hkr.sePublications
Change search
Refine search result
123 101 - 106 of 106
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 101.
    Redfors, Andreas
    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.
    Hansson, Lena
    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).
    Matematikens roll i fysiken på gymnasiet2019Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Syftet med vårt projekt är att fördjupa förståelsen av matematikens roll i fysikundervisningen. I fysiken är matematiken ett viktigt verktyg – man pratar om matematiken som fysikens språk. Samtidigt upplevs matematik som ett hinder för meningsfullt lärande i fysik. Elever kan bli så upptagna av matematiska operationer att fysikaliska modellers innebörd och relation till de verkliga fenomen de beskriver hamnar i bakgrunden. Vi har studerat hur relationer mellan verklighet, teoretiska modeller och matematik kommuniceras i olika undervisningssituationer i svensk gymnasiefysik. Resultaten visar på samband mellan fysiklärares syn på syftet med fysikundervisningen och matematikens roll i deras klassrum.

  • 102.
    Redfors, Andreas
    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.
    Hansson, Lena
    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, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    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).
    Reality – theoretical models – mathematics in physics teaching2019Conference paper (Refereed)
    Abstract [en]

    Science teaching and particularly chemistry and physics teaching is subject to ongoing discussions concerning aims, goals and relation to modern society, as well as how to teach so that more students find physics interesting and meaningful. The need for further research on reasons why physics teaching is diverse and teaching shows different curriculum emphases have been put forward by several authors (cf. Belo, van Driel, van Veen, & Verloop, 2014; Johansson, Andersson, Salminen-Karlsson, & Elmgren, 2016). The general picture is that relationships between teachers views, curriculum emphases, classroom practices, problems and possible student shortcomings need further studies in order to generate more knowledge about the basis for teaching conditions helping students to gain knowledge and interest in physics.This study continues a line of research that has a special focus on the role of mathematics in physics teaching (cf. Redfors, 2015; 2018; Turşucu, Spandaw, Flipse, & de Vries, 2017). One strand of this research focus on students’ problems in transferring mathematical knowledge to new and applied situations during physics teaching (cf. Kuo, Hull, Gupta, & Elby, 2013). However, there is also research focusing not only problem-solving, but physics teaching in general, from the perspective of the role of mathematics skills among students, since this is viewed as important for physics learning (Angell, Lie, & Rohatgi, 2011; Uhden, Karam, Pietrocola, & Pospiech 2012; Redfors, 2015; 2018). 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 (Redfors 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 2018-2019 will be reported and discussed at the conference.

  • 103.
    Redfors, Andreas
    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.
    Hansson, Lena
    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.
    The role of mathematics for physics teaching and learning in upper-secondary school2018Conference 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 uppersecondary physics. A developed analytical framework from the pilot (Hansson, Hansson, Juter & Redfors 2015) is used to focus the analysis of the classroom communication on relations made (by teachers and students) between Reality – Theoretical models – Mathematics. Results from classroom studies during spring 2018 will be reported and discussed at the conference.

  • 104.
    Redfors, Andreas
    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.
    Hansson, Lena
    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, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Matematikens roll i fysikundervisningen på gymnasiet2016Conference paper (Other (popular science, discussion, etc.))
  • 105.
    Redfors, Andreas
    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.
    Ryder, Jim
    University of Leeds.
    Introduction: Section 102018In: Research, practice and collaboration in science education / [ed] Finlayson, O., McLoughlin, E., Erduran, S., & Childs, P., Dublin: Dublin City University , 2018, p. 1322-1324Chapter in book (Other academic)
  • 106.
    Svensson, Kim
    et al.
    Nationellt Resurscentrum för Fysik.
    Eriksson, Urban
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Nationellt resurscentrum för fysik, Lunds universitet.
    Pendrill, Ann-Marie
    Nationellt Resurscentrum för Fysik.
    Ouattara, Lassana
    Nationellt Resurscentrum för Fysik.
    Programming as a semiotic system to support physicsstudents’ construction of meaning: A pilot study2018In: ICPE 2018 Proceedings, Johannesburg: ICPE , 2018Conference paper (Refereed)
    Abstract [en]

    Programming as a tool to be used for analysing and exploring physics in an educationalsetting offers an unprecedented opportunity for the students to create and explore their ownsemiotic resources. Students may use programming to create and explore different models ofphysical systems. In this study a small group of upper secondary education students participatedin a workshop where they learned to program physics simulations and to create their own modelsto implement using the programming language Python. Results from the study shows thatupper secondary education students are able to create their own models of physical systemsand implement them into code. The implemented models were models of hanging cloth andheat diffusion. Results were obtained by analysing video and audio recordings of the studentsthrough the lens of social semiotics.

123 101 - 106 of 106
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf