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  • 151.
    Freij, Maria
    Kristianstad University, Faculty of Education, Avdelningen för humaniora.
    Lewis2017In: Two Thirds North, ISSN 2001-8452Article in journal (Other academic)
  • 152.
    Freij, Maria
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Edfors, Ellinor
    Kristianstad University, Faculty of Health Science, Research Environment PRO-CARE, Patient Reported Outcomes - Clinical Assessment Research and Education. Kristianstad University, Faculty of Health Science, Avdelningen för sjuksköterskeutbildningarna och integrerad hälsovetenskap. Kristianstad University, Research Platform for Collaboration for Health.
    Ljung Djärf, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Umans, Timurs
    Kristianstad University, Faculty of Business, Research environment Auditing, Organisation and Society (AOS). Kristianstad University, Faculty of Business, Avdelningen för ekonomi.
    Rehnstam-Holm, Ann-Sofi
    Kristianstad University, Faculty of Natural Science, Research environment Man & Biosphere Health (MABH). Kristianstad University, Faculty of Natural Science, Avdelningen för miljö- och biovetenskap.
    Pedagogisk karriärstege vid Högskolan Kristianstad: några reflektioner från beredningsgruppens arbete2014Conference paper (Other academic)
  • 153.
    Freij, Maria
    et al.
    Kristianstad University, Faculty of Education, Avdelningen för humaniora.
    Germov, John
    Australien.
    A sociology licit and illicit drugs2019In: Public Sociology: an introduction to Australian society / [ed] John Germov and Marilyn Poole, Sydney: Allen & Unwin, 2019, 4, p. 211-236Chapter in book (Other academic)
  • 154.
    Freij, Maria
    et al.
    Kristianstad University, Faculty of Education, Avdelningen för humaniora. England.
    Germov, John
    Australien.
    Drug use and abuse in Australia: social origins, impacts and responses2018In: Second opinion: an introduction to health sociology / [ed] John Germov, Docklands Victoria: Oxford University Press, 2018, 6Chapter in book (Other academic)
  • 155.
    Freij, Maria
    et al.
    Kristianstad University, Faculty of Education, Avdelningen för humaniora.
    Germov, John
    Australien.
    Global risk and the surveillance state: a sociology of new terrorism2019In: Public sociology: an introduction to Australian society / [ed] John Germov and Marilyn Poole, Sydney: Allen & Unwin, 2019, 4, p. 420-448Chapter in book (Other academic)
  • 156.
    Freij, Maria
    et al.
    Kristianstad University, Faculty of Education, Avdelningen för humaniora. England.
    Germov, John
    Australien.
    Media and health: moral panics, miracles and medicalisation2018In: Second opinion: an introduction to health sociology / [ed] John Germov, Docklands, Victoria: Oxford University Press, 2018, 6Chapter in book (Other academic)
  • 157.
    Freij, Maria
    et al.
    Kristianstad University, Faculty of Education, Avdelningen för humaniora. England.
    Germov, John
    Australien.
    Broom, Dorothy
    Gendered health2018In: Second opinion: an introduction to health sociology / [ed] John Germov, Docklands, Victoria: Oxford University Press, 2018, 6Chapter in book (Other academic)
  • 158.
    Freij, Maria
    et al.
    Kristianstad University, Faculty of Education, Avdelningen för humaniora. England.
    Germov, John
    Australien.
    Richmond, Katy
    Australien.
    A sociology of health promotion: 2018In: Second opinion: an Introduction to health sociology / [ed] John Germov, Docklands, Victoria: Oxford University Press, 2018, 6Chapter in book (Other academic)
  • 159.
    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. 

  • 160.
    Fridberg, Marie
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Thulin, Susanne
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Redfors, Andreas
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Preschool children's collaborative science learning scaffolded by tablets2017In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 48, no 5, p. 1007-1026Article in journal (Refereed)
    Abstract [en]

    This paper reports on a project aiming to extend the current understanding of how emerging technologies, i.e. tablets, can be used in preschools to support collaborative learning of real-life science phenomena. The potential of tablets to support collaborative inquiry-based science learning and reflective thinking in preschool is investigated through the analysis of teacher-led activities on science, including children making timelapse photography and Slowmation movies. A qualitative analysis of verbal communication during different learning contexts gives rise to a number of categories that distinguish and identify different themes of the discussion. In this study, groups of children work with phase changes of water. We report enhanced and focused reasoning about this science phenomenon in situations where timelapse movies are used to stimulate recall. Furthermore, we show that children communicate in a more advanced manner about the phenomenon, and they focus more readily on problem solving when active in experimentation or Slowmation producing contexts.

  • 161.
    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.
    Thulin, Susanne
    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.
    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.
    Pre­school children’s collaborative science learning scaffolded by tablets – a teacher’s view2018In: Journal of Emergent Science, ISSN 2046-4754, E-ISSN 2046-4754, no 15, p. 13-19Article in journal (Refereed)
  • 162.
    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.
    Thulin, Susanne
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    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.
    Jonsson, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Chemistry and physics in preschool –: teaching and learning through socio-scientific issues2018Conference paper (Other academic)
  • 163.
    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.

  • 164.
    Frode, Cheryl
    et al.
    Kristianstad University, Faculty of Education.
    Pålsson, Sara
    Kristianstad University, Faculty of Education.
    Kooperativt lärande för elever i språklig sårbarhet: En studie baserad på verksamhetspraxis2019Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study examines seven teachers' experiences on how cooperative learning works in primary school for pupils in linguistic vulnerability. The purpose of the study is to investigate how some teachers perceive the opportunities and barriers of cooperative learning for pupils in linguistic vulnerability. Six teachers and one special educator have been interviewed to share their experiences about cooperative learning based on the questions: What are the benefits of educators with cooperative learning in the work with pupils in linguistic vulnerability and what disadvantages do educators see with cooperative learning in the work with pupils in linguistic vulnerability? The result shows that the respondents see advantages such as inclusion, increased participation, more efficient distribution of teacher resources, development of collaborative capacity and social learning among the pupils, but also show disadvantages such as when pupils don’t respond to the cooperation structures, don’t want to work or are absent from the teaching and that the teacher needs to be present so the collaboration works and that the students learn what the teacher intended. The result also shows that the respondents see that pupils in linguistic vulnerability reach advantages through increased participation because they dare to communicate more in the smaller groups and can take part of the group members' responses which leads to increased self-confidence. Respondents emphasize that the structures of cooperative learning enable repetitive support which supports pupils in need of linguistic repetition. The students get the opportunity to hear words and concepts several times, and try and repeat them themselves. The respondents also point out that pupils in linguistic vulnerability also benefit from modeling support in the form of learning strategies, both from the structures but also from the collaboration with the comrades, which benefits all pupils. Cooperative learning is based on positive interdependence, which means that the group is responsible for ensuring that learning takes place throughout the group. The respondents point out that by the students learning from and together with each other, the teacher have time to target the students who are in need of extra support.

  • 165.
    Frykner, Andreas
    et al.
    Kristianstad University, Faculty of Education.
    Holte, Gunilla
    En annan sida av myntet: En studie kring integrerade elever med intellektuell funktionsnedsättning med fokus på deras kamratskap och sociala samspel2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to contribute with new experiences on how friendship and the social interaction for integrated students with intellectual disability looks like. There is research showing both positive and negative effects of inclusion and the integration of students with disabilities. With this study we want to fill the gap in the research field that we consider to be about the companionship and social interaction of integrated special school pupils. To investigate the situation at the schools, we have used two different methods, sociograms and observations. The result showed that the pupils with intellectual disabilities had few mutual relationships in the classroom and the social interaction with other students was very limited. Friendship and social interaction with other classmates seemed to diminish with age. Some difference was also discernible between the sexes, where the boys had more social interaction than the girls. Although the purpose of the study was not to explain why it looks like it did, we could see that the adults who are supporting the students have a major role to play in successful integration and inclusion of students with intellectual disability.

  • 166.
    Fäldt, Gunilla
    et al.
    Kristianstad University, Faculty of Education.
    Hodel-Fryzell, Camilla
    Kristianstad University, Faculty of Education.
    Gränslandet mellan årskurs 3 och 4: en utmaning för elever i språklig sårbarhet2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the present study was to examine transitions between year three and four, for children in linguistic vulnerability. Further, it aims to find knowledge about how to remove barriers so that problems don´t occur. The background of the study is our experience of the language-problems children meet when they start year four. The study was conducted with a both quantitative- and qualitative method. A questionnaire was distributed to parents and interviews have been carried out with pupils, teachers, special education teachers and headmasters. The respondents were chosen primarily from two different schools, with exception of one interview, which was held at a third school. The theoretical framework consists of sociocultural-, relational- and system theoretical perspectives and the analysis is performed through a content analysis. The results of the study indicate and confirm that linguistic problems at transitions are universal and that linguistic demands between year three and four can increase drastically. The cooperation and communication between involved professionals appear to most important to reduce these problems. Early interventions and proactive actions seem to be crucial. The role of the special education teacher can be to take the responsibility for the linguistic adaptability at transitions.

  • 167.
    Gagzis, Ulrika
    Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
    Specialpedagogens funktion i arbetet med bedömning: ett kunskapsbidrag utifrån specialpedagogers beskrivningar av sitt arbete med bedömning som en del av undervisningspraktiken2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med detta arbete är att bidra med kunskap om specialpedagogers arbete med bedömning som en del av undervisningspraktiken. I arbetet genomförs intervjuer med fyra specialpedagoger som arbetar i olika verksamheter. Deras beskrivningar syftar till att ge vidare insikt och vägledning om hur specialpedagogers arbete kring bedömning kan påverka elevers möjligheter till allsidiga bedömningar utifrån ett relationellt perspektiv.

     

    Resultaten i den tidigare forskningen visar att det skett en ökning av antalet bedömningar såväl i svensk skola som internationellt. Det faktum att bakomliggande orsaker till ökningen inte problematiseras eller ifrågasätts kan beskrivas som en ökad bedömningskultur. Detta sker samtidigt som det saknas forskning kring konsekvenser av bedömning och vad som styr bedömning. Bedömningar såsom formativ och summativ bedömning har olika syften och påverkar således eleverna olika. Perspektiv på elever i skolproblematik och vilken roll specialpedagogen tar är viktigt i bedömningssammanhang.

     

    De teoretiska perspektiv jag utgår ifrån är systemteori med utgångspunkt i Bronfenbrenners ekologiska systemteori där aktivitet i och mellan mikro-, meso-, exo- och makro-nivåerna är centrala. Dessutom är relationellt- och kategoriskt perspektiv valda utgångspunkter. Metoden är semistrukturerade intervjuer med fyra specialpedagoger. Resultaten visar att specialpedagoger har en stor roll i arbetet kring bedömning, inte minst genom övergripande och aktivt arbete med extra anpassningar samt implementerandet av och upprätthållandet av ett relationellt förhållningssätt i verksamheterna. Genom extra anpassningar och relationellt förhållningssätt ges eleverna möjlighet till stöttning så att deras kunskaper kan bli synliga vid bedömning. Kommunikation är centralt i specialpedagogiskt arbete. Legitimitet att utföra sitt arbete beror till stora delar på specialpedagogens relationella kompetens men att ha rektors mandat är också viktigt.

  • 168.
    Galway, Lindsay P
    et al.
    Canada.
    Beery, Thomas
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Natural Science, Research environment Man & Biosphere Health (MABH).
    Jones-Casey, Kelsey
    USA.
    Tasala, Kirsti
    Canada.
    Mapping the solastalgia literature: a scoping review study2019In: International Journal of Environmental Research and Public Health, ISSN 1661-7827, E-ISSN 1660-4601, Vol. 16, no 15Article in journal (Refereed)
    Abstract [en]

    Solastalgia is a relatively new concept for understanding the links between human and ecosystem health, specifically, the cumulative impacts of climatic and environmental change on mental, emotional, and spiritual health. Given the speed and scale of climate change alongside biodiversity loss, pollution, deforestation, unbridled resource extraction, and other environmental challenges, more and more people will experience solastalgia. This study reviewed 15 years of scholarly literature on solastalgia using a scoping review process. Our goal was to advance conceptual clarity, synthesize the literature, and identify priorities for future research. Four specific questions guided the review process: (1) How is solastalgia conceptualized and applied in the literature?; (2) How is solastalgia experienced and measured in the literature?; (3) How is 'place' understood in the solastalgia literature?; and (4) Does the current body of literature on solastalgia engage with Indigenous worldviews and experiences? Overall, we find there is a need for additional research employing diverse methodologies, across a greater diversity of people and places, and conducted in collaboration with affected populations and potential knowledge, alongside greater attention to the practical implications and applications of solastalgia research. We also call for continued efforts to advance conceptual clarity and theoretical foundations. Key outcomes of this study include our use of the landscape construct in relation to solastalgia and a call to better understand Indigenous peoples' lived experiences of landscape transformation and degradation in the context of historical traumas.

  • 169.
    Garmy, Pernilla
    et al.
    Kristianstad University, Faculty of Health Science, Research Environment Children's and Young People's Health in Social Context (CYPHiSCO). Kristianstad University, Research Platform for Collaboration for Health. Kristianstad University, Faculty of Health Science, Avdelningen för sjuksköterskeutbildningarna och integrerad hälsovetenskap.
    Hansson, Erika
    Kristianstad University, Faculty of Education, Avdelningen för psykologi.
    Vilhjalmsson, Runar
    Island.
    Kristjansdottir, Gudrun
    Island.
    Is there a link between analgesic use and bullying among children and adolescents?2019Conference paper (Refereed)
  • 170.
    Garmy, Pernilla
    et al.
    Kristianstad University, Faculty of Health Science, Research Environment Children's and Young People's Health in Social Context (CYPHiSCO). Kristianstad University, Research Platform for Collaboration for Health. Kristianstad University, Faculty of Health Science, Avdelningen för sjuksköterskeutbildningarna och integrerad hälsovetenskap. Lund University.
    Hansson, Erika
    Kristianstad University, Faculty of Education, Avdelningen för psykologi.
    Vilhjálmsson, Rúnar
    Iceland.
    Kristjánsdóttir, Gudrún
    Iceland.
    Bullying, pain and analgesic use in school-age children2019In: Acta Paediatrica, ISSN 0803-5253, E-ISSN 1651-2227, Vol. 108, no 10, p. 1896-1900Article in journal (Refereed)
    Abstract [en]

    AIM: The aim of this study was to examine whether the self-reported use of analgesics is associated with being a victim of bullying.

    METHODS: This cross-sectional, school-based survey included all students in grades 6 (11 years old), 8 (13 years old) and 10 (15 years old) in Iceland (response rate: 84%; n = 11 018). The students filled out an anonymous standardised questionnaire: the Icelandic Contribution to the International Health Behavior in School-Aged Children (HBSC) Study.

    RESULTS: Being bullied was associated with increased use of analgesics even after controlling for self-reported pain.

    CONCLUSION: Bullying occurs in all schools, and its effects on health are pervasive. Interventions aimed at reducing bullying and promoting health in schools are important and may reduce the use of analgesics in adolescents.

  • 171.
    Garmy, Pernilla
    et al.
    Kristianstad University, Faculty of Health Science, Research Environment Children's and Young People's Health in Social Context (CYPHiSCO). Kristianstad University, Research Platform for Collaboration for Health. Kristianstad University, Faculty of Health Science, Avdelningen för sjuksköterskeutbildningarna och integrerad hälsovetenskap.
    Idecrans, Therese
    Kristianstad University, Faculty of Health Science.
    Hertz, Malin
    Kristianstad University, Faculty of Health Science.
    Sollerhed, Ann-Christin
    Kristianstad University, Faculty of Education, Avdelningen för humaniora. Kristianstad University, Faculty of Health Science, Research Environment Children's and Young People's Health in Social Context (CYPHiSCO).
    Hagell, Peter
    Kristianstad University, Faculty of Health Science, Research Environment PRO-CARE, Patient Reported Outcomes - Clinical Assessment Research and Education. Kristianstad University, Research Platform for Collaboration for Health. Kristianstad University, Faculty of Health Science, Avdelningen för sjuksköterskeutbildningarna och integrerad hälsovetenskap.
    Sömn, hälsa och nattliga skärmvanor hos tonåringar2019Conference paper (Refereed)
  • 172.
    Gilca, Debora
    Kristianstad University, Faculty of Education.
    Andraspråkselevers rätt till en likvärdig utbildning: en studie av lågstadielärares resonemang 2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den invandring som Sverige har upplevt de senaste decennierna har resulterat till mångkulturella klassrum, vilket gör att klasslärare undervisar andraspråkselever. Lärare behöver bred yrkeskompetens för att möta andraspråkselevers skilda kulturella och språkliga bakgrunder. Det förekommer generellt att andraspråkselever inte uppnår kunskapskraven i skolan, till skillnad från elever med svenska som sitt modersmål. Syftet med studien att undersöka hur lågstadielärare arbetar för att andraspråkselever ska uppnå skolans kunskapskrav.

    Studien har genomförts utifrån ett kvalitativt angreppssätt, där metoden semistrukturerade intervjuer har använts som redskap för empirin. Studien har ett lärarperspektiv, där fem utbildade lärare i de tidigare skolåren har intervjuats. Studiens resultat visar att lärarna arbetar utifrån ett sociokulturellt perspektiv för att främja elevers andraspråksinlärning. Av resultatet framgår det att skilda faktorer främjar respektive hämmar elevers andraspråksinlärning. Angelägna faktorer är bland annat skolverksamhetens organisation och lärares kompetens. 

  • 173.
    Giusti, Matteo
    et al.
    Stockholm University.
    Svane, Ulrika
    Stockholm University.
    Raymond, Christopher M.
    Swedish University Agricultural Sciences.
    Beery, Thomas H.
    Kristianstad University, Research environment Man & Biosphere Health (MABH). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    A framework to assess where and how children connect to nature2018In: Frontiers in Psychology, ISSN 1664-1078, E-ISSN 1664-1078, Vol. 8Article in journal (Refereed)
    Abstract [en]

    The design of the green infrastructure in urban areas largely ignores how people's relation to nature, or human-nature connection (HNC), can be nurtured. One practical reason for this is the lack of a framework to guide the assessment of where people, and more importantly children, experience significant nature situations and establish nature routines. This paper develops such a framework. We employed a mixed-method approach to understand what qualities of nature situations connect children to nature (RQ1), what constitutes children's HNC (RQ2), and how significant nature situations and children's HNC relate to each other over time (RQ3). We first interviewed professionals in the field of connecting children to nature (N = 26), performed inductive thematic analysis of these interviews, and then further examined the inductive findings by surveying specialists (N = 275). We identified 16 qualities of significant nature situations (e.g., "awe," "engagement of senses," "involvement ofmentors") and 10 abilities that constitute children's HNC (e. g., "feeling comfortable in natural spaces," " feeling attached to natural spaces," "taking care of nature"). We elaborated three principles to answer our research questions: (1) significant nature situations are various and with differing consequences for children's HNC; (2) children's HNC is a complex embodied ability; (3) children's HNC progresses over time through diverse nature routines. Together, these findings form the Assessment framework for Children's Human Nature Situations (ACHUNAS). ACHUNAS is a comprehensive framework that outlines what to quantify or qualify when assessing " child-nature connecting" environments. It guides the assessment of where and how children connect to nature, stimulating both the design of nature-connecting human habitats as well as pedagogical approaches to HNC.

  • 174.
    Godhe, Anna-Lena
    et al.
    Göteborgs universitet.
    Magnusson, Petra
    Kristianstad University, Faculty of Education, Avdelningen för humaniora.
    Sofkova Hashemi, Sylvana
    Göteborgs universitet.
    Digital competence and multimodality in Swedish curricula: possibilities, challenges and tensions2018In: 9ICOM MULTIMODALITY – MOVING THE THEORY FORWARD. FULL BOOK OF ABSTRACTS, 2018Conference paper (Other academic)
    Abstract [en]

    The presentation focuses on recent changes in the Swedish curricula for compulsory school and explores to what extent and how multimodal meaning-making is conceptualized. The changes are supposed to adjust education to a digitalized society and support students’ in their development of “adequate digital competence.

     Digitalization potentially facilitates multimodal meaning-making, providing students with a wide range of opportunities through modes and media. Meanings are shaped in new and hybrid formats, and acknowledgement and understanding of the semiotic choices and intentions of students, as well as and the potential of multimodal design (Serafini, 2012), becomes an equity issue (Sofkova Hashemi, 2017; Bezemer & Kress, 2016).. Previous studies of multimodality in teaching and assessment show that teachers do not have enough, or accurate, competences to teach or assess multimodal meaning-making on a modal specialized level. Even if teaching encourages the use of several modalities and multimodal meaning-making, most attention is given to the verbal written text in the assessment of students’ work (cf. Oldham, 2005; Matre et al., 2011; Godhe, 2014; Silseth &Gilje, 2017).

     We present an analysis of if, and how, the recent changes in the Swedish curricula for compulsory school relate to and support multimodal meaning-making. Content analysis was used to categorize the changes as additions, changes or deletions (Boyatis, 1998; Braun & Clarke, 2006). The analysis show some support for the inclusion of multimodal meaning-making, implicitly pointing to other modalities than the verbal and to a redefinition of the concept of ‘text’. However, the majority of the changes address the ‘use of digital tools’ as a technical skill. Based on the analysis, questions concerning the implications for teaching, teacher education and possibilities for redefining knowledge and learning (cf. Lankshear & Knobel, 2009; Kalantzis & Cope, 2012), are raised and discussed.

     

  • 175.
    Goncalves Andersson, Ana Vick
    et al.
    Kristianstad University, Faculty of Education.
    Bergner, Jennie
    Kristianstad University, Faculty of Education.
    Kommunikationsmöjligheter i förskolan: en kvalitativ studie om kommunikationsverktyg vid inskolning av nyanlända2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att få en inblick i hur kommunikation fungerar i praktiken utifrån respondenternas perspektiv och erfarenheter. Ambitionen med studien är att den ska bidra med en fördjupad kunskap om hur pedagoger går tillväga för att få kommunikation med nyanlända att fungera. När det verbala språket inte räcker till, vilket tillvägagångssätt använder pedagogerna för att barn och vårdnadshavare skall få en uppfattning av hur förskoleverksamheten fungerar? Studien har en kvalitativ forskningsmetod och utfördes genom enkätintervju. Studien riktar sig mot respondenter som är legitimerade förskollärare, med erfarenheter av att arbeta med mångkulturalitet. Centralt för studien är Aspelins perspektiv på den relationella pedagogiken, vilket är en av studiens två teoriförankringar. Det andra perspektivet är det interkulturella perspektivet. Resultatet visar att pedagoger kommunicerar genom både verbala och icke-verbala kommunikationsverktyg. Respondenterna lyfter att tolk som kommunikationsverktyg minskar missförstånd. De anser att översättningsappar inte är tillförlitliga, eftersom de inte vet om det översätts rätt, vilket kan resultera i missförstånd. Slutsatsen är att det gäller att vara kreativ i sitt sätt att kommunicera med nyanlända. Således gäller det att pedagoger tänker utanför det uppenbara i sitt sätt att kommunicera.

  • 176.
    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.

  • 177.
    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. 

  • 178.
    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)
  • 179.
    Gulsrud, Natalie M.
    et al.
    Denmark.
    Raymond, Christopher M.
    Swedish University of Agricultural Sciences.
    Rutt, Rebecca L.
    Denmark.
    Stahl Olafson, Anton
    Denmark.
    Plieninger, Tobias
    Denmark.
    Sandberg, Mattias
    University of Gothenburg.
    Beery, Thomas H.
    Kristianstad University, Faculty of Natural Science, Research environment Man & Biosphere Health (MABH). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Jönsson, K. Ingemar
    Kristianstad University, Faculty of Natural Science, Research environment Man & Biosphere Health (MABH). Kristianstad University, Faculty of Natural Science, Avdelningen för miljö- och biovetenskap.
    ‘Rage against the machine’?: the opportunities and risks concerning the automation of urban green infrastructure2018In: Landscape and Urban Planning, ISSN 0169-2046, E-ISSN 1872-6062, Vol. 180, p. 85-92Article in journal (Refereed)
    Abstract [en]

    Contemporary society is increasingly impacted by automation; however, few studies have considered the potential consequences of automation on ecosystems and their management (hereafter the automation of urbangreen infrastructure or UGI). This Perspective Essay takes up this discussion by asking how a digital approach to UGI planning and management mediates the configuration and development of UGI and to whose benefit? This is done through a review of key issues and trends in digital approaches to UGI planning and management. We first conceptualize automation from a social, ecological, and technological interactions perspective and use this lens to present an overview of the risks and opportunities of UGI automation with respect to selected case studies. Results of this analysis are used to develop a conceptual framework for the assessment of the material and governance implications of automated UGIs. We find that, within any given perspective, the automation of UGI entails a complex dialectic between efficiency, human agency and empowerment. Further, risks and opportunities associated with UGI automation are not fixed but are dynamic properties of changing contextual tensions concerning power, actors, rules of the game and discourse at multiple scales. We conclude the paper by outlining a research agenda on how to consider different digital advances within a social-ecological-technological approach.

  • 180.
    Gulsrud, Natalie
    et al.
    University of Copenhagen.
    Raymond, Christopher
    SLU, Alnarp.
    Rutt, Rebecca
    University of Copenhagen.
    Stahl Olafsson, Anton
    University of Copenhagen.
    Plieninger, Tobias
    University of Göttingen, University of Kassel.
    Sandberg, Mattias
    Göteborgs Universitet.
    Beery, Thomas
    Kristianstad University, Faculty of Natural Science, Research environment Man & Biosphere Health (MABH). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Jönsson, K. Ingemar
    Kristianstad University, Faculty of Natural Science, Research environment Man & Biosphere Health (MABH). Kristianstad University, Faculty of Natural Science, Avdelningen för miljö- och biovetenskap.
    ‘Rage against the machine’? The opportunities and risks concerning the automation of urban green infrastructure2019In: ISPM 2019: Let the People Map. Book of Abstracts., 2019, p. 25-Conference paper (Refereed)
    Abstract [en]

    Contemporary society is increasingly impacted by automation; however, few studies have considered the potential consequences of automation on ecosystems and their management (hereafter the automation of urban green infrastructure or UGI). This Perspective Essay takes up this discussion by asking how a digital approach to UGI planning and management mediates the configuration and development of UGI and to whose benefit? This is done through a review of key issues and trends in digital approaches to UGI planning and management. We first conceptualize automation from a social, ecological, and technological interactions perspective and use this lens to present an overview of the risks and opportunities of UGI automation with respect to selected case studies. Results of this analysis are used to develop a conceptual framework for the assessment of the material and governance implications of automated UGIs. We find that, within any given perspective, the automation of UGI entails a complex dialectic between efficiency, human agency and empowerment. Further, risks and opportunities associated with UGI automation are not fixed but are dynamic properties of changing contextual tensions concerning power, actors, rules of the game and discourse at multiple scales. We conclude the paper by outlining a research agenda on how to consider different digital advances within a social-ecological-technological approach.

  • 181.
    Guo, Lulu
    Kristianstad University, Faculty of Education, Avdelningen för humaniora.
    Reoression, Defense Mechanisms and the Unreliability of Stevens' Narration in the Remains of the Day2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay argues that repression and defense mechanisms contribute to the unreliability of Stevens’ narrationthrough three aspects: Stevens’ uncertainty of certain memories, his failure to report certain scenescorrectly and his defensive, self-contradictory discourse. There is no single best way to define what is consideredreliable and what is unreliable in narratology because the complexity of fictional characters will renderdifferent kinds of unreliability. This essay detects three kinds of unreliability of Stevens corresponding to thethree aspects mentIoned above: the first kind results from the untrustworthiness of our memory, the secondkind is the contradiction between the voice of the narrator and the other characters and the third kind lieswithin the narrative discourse. The unreliability of Stevens’ narration attributes to repression and defensemechanisms. The five kinds of defense mechanisms analyzed in the essay are selective memory, denial,projection, reaction formation and rationalization. In order to defend his self-image as a great butler, Stevenslies to or hides from himself and tries to avoid acknowledging certain undesirable thoughts or emotions. Eventhough Stevens becomes more reliable as he gains more self-realization during the road trip, his defensesare still on.

  • 182.
    Gustafsson, Thän
    Kristianstad University, Faculty of Education.
    Ignorance v. Innocence: Go Set a Watchman’s Case against the Hegemony of To Kill a Mockingbird2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper takes a cultural materialist approach in analyzing the hegemonic purpose of using Harper Lee’s To Kill a Mockingbird in American education. Ideas from critical race theory and Lee’s second novel, Go Set a Watchman, are used to reveal obfuscated aspects of Mockingbird’s narrative. These aspects have been repurposed to fit a Eurocentric palate, and have let the book achieve success under the guise of being a progressive and multiculturalist work. Mockingbird’s narration, marked by childlike innocence, has been used to obfuscate Eurocentric ignorance of racial and economic inequality. The text has also been used to divert blame from those in power onto those oppressed by a hegemonic system. Racism is in Mockingbird inaccurately described as an individual moral issue, rather than a system of discrimination which is deeply ingrained in every aspect of U.S. society. The liberal moderate ideology which informs Atticus character has historically been ignored due to his unquestionable, near-mythical position as a moral role model. The paper finds that Mockingbird has been used as part of a greater Eurocentric narrative which positions the Civil Rights Movement as a white movement of moral improvement.

  • 183.
    Gustavsson, Laila
    et al.
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). 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.
    Education for sustainability in Early Childhood Teacher Education (ECTE)2018Conference paper (Other academic)
    Abstract [en]

    Early Childhood teacher education (ECTE) in Sweden is a 3½ year long education on an academic level. In Sweden the Parliament and government have overall responsibility for higher education. They decide on which rules are to apply to higher education and they also set out goals and guidelines. However universities have a great freedom of movement within the regulatory framework set out. They are e.g. free to decide how to organise their studies. The aim of the study presented here is to discuss how students answer on a survey concerning education for sustainability. In the first and fourth semester the ECTE students at Kristianstad University are particularly directed to learning about sustainability and education for sustainability. Critical aspects of sustainability and education for sustainability are pointed out by the teachers and by the textbooks. The survey will give answer to questions about what aspects of sustainability the students had discerned in the fifth semester. The first results of the survey indicates that the students’ experience is that the ECTE had developed their knowledge about sustainability although we can see there still are aspects that are not yet discerned. This indicates the importance of problematizing sustainability from a didactic perspective in relation to ECTE.

  • 184.
    Gärdsborn, Martina
    et al.
    Kristianstad University, Faculty of Education.
    Gustafsson, Sandra
    Kristianstad University, Faculty of Education.
    Pedagogens bemötande av barn i förskolan: ur ett genusperspektiv2018Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte har varit att titta på pedagogens bemötande av barn i förskolan ur ett genusperspektiv vilket innebär att ta reda på om, när och hur skillnader görs utifrån barnets kön. Den teoretiska ansatsen har även haft det socialkonstruktivistiska perspektivet som grund där fokus ligger på att människor i samspel med varandra konstruerar samhället och innebörden av begrepp såsom könsroller, genus, femininitet och maskulinitet. Studien grundar sig på en kvalitativ ansats där både observationer och intervjuer har använts och våra forskningsfrågor har varit: På vilka sätt syns det skillnader i pedagogens bemötande av flickor och pojkar? Hur erbjuder samt uppmuntrar pedagogerna barnen olika utifrån förutbestämda könsmönster? Tyder pedagogers utsagor kring sitt bemötande av flickor och pojkar på medvetenhet? Resultatet från observationerna påvisade att pedagogerna bemötte flickor och pojkar på olika sätt främst när det kommer till tonläge, kroppsspråk, samtalets innehåll, att ställa olika krav samt genom att tillskriva barn könsroller. Resultatet från intervjuerna synliggjorde att pedagogerna till stor del var medvetna om begreppet genus samt om sitt individanpassade agerande men att där fanns en viss omedvetenhet kring sitt agerande utifrån ett genusperspektiv. För att få svar på syftet med studien utfördes först observationerna av verksamma pedagoger och därefter intervjuer för att synliggöra pedagogernas reflektion kring sitt agerande.

  • 185.
    Hammarlund, Jonathan
    et al.
    Kristianstad University, Faculty of Education.
    Davidsson, Johannes
    Kristianstad University, Faculty of Education.
    Konsten att slappna av på fritidshemmet: fritidspedagogers och lärare i fritidshems arbete med att skapa och designa rekreationsmöjligheter på fritidshemmet2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med vår studie är att ta reda på hur fritidspedagogerna säger sig arbeta med att skapa rekreationsmöjligheter på fritidshemmet samt vad det är som påverkar deras arbete. Vi valde att använda kvalitativa metoder i form av intervjuer och observationer. Vi intervjuade sex fritidspedagoger och observerade sex fritidshem i södra Sverige. Under resultatdelen presenterar vi fritidspedagogens arbetssätt med lugna platser och rekreation på fritidshemmet, avgränsade platser för rekreation, fritidspedagogernas synsätt på olika begrepp samt lärande i planerade rekreationsaktiviteter. Rekreation är enligt de intervjuade fritidspedagogerna olika för olika individer och det handlar om att det är ett personligt val som eleverna gör själva, till exempel att vila i soffan eller att spela fotboll. Därför är det viktigt att fritidspedagogen arbetar med valmöjligheter och erbjuder eleven till exempel en styrd rekreationsaktivitet. Slutsatsen som vi kan dra genom intervjuerna och observationerna är att rektorerna behöver ge fritidspedagogerna bättre förutsättningar att arbeta med att skapa rekreationsmöjligheter på fritidshemmet.

  • 186.
    Hammerå, Sofie
    et al.
    Kristianstad University, Faculty of Education.
    Kördel, Anna
    Kristianstad University, Faculty of Education.
    ”Men är man liksom med där så kan leken bygga ofantligt bra broar till andra kompisar utan att vi har samma verbala språk”: Leken som verktyg för att främja trygghet för nyanlända barn i förskolan2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka hur förskollärarna på två mångkulturella förskolor arbetar för att skapa trygghet i leken hos nyanlända barn. För att få fram ett resultat så genomfördes en kvalitativ studie där fyra förskollärare intervjuades enskilt kring ämnet, vilket sedan transkriberades och analyserades grundligt för att få fram ett resultat. Studien utgick ifrån ett interkulturellt perspektiv då det perspektivet berör mångkulturella grupper där en handling sker bland individer med olika kulturella bakgrunder. Resultatet visade på att förskollärarna använder sig av olika metoder som närvarande pedagog, ta del av barnens hemkultur, tecken, bilder och rörelser för att främja trygghet hos nyanlända barn i leken. Förskollärarens inflytande i barns gruppkonstellationer beskrivs då det skapar trygghet hos barn även där. En närvarande förskollärare som bidrar till att barnen leker i en varierad mångfald skapar på så sätt en trygghet i en interkulturell miljö.

  • 187.
    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).
    Enligt naturvetenskapen eller enligt mig själv?2017Conference paper (Other academic)
  • 188.
    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).
    Naturvetenskap medutgångspunkt i barns frågor och vardagliga situationer2016Conference paper (Other (popular science, discussion, etc.))
  • 189.
    Hansson, Lena
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Science education, indoctrination, and the hidden curriculum2018In: History, philosophy and science teaching: new perspectives / [ed] Michael Matthews, Springer, 2018, p. 283-306Chapter in book (Refereed)
    Abstract [en]

    This chapter takes as its starting point discussions about the concept of indoctrination in the philosophy of education and provides an overview of the use of the concept in relation to science education. The chapter then focuses on indoctrination through the hidden curriculum. Messages about the nature of science communicated in the classroom, which are not in line with the formal curriculum, are part of this hidden curriculum. It is suggested that widespread views about science (e.g. associating science with positivistic, scientistic, atheistic and modernistic views) could be viewed as a result of an indoctrination of students. Since these views are not necessary for science, science becomes distorted for students. Thus, indoctrination could have unfortunate consequences for students’ possibilities of identifying with science and therefore, for the possibility to achieve a desirable pluralism in science.

  • 190.
    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)
  • 191.
    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).
    Ungdomar,världsbilder och naturvetenskap2017Conference paper (Other academic)
  • 192.
    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.

  • 193.
    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.

  • 194.
    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.

  • 195.
    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.
    The notion of projectile motion: a case study2018In: Proceedings of the 42nd Conference of theInternational Group for the Psychology of Mathematics Education / [ed] E. Bergqvist, M. Österholm, C. Granberg & L. Sumpter, 2018, Vol. 5, p. 243-Conference paper (Other academic)
    Abstract [en]

    This study adds to research on the use of mathematics in physics classrooms at upper secondary school. The aim is to look closer into what types of transfer do the teacher and textbook set up for the pupils with respect to ways of reasoning from other physics contexts as well as from mathematics. The frame for analysis is an analytical model based on relations made between Reality, Theoretical models and Mathematics (Redfors, Hansson, Hansson & Juter, 2016). Horizontal and vertical transfer is defined as mappings of new information to an activated known structure and as the creation of a new structure in the learner’s mind, respectively (Rebello, Cui, Benett, Zollman & Ozimek, 2007). Transfer occurs within mathematics and physics and also between the topics.We will focus on a physics lecture (40 min, video recorded) in a 3rd year class. When reasoning movement of charged particles in electric fields the teacher stresses hori- zontal transfer from mechanics and projectile motion. The procedure used is focused on analysing movement in “x direction” and “y direction” separately, not explicitly relating movement to the field direction. Whereas the argumentation in the textbook is based on movement in relation to the existence of a field direction. When considering velocity, the main focus is in both cases on a framework where the components of velocity is central.The tangent of a curve is a notion the students in the present study are quite familiar with from their courses in mathematics, which makes an opportunity for transfer from a mathematics context to help understanding physics. However, the notion of tangent is not used in the textbook or by the teacher in relation to velocity. Using the vector concept in this way would require students and teachers to perform a vertical transfer. This has been shown hard for both students and teachers. However, introducing this way of reasoning had made use of an opportunity for structural use of mathematics – an opportunity overlooked by both teacher and textbook.

  • 196.
    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)
  • 197.
    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)
  • 198.
    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.
    Naturvetenskapernas karaktär i barnböcker2017Conference paper (Other (popular science, discussion, etc.))
  • 199.
    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, A M
    Gothenburg University.
    Att arbeta med aktuell fysikforskning på högstadiet2016Conference paper (Other (popular science, discussion, etc.))
  • 200.
    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, A-M
    Göteborgs universitet.
    Att arbeta med aktuell forskning i fysikundervisningen: ett sätt att belysa naturvetenskapernas karaktär2017Conference paper (Other (popular science, discussion, etc.))
1234567 151 - 200 of 502
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