 103.
    Fridberg, Marie
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Redfors, Andreas
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Thulin, Susanne
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    The role of science in Swedish pre-schools: children’s collaborative learning scaffolded by iPads2014Conference paper (Refereed)
    Abstract [en]

    To extend current understanding of how emerging technologies, i.e. iPads, can be used in pre-schools to support collaborative learning of real-life science phenomena. Research on the potential of web-based technologies to support collaborative inquiry-based science learning in schools (Redfors et al. 2013) is continued by investigating the role of stop-motion animations (Fleer, 2013, Hoban, 2007) in developing children’s understanding of science phenomena, by synthesising the two domains defined by Eshach (2006) for kids’ science learning, content and investigations. The theoretical framework is primarily based on phenomenography focusing on developmental pedagogy (Marton & Booth, 1997, Pramling Samuelsson & Asplund Carlsson, 2008). Design-based research (Barab & Squire, 2004) is used to bridge the worlds of academia and theory with the realities, complexities, and constraints of educational practice, and foster viable practices. A mixed-methods approach, including video and qualitative and quantitative data measures is used. The research adheres to the ethical guidelines of the Swedish Research Council. All participants and children’s caregivers are informed and agree to voluntary and anonymous participation with a right to abandon participation. In this paper we report on the first phase of the project where videos of children’s work with constructing and discussing time-lapse and stop motion sequences of science phenomena have been analysed within our theoretical framework. Stop-motion animations (Fleer 2013) help children, teachers and students to more consciously consider concepts. We see a great potential in work where teachers, students and researchers jointly develop, enact and evaluate learning processes supported by ubiquitous technologies in pre-school.

  • 104.
    Fridberg, Marie
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    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).
    Redfors, Andreas
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Preschool children’s collaborative science learning scaffolded by tablets: a teachers view2017Conference paper (Other academic)
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  • 105.
    Fridenholm, Rebecka
    et al.
    Kristianstad University, Faculty of Education.
    Lund, Alicia
    Kristianstad University, Faculty of Education.
    Estetiska lärprocesser i engelskundervisning 1-3: ur ett pedagogperspektiv2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is about aesthetic learning processes in the English subject. The purpose of the study is to contribute with an increased comprehension of how teachers in grade 1 - 3 work with aesthetic learning processes and how they combine aesthetic learning with non-aesthetic learning in the English subject. The study draws on previous research as well as working teachers’ opinions, perception and experience of working with the combination of the aesthetic form of expression and the teaching media in the English subject in primary school. The foundation of the study lies on two questions which were examined and answered during the course of the study. The questions are as follows: How does the teachers combine aesthetic learning with non-aesthetic learning in the English subject in grade 1 - 3? What do teachers think about the relations between aesthetic learning and non-aesthetic learning in the English subject in grade 1 - 3? The study consists of a theoretical and an empirical section where the main focus lies on aesthetic learning processes drawing on music and drama, on the one hand, and non-aesthetic learning based on teaching media, on the other, in the English classroom. The theoretical framework of the study has its roots in the sociocultural perspective with Vygotsky’s view on aesthetic learning in education. It emerged in the study that with the aid of aesthetic learning processes the pupil’s knowledge of the English language has increased. The body language and senses have an important function in helping the pupil’s to acquire the English language in an easier way. If aesthetic learning is combined with non-aesthetic learning it creates a relation between the two learning processes which leads to a varied learning in the English subject in primary school.

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  • 106.
    Gagzis, Carolina
    et al.
    Kristianstad University, School of Education and Environment.
    Giertz, Frida
    Kristianstad University, School of Education and Environment.
    ”Det finns ingen mening att veta om man inte förstår”: En analys av samhällskunskapsämnets kärna i det senmoderna samhället2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den samhällsutveckling som skett innebär ett skifte från en modern till en senmodern tid. Det senmoderna samhället präglas av globalisering, konsumtion och individualisering till skillnad från den moderna tidens mer kollektivistiska anda. I och med samhällsförändringen har även synen på kunskap och vilka kunskaper som anses betydelsefulla förändrats. Det finns därmed en oklarhet i vad skolämnet samhällskunskap bör syfta till att lära ut. Med grund i detta tas följande frågor upp: Vilket ämnesteoretiskt och ämnesdidaktiskt innehåll kan sägas utgöra kärnan i skolämnet samhällskunskap, såväl förr som nu? Hur förhåller sig samhällskunskapens kärna till de demokratiska ideal och samhälleliga värdegrunder som skolan, genom styrdokumenten, ska leverera? samt Vilken ämnesdidaktisk och ämnesteoretisk kärna bör samhällskunskapen ha för att leva upp till de demokratiska ideal och samhälleliga värdegrunder som skolan säger sig ska leverera? Syftet är därmed att definiera kärnan med utgångspunkt i en analys av skolans demokratiska ideal och värdegrunder. Resultatet av detta inbegriper en kärna som är både omtvistad, instrumentell och partikulär. En sådan kärna innebär en omöjlighet i att förverkliga ett medborgarideal och en reproduktion av värdegrunder samt demokratiideal. För att formulera en annan ingång till ämnet gör vi ett antagande att dagens samhällskunskapsämne inte är förståelseorienterad utan ändamålsenlig. Genom att istället för den rådande deliberativa ingången till ämnet framhäva en kritisk realistisk ingång till detta skapas ett samhällskunskapsämne som inte enbart reproducerar känd fakta utan gör ett anspråk till en förändring av framtiden.

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  • 107.
    Granklint Enochson, Pernilla
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Students' understanding of the functioning of the human body in relation to their own health2008Conference paper (Refereed)
  • 108.
    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)
  • 109.
    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)
  • 110.
    Granklint Enochson, Pernilla
    et al.
    Kristianstad University, School of Teacher Education.
    Redfors, Andreas
    Kristianstad University, School of Teacher Education.
    Students' attitudes about the human body and health in school settings2009In: ESERA: European Science Education Research Association: 2009 conference: 31 August - 4 September 2009, Ankara: Gazi University , 2009, p. 198-Conference paper (Refereed)
    Abstract [en]

    In schools and in society it is argued about the importance of living a healthy life. The discus-sions are often focusing on different kinds of food. In this paper the focus is on students’ knowledge about the human body and how this is related to their thoughts about living a healthy life. 88 students in 9:th grade, in one Swedish school, were involved in the study. The study contains drawings and written questions, both open and multiple- choice, and interviews with students and teachers. We report that it is possible for the pupils to transfer knowledge from one context to another, (sandwich and painkiller) concerning pathways in the digestive system. But it is harder for them to connect different organ systems in their explanations, e.g. water's path through the body. More than half of the interviewed pupils believed that there is nutrition in water, but most of them were unable to specify what this nutrition consists of. It was also found that a few students believed that the body stores nutrition and energy when they skip a meal.

  • 111.
    Granklint Enochson, Pernilla
    et al.
    Linnéuniversitetet.
    Redfors, Andreas
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Dempster, Edith R.
    Sydafrika.
    Tibell, Lena
    Linköpings universitet.
    Ideas about the human body among secondary students in South Africa2015In: African Journal of Research in Mathematics, Science and Technology Education, ISSN 1028-8457, Vol. 19, no 2, p. 199-211Article in journal (Refereed)
    Abstract [en]

    In this paper we focus on how South African students’ ideas about the human body are constituted in their descriptions of three different scenarios involving the pathway of a sandwich, a painkiller and a glass of water through the body. In particular, we have studied the way in which the students transferred ideas between the sandwich and the painkiller compared with the students’ ability to explain the water pathway. The study surveyed 161 ninth-grade students in five different schools in South Africa. Data collection methods used were: drawings, written questions (open-ended items) and interviews with selected students. The questions emerged from the three scenarios — what happens in the body when you eat a sandwich, swallow a painkiller and drink a glass of water. We report that it is difficult for the students to transfer knowledge of the digestive system horizontally from the sandwich scenario to descriptions of the painkiller and water scenarios. The integration of three organ systems (digestive, circulatory and excretory) to describe the water scenario was even more difficult for the students than the horizontal transfer from the sandwich scenario. The students also showed a diversity of non-scientific descriptions, especially concerning the water scenario. The paper discusses why a large percentage of the students (∼50%) included non-scientific ideas in their descriptions of the water scenario.

  • 112.
    Greca Dufranc, Ileana M.
    et al.
    Spanien.
    García Terceño, Eva
    Spanien.
    Fridberg, Marie
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Cronquist, Björn
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Redfors, Andreas
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Robotics and Early-years STEM Education: the botSTEM Framework and Activities2020In: European Journal of STEM Education, ISSN 2468-4368, no 1, p. 1-13Article in journal (Refereed)
    Abstract [en]

    botSTEM is an ERASMUS+ project aiming to raise the utilisation of inquiry-based collaborative learning and robots-enhanced education. The project outputs are specifically aimed to provide in- and pre-service teachers in Childhood and Primary Education and children four-eight years old, with research-based materials and practices that use integrated Science Technology Engineering Mathematics (STEM) and robot-based approaches, including code-learning, for enhancing scientific literacy in young children. This article presents the outputs from the botSTEM project; the didactical framework underpinning the teaching material, addressing pedagogy and content. It is a gender inclusive pedagogy that makes use of inquiry, engineering design methodology, collaborative work and robotics. The article starts with a presentation of the botSTEM toolkit with assorted teaching practices and finishes with examples of preliminary results from a qualitative analysis of implemented activities during science teaching in preschools. It turns out that despite perceived obstacles that teachers initially expressed, the analysis of the implementations indicates that the proposed STEM integrated framework, including inquiry teaching and engineering design methodologies, can be used with children as young as four years old.

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  • 113.
    Greca, Ileana
    et al.
    Spain.
    García Terceño, Eva
    Spain.
    Cronquist, Björn
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Fridberg, Marie
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Redfors, Andreas
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Robotics and STEM education for 4-8 y.o. children in Spanish Pre and Primary schools.2019Conference paper (Refereed)
    Abstract [en]

    botSTEM is an ERASMUS+ project aiming to raise the utilisation of inquiry-based collaborative learning and robots-enhanced education. The project outputs are specifically aimed to provide in- and pre-service teachers in Childhood and Primary Education and children aged between 4 and 8, with research-based materials and best practices that use integrated Science, Technology, Engineering, Mathematics (STEM) and robot-based approaches, including code-learning, for enhancing scientific literacy in young children. Initial results from the project from a qualitative analysis of implemented activities during science teaching in preschools in Spain are presented here. Despite the possible obstacles that preschool teachers initially expressed, the preliminary analysis of the implementations indicates that the proposed STEM integrated framework, including inquiry teaching and engineering design methodologies, can be used with kids as young as 4 y.o. In the case of a project about magnets, the children seem to have improved/used? some scientific ideas, applied these ideas to design a magnetic toy and learnt about spatial orientation through use of robots. Also, the development of the project seems have allowed a fruitful intersubjective communication between teachers and students.

  • 114.
    Greca, Ileana M.
    et al.
    Spanien.
    Redfors, Andreas
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Cronquist, Björn
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Fridberg, Marie
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Robotics and STEM education for children and primary schools – botSTEM2018Conference paper (Other academic)
    Abstract [en]

    BotSTEM is an ERASMUS+ project aiming to raise the utilisation of inquiry-based collaborative learning and robots-enhanced education. The project outputs are specifically aimed to provide in- and pre-service teachers in Childhood and Primary Education and children aged between 4 and 8, with research-based materials and best practices that use integrated Science Technology Engineering Mathematics (STEM) and robot-based approaches, including  code-learning, for enhancing scientific literacy in young children. Initial results from the project will be presented at the conference. 

  • 115.
    Greca, Ileana
    et al.
    Spain.
    Redfors, Andreas
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Cronquist, Björn
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Fridberg, Marie
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Robotics and STEM education for 4-8 y.o children and primary schools2019In: EU corner, 2019Conference paper (Other academic)
  • 116. Grettve, Anna
    et al.
    Israelsson, Marie
    Jönsson, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Att bedöma och sätta betyg: tio utmaningar i lärarens vardag2014Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Att bedöma och sätta betyg är en av lärarens viktigaste och svåraste uppgifter och i det arbetet uppstår frågor. Författarna diskuterar dessa utifrån tio konkreta utmaningar i lärarens bedömningsvardag. Exempel på detta är hur man kan samla in ett allsidigt bedömningsunderlag, ge effektiv återkoppling, använda själv- och kamratbedömning och ta ställning i frågor om digitalt dokumentationsstöd.

    Boken belyser hur samverkan mellan praktisk erfarenhet, skolans styrdokument och aktuell forskning kan stärka professionen. Ambitionen är också att visa det som inte låter sig fångas i entydiga riktlinjer från myndigheter eller i forskning. Den enskilda läraren har, trots allt, ett stort handlingsutrymme i sin yrkesutövning.

    Att bedöma och sätta betyg. Tio utmaningar i lärarens vardag riktar sig både till lärarstuderande och verksamma lärare inom grund- och gymnasieskola. Boken kan användas som diskussions- och reflektionsunderlag och i arbete med bedömning och betygssättning.

  • 117.
    Grevholm, Barbro
    Kristianstad University, Department of Mathematics and Science.
    Inledning2001In: Grevholm, Barbro (red.). Matematikdidaktik: ett nordiskt perspektiv, Lund: Studentlitteratur , 2001, , p. 351p. 9-14Chapter in book (Other academic)
  • 118.
    Grevholm, Barbro
    Kristianstad University, Department of Mathematics and Science.
    Läraren som forskare i matematikdidaktik: några exempel och reflektioner2001In: Grevholm, Barbro (red.). Matematikdidaktik: ett nordiskt perspektiv, Lund: Studentlitteratur , 2001, , p. 351p. 257-274Chapter in book (Other academic)
  • 119.
    Grevholm, Barbro
    Kristianstad University, Department of Mathematics and Science.
    Matematik och media1997In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 4, p. 44-48Article in journal (Other academic)
    Abstract [sv]

    Hur framträder matematiken i medier och reklam? Vilket matematikinnehåll finns där? Är informationen vinklad med matematikens hjälp? Vilken matematik behövs för att man ska kunna använda informationen på ett rimligt sätt? Hur ska mottagaren vara rustad för att kunna tolka och bedöma det som presenteras?

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  • 120.
    Grevholm, Barbro
    Kristianstad University, Department of Mathematics and Science.
    Matematikdidaktik: ett nordiskt perspektiv2001Collection (editor) (Other academic)
    Abstract [en]

    I denna bok ger författarna med sina innehållsrika och mångsidiga bidrag en bred och värdefull bild av matematikens didaktik i Norden. Både matematikens didaktik som kunskapsfält – så som det tar sig uttryck i undervisning och lärande i skola samt på universitet och högskolor – och matematikens didaktik som forskningsfält, framstår här som levande och väsentliga verksamhetsområden under stark utveckling.

    Boken belyser inledningsvis många viktiga frågor ur ett internationellt perspektiv. Frågorna sätts genom konkreta exempel in i sitt sammanhang i nordisk matematikdidaktik. Exempel på lärande och undervisning i matematik som hämtats från nordiska verksamheter redovisas också. Vidare belyses mål för undervisningen,

    kursplaner, karakteristiska drag i god undervisning, räknandets roll i matematiken, datoranvändningens påverkan på lärande och undervisning i matematik, kommunikationens och dialogens roll i lärandet, klyftan mellan forskare och lärare samt frågor om vad matematikundervisning ska innehålla i framtiden.

    Boken vänder sig till studerande vid lärarutbildningen samt till verksamma lärare. Den är också intressant för dem som vill fördjupa sig i matematikdidaktiska frågor.

  • 121.
    Grevholm, Barbro
    University of Agder.
    Research education activities in the Nordic graduate school in mathematics education2009In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 14, no 2, p. 85-90Article in journal (Other academic)
  • 122.
    Grevholm, Barbro
    Kristianstad University, Department of Mathematics and Science.
    Varför och hur revideras kursplanerna för gymnasieskolan?1999In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 1, p. 41-44Article in journal (Other academic)
    Abstract [sv]

    Skolverket har i uppdrag att kontinuerligt se över kursplanerna. Hösten 1997 började därför ett arbete med fem av programmen, bl a NV-programmet. Det innebär att alla fem kurserna A–E är berörda.

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  • 123.
    Grevholm, Barbro
    Kristianstad University, Department of Mathematics and Science.
    Är dettas skolmatematikens värld?1997In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 3, p. 7-12Article in journal (Other academic)
    Abstract [sv]

    Pedagogiska magasinet är en tidskrift för Lärarförbundets medlemmar med en upplaga på mer än 200 000. Nr 2/97 var ett temanummer, I matematikens värld. Här ges en diskuterande beskrivning av intressanta frågor som berörs i artiklarna.

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  • 124.
    Grevholm, Barbro
    et al.
    Kristianstad University, Department of Mathematics and Science.
    Bergsten, Christer
    Matematiska institutionen, Linköpings universitet.
    SMDF: Svensk Förening för MatematikDidaktisk Forskning2002In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 4, p. 54-55Article in journal (Other academic)
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  • 125.
    Grevholm, Barbro
    et al.
    University of Agder.
    Lepik, Madis
    Tallinn University.
    One hundred years of the International Commission on Mathematical Instruction2009In: Pedagogika, ISSN 1392-0340, Vol. 94, p. 77-83Article in journal (Refereed)
    Abstract [en]

    The International Commission on Mathematical Instruction, ICMI, as one of the oldest and most prominent organisations, will be in focus in the paper. The development of ICMI over its first 100 years of existence will be investigated and analysed. The ICME congresses, its publications and other activities are among the evidence we use in discussing and evaluating ICMI. After 1908, but especially after 1969, ICMI has been both a mirror of that development and a stimulus for new directions. ICMI has developed comprehensive and dynamical as well as organisational and conceptual activities to improve mathematics education at an international level thus contributing to the creation of an international community of mathematics educators. The activities of ICMI include the invitation of more and more countries from all five continents, the integration of all school types from preschool, secondary schools to general as well as vocational schools and in recent decades also tertiary level studies. The article discusses also some obstacles in mathematics education research. One effect of that is a difficulty for new researchers to find out in a deep way what has already been done in research in their interest area. This might cause a lack of continuity, cummulativity and respect for earlier research results. The interdisciplinary character of mathematics education is another threat. These mentioned problem areas are related to the scientific work, but there are also practical problems related to the situation for individuals in the field. Many countries experience problem in finding good applicants for positions in mathematics education. A fruitful development of mathematics education is depending on the opportunity to recruit good and interested doctoral students and a labour market that offers them good positions when they finish the degree. The working opportunities must include real possibilities to influence the development of mathematics teaching and learning at all levels of schooling. Thus the research outcomes of mathematics education could help improve the learning situations of students at all levels.

  • 126.
    Grevholm, Barbro
    et al.
    Kristianstad University, Department of Mathematics and Science.
    Mouwitz, Lars
    Utmanande ändlösa additioner?2000In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 2, p. 52-54Article in journal (Other academic)
    Abstract [sv]

    Varje elev har rätt till vägledning och stöd utifrån sina förutsättningar. Ofta sätts, med all rätt, fokus på elever med särskilda svårigheter. Men vad ska vi göra med en elev som är särskilt intresserad och framgångsrik? Ska en sådan elev ”räkna före” på egen hand ofta med trista rutinproblem som ger sysselsättning medan läraren hjälper de övriga – eller finns det andra vägar att gå som förstärker ett spirande matematikintresse?

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  • 127.
    Grevholm, Barbro
    et al.
    Kristianstad University, Department of Mathematics and Science.
    Wennström, Tomas
    Klippans gymnasieskola.
    Samverkan högskola – skola1998In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 3, p. 30-31Article in journal (Other academic)
    Abstract [sv]

    På många håll diskuteras hur man skall få en ökad forskningsanknytning i skolan. Tätare kontakter mellan lärare och forskare skulle utan tvekan ha stort värde för båda. Här presenteras en modell för ett samarbete i matematikdidaktik.

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  • 128.
    Grevholm, Barbro
    et al.
    Kristianstad University, Department of Mathematics and Science.
    Wennström, Tomas
    Klippans gymnasieskola.
    Samverkan högskola – skola II1999In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 4, p. 36-39Article in journal (Other academic)
    Abstract [sv]

    I Nämnaren nr 3, 1998, inleddes rapporteringen från ett projekt, som Klippans kommun bedriver i samverkan med Högskolan Kristianstad. Deltagare i projektet är lärare från alla skolans stadier och syftet är bl a att öka kunskapen i matematikens didaktik och att stimulera lärarnas lokala utvecklingsarbeten.

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  • 129.
    Gullberg, Annica
    et al.
    Högskolan i Gävle.
    Kellner, Eva
    Högskolan i Gävle.
    Attorps, Iiris
    Högskolan i Gävle.
    Thorén, Ingvar
    Högskolan i Gävle.
    Tärneberg, Roy
    Göteborgs universitet.
    Lärarstudenters uppfattning om elevers begrepp om gas2007In: Eskilsson, Olle, Redfors, Andreas (red.), Ämnesdidaktik ur ett nationellt och internationellt perspektiv: rapport från Rikskonferensen i ämnesdidaktik 2006, Kristianstad: Kristianstad University Press , 2007, p. 133-142Conference paper (Other academic)
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  • 130.
    Gustafsson, Cecilia
    et al.
    Kristianstad University, Faculty of Education.
    Andersen Frostensson, Cecilia
    Kristianstad University, Faculty of Education.
    Kvalificerade samtal som redskap i lärares skrivundervisning: en aktionsforskningsstudie om lärares samtalspraktik och reflektioner över sin skrivundervisning2020Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to investigate how some teachers in the school's middle years reflect on their teaching practice for writing in qualified dialogues with special needs teachers. The study is conducted with action research as an approach, which means that the qualified dialogues constitute both actions and dialogues in the action research process. In previous research, there are few examples of what qualified dialogues mean and how they are conducted. The Theory of Practice Architectures, together with Ivanič's discourse theory form the theoretical framework of the study. The result of the study shows how the teachers reflect on their teaching practice for writing by discussing methods to meet all students' needs. The teachers have ideas and methods that they share to learn from each other. The discussion about the methods is about the motivation for writing, adapting tasks and writing lessons. When the teachers reflect on their teaching practice for writing, they talk about both form and function with an emphasis on form, especially when it comes to assessment. The dialogues are, according to the teachers, important and create an opportunity for reflection on one's own teaching practice while at the same time finding that time allocated for conversation and reflection is lacking. The result also shows that conversational practice is important for the teaching practice for writing and that the teachers through reflection change and develop their practice. One conclusion is therefore that qualified dialogues indirectly provide support to students from us as special needs teachers. According to the study, collaboration through qualified dialogues between teachers and special needs teachers, who have an education in language-, writing- and reading development, can help changing teaching methods in order to meet students' different needs.

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  • 131.
    Gustafsson, Emelie
    et al.
    Kristianstad University, School of Teacher Education.
    Wikeborg, Viktoria
    Kristianstad University, School of Teacher Education.
    Utomhusmatematik: En studie om lärares förhållningssätt till denna arbetsform2010Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med vår studie har varit att undersöka skolår 1-lärares inställning till utomhusmatematik och i vilken utsträckning de använder sig av denna arbetsform. Vi har även undersökt om användandet av utomhusmatematik skiljer sig mellan skolor i kommunens inner- och ytterområden. Metoden vi använde oss av var kvalitativa intervjuer och vårt resultat har jämförts med hur forskare menar att elever påverkas av matematikundervisning som bedrivs utomhus. 

    Vi har kommit fram till att samtliga respondenter i sin helhet är positivt inställda till användandet av utomhusmatematik men att det ändå är få som använder det i sin undervisning. Hälften av respondenterna använder utomhusmatematik i undervisningen varav två gör det regelbundet varje vecka. Lärare tillhörande skolor i kommunens innerområden använder utomhusmatematik något mer än lärare tillhörande ytterområdena. De lärare som använder det regelbundet verkar i kommunens innerområden.

    Det finns ingen forskning som framhäver hur elever påverkas av just matematikundervisning utomhus och vi har därför fått se till undervisning utomhus generellt för att sedan på egen hand koppla detta till matematikundervisning.

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  • 132.
    Gustavsson, Laila
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Thulin, Susanne
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    The role of science in Swedish pre-schools: how in-service preschool teachers´ change the way they speak about teaching during a science project in pre-school2014Conference paper (Refereed)
  • 133.
    Haarstad Öberg, Anne
    Kristianstad University, School of Education and Environment.
    Skrift, bild och ljud: en studie av elevers digitala texter producerade i appen Book Creator2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Dagens elever möter texter som består av många olika delar, så kallade multimodala texter. Dessa texter kombinerar verbal text, bilder, diagram, film med mera. I denna undersökning skriver tre elever berättelser i appen Book Creator för iPad. Syftet med studien är att undersöka tre elevers texter utifrån forskningsfrågorna: vilka semiotiska modaliteter använder eleverna och på vilket sätt synliggörs elevernas multimodala textkompetens. I studien ingår även en reflektion över appen Book Creator utifrån vilka semiotiska modaliteter appen erbjuder, vilka områden i LGR11 appen kan stödja och vilket svenskämne den lägger upp till. Undersökningen är genomförd i undersökarens egen klass. Appen Book Creator valdes efter en förfrågan på olika nätforum. Grunden i undersökningen är Kress och van Leeuwens sociosemiotiska analysteori för texter och i undersökningen används begreppen komposition, funktionell specialisering, funktionell tyngd och multimodal affordance. Tre elevers texter analyseras utifrån dessa begrepp. Texterna visar att eleverna har kunskaper om när de ska använda de olika modaliteterna och vilken modalitet som passar bra att använda. Som många forskare i den tidigare forskningen visar är det viktigt att läraren väljer rätt uppgift och vet vad han/hon vill ha ut av den. Undersökningen visar även att lärare behöver mera kunskap om hur multimodala texter ska analyseras och även hur man ska undervisa om dem. Skolan behöver ändra fokus från den verbala texten till den multimodala

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  • 134.
    Hallengren, Emelie
    et al.
    Kristianstad University, School of Teacher Education.
    Roa Cortés, Scarlett
    Kristianstad University, School of Teacher Education.
    ”Man ska inte ge ett barn inflytande över sånt som de inte kan se de långsiktiga konsekvenserna av”: En studie om reellt elevinflytande i matematikundervisningen2010Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

     Syftet med denna studie är undersöka om det förekommer någon koppling mellan lärares per-sonliga förhållningssätt och elevers utövande av reellt inflytande i matematikundervisningen. I litteraturgenomgången används tidigare forskning och studier som gjorts inom elevinflytande samt en progression av hur det reella elevinflytandet fått del i styrdokumenten.

    Intervjuer kombineras med deltagande observationer i syfte att få större insikt i de personliga förhållningssätten gentemot reellt elevinflytande.

    Huvudresultaten visar att lärarnas förhållningssätt är positiva dock problematiseras applice-ringen av reellt elevinflytande i praktiken, på grund av kursplanemålen.

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  • 135.
    Hansson, Lena
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Elever och universum2016Other (Other (popular science, discussion, etc.))
  • 136.
    Hansson, Lena
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Elever, världsbild och naturvetenskap2012In: Skola och naturvetenskap : politik, praktik, problematik i belysning av ämnesdidaktisk forskning / [ed] Helge Strömdahl & Lena Tibell, Lund: Studentlitteratur, 2012, p. 76-93Chapter in book (Other academic)
  • 137.
    Hansson, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Students' views concerning worldview presuppositions underpinning science: is the world really ordered, uniform, and comprehensible?2014In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 98, no 5, p. 743-765Article in journal (Refereed)
    Abstract [en]

    That nature and the universe are ordered, uniform, and comprehensible is a starting point in science. However, such worldview presuppositions are often taken for granted, rather than explicitly mentioned, in science and in science class. This article takes a worldview perspective and reports from interviews (N = 26) with upper secondary students on how they view order, uniformity, and comprehensibility. In the article, it is shown that while most students view the universe as ordered and comprehensible, it is common for students to disagree that the universe is uniform. That is, they view scientific laws as only locally valid. In addition, many of them do not know that science builds upon such worldview presuppositions. In some cases, the results show differences between students’ own views and the views they associate with science. For example, it is common for students to state that science views the universe as more comprehensible than they themselves do. The consequences for students’ interests as well as their learning of science are discussed.

  • 138.
    Hansson, Lena
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Teaching the limits of science with card sorting activities2019In: / [ed] Fanny Seroglou & Vassilis Koulountzos, 2019Conference paper (Refereed)
  • 139.
    Hansson, Lena
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Upper secondary students’ views concerning presuppositions underpinningscience: a worldview perspective2013Conference paper (Refereed)
  • 140.
    Hansson, Lena
    Kristianstad University, School of Teacher Education.
    Varför undervisar vi naturvetenskap för alla elever i skolan?2010In: Fysikaktuellt, ISSN 0283-9148, no 2, p. 16-16Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Frågan om varför naturvetenskap undervisas är viktig att reflektera över, i synnerhet nu när nya kurs/ämnesplaner håller på att utarbetas för såväl grundskolan som gymnasieskolan. Hur man ser på syftet med den naturvetenskapliga undervisningen är viktigt och betydelsefullt för vilka mål man ska sätta upp och vilket centralt innehåll man ska välja.

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  • 141.
    Hansson, Lena
    Kristianstad University, School of Teacher Education.
    Våga ta upp kontroversiella samhällsfrågor i fysikundervisningen2010In: Fysikaktuellt, ISSN 0283-9148, no 2, p. 17-17Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Många elever uppfattar NO-ämnena,speciellt fysik och kemi, som ointressanta, oviktiga och svåra jämfört med andra ämnen.Men om allmänheten visste mer om naturvetenskap skulle de kunna påverka samhället mer. Forskare förespråkar nu därför undervisning utifrån så kallade "socio-scientific issues". 

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  • 142.
    Hansson, Lena
    et al.
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Arvidsson, Åsa
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Heering, Peter
    Germany.
    Pendrill, Ann-Marie
    Lunds universitet.
    Rutherford visits middle school: a case study on how teachers direct attention to the nature of science through a storytelling approach2019In: Physics Education, ISSN 0031-9120, E-ISSN 1361-6552, Vol. 54Article in journal (Refereed)
    Abstract [en]

    It has long been argued that nature of science (NOS) is an important part of science teaching. In the literature, many different approaches to NOS have been suggested. This article focuses on a storytelling approach, and builds on data from audio recordings from three middle-school (school year 6) classrooms. The three science classes are run by three science teachers who have been introduced to NOS and storytelling during a oneday workshop. These three teachers chose to tell the students a story about Ernest Rutherford. The stories told by the teachers, as well as the whole-class discussions afterwards, are analysed with respect to what NOS aspects were communicated. The results show that many different NOS aspects, such as the tentative nature of scientific models, empirical aspects of the scientific knowledge process, as well as human aspects of science, emerge in the context of the story about Rutherford and his work on the atomic model. The results indicate promising possibilities for storytelling as an approach to NOS teaching.

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  • 143.
    Hansson, Lena
    et al.
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Hansson, Örjan
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Juter, Kristina
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    The role of mathematics for physics teaching and learning in upper-secondary school2019Conference paper (Refereed)
    Abstract [en]

    The aim of this three-year study is to further contribute to the understanding of how relations between Reality – Theoretical models – Mathematics are communicated in different kinds of instructional situations (lectures, problem solving and labwork) in Swedish upper-secondary physics. A developed analytical framework from the pilot (Authors, 2015; 2019) is used to focus the analysis of the classroom communication on relations made (by teachers and students) between Reality – Theoretical models – Mathematics. The framework, results from an online survey to Swedish upper-secondary teachers on views of physics, mathematics and physics teaching, and results from classroom studies at upper secondary school during 2018 will be reported and discussed at the conference.

  • 144.
    Hansson, Lena
    et al.
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Hansson, Örjan
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Juter, Kristina
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Redfors, Andreas
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    A case study of the role of mathematics in physics textbooks and in associated lessons2019In: Mathematics in physics education / [ed] G. Pospiech, M. Michelini, & B. Eylon, Dordrecht: Springer, 2019, p. 293-316Chapter in book (Refereed)
    Abstract [en]

    This chapter describes a case study of the role of mathematics in physics textbooks and in associated teacher led lessons. The theoretical framework (Hansson et al. 2015) used in the analysis focuses on relations communicated between three entities: Theoretical models, Mathematics, and Reality. Previously the framework has been used for analysing classroom situations. In this chapter, the framework is further developed and refined, and for the first time used to analyse physics textbooks. The case study described here is a synchronised analysis of a physics textbook and associated classroom communication during teacher led lessons, and contributes with an in-depth description of relations made between Theoretical modelsMathematicsand Reality. With the starting point in this case we discuss future uses of the analysis framework. We also raise questions for further research concerning how physics textbooks support and not support a meaningful physics teaching with respect to the role of mathematics and how relations between Theoretical modelsMathematics, and Reality are communicated.

  • 145.
    Hansson, Lena
    et al.
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Hansson, Örjan
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Juter, Kristina
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Redfors, Andreas
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Curriculum emphases, mathematics and teaching practices: Swedish upper-secondary physics teachers’ views2020In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774Article in journal (Refereed)
    Abstract [en]

    This article addresses physics teachers’ views about physics teaching in upper-secondary school. Their views have been investigated nationwide through a web-based questionnaire. The questionnaire has been developed based on several published instruments and is part of an ongoing project on the role of mathematics in physics teaching at upper-secondary school. The selected part of the results from the analysis of the questionnaire reported on here cross-correlate physics teachers’ views about aims of physics teaching with their view of physics classroom activities, and perceived hindrances in the teaching of physics. 379 teachers responded to the questionnaire (45% response rate). The result indicates that teachers with a high agreement with a Fundamental Physics curriculum emphasis regarded mathematics as a problem for physics teaching, whereas teachers with high agreement with the curriculum emphases Physics, Technology and Societyor Knowledge Development in Physics did not do so. This means that teachers with a main focus on fundamental theories and concepts believe that mathematics is a problem to a higher extent than teachers with main focus on the role of physics in society and applied aspects or physics knowledge development do.  Consequences for teaching and further research are discussed. 

  • 146.
    Hansson, Lena
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Hansson, Örjan
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Juter, Kristina
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Redfors, Andreas
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Matematikens roll i fysiken på gymnasiet2019Other (Other (popular science, discussion, etc.))
  • 147.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Hansson, Örjan
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Juter, Kristina
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Redfors, Andreas
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Reality - theoretical models - mathematics: a ternary perspective on physics lessons in upper-secondary school2015In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 24, no 5-6, p. 615-644Article in journal (Refereed)
    Abstract [en]

    This article discusses the role of mathematics during physics lessons in upper-secondary school. Mathematics is an inherent part of theoretical models in physics and makes powerful predictions of natural phenomena possible. Ability to use both theoretical models and mathematics is central in physics. This paper takes as a starting point that the relations made during physics lessons between the three entities Reality, Theoretical models and Mathematics are of the outmost importance. A framework has been developed to sustain analyses of the communication during physics lessons. The study described in this article has explored the role of mathematics for physics teaching and learning in upper-secondary school during different kinds of physics lessons (lectures, problem solving and labwork). Observations are from three physics classes (in total 7 lessons) led by one teacher. The developed analytical framework is described together with results from the analysis of the 7 lessons. The results show that there are some relations made by students and teacher between theoretical models and reality, but the bulk of the discussion in the classroom is concerning the relation between theoretical models and mathematics. The results reported on here indicate that this also holds true for all the investigated organisational forms lectures, problem solving in groups and labwork.

  • 148.
    Hansson, Lena
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Leden, Lotta
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Challenging stereotypical images of science: suggestions for the reading of science trade books in the early years2019In: Journal of Emergent Science, ISSN 2046-4754, E-ISSN 2046-4754, Vol. 17, p. 32-38Article in journal (Refereed)
  • 149.
    Hansson, Lena
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Leden, Lotta
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Images of scientists in textbooks aimed at students in need of adjustments2019In: / [ed] Fanny Seroglou & Vassilis Koulountzos, 2019Conference paper (Refereed)
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    Researchers in science textbooks– present or absent?: an analysis of “ordinary” textbooks and textbooks adjusted for students in need of special education2017Conference paper (Other academic)
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