hkr.sePublications
Change search
Refine search result
1234567 151 - 200 of 454
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.
  • 151.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Lund University.
    Leden, Lotta
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Lund University.
    Working with the nature of science in physics class: turning 'ordinary' classroom situations into nature of science learning situations2016In: Physics Education, ISSN 0031-9120, E-ISSN 1361-6552, Vol. 51, no 5Article in journal (Refereed)
    Abstract [en]

    In the science education research field there is a large body of literature on the 'nature of science' (NOS). NOS captures issues about what characterizes the research process as well as the scientific knowledge. Here we, in line with a broad body of literature, use a wide definition of NOS including also e.g. socio-cultural aspects. It is argued that NOS issues, for a number of reasons, should be included in the teaching of science/physics. Research shows that NOS should be taught explicitly. There are plenty of suggestions on specific and separate NOS activities, but the necessity of discussing NOS issues in connection to specific science/physics content and to laboratory work, is also highlighted. In this article we draw on this body of literature on NOS and science teaching, and discuss how classroom situations in secondary physics classes could be turned into NOS-learning situations. The discussed situations have been suggested by secondary teachers, during in-service teacher training, as situations from every-day physics teaching, from which NOS could be highlighted.

    Download full text (pdf)
    fulltext
  • 152.
    Hansson, Lena
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Leden, Lotta
    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.
    Att arbeta med naturvetenskapens karaktär i NO-undervisningen2014In: LMNT-nytt, ISSN 1402-0041, no 2, p. 2-6Article in journal (Other (popular science, discussion, etc.))
    Download full text (pdf)
    fulltext
  • 153.
    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.
    Pendrill, Ann-Marie
    Lunds universitet.
    Contemporary science as context for teaching nature of science: teachers’ development of popular science articles as a teaching resource2019In: Physics Education, ISSN 0031-9120, E-ISSN 1361-6552Article in journal (Refereed)
  • 154.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Leden, Lotta
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Pendrill, Ann-Marie
    Lunds universitet.
    Contemporary science in the lower secondary phyiscs classroom2017Conference paper (Refereed)
    Abstract [en]

    Can contemporary science have a role in the classroom? While many students find contemporary science exciting, they often view school science as boring and uninteresting. Most of the physics taught in school was developed over a century ago and can be seen as well-established consensus science. Including discussions on contemporary research is one way to increase interest and motivation, and is also a way to provide students with possibilities to learn what research today could look like. It is also one way to teach general nature of science (NOS) perspectives, which have been argued to be important for many different reasons. In this presentation we will describe how a group of science teachers developed and implemented teaching sequences focusing on contemporary physics during in-service training. Each teacher chose a research area, interviewed a researcher, and wrote a popular science article aimed at secondary students (13-15 years old). Finally they designed, implemented and evaluated a teaching unit built around the popular science article. During the presentation we will describe the teachers’ experiences, the resources developed by them, and the kind of NOS perspectives included by the teachers.

    Download full text (pdf)
    fulltext
  • 155.
    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).
    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.
    Pendrill, Ann-Marie
    Lunds universitet.
    Arvidsson, Åsa
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Naturvetenskapernas karaktär i klassrummet2019In: Från forskning till fysikundervisning: bidrag från konferensen 10–11 april 2018 i Lund arrangerad av Nationellt Resurscentrum för Fysik / [ed] Karin Stolpe, Gunnar Höst och Andreas Larsson, Linköping: Linköpings universitet , 2019, p. 23-31Chapter in book (Other academic)
    Abstract [sv]

    Vikten av att behandla naturvetenskapernas karaktär (’NatureofSci-ence’, NOS) i NO-undervisningen har länge lyfts fram i dennv-didak-tiska forskningslitteraturen. NOS är också del av många länders kurs-planer, däribland de svenska. Dock saknas traditioner i skolan att ar-beta med området och det finns ett behov av både undervisnings-material och exempel på hur en sådan undervisning kan se ut. Nation-ellt resurscentrum för fysik har arbetat med flera forsknings-och ut-vecklingsprojekt med koppling till NOS. Ett sätt har varit att lärare, inom ramen för fortbildningskurser, har provat att undervisa NOS och dela sina erfarenheter med andra lärare. I den här artikeln berättar vi om olika sätt att arbeta med NOS och tipsar om resurser i form avundervisningsmaterial ochtexter som kan tjäna som inspiration för dig som lärare

    Download full text (pdf)
    fulltext
  • 156.
    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).
    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.
    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.
    Hur vet man att dinosaurierna hade fjäll?: bilderböcker som utgångspunkt för samtal om naturvetenskap i förskolan2018Conference paper (Other academic)
  • 157.
    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).
    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.
    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, Research Platform Collaboration for Education.
    Teaching nature of science in preschool with a starting point in children’s picture books2019Conference paper (Refereed)
  • 158.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Leden, Lotta
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Thulin, Susanne
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning fritidshem och förskola.
    Teaching “nature of science” with picture books for children2018Conference paper (Other academic)
    Abstract [en]

    Science education research emphasizes the importance of not only focusing on specific phenomena in the teaching of science, but also on the Nature of Science (NOS). However NOS research has mostly focused on older students, and there is almost no NOS research focusing the preschool level. Research shows that stereotypical images are frequent, in school as well as in media, both concerning scientific knowledge and its processes and concerning researchers. As an example it is common that science is communicated as indisputable facts. This is part of the facts-tradition in school where scientific knowledge processes are often not mentioned. In a similar way a common image of the researcher is a white man, wearing lab coat and glasses, carrying a test tube. A pilot study (Hansson & Leden, 2016) on picture books for children, showed how this kind of stereotypical images of science and scientists often are strengthened, but sometimes also challenged in different ways. With a starting point in the results from the pilot study the aim of this presentation is to describe and discuss an upcoming study which will try out ways to use picture books to raise NOS issues in discussions between children and teachers in a preschool setting. This could mean highlighting issues such as How do we know this? What does the knowledge processes look like in science? Can knowledge change? What do a researcher do and what does he/she look like? Our assumption is that an inclusion of such issues in science teaching is important if common stereotypical images are to be challenged. Discussions about NOS in preschool could be a means to avoid reproducing the facts-tradition, and instead open up for more nuanced images of science and scientists, and thereby open up science for more children.

  • 159.
    Hansson, Lena
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Research Platform Collaboration for Education. 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, Research Platform Collaboration for Education. Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    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, Research Platform Collaboration for Education. Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning fritidshem och förskola.
    Teaching NOS in preschool through book talks2019In: / [ed] Fanny Seroglou & Vassilis Koulountzos, 2019Conference paper (Refereed)
  • 160.
    Hansson, Lena
    et al.
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Lindahl, Britt
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    “I have chosen another way of thinking”: students' relations to science with a focus on worldview2010In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 19, no 9, p. 895-918Article in journal (Refereed)
    Abstract [en]

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

  • 161.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Lindahl, Britt
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Students, science and scientism: a story about resistance2015Conference paper (Refereed)
    Abstract [en]

    The article takes a worldview perspective and discusses students, science and scientism with the starting point in empirical data. The aim is to shed light on the kinds of worldviews students associate with science, and how these worldviews are related to the worldviews of the students. Data consist of answers to a questionnaire (N=47) and interviews (N=26) with upper secondary students. The results show that it is common that students associate science with scientism. A possible consequence if science teaching communicate an image of science which the students interpret as science being connected to scientism, is that the teaching of science functions as a way to socialize/indoctrinate students into scientism. However the results show that many students are resisting indoctrination into scientism. These students describe their own views in ways that differ from the ones they associate with science. E.g. students frequently associate science with scientism, but state that they themselves do not agree with these kinds of views. The results are also discussed in relation to students’ identity and inclusion/exclusion in relation to science teaching.

    Download full text (pdf)
    fulltext
  • 162.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Löfgren, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Preschool science with a starting point in everyday situations: preschool teachers’ reasoning2017Conference paper (Other academic)
  • 163.
    Hansson, Lena
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Löfgren, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Pendrill, Ann-Marie
    Lunds universitet.
    Att utgå från frågor och situationer i förskolans vardag: vilket naturvetenskapligt innehåll kan det leda till?2014In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 10, no 1, p. 77-89Article in journal (Refereed)
    Abstract [en]

    Identifying and building on children’s questions and everyday situations is often discussed as a basis for science learning in preschool. With a starting point in such questions and situations, children should be given the opportunity to investigate and search for answers. What questions and situations do preschool teachers identify as possible bases for science learning? What science content is present? To what extent are the questions possible to investigate for children and preschool teachers through experiments and observations or theoretical studies? The paper presents children’s questions and everyday situations that might form the basis for science learning, as identified by preschool teachers taking part in a science in-service training course. Based on a content analysis, we discuss possibilities and difficulties that preschool teachers may face in their practice when they try to use these questions and situations as a basis for science learning.

    Download full text (pdf)
    fulltext
  • 164.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Löfgren, Lena
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Pendrill, Ann-Marie
    NRCF och Göteborgs universitet.
    Förskollärare lyssnar efter barns frågor med ett naturvetenskapligt innehåll2012Conference paper (Other academic)
  • 165.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Löfgren, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Pendrill, Ann-Marie
    Göteborgs universitet.
    Naturvetenskap med utgångspunkt i vardagliga situationer: hur förskollärare resonerar kring olika situationers lämplighet2014Conference paper (Other academic)
  • 166.
    Hansson, Lena
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Löfgren, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Pendrill, Ann-Marie
    Science learning starting in everyday situations: preschool teachers evaluate different situations’ suitability2014Conference paper (Other academic)
    Abstract [en]

    This article takes a starting point in the idea that science in preschool would benefit from starting with children’s questions and situations in preschool everyday life. In a previous study preschool teachers have collected such questions and everyday situations in their own preschool practice. A content analysis was performed resulting in a number of different categories describing the potential science content. With the present study we want to contribute to a deepened understanding of how preschool teachers view the possibility to work with science starting from different kinds of questions and situations in preschool everyday life. The data were collected in focus group interviews with preschool teachers who were asked to evaluate different questions/situations (collected in the previous study) in respect to the extent they could work as starting points for science learning situations. The results show that the preschool teachers put forward different kinds of reasons when discussing whether or not the questions/situations could work as a starting point for science learning. These reasons are discussed in relation to policy documents as well as earlier results in the research field concerning science and preschool.

  • 167.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Pendrill, Ann-Marie
    Lunds universitet & Göteborgs universitet.
    Examples of socio-scientific issues (SSI) in physics education: a development project at NRCF2013Conference paper (Other academic)
  • 168.
    Hansson, Lena
    et al.
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Redfors, Andreas
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Gymnasieelever i gruppdiskussioner om fysiken och våra grundläggande antaganden om världen2006In: Naturfagsdidaktikkens mange facetter: proceedings fra Det 8. Nordiske Forskesymposium om undervisningen i naturfag / [ed] L. Bering, J. Dolin, L.B. Krogh, J. Solberg, H Sørensen & R. Troelsen, Copenhagen: Danmarks Pædagogiske Universitets Forlag , 2006, p. 386-396Conference paper (Refereed)
  • 169.
    Hansson, Lena
    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).
    Lower secondary students' views in astrobiology2013In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 43, no 5, p. 1957-1978Article in journal (Refereed)
    Abstract [en]

    Astrobiology is, on a profound level, about whether life exists outside of theplanet Earth. The question of existence of life elsewhere in the universe has been of interestto many societies throughout history. Recently, the research area of astrobiology has grownat a fast rate, mainly due to the development of observational methods, and the media isfrequently reporting on new research findings. International surveys show that astrobiologyquestions are among those that interest young people the most. The popularity of astrobiologyand the way it captures much science content makes it an interesting area for scienceteaching. However, there is very little research directly focused upon students’ views inastrobiology. The study reported in this paper draws from the answers of 186 Swedish lowersecondary students (16 years old) to a questionnaire, with closed and open-ended questionsregarding their views of issues in astrobiology. The study was guided by the worldviewtheory (Cobern 1991; Cobern, Science Education 80(5):579–610, 1996; Cobern, Scienceand Education 9:219–246, 2000). The results show that even though basic reasoning inastrobiology is known by a majority of the students, there is a considerable number ofstudents, for whom this is not the case. Furthermore, it was found that for all questions, thereare students answering in different ways when asked to describe their own view and the viewthey associate with science researchers. The implications of the study for further researchand for the teaching of astrobiology in science class are discussed.

  • 170.
    Hansson, Lena
    et al.
    Kristianstad University, School of Education and Environment.
    Redfors, Andreas
    Kristianstad University, School of Education and Environment.
    Ny miljö för NO-undervisning2011In: Unga nätmiljöer : Nya villkor för samarbete och lärande / [ed] Mikael Alexandersson & Thomas Hansson, Studentlitteratur, 2011, 1, p. 149-170Chapter in book (Other academic)
  • 171.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Redfors, Andreas
    Kristianstad University, Department of Mathematics and Science. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Physics and the possibility of a religious view of the universe: Swedish upper secondary students' views2007In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 16, no 3-5, p. 461-478Article in journal (Refereed)
    Abstract [en]

    This study is addressing both upper secondary students’ views of whether it is possible to combine a scientific view of the universe with a religious conviction, and their views of miracles. Students are asked about their own views as well as the views they associate with physics. The study shows that in some cases the students’ own views differ from the views they associate with physics. This we consider to be a possible problem for these students. Through looking at how the students explain the views they associate with physics concerning the issues above, we show that these views are for many of the students intertwined with and linked to other views, that in the students’ views, are part of the worldview of physics. It is common that the students associate scientism with physics. We question whether these kinds of views are necessary for the building of scientific knowledge. Consequences for the teaching and learning of science are discussed.

  • 172.
    Hansson, Lena
    et al.
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Redfors, Andreas
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Students’ views in the area of astrobiology: Secondary students’ views2011Conference paper (Refereed)
  • 173.
    Hansson, Lena
    et al.
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Redfors, Andreas
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Students' views of presuppositions in Physics A: Report from students' group discussions2006Conference paper (Refereed)
  • 174.
    Hansson, Lena
    et al.
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Redfors, Andreas
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Students’ work with socio-scientific issues related to astrobiology in a digital teaching sequence2011Conference paper (Refereed)
  • 175.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Redfors, Andreas
    Kristianstad University, School of Education and Environment.
    Swedish upper-secondary school students' worldviews: taking a starting point in their views of the universe2003Conference paper (Refereed)
  • 176.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Redfors, Andreas
    Kristianstad University, Department of Mathematics and Science.
    Tre elever berättar om universum, gud och fysiken2006In: Nordina, ISSN 1504-4556, Vol. 1, no 6, p. 31-43Article in journal (Refereed)
    Download full text (pdf)
    fulltext
  • 177.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Redfors, Andreas
    Kristianstad University, Department of Mathematics and Science. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Upper secondary students in group discussions about physics and our presuppositions of the world2007In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 16, no 9-10, p. 1007-1025Article in journal (Refereed)
    Abstract [en]

    In this article we report on a group activity, based on previous work [Hansson & Redfors: 2006b, Science & Education (accepted)], in an upper secondary physics class in Sweden. The aim was to engage students in a discussion about which presuppositions that are really necessary for physics. During the activity the students were to decide about the physics’ view concerning a number of statements. The overall aims of the study were to gain more knowledge about what kind of presuppositions the students associate with physics, and to identify possible ways to address this with students in class. The study shows that it is common for students to associate ‘scientism’ with physics. This is only to some extent problematised and questioned during the discussions. Furthermore we can see that presuppositions necessary for physics are not immediately recognized by the students.

  • 178.
    Hansson, Lena
    et al.
    Kristianstad University, School of Education and Environment.
    Redfors, Andreas
    Kristianstad University, School of Education and Environment.
    Rosberg, Maria
    Kristianstad University, School of Education and Environment.
    Socio-scientific reasoning in a digital learning environment: a report from the European CoReflect project2010In: Active citizenship: abstracts, Malmö: Nordic Educational Research Association (NERA) , 2010, p. 59-60Conference paper (Refereed)
    Download full text (pdf)
    FULLTEXT01
  • 179.
    Hansson, Lena
    et al.
    Kristianstad University, School of Education and Environment.
    Redfors, Andreas
    Kristianstad University, School of Education and Environment.
    Rosberg, Maria
    Kristianstad University, School of Education and Environment.
    Students' socio-scientific reasoning in an astrobiology context during work with a digital learning environment2011In: Journal of Science Education and Technology, ISSN 1059-0145, E-ISSN 1573-1839, Vol. 20, no 4, p. 388-402Article in journal (Refereed)
    Abstract [en]

    In a European project—CoReflect—researchersin seven countries are developing, implementing andevaluating teaching sequences using a web-based platform(STOCHASMOS). The interactive web-based inquirymaterials support collaborative and reflective work. Thelearning environments will be iteratively tested and refined,during different phases of the project. All learning environmentsare focusing ‘‘socio-scientific issues’’. In thisarticle we report from the pilot implementation of theSwedish learning environment which has an Astrobiologycontext. The socio-scientific driving questions are ‘‘Shouldwe look for, and try to contact, extraterrestrial life?’’, and‘‘Should we transform Mars into a planet where humanscan live in the future?’’ The students were in their last yearof compulsory school (16 years old), and worked togetherin triads. We report from the groups’ decisions and thesupport used for their claims. On a group level a majorityof the student groups in their final statements expressreluctance towards both the search of extraterrestrial lifeand the terraforming of Mars. The support used by thestudents are reported and discussed. We also look moreclosely into the argumentation of one of the student groups.The results presented in this article, differ from earlierstudies on students’ argumentation and decision making onsocio-scientific issues (Aikenhead in Science education foreveryday life. Evidence-based practice. Teachers CollegePress, New York, (2006) for an overview), in that theysuggest that students do use science related arguments — both from ‘‘core’’ and ‘‘frontier’’ science — in their argumentationand decision making.

  • 180.
    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).
    Yacoubian, Hagop A.
    Lebanon.
    Nature of science and social justice in science education2018Conference paper (Other academic)
  • 181.
    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).
    Yacoubian, Hagop A.
    Lebanese American University.
    The relevance of nature of science perspectives in science teaching aiming for social justice2019Conference paper (Refereed)
  • 182.
    Hellberg, Lina
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). 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.
    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.
    Förskollärares konstruktion av ett fysikaliskt lärandeobjekt2019In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 15, no 3, p. 242-256Article in journal (Refereed)
    Abstract [en]

    In 2010 the Swedish national curriculum was revised and learning goals concerning chemistry and physics were introduced. That has induced a need for further understanding of teaching and learning of specific content in preschool. Focus in this article is how physics content is constructed as an object of learning during preschool teachers’ planning of teaching. The result of a phenomenographic analysis focusing themes of the conversation concerning the intended object of learning reveals a complex process. Occurrences in the activities with the children, available tools at the preschool, the preschool teachers’ perceptions of the mission and understanding of the learning object, contribute to the construction of the learning object. All these aspects are discussed and implications for preschool practice are suggested.

    Download full text (pdf)
    fulltext
  • 183.
    Hellberg, Lina
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Thulin, Susanne
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Redfors, Andreas
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Science in Early Childhood Education - Teachers' communication2016In: Abstract Book, 2016Conference paper (Refereed)
    Abstract [en]

    To develop knowledge about how science is communicated by the teachers in the preschool context, specificallyteachers' communication about science while planning the intended object of learning. Preschool teachers'attitudes and perceptions of the mission, and what the child in preschool should and can learn, is of outmostimportance for work with science, but also preschool teachers' knowledge of both science and science education(Eshach & Fried, 2005; Fleer, 2009; Thulin, 2011). However, the mission is manifold and further investigations ofhow different aspects come into play when planning science activities are needed. The theoretical framework isprimarily based on phenomenography focusing on developmental pedagogy (Marton & Booth, 1997; PramlingSamuelsson & Asplund Carlsson, 2008). Design-based research (Barab & Squire, 2004) is used to develop andimplement viable practices concerning science activities with a focus on communication. Video and audio areused to collect data. The research adheres to the ethical guidelines of the Swedish Research Council. Allparticipants and children's caregivers are informed and agree to voluntary and anonymous participation with aright to abandon participation. The video-data collection of teachers planning consecutive activities withchildren focusing the intended object of learning (forces and motion) is on-going. Initially, the teachers tend tofocus prerequisites and other aspects of their mission, the relation to the object of learning will be problematizedduring the symposium. The importance of content specific and educational knowledge, and teachers'experiences of their mission is stressed. The significance and complexity of this intertwined perspectives arediscussed.

  • 184.
    Helldén, Gustav
    Kristianstad University, School of Education and Environment.
    Ämnesdidaktisk forskning om lärande och undervisning i naturvetenskap2009In: Ämnesdidaktiska brobyggen: didaktiska perspektiv inom lärande och forskning / [ed] Bengt Schüllerqvist, Margaretha Ullström & Sten-Olof Ullström, Karlstad: Karlstad University Press , 2009, p. 22-46Conference paper (Other academic)
    Download full text (pdf)
    fulltext
  • 185.
    Helldén, Gustav
    et al.
    Kristianstad University, Department of Mathematics and Science. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Lindahl, Britt
    Kristianstad University, Department of Mathematics and Science. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Redfors, Andreas
    Kristianstad University, Department of Mathematics and Science. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Lärande och undervisning i naturvetenskap: en forskningsöversikt2005Book (Other academic)
    Download full text (pdf)
    fulltext
  • 186.
    Hellmuth, Eva
    et al.
    Kristianstad University, Faculty of Education.
    Strömberg, Linda
    Kristianstad University, Faculty of Education.
    Tankar kring gynnande lärmiljö i matematiken: en kvalitativ studie med elever i matematiksvårigheter, matematiklärare och speciallärare i matematik2020Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The background of the study is the lack of research on what students in mathematical difficulties consider success factors for learning mathematics. By examining how students in mathematical difficulties perceive they learn best, special education teachers in mathematics can easier adjust learning environments to fit the needs of the students. The aim of the study is to examine how students in mathematical difficulties, mathematics teachers and special education teachers in mathematics think about learning, considering different working methods and mediating tools, and examine how teaching of mathematics is designed. The study is qualitative and was conducted with semi-structured interviews with 26 participants: nine students in F-3, six students in 4-6, nine mathematics teachers and two special education teachers in mathematics. The theoretical framework on which the study is based is the sociocultural perspective where mediating tools, physical and intellectual, are the focus for examining learning environments favorable for learning mathematics. Categorical and relational perspectives have been used to examine the definition of and work with students in mathematical difficulties. The result shows that reviews in the beginning of a lesson, followed by work in mathematics textbooks, individually or in pairs, permeate teaching of mathematics. Varied teaching by working in pairs and use of concrete materials exist in the primary school. In the middle school, teaching is varied by working in pairs, but students lack the experience of using concrete materials. Working with concrete materials, computers and in pairs is considered favorable for learning by students in mathematical difficulties in both the primary school and in the middle school. Conclusions from the study show the need for learning environments where students are offered different working methods, to prevent teaching where students only work in their mathematics textbooks. The availability of mediating tools, such as concrete materials, should also be examined.

     

    Download full text (pdf)
    fulltext
  • 187.
    Hiltunen, Filip
    et al.
    Kristianstad University, School of Education and Environment.
    Hansson, Daniel
    Kristianstad University, School of Education and Environment.
    Praktiska moment - En god vana inom geografiundervisningen?: en intervjustudie av gymnasielärares uppfattningar kring ett praktiskt arbetssätt2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Geografi är ett tvärvetenskapligt ämne i skolans värld som berör såväl naturen som samhället vi lever i. I Skolverkets ämnesplan för ämnet Geografi på gymnasial nivå framkommer det med all önskvärd tydlighet att såväl exkursioner, fältstudier, laborationer som övningar ska ingå i undervisningen, för att åskådliggöra den mångfacetterade värld vi lever i. I nya rön från Skolverket beskrivs situationen i de högre åldrarna, med avseende på inkludering av praktiska moment i undervisningen, som problematisk.

    Det övergripande syftet med denna uppsats är att belysa vikten av praktiska moment inom ämnet geografi, på gymnasial nivå, genom att undersöka lärares erfarenheter kring ett praktiskt arbetssätt. För att kunna undersöka detta har vi använt oss av en intervjustudie, där fyra geografilärare (på gymnasial nivå) från fyra olika skolor i tre skilda kommuner agerade respondenter. Resultatet påvisar att eleverna till följd av ett kontinuerligt tillämpande av praktiska moment ges möjligheten att se samband, vilka knyter samman teorin och verkligheten. Utöver detta kan även vissa positiva synergieffekter påvisas, däribland återfinns den sociala faktorn och en förändrad syn på ämnet. Genomgående har vi kunnat skönja att en nyckelterm, för såväl lärare som elever, inom ett praktiskt arbetssätt, är vana.

    Download full text (pdf)
    fulltext
  • 188.
    Hiltunen, Filip
    et al.
    Kristianstad University, School of Education and Environment.
    Unger, Johannes
    Kristianstad University, School of Education and Environment.
    GIS - Geografilärarnas akilleshäl?: en intervjustudie av gymnasielärares arbetssätt kring Geografiskt informationssystem2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I den nya ämnesplanen för ämnet geografi har momentet GIS fått en allt tydligare plats med centrala mål som skall uppnås i undervisningen. Målen visar på att ett praktiskt arbetssätt, gärna med digitala läromedel, erfordras för att uppnå målen på bästa sätt. Hur ser detta faktum ut i dagens skolor egentligen?

    Syftet med denna uppsats är att undersöka hur lärare på gymnasieskolor bedriver undervisning i momentet GIS. För att få svar på denna fråga genomfördes intervjuer med sex lärare på tre olika skolor som på olika sätt bedriver undervisning i GIS. Resultatet visar på att det finns en rådande kunskapsbrist bland lärare, där stöd i form av utbildning och skolanpassat material rörande GIS är en stor önskan bland lärarna. Generellt är lärarna positivt inställda till GIS och ser möjligheter, men även hinder i form av tid, kunskap och kostnader.

    Download full text (pdf)
    fulltext
  • 189.
    Hjälmeskog, Karin
    et al.
    Uppsala universitet.
    Höijer, KarinKristianstad University, Faculty of Natural Science, Research Environment Food and Meals in Everyday Life (MEAL). Kristianstad University, Faculty of Natural Science, Avdelningen för mat- och måltidsvetenskap.
    Didaktik för hem- och konsumentkunskap2019Collection (editor) (Other academic)
  • 190.
    Hjälmeskog, Karin
    et al.
    Uppsala universitet.
    Höijer, Karin
    Kristianstad University, Faculty of Natural Science, Research Environment Food and Meals in Everyday Life (MEAL). Kristianstad University, Faculty of Natural Science, Avdelningen för mat- och måltidsvetenskap.
    HK-didaktik på läroplansteoretisk grund2019In: Didaktik för hem- och konsumentkunskap / [ed] Karin Hjälmeskog och Karin Höijer, Malmö: Gleerups Utbildning AB, 2019, p. 49-68-Chapter in book (Other academic)
  • 191.
    Hjälmeskog, Karin
    et al.
    Uppsala universitet.
    Höijer, Karin
    Kristianstad University, Faculty of Natural Science, Research Environment Food and Meals in Everyday Life (MEAL). Kristianstad University, Faculty of Natural Science, Avdelningen för mat- och måltidsvetenskap.
    Inledning2019In: Didaktik för hem- och konsumentkunskap / [ed] Karin Hjälmeskog och Karin Höijer, Malmö: Gleerups Utbildning AB, 2019, p. 9-21-Chapter in book (Other academic)
  • 192.
    Holgersson, Ingemar
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Barns uppfattning av materia: varför blir ett ljus mindre när det brinner?2004In: Naturfagenes didaktikk - en disciplin i forandring: det 7. nordiske forskersymposiet om undervisning i naturfag i skolen / [ed] E K Henriksen & M Ödegaard, Kristiansand, Norge: Höyskoleforlaget , 2004, p. 329-344Chapter in book (Other academic)
  • 193.
    Holgersson, Ingemar
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Barendregt, Wolmet
    Göteborgs universitet.
    Rietz-Lepännen, Elisabeth
    Göteborgs universitet.
    Ottosson, Torgny
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Lindström, Berner
    Göteborgs universitet.
    Can children enhance their arithmetic competence by playing an especially designed computer game?2013Conference paper (Refereed)
    Abstract [en]

    Fingu is a game and a game platform aimed at helping children 4 to 8 years old develop competence and fluency with basic addition combinations. We present results from an eight week intervention, where children, 5-, 6-, and 7 years old, have been allowed to play the game as part of their ordinary pre-school and school activities. Results show significant positive differences between pre- and post-tests in four arithmetic measures with modest to large effect sizes. In contrast most differences between post-tests and delayed-tests, when the children did not play the game, are non-significant with none or low effect sizes. Design principles and results are discussed with special emphasis on children who “struggle to learn math”.

  • 194.
    Holgersson, Ingemar
    et al.
    Kristianstad University, Department of Mathematics and Science. 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).
    Lindner, Ann-Charlotte
    Kristianstad University, Department of Mathematics and Science. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Löfgren, Lena
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Barns förståelse av materia och dess transformationer2000In: Undervisning i naturvetenskap ur kultur-, teknologi- och miljöperspektiv: rapport från det sjätte nordiska forskarsymposiet om undervisning i naturvetenskap i skolan, Joensuu 12-16 juni 1999 / [ed] Aho, Lerna, Viiri,Jouni, Joensuu: Joensuu universitet, pedagogiska fakulteten , 2000, p. 376-383Conference paper (Refereed)
  • 195.
    Holgersson, Ingemar
    et al.
    Kristianstad University, Department of Mathematics and Science.
    Löfgren, Lena
    Kristianstad University, Department of Mathematics and Science.
    A long-term study of students' explanations of transformations of matter2004In: Canadian Journal of Science, Mathematics and Technology Education, ISSN 1492-6156, E-ISSN 1942-4051, Vol. 4, no 1, p. 77-96Article in journal (Refereed)
    Abstract [en]

    We report on a long-term study of young children's understanding of matter and its transformations. Interviews concerning children's conceptions could be seen in the idioms, personal framings of experiences, that became apparent as a result of the longitudinal design of the study. As part of the project, we also made an early (at the age of 6) introduction ot the concept, molecule. Depending on the phenomenon presented to them for explanation, some of the children used the molecule concept as a tool for understanding and explaining, while others did not. By focusing on a few examples, which we analyse in detail, we argue that long-term studies give rich detail and important information about children's learning that other kinds of study do not.

  • 196.
    Holmberg, Leif
    Kristianstad University, School of Health and Society, Avdelningen för Ekonomi och Arbetsliv.
    Kan didaktik vara sagolik?: skrönor som pedagogiska hjälpmedel2004Conference paper (Refereed)
  • 197. Holmqvist Olander, Mona
    et al.
    Nyström, Marcus
    Wennås Brante, Eva
    Göteborgs universitet.
    The image of images as a predictor of viewing pattern for young adults with and without dyslexiaArticle in journal (Refereed)
  • 198.
    Holmstedt, Pernilla
    et al.
    Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
    Jönsson, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Aspelin, Jonas
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
    Learning to see new things: using criteria to support pre-service teachers’ discernment in the context of teachers’ relational work2018In: Frontiers in education, Vol. 3, p. 1-14Article in journal (Refereed)
    Abstract [en]

    The purpose of this study was to investigate how preservice teachers’ understanding of relational competence can be supported through the use of digital video and explicit criteria. The study is a mixed method intervention study, where preservice teachers analyzed the teacher-student relationship as depicted in a short video sequence with the support of explicit criteria. These analyses were analyzed with content analysis according to the criteria and a thematic comparison of preservice teachers’ analyses before and after the access to explicit criteria. Findings suggest that the use of explicit criteria supported preservice teachers’ discernment of significant dimensions of teacher-student relationships, so that they were able to discern and discuss aspects of the teacher-student relationship with a specific focus on teacher-student interaction and with greater detail and nuance. The study also provides some tentative evidence that modelling the use of criteria may support preservice teachers’ use of the criteria.

  • 199.
    Holmström, Simon
    et al.
    FontD.
    Pendrill, Ann-Maria
    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.
    Reistad, Nina
    Nationellt Resurscentrum för Fysik.
    Gymnasiets laborationsundervisning i fysik: vad påverkar lärares val av laborationer?2019In: LUMAT: Luonnontieteiden, matematiikan ja teknologian opetuksen tutkimus ja käytäntö, ISSN 2323-7104, E-ISSN 2323-7112, Vol. 7, no 1, p. 27-58Article in journal (Refereed)
    Abstract [en]

    What factors influence Swedish upper secondary teachers' laboratory teaching in physics? This is an issue raised by the curriculum reform of 2011 in Sweden. In this study, 17 teachers at four different upper secondary schools discussed their laboratory teaching in focus group interviews. Based on an analysis of these interviews, a supplementary survey of 66 teachers was conducted. Logic of events was used as an analytical tool to understand how different factors influence teachers' teaching. The results from the focus groups indicate that teachers appreciate laboratory work that 1) are based on simple equipment, 2) provide good values of constants, 3) laboratory exercises that the students like. In the survey, the syllabus emerged as a stronger factor of influence than in the focus groups – but, the results from both parts indicate that other factors than the syllabus play a larger role for teachers' choice and layout of laboratory work.

    Download full text (pdf)
    fulltext
  • 200.
    Holmström, Simon
    et al.
    Katedralskolan .
    Pendrill, Ann-Marie
    Lunds universitet.
    Reistad, Nina
    Lunds universitet.
    Eriksson, Urban
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Lunds universitet.
    Gymnasiets laboratorionsundervisning i fysik: mellan tradition och ändrade styrdokument2018In: LUMAT: Luonnontieteiden, matematiikan ja teknologian opetuksen tutkimus ja käytäntö, ISSN 2323-7104, E-ISSN 2323-7112, Vol. 6, no 1, p. 1-19Article in journal (Refereed)
    Abstract [en]

    Experiments have a long tradition in physics teaching and there are many examples of classical school experiments. At the same time laboratory teaching is affected by curriculum changes and technological development. In this study experienced teachers at three different upper secondary schools discuss their laboratory teaching. The analysis is based on the logic of events. The study provides insight into factors affecting teachers’ teaching and how classical experiments are adapted and challenged by new conditions. The results indicate that tradition is a stronger factor of influence than policy documents, in particular when very limited time is allowed for professional development.

    Download full text (pdf)
    fulltext
1234567 151 - 200 of 454
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