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  • 251.
    Jönsson, Anders
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Finlayson, Odilla
    Irland.
    McLoughlin, Eilish
    Irland.
    McCabe, Deirdre
    Irland.
    Teacher education in inquiry and assessment across Europe – the SAILS approach2015Conference paper (Refereed)
    Abstract [en]

    The Strategies for Assessment of Inquiry-based Learning in Science (SAILS) project (2012-2015) aims to support teachers in adopting inquiry-based science education (IBSE) at second level (www.sails-project.eu). This project is focused on improving science classroom practice with students aged 12-18 years, in twelve European countries (Ireland, United Kingdom, Hungary, Belgium, Turkey, Portugal, Sweden, Germany, Denmark, Poland, Slovakia and Greece), by providing teachers with inquiry-based teaching and learning and assessment materials supplemented with teacher education programs.  The SAILS project has three main objectives: (1) to enhance existing IBSE teaching and learning materials by incorporating inquiry assessment strategies and frameworks; (2) to partner with teachers to identify and implement assessment strategies and frameworks to evaluate key IBSE skills and competences in the classroom; and (3) to provide teacher education programmes in IBSE and promote a self-sustaining model to encourage teachers to share experiences and practice of inquiry approaches to teaching, learning and assessment - by supporting a community of practice. This paper discusses the third objective, specifically development of the SAILS Teacher Education Programme.  This programme aims to develop teachers’ confidence and competence in inquiry approaches and in their assessment of inquiry skills within their classrooms.  Based on experience and research findings, core elements were identified that were considered necessary for the programme while additional elements identified that were useful if timing was available or that were required to adapt to local conditions. Despite variations across the 12 countries involved, similar issues were identified in teacher education programmes.

  • 252.
    Jönsson, Anders
    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.
    The ambiguous influence of high-stakes testing on science teaching in Sweden2019In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289Article in journal (Refereed)
    Abstract [en]

    Tests convey messages about what to teach and how to assess. Bothof these dimensions may either broaden or become more uniformand narrow as a consequence of high-stakes testing. This studyaimed to investigate how Swedish science teachers wereinfluenced by national, high-stakes testing in science, specificallyfocusing on instances where teachers’ pedagogical practices werebroadened and/or narrowed. The research design is qualitativethematic analysis of focus group data, from group discussions withSwedish science teachers. The total sample consists of six teachers,who participated in 12 focus group discussion during threeconsecutive years. Findings suggest that the national testsinfluence teachers’ pedagogical practice by being used as asubstitute for the national curriculum. Since the teachers do notwant their students to fail the tests, they implement new contentthat is introduced by the tests and thereby broaden their existingpractice. However, when this new content is not seen as alegitimate part of teachers’ established teaching traditions, theinterpretation and implementation of this content may replicatethe operationalisations made by the test developers, even thoughthese operationalisations are restricted by demands forstandardisation and reliable scoring. Consequently, the testssimultaneously broaden and narrow teachers’ pedagogical practices.

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  • 253.
    Jönsson, Anders
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Lundahl, Christian
    Department of Educational Studies, Karlstad University.
    Anders, Holmgren
    Education Department, Borås.
    Evaluating a large-scale implementation of Assessment for Learning in Sweden2015In: Assessment in education: Principles, Policy & Practice, ISSN 0969-594X, E-ISSN 1465-329X, Vol. 22, no 1, p. 104-121Article in journal (Refereed)
    Abstract [en]

    This study reports on a large-scale implementation of Assessment for Learning (AfL) in a Swedish municipality. The implementation was founded on two principles: (1) teaching should be informed by educational research; (2) to be successful teachers’ professional development needs to be based in everyday classroom practice. From these principles, AfL was chosen as a strand of educational research to inform teaching and ‘Teacher Learning Communities’ were chosen as a vehicle for professional development and for implementing AfL practices. Findings indicate that the project has been successful in bringing about a change in how teachers talk about teaching and learning and in changing teachers’ pedagogical practice towards AfL. Findings also suggest that AfL practices are mostly teacher-centred, which means that the teachers still take most of the responsibility for the assessment. This leads to high workload for the teachers and may also hinder students from taking responsibility for their learning.

  • 254.
    Jönsson, Anders
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Odenstad, Christina
    Bedömning i SO: för grundskolan2014 (ed. 1)Book (Other (popular science, discussion, etc.))
  • 255.
    Jönsson, Anders
    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.
    Panadero, Ernesto
    Spanien.
    The use of rubrics to support AfL in higher education2018Conference paper (Other academic)
    Abstract [en]

    Research on the use of rubrics has shown that rubrics can aid assessors in achieving acceptable levels of consistency when scoring performance tasks. However, by making assessment expectations explicit the use of rubrics has also been shown to promote learning and/or improve instruction. In this contribution we draw on four systematic reviews on the use of rubrics, as well as some other significant publications. From this research we propose and present two different ways in which the transparency provided by rubrics have been shown to support student learning, together with examples of relevant studies. These two ways are through (1) facilitating the understanding and use of feedback and through (2) facilitating students’ self-regulated learning. Based on the same research, we have also sketched recommendations for how to design and use rubrics to support formative-assessment practices. Examples of such recommendations are to use an analytic scoring strategy, several quality levels, task-level specificity and direct criteria, but also to make the rubrics accessible to the students. Furthermore, we have addressed some of the important critique that have been voiced against the use of rubrics, such as the “indeterminacy of criteria”. This paper, however, only focus on the two ways in which the use of rubrics facilitate student learning.

  • 256.
    Jönsson, Anders
    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.
    Panadero, Ernesto
    Spanien.
    Juan, Botella
    Spanien.
    Self-assessment, self-regulated learning and self-efficacy: a meta-analysis2018Conference paper (Other academic)
    Abstract [en]

    Research about student self-assessment (SSA) has shown that academic performancetends to increase for students trained in SSA, but also that SSA training may increasethe use of self-regulated learning (SRL) strategies. Consequently, there is widespreadadvocacy for SSA, not least through the “assessment for learning” reform agenda. The educational gains from SSA are suggested to be related to the enhancement ofownership of learning and use of self-regulatory strategies. In addition, SSA has beensuggested to support students’ self-efficacy (SE). These relationships between SSA andSRL/SE, have been claimed theoretically, but without proper empirical support. Thisstudy therefore uses meta-analytic methodology to explore the relationships betweenSSA and SRL/SE. The 21 studies included in the analysis were found by a databasesearch and meta-analyses were conducted using a random-effect model. Inter-studyvariance was estimated by the maximum likelihood method. The findings from thisstudy confirms the theoretical connection between SSA and SRL/SE. By training inSSA, students’ use of self-regulating strategies for learning increase, while their use ofperformance/avoidance strategies decrease. SSA interventions also support students’ SE(.73), meaning that they have a more adequate perception of their own capabilities. Thefindings also confirm what has been noted in some of the individual studies on theeffects on SRL/SE from SSA interventions that girls tend to benefit more from suchinterventions, at least in relation to SE.

  • 257.
    Jönsson, Anders
    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.
    Rietz, Louise
    Lunds universitet.
    Lundström, Mats
    Malmö universitet.
    Students’ use of justifications in socio-scientific argumentation2018Conference paper (Other academic)
    Abstract [en]

    The study aims to explore upper secondary school students’ written argumentation regarding a socioscientific issue (SSI). Focus lies on how students justify their claims. The data consists of student texts and was collected at the end of an intervention designed to develop skills related to high quality argumentation.

    SSI has the potential to put science content into a meaningful and relevant context and also to prepare students for life as citizens in a democratic society. Results in studies focusing on students’ use of knowledge and values as support for their claims in argumentative activities show that students tend to base their arguments on values rather than knowledge. Students also have difficulties to construct arguments where claims and evidence connects to one another in a adequate way.

    The intervention took place in a chemistry class in a Swedish upper secondary school. A number of 24 students (age 16-17) from the science-, and technology-major programs participated in the study. The intervention was performed in eight steps during five weeks where the students practiced argumentation in several different ways and studied the issue of perfluoroalkyl substances (PFAS) in every-day products. At the end of the intervention, the students had to take a stand in whether they would buy products containing PFAS.

    The results show that after being taught about argumentation and the context surrounding the SSI, the students mainly based their arguments on content knowledge. This applies for both supporting-, and counter arguments. Value justifications are present in the students’ texts, but they constitute a smaller proportion. The justifications in the argumentative texts contain a great breadth of different subject areas, where chemistry knowledge plays an important role. This study shows that subject knowledge can constitute an important part in student argumentation.

  • 258.
    Jönsson, Anders
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Rosenlund, David
    Malmö högskola.
    Alvén, Fredrik
    Malmö högskola.
    Complement or contamination: a study of the validity of multiple-choice items when assessing reasoning skills in physics2017In: Frontiers in education - Assessment, Testing and Applied Measurement, Vol. 2, article id 48Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to investigate the validity of using multiple-choice (MC) itemsas a complement to constructed-response (CR) items when making decisions about student performance on reasoning tasks. CR items from a national test in physics have been reformulated into MC items and students’ reasoning skills have been analyzed in two substudies. In the first study, 12 students answered the MC items and were asked to explain their answers orally. In the second study, 102 students from five randomly chosen schools answered the same items. Their answers were scored, and the frequencyof correct answers was calculated for each of the items. The scores were then compared to a sample of student performance on the original CR items from the national test. Findings suggest that results from MC items might be misleading when making decisions about student performance on reasoning tasks, since students use other skills when answering the items than is intended. Results from MC items may also contributeto an overestimation of students’ knowledge in science.

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  • 259.
    Jönsson, Anders
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Thornberg, Pia
    Sambedömning: effektiv kompetensutveckling eller redskap för likvärdigbedömning i skolan?2014In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 19, p. 386-402Article in journal (Refereed)
    Abstract [sv]

    På senare tid har sambedömning, det vill säga att lärare tillsammans genomför eller diskuterar bedömning och/eller betygssättning, förts fram som en strategi for att få lärarnas bedömning och betygssättning mer likvärdig. Samtidigt har flera kommuner i Sverige gjort omfattande satsningar på olika former av sambedömning, men mer med anledning av sambedömningens förmodade positiva effekter på lärarnas bedömningskompetens och -praktik i riktning mot formativ bedömning an av likvärdighetsskäl. En intressant fråga är därmed vad som händer i mötet mellan kommuners och skolors strävan att förändra klassrumsbedömningen mot formativ bedömning å ena sidan och statsmakternas krav på ökad likvärdighet i bedömning av nationella prov och betygsättning å den andra. Syftet med denna artikel är att, utifrån en systematisk översikt om forskning kring sambedömning, diskutera möjligheten för sambedömning att leva upp till förväntningarna vad gäller ökad likvärdighet samtidigt som man har ett ökat fokus på kompetensutveckling och formativ bedömning.

  • 260.
    Jönsson, Emelie
    Kristianstad University, School of Education and Environment.
    Matematik och musik i förskolan: En undersökning kring pedagogernas syn på barns matematikinlärning med musiken som hjälpmedel.2014Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med min undersökning är att ta reda på vad pedagoger i förskolan anser är matematik och musik och om de använder musiken för att främja barnens matematikinlärning, eller om de bara använder matematiken och musiken var för sig.

    Det medverkade fyra förskollärare i undersökningen. Jag valde att intervjua på fyra olika förskolor. Metoden är att utföra semistrukturerade intervjuer.

    I resultatet lyfter jag fram vad som sades under intervjuerna. Det visar bland annat att två av pedagogerna använder matematik och musik tillsammans, men inte enbart de två ämnena utan även andra.

    De slutsatser som jag kan dra av min undersökning är att det ser olika ut på de olika förskolorna som jag intervjuade på. Två av pedagogerna använder matematik och musik ämnesintegrerat med varandra medvetet, de gör upp planeringar för olika aktiviteter, medan en pedagog använder det omedvetet, hon menar då att hon inte gör planeringar med mål för det. Den fjärde pedagogen använder inte matematik och musik ämnesintegrerat.

    I diskussionen binder jag till sist samman resultatet och analysen med den litteraturen som jag hade i litteraturgenomgången samt mina egna reflektioner i förhållande till problemformuleringarna och mina egna erfarenheter från min verksamhetsförlagda utbildning.

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    Examensarbete
  • 261.
    Keinonen, Tuula
    et al.
    University of Eastern Finland.
    Yli-Panula, Eija
    University of Turku.
    Svens, Maria
    Åbo Akademi University.
    Vilkonis, Rytis
    Siauliai University.
    Persson, Christel
    Kristianstad University, School of Education and Environment, Avdelningen för Praktisk-estetiska ämnen. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Palmberg, Irmeli
    Åbo Akademi University.
    Environmental issues in the media: students' perceptions in the three Nordic-Baltic countries2014In: Journal of Teacher Education for Sustainability, ISSN 1691-4147, E-ISSN 1691-5534, Vol. 16, no 1, p. 32-53Article in journal (Refereed)
    Abstract [en]

    The media, as a source of information, is supposed to have a significant role in effecting people's environmental knowledge and attitudes. The purpose of this study was to find students' perceptions of environmental issues as presented in the media and how students in Finland, Lithuania and Sweden used these media sources in the matters related to environmental issues. The most important source of environmental knowledge was found to be the Internet, followed by newspapers, television, school and education. In their own lives, students discussed environmental issues every day and, to some extent, in social media, discussion forums and blogs. In Finland, newspapers represented the most important source of environmental knowledge; in Lithuania, environmental organisations were the most prevalent, and, in Sweden, it was in a school or educational context. Based on these results, it was concluded that, in order to reach both genders of students in different countries and to more greatly benefit from all sources of information, a variety of media should be used in education for sustainability.

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  • 262.
    Kristensson, Josefine
    Kristianstad University, School of Education and Environment.
    Det är en stor möjlighet: Pedagogers berskrivningar av och berättelser om hur de arbetar med förskolebarn i utomhusmiljö2014Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Intervjuer och observationer av pedagogers sätt att arbeta med utomhusmiljö i det dagliga arbetet med barnen är grunden för den här studien. Blir utomhusaktiviterer en del av undervisningen eller är de "bara ute"? Observationer gjordes genom att följa avdelningar under en dag, detta gjordes på två förskolor. Intervjufrågorna rörde sig kring deras arbete med utomhuspedagogik. Intervjuerna ägde rum på fyra förskolor, två naturinriktade och två utan specifik inriktning. Skillnaderna var att de naturinriktade hade en medvetenhet kring utomhuspedagogik, medan de andra förskolorna inte var medvetna om det, men arbetade med det ändå. När begreppet utomhuspedagogik förklarades och diskuterades var det ändå mycket av detta de kände igen från sitt arbetssätt. Under intervjuerna på de naturinriktade förskolorna kunde endast en av deras pedagoger vara med under intervjun på grund av personalresurser. Pedagogerna på de andra förskolorna intervjuades antingen två och två eller en i taget efter varandra men vid samma tillfälle.

    Resultatet av studien är pedagogers berättelser och beskrivningar av arbetet med utomhuspedagogik, och utomhuspedagogik som metod i verksamheten. Vi har genom observationer och intervjuer fått fram resultat som visar hur pedagogerna arbetar tillsammans med barnen i utemiljön. Genom observationerna har vi kunnat se att pedagogerna var omedvetna om att de flitigt använde sig av utomhuspedagogik ute i praktiken tillsammans med barnen. Pedagogerna berättade att de använder utomhuspedagogiken som ett redskap och ser den som en stor tillgång till de olika aktiviteter och teman som de utför tillsammans med barnen. Pedagogerna upplevde begreppet utomhuspedagogik nästan som främmande och som något svårt. De ansåg att utomhuspedagogiken ska vara en stor del i barns undervisning och genomsyra verksamheterna. Vi använde oss av orden utomhusmiljö och utevistelse i vår text då det är de begreppen som pedagogerna använder sig av under våra intervjuer om utomhuspedagogik.

    Resultatet av denna studie kan vara till hjälp för pedagoger som arbetar med utomhuspedagogik men kanske inte riktigt känner att de är på rätt spår. Genom resultaten kan de få mer klarhet och bekräftelse på att arbetet de utför uppfyller läroplanens mål och riktlinjer för utomhuspedagogik. Samtidigt kan de få inspiration och bli medvetna om, att det varken är svårt eller krångligt och att det arbete de utför är utomhuspedagogik.

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    Det är en stor möjlighet
  • 263.
    Kyza, Eleni
    et al.
    Cyprus University of Technology.
    Herodotou, Christothea
    Cyprus University of Technology.
    Nicolaidou, Iolie
    Cyprus University of Technology.
    Redfors, Andreas
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Hansson, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Schanze, Sascha
    Leibniz Universität Hannover.
    Saballus, Ulf
    Leibniz Universität Hannover.
    Papadouris, Nicos
    University of Cyprus.
    Michael, Georgia
    University of Cyprus.
    Adapting web-based inquiry learning environments from one country to another: the CoReflect experience2014In: Topics and trends in current science education: 9th ESERA Conference Selected Contributions / [ed] Catherine Bruguière, Andrée Tiberghien, Pierre Clément, Dordrecht: Springer Netherlands, 2014, p. 567-582Chapter in book (Refereed)
  • 264. Landgren, Lena
    et al.
    Svärd, Helen
    Wennås Brante, Eva
    Göteborgs universitet.
    Verksamhetens behållning av learning study2013In: Learning study i förskolan / [ed] Mona Holmqvist Olander, Lund: Studentlitteratur, 2013, p. 145-160Chapter in book (Other academic)
  • 265.
    Larsson, Hans Albin
    Högskolan för lärande och kommunikation i Jönköping.
    Debatten och ickedebatten om historieundervisningen: skolreformerna och historieämnet2004In: Historien är nu: en introduktion till historiedidaktiken / [ed] K-G Karlsson & U Zander, Lund: Studentlitteratur , 2004, 1, p. 357-383Chapter in book (Other (popular science, discussion, etc.))
  • 266.
    Larsson, Hans Albin
    Kristianstad University, School of Teacher Education.
    Lång natts färd mot dag: kring debatten och ickedebatten om historieundervisningen2009In: Historien är nu: en introduktion till historiedidaktiken / [ed] K-G Karlsson & U Zander, Lund: Studentlitteratur , 2009, 2, p. 383-417Chapter in book (Other (popular science, discussion, etc.))
  • 267.
    Larsson, Hans Albin
    Högskolan i Jönköping.
    Vad, varför och hur?: en betraktelse kring kärnämnet2005In: Historiedidaktiska perspektiv: bidrag från lärare och studenter vid lärarutbildningen i Jönköping / [ed] Hans-Olof Ericsson, Per Göran Johansson, Hans Albin Larsson, Jönköping: Jönköping University Press , 2005, p. 325-352Chapter in book (Other (popular science, discussion, etc.))
  • 268.
    Laurin, Jennifer
    et al.
    Kristianstad University, Faculty of Education.
    Johansson, Isabelle
    Kristianstad University, Faculty of Education.
    Läroplansutvecklingen för ämnet religionskunskap i relation till samhällsförändringen2019Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Vår religionsundervisning har under de senaste hundra åren gått från att endast lära sig om kristendomen till att istället lära sig om alla världsreligioner. I detta arbete har vi synliggjort hur våra läroplaner har utvecklats i den takt som vårt samhälle har förändrats. Detta medför att undervisningen inte är densamma som förr. Vi har valt att utgå från läroplansteori där vi har genomfört en kvantitativ innehållsanalys som vi gjort på läroplanerna 62, 80 och 11. Efter att vi jämfört dessa läroplaner har vi satt dessa i relation till samhällsförändringen genom tiderna. Det har vi gjort för att se hur dessa två har samspelat. 

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  • 269.
    Lauvås, Per
    et al.
    Norge.
    Jönsson, Anders
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Ren formativ bedömning: nn ny bedömningspraktik2019Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Kunskapsbedömning kan – kanske mer än något annat man gör som lärare – påverka elevernas kunskapsutveckling och motivation i skolan. Men denna påverkan är inte nödvändigtvis positiv. Bedömningen kan ge kraftigt negativa effekter för elevernas kunskapsutveckling och motivation, såväl som kraftigt positiva. Vilka effekterna blir, beror i stor utsträckning på hur man arbetar med bedömning, inte minst vad gäller relationen mellan formativ och summativ bedömning. Det som börjar bli alltmer tydligt, ju mer vi lär oss om formativ och summativ bedömning, är nämligen att de inte fungerar så väl ihop. En bedömningspraktik där man blandar formativ och summativ bedömning, tycks vara den som ger flest negativa effekter – samtidigt som det troligen är just en sådan bedömningspraktik, som är vanligast i både skola och högre utbildning idag. I den här boken ges därför ett delvis nytt perspektiv på bedömning, vars viktigaste princip är att summativ och formativ bedömning hålls åtskilda i så hög grad som möjligt, så att den formativa bedömningen är ”ren formativ bedömning”.

  • 270. Laveklint, Zandra
    et al.
    Tengheden, Emma
    Har du koll på problemlösningsförmågan?: En innehållsanalys av två läroböcker i matematik för årskurs 12014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med vår studie är att undersöka i vilken omfattning de fem förmågorna i kursplanen för matematik; problemlösningsförmågan, begreppsförmågan, procedurförmågan, resonemangsförmågan och den kommunikativa förmågan, finns representerade i två läroböcker för matematik i årskurs 1. Vårt huvudsyfte är att urskilja de möjligheter läroböckerna skapar för utvecklandet av elevernas problemlösningsförmåga.

    I forskningsbakgrunden görs en översikt av tidigare forskning kring lärobokens inflytande i matematikundervisningen samt problemlösningens betydelse för individ, skola och samhälle. Vår studie tar utgångspunkt i det sociokulturella perspektivet som betonar individens lärande om omvärlden i samspel med kulturella artefakter och det individualkonstruktivistiska perspektivet, som ser till individens eget konstruerande av kunskap i mötet med ett innehåll.

    Ur en kombinerad kvalitativ och kvantitativ innehållsanalys av Prima Matematik 1A (Brorsson 2014a) och Koll på matematik 1A (Almström & Tengvall 2014a), fann vi att läroböckerna domineras av procedurförmågan och begreppsförmågan. Vidare visar vårt resultat att resonemangsförmågan och den kommunikativa förmågan finns representerade i låg utsträckning medan problemlösningsförmågan ges minst utrymme av samtliga förmågor.

    Slutsatsen av vår studie är att den svenska skolans läroboksstyrda matematikundervisning, kan antas bidra till att eleverna i föga utsträckning ges möjlighet att utveckla bland annat problemlösningsförmågan.

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  • 271.
    Leden, Lotta
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Hansson, Lena
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Introducing the human elements of science through a context rich thematic project2019In: / [ed] Fanny Seroglou & Vassilis Koulountzos, 2019Conference paper (Refereed)
  • 272.
    Leden, Lotta
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Hansson, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Nature of science progression in school year 1-9: an analysis of the Swedish curriculum and teachers’ suggestions2015Conference paper (Refereed)
    Abstract [en]

    Science education research on nature of science (NOS) has mostly focused students’ and teachers’ views of NOS, while less attention has been paid to the appropriateness of various NOS aspects at different levels in the educational system. Even more scarce is research focusing teachers’ perspectives on these matters. The aim of this study is to: 1) analyze NOS progression in the Swedish national curriculum, and 2) investigate science teachers’ perspectives on a NOS progression for year 1-9. Participants in the study are Swedish in-service science teachers (grades 1-9) who took part in a three-year research-project focusing NOS teaching. Throughout the project the teachers met in focus-group discussions. They also planned and implemented NOS lessons in their classrooms. Sources of data are: 1) curriculum material, and 2) two focus groups meetings about NOS progression (recorded and transcribed). The results show that many NOS aspects are, at least implicitly, part of the Swedish curriculum, but no specific progression is described. The teachers’ suggestions for NOS progression are based on arguments concerning the level of abstractness. Theoretical approaches and unfamiliar contexts are considered abstract, while hands-on activities, everyday contexts, and historical cases are considered concrete approaches to NOS.

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  • 273.
    Leden, Lotta
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Hansson, Lena
    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).
    Ideland, Malin
    Malmö university.
    Why, when and how to teach nature of science in compulsory school: teachers’ views2013In: E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part 6 / [ed] C. P. Constantinou, N. Papadouris & A. Hadjigeorgiou; co-ed. M. Charalambous, Nicosia: European Science Education Research Association , 2013, p. 60-71Conference paper (Refereed)
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  • 274. Levau, Annika
    Naturvetenskap i förskolan: En studie om vad sju förskollärare uppfattar naturvetenskap som2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att beskriva vad förskollärare uppfattar naturvetenskap som i förskolan. Undersökningen är baserad på intervjuer av sju förskollärare. I förskolans reviderade läroplan Lpfö 98/10 framgår tydligt innehållet i naturvetenskap samt förskollärarens ansvar. Bakgrunden till studien har sitt ursprung i att barn har spontan nyfikenhet och forskning som visar att barn har behov av att veta mer om samband mellan sig själv och sin omvärld. Studiens litteraturgenomgång visar att barn måste vara aktiva för att lära genom att få se, höra och göra och att naturvetenskap handlar om världen vi lever i. Resultatet visar att naturvetenskap i förskolan uppfattas olika beroende på förskollärarens tidigare erfarenheter, kunskap och kompetens. Vidare visar resultatet att förskollärarna uppfattar naturvetenskap som specifika innehåll och som ett specifikt arbetssätt.

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    Naturvetenskap i förskolan
  • 275.
    Liedtke, Joachim
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Språk, hjärna och inlärning: hur psykolingvistiken försöker förklara hur vi lär oss bäst2009Other (Other (popular science, discussion, etc.))
  • 276.
    Liedtke, Joachim
    Kristianstad University College, School of Teacher Education.
    Was macht exzellente Lehre exzellent?: Grundkriterien und Schlüsselqualifikationen für eine erfolgreiche universitäre Fremdsprachendidaktik2009In: Am Rande im Zentrum: Beiträge des VII. Nordischen Germanistentreffens, Riga 7. - 11. Juni 2006 / [ed] Taterka, Thomas, Berlin: SAXA-Verl. , 2009, p. 463-474Conference paper (Refereed)
  • 277.
    Lindahl, Britt
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Ekborg, Margareta
    Malmö högskola.
    Ideland, Malin
    Malmö högskola.
    Malmberg, Claes
    Malmö högskola.
    Ottander, Christina
    Umeå universitet.
    Rehn, Agneta
    Malmö högskola.
    Rosberg, Maria
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Silfver, Eva
    Umeå universitet.
    Winberg, Mikael
    Umeå universitet.
    Att utgå från samhällsfrågor i grundskolans naturorienterade undervisning - ett sätt att öka elevers intresse och kunnande?2011In: Resultatdialog 2011, Stockholm: Vetenskapsrådet , 2011, p. 93-98Chapter in book (Other academic)
  • 278.
    Lindahl, Britt
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Ekborg, Margareta
    Malmö högskola.
    Winberg, Mikael
    Umeå universitet.
    Ottander, Christina
    Umeå University.
    Rosberg, Maria
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Nyström, Eva
    Umeå University.
    Ideland, Malin
    Malmö University.
    Malmberg, Claes
    Malmö University.
    Rehn, Agneta
    Malmö University.
    Socio-scientific issues - a way to improve students´interest  and learning?2010Conference paper (Refereed)
    Abstract [en]

    According to many documents there is a strong need to renew science education. One way could be to work with socio scientific issues (SSI). This paper reports about both students and teachers' experiences and learning when working with socioscientific issues in science education at senior level (age 13-16). The approach is multidimensional as factors that influence cognition as well as motivation and the forming of attitudes are complex. Results suggest SSI work forms are more important than personal factors for explaining outcomes. Relevant issues, autonomy and functioning group work seem to be important aspects of successful SSI work together with structure provided by the teacher, and information that challenges previous knowledge. In general, SSI seems to be most efficient for students, who believe they learn from presenting and discussing their knowledge, focus on ‘the large picture’, acknowledges own responsibility for learning, finds school science personally relevant and are self-efficacious. It seems that the outcomes from SSI work are much in the hands of the teacher. Thus, working with SSI could be considered as an appropriate activity for all students. However, educators should continue to look for ways to promote development of students’ attitudes and epistemological beliefs.

  • 279.
    Lindahl, Britt
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Rosberg, Maria
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Samhällsfrågor som ingång till naturvetenskapligt lärande - ett sätt att öka elevers intresse och kunnande i naturvetenskap?2011Conference paper (Refereed)
  • 280.
    Lindahl, Britt
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Rosberg, Maria
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    What will students learn when working with a socio-scientific issue as "Are cell phones hazardous"2011Conference paper (Refereed)
  • 281.
    Lindahl, Britt
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Rosberg, Maria
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    What will students learn when working with a socio-scientific issue as "Are cell phones hazardous?"2011Conference paper (Refereed)
    Abstract [en]

    This paper presents results from one part of a study about lower secondary students‟ and teachers‟ experiences and learning when working with a socio-scientific issue in science education. The case: Are cell phones hazardous? started from two articles from the same newspaper – one saying that there are no risks associated with the use of cell phones and another saying that the risk for developing a brain tumour is considerable. Data was colleced using observations, tape and video recording, interviews and questionnaires. Both boys and girls found this case very interesting and related to a current issue. Almost all students claim that the introduction to the case aroused their interest and that they learnt new facts during the work. The more interesting the students found the case, the more they claimed they have learnt. We also have results indicating the importance of the teachers‟ way of introducing and structuring the work. Further analysis will give us more information about what is crucial and how we can improve this way of working.

  • 282.
    Lindahl, Britt
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Rosberg, Maria
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Ekborg, Margareta
    Malmö Högskola.
    Ideland, Malin
    Malmö Högskola.
    Malmberg, Claes
    Malmö Högskola.
    Rehn, Agneta
    Malmö Högskola.
    Ottander, Christina
    Umeå Universitet.
    Silfver, Eva
    Umeå Universitet.
    Winberg, Mikael
    Umeå Universitet.
    Socio-scientific issues: a way to improve students’ interest and learning?2011In: US-China Education Review B, ISSN 2161-6248, Vol. 1, no 3, p. 342-347Article in journal (Refereed)
    Abstract [en]

    According to many documents, there is a strong need to renew science education. One way could be to work with SSI (socio-scientific issues). This paper reports on both students' and teachers' experiences and learning when working with socio-scientific issues in science education in secondary school (aged from 13 to 16). The approach is multidimensional, as factors that influence cognition as well as motivation and the forming of attitudes are complex. Results suggest that SSI work forms are more important than personal factors for explaining outcomes. Relevant issues, autonomy and functioning group work seem to be important aspects of successful SSI work together with structure provided by the teacher, and information that challenges previous knowledge. In general, SSI seems to be most efficient for students, who believe that they learn from presenting and discussing their knowledge, focus on "the large picture", acknowledge own responsibility for learning, find school science personally relevant and are self-efficacious. It seems that the outcomes from SSI work are much in the hands of the teacher. This paper is a short summary of the first year and quantitative part of the project. Further results from the project will later be found in our homepage (http://www.sisc.se).

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  • 283.
    Lindahl, Britt
    et al.
    Kristianstad University College, School of Teacher Education.
    Rosberg, Maria
    Kristianstad University College, School of Teacher Education.
    Ekborg, Margareta
    Malmö högskola.
    Winberg, Mikael
    Umeå universitet.
    Ottander, Christina
    Umeå universitet.
    Nyström, Eva
    Umeå universitet.
    Ideland, Malin
    Malmö högskola.
    Malmberg, Claes
    Malmö högskola.
    Rehn, Agneta
    Malmö högskola.
    Socio-scientific issues: a way to improve students' interest and learning?2009In: ESERA: European Science Education Research Association: 2009 conference: 31 August - 4 September 2009, Ankara: Gazi University , 2009, p. 120-Conference paper (Refereed)
    Abstract [en]

    In the past decade, there has been mounting evidence that the problem has become more acute. Studies, such as those performed under the ROSE project, (Sjøberg & Schreiner, 2006), have indicated that most youth surveyed expressed positive attitudes on the importance of scientific and technological issues to society. However, the students show a diminishing interest. There are four different papers being presented in this symposium. They are from ongoing large-scale projects on Socio-Scientific Issues (SSI). The three first are part of a European project, CoReflect (www.coreflect.org). The forth is from a national project in Sweden SISC (www.sisc.se). The two projects take different perspectives on scaffolding, inquiry and collaboration in SSI. One project is focusing on data-driven inquiry, where collaboration and scaffolding are important aspects. The other has a more pronounced humanistic perspective and focus interest, knowledge and self-efficacy of the students. One project has a designed-based approach with teachers taking part in the developmental phase, while in the other a large group of teachers have implement pre-designed materials. A digital learning environment is used in a collaborative setting in one project, whereas teachers in the other project are using the materials in different ways.

  • 284.
    Lindau, Sandra
    et al.
    Kristianstad University.
    Karlsson, Åse
    Kristianstad University.
    Hur uppnås kunskapskraven i naturvetenskap för årskurs tre?: En kvalitativ undersökning av hur läraren arbetar för att eleverna ska uppnå kunskapskraven i naturvetenskap för årskurs tre.2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I uppsatsen kommer läsaren att få ta del av hur läraren arbetar för att uppnå kunskapskraven i Lgr11. Vårt syfte med undersökningen är att undersöka hur läraren arbetar för att eleverna ska uppnå kunskapskraven i naturvetenskap för årskurs tre. Vi vill sätta oss in i lärarens situation och hur läraren känner för denna uppgift. Undersökningen genomfördes med hjälp av kvalitativa intervjuer med 12 verksamma lärare i årskurs ett till tre på olika skolor. Huvudresultatet av vår undersökning visar tydligt att flertalet av lärarna som vi intervjuade kände av en osäkerhet inför naturvetenskapsundervisningen. Dessutom visade det sig att samtliga intervjuade lärare använde sig av en mängd olika hjälpmedel och metoder för att kunna variera sin undervisning, främst av utomhuspedagogik samt experiment. Timtalet varierade stort mellan de olika lärarna, allt från endast 30 min till tre timmar i veckan. Sammanfattningsvis efter slutförd undersökning, kan vi se att huvudresultatet är att naturvetenskapen är ett orosmoment för många lärare i grundskolans tidiga årskurser.

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    SandraLindauÅseKarlsson
  • 285.
    Lindberg, Veronica
    et al.
    Kristianstad University College, School of Teacher Education.
    Fridh, Sofie
    Kristianstad University College, School of Teacher Education.
    Det stora steget: Om elevers syn på hur förberedda de är att möta gymnasieskolans naturvetenskap2009Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Övergången från grundskolan till gymnasieskolan är en stor händelse för många elever. Detställs högre och fler krav på eleverna när de börjar gymnasiet och deras förkunskaper harbetydelse för hur väl de klarar av utbildningen. I denna undersökning fick elever i årskurs ettpå det naturvetenskapliga programmet svara på frågor om de anser att de hade tillräckligakunskaper i de naturvetenskapliga ämnena från högstadiet. Undersökningen visar att de flestatycker att de hade tillräckliga kunskaper i biologi, kemi och matematik men inte i fysik.Kursplanen för fysik på gymnasiet skiljer sig från de andra kursplanerna, genom att det intestår lika tydligt att undervisningen ska bygga på elevernas kunskaper i grundskolan.Respondenterna i undersökningen fick även svara på frågor om vilket ämne som var svårt,roligt och om de läste i NO-block eller i separata ämnen på högstadiet. Undersökningen visaratt det finns en skillnad mellan flickor och pojkar när det gäller deras attityder och intresse.

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    FULLTEXT01
  • 286.
    Lindgren, Sofia
    et al.
    Kristianstad University, Faculty of Education.
    Gustavsson, Magdalena
    Kristianstad University, Faculty of Education.
    Lärares användning och inställning till digitala verktyg i NO-undervisningen2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I detta arbete ligger fokus på digitalisering inom NO-undervisningen. Hur används egentligen digitala verktyg inom NO-undervisningen och vad har lärarna för inställning och kompetens till digitala verktyg? Det är vad vi har undersökt i denna uppsats. Vi har utgått ifrån tre huvudområden: digitaliseringen i skolan, NO-undervisningens didaktik och karaktär och det sociokulturella perspektivet. Enkäter användes för att samla in data som sedan sammanställdes kvantitativt för att ge en överblick över användandet av digitala verktyg i skolan. Sammanställningen visade att användningen av digitala verktyg var hög inom NO-undervisningen samt att digitala verktyg används mest av lärarna vid genomgångar och för att visa film.  

    Undersökningen visar också ett samband mellan lärarnas inställning och användandet av digitala verktyg, detsamma gäller även vid användandet av digitala verktyg och lärarens kompetens.

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  • 287.
    Linnarud, Moira
    Karlstads universitet.
    Språkdidaktisk forskning i Sverige: smältdegel eller salladsskål?2007In: Eskilsson, Olle, Redfors, Andreas (red.), Ämnesdidaktik ur ett nationellt och internationellt perspektiv: rapport från Rikskonferensen i ämnesdidaktik 2006, Kristianstad: Kristianstad University Press , 2007, p. 31-39Conference paper (Other academic)
  • 288.
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Datalekens didaktiske muligheter2014In: Barnehagedidaktikk: en dynamisk og flerfaglig tilnærming / [ed] Broström, Stig; Lafton, Tove og Letnes, Mari-Ann, Bergen: Fagbokforlaget, 2014, p. 198-208Chapter in book (Other academic)
  • 289.
    Lozic, Vanja
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research Environment Children's and Young People's Health in Social Context (CYPHiSCO).
    Didactic Challenges in Teaching Students with Autism2013Conference paper (Other academic)
    Abstract [en]

    In Swedish educational context the term "education for all" has a relatively long tradition but the interpretation and implementation of these educational policies has varied during the past six decades. The issues of class, gender, ethnicity and disability as well as discourses of inclusion, integration and exclusion have permeated the debates about and the implementation of “education for all”. Today the number of students attending schools for students in the need of special educational support, due to their difficulties to reach intended learning outcomes, has increased. In this paper, I examine the specific didactic challenges teachers working with children with autism face. Additionally, the teachers' preunderstanding of students' identities and problems are being analysed. The study is based on interviews with upper secondary school teachers working in a school for students with high functioning autism in general and Asperger syndrome in particular. The interviews with teachers and school counsellors were conducted in a Swedish city and the questions discussed in the paper are:

    Which didactic challenges face educators in their everyday work? What is characteristic for the pedagogic work at the analysed school and in which ways educators prepare students for their future life? In which ways the analysed educational institution contributes to inclusion/exclusion of students and implementation of “education for all” policy?

    The analysis shows that teachers advocate individualised didactic solutions and help, extra resources, methodological clarity and step-by-step instructions. Teachers are expected to be highly adaptable and their work often centres on students social skills, behavioural training and socialization of youth, rather than only helping students to achieve expected learning outcomes. Thus, the “hidden curriculum” is in this learning environment highly visible. The school is described as integrative because it gives students opportunity to practice their social skills but excludes them from general social contexts.

  • 290.
    Lozic, Vanja
    Malmö högskola.
    Historieintresse och historieundervisning: elevers och lärares uppfattningar om historieämnet2011In: Scandia, ISSN 0036-5483, Vol. 77, no 2, p. 191-192Article, book review (Other (popular science, discussion, etc.))
  • 291.
    Lozic, Vanja
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Inclusion through exclusion: teachers' perspectives on teaching students with autism2014In: Cypriot Journal of Educational Sciences, ISSN 1305-9076, E-ISSN 1305-905X, Vol. 9, no 1, p. 3-13Article in journal (Refereed)
    Abstract [en]

    Today the number of Swedish students attending schools for students in the need of special educational support, due to their difficulties to reach intended learning outcomes, has increased. The article describes some challenges teachers working with children with high functioning autism face. The study is based on interviews with six-form colleges teachers working in a Swedish school for students with high functioning autism. Questions that are raised in this study are: How do teachers interpret students’ needs and experiences? Which educational considerations dominate teachers’ reflections about educational practices? In which ways their school contributes to the implementation of ‘education for all’? The analysis shows that teachers advocate personalised teaching solutions, extra resources and methodological clarity. Teachers are expected to be highly adaptable and their work centres on students’ social skills, behavioural training and socialization of youth, rather than only helping students to achieve learning outcomes. Educational policies of inclusion are partly based on exclusionary processes.

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    Fulltext
  • 292.
    Lozic, Vanja
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Vem är jag?: emancipation och historieämne i "mångkulturella skolor"2012In: Historiedidaktik i Norden 9. Del 2 :historisk kunskap: historisk kunskap / [ed] Eliasson,Per, Malmö: Malmö högskola , 2012, p. 124-145Chapter in book (Other academic)
    Abstract [sv]

    Utifrån intervjuer med 36 gymnasieelever har jag kommit fram att historieämnet uppfattas som eurocentriskt. En utvidgning av historieämnets geopolitiska horisont ses som en möjlig lösning på problemet. En trolig förklaring till detta är att flera elever ser olika asiatiska länders (framförallt Kinas) potentiella ekonomiska expansion som en viktig anledning till att se sig omkring och utveckla kunskaper om omvärlden. Den globala ekonomin och mediernas syn på omvärlden är därmed en möjlig förklaring till det ökade intresset för andra delar av världen. Dessutom har majoriteten av eleverna för avsikt att resa och/eller studera utomlands efter studenten. Många elever har också regelbundet besökt sina föräldrars födelseländer samt påverkats av föräldrarnas och de utländska mediernas syn på omvärlden.

    Med utgångspunkt från intervjuerna har tre möjliga förslag till individualisering på basis av enskilda elevers etniska identifikationer utkristalliserats. För det första skulle man kunna låta eleverna specialisera sig inom ett visst område genom individuella arbetsuppgifter. För det andra kan stora så kallade invandrargruppers historia skrivas in i den historia som definieras som generell och som läses av samtliga elever. För det tredje har några få elever angett att en individualisering av historieämnet på basis av elevers etniska tillhörigheter kan göras inom den så kallade privata sfären eller som en del av modersmålsundervisningen.

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    Vem är jag
  • 293.
    Lucander, Henriette
    et al.
    School of Technology, Malmö University.
    Knutsson, Kerstin
    Faculty of Odontology, Malmö University.
    Salé, Hanna
    Faculty of Odontology, Malmö University.
    Jönsson, Anders
    Centre for Profession Studies, Malmö University.
    “I’ll Never Forget This”: evaluating a pilot workshop in effective communication for dental students2012In: Journal of Dental Education, ISSN 0022-0337, E-ISSN 1930-7837, Vol. 76, no 10, p. 1311-1316Article in journal (Refereed)
    Abstract [en]

    This study evaluated a pilot workshop for teaching communication skills to dental students. The methodology is based on an experiential learning approach, the use of realistic clinical scenarios, simulated patients, and an integrated teaching team of both educational researchers and dentists. Furthermore, the methodology was adapted for short workshops, which is thought to offer better possibilities for frequent and effective training of communication skills throughout the curriculum. The workshop was piloted with groups of six to ten students from the sixth and tenth semesters (n=94). Results show that the majority of students found the tasks meaningful and well aligned with how they perceived their future profession as dentists. Most students also thought that they learned from the task. An interesting finding is that students not only found it instructive to practice how to communicate in authentic situations, but that they generally found the workshop to be thought-provoking while at the same time providing structure and intellectual tools for the future. A possible explanation for this finding is the sharing of explicit criteria for high-quality communication.

  • 294.
    Löfgren, Lena
    Kristianstad University, School of Education and Environment.
    A longitudinal study following students' ideas about transformations of matter from age 7 to 162009Conference paper (Refereed)
    Abstract [en]

    This paper presents results from a ten-year longitudinal study. The study’s aim is to learn more about how students actually make meaning and come to understand transformations of matter. The theoretical framework builds upon social constructivist perspectives. In the study (1997-2006) 23 students all born in 1990 are followed. Interviews allowing the students to explain the transformation of matter in fading leaves left lying on the ground, burning candles, and a glass of water with a lid on have been performed. The students have altogether been interviewed 14 times. In 5 interviews the students have listened to an earlier interview and have had the possibility to comment earlier statements and reflect upon their own learning. Most students make progress in describing and explaining the situations in the first years of the study. Then there is a vast spread in the students’ capability to connect the science taught in school with the processes; decay, burning, evaporation and condensation taking place in the situations. There seems to be a connection between the above mentioned capability and what is said about learning. The implications for science education research, compulsory school science curricula, and school science education out of these findings are discussed.

  • 295.
    Löfgren, Lena
    Kristianstad University, School of Education and Environment.
    A ten-year study following students' ideas about situations in which transformations of matter occur2009Conference paper (Refereed)
    Abstract [en]

    This paper presents results from a ten-year longitudinal study. The study’s aim is to learn more about how students actually make meaning and come to understand transformations of matter. The theoretical framework builds upon social constructivist perspectives. In the study (1997-2006) 23 students all born in 1990 are followed. Interviews allowing the students to explain the transformation of matter in fading leaves left lying on the ground, burning candles, and a glass of water with a lid on have been performed. The students have altogether been interviewed 14 times. In 5 interviews the students have listened to an earlier interview and have had the possibility to comment earlier statements and reflect upon their own learning. Most students make progress in describing and explaining the situations in the first years of the study. Then there is a vast spread in the students’ capability to connect the science taught in school with the processes; decay, burning, evaporation and condensation taking place in the situations. There seems to be a connection between the above mentioned capability and what is said about learning. The implications for science education research, compulsory school science curricula, and school science education out of these findings are discussed.

  • 296.
    Löfgren, Lena
    Kristianstad University, Department of Mathematics and Science.
    Barns uppfattningar av materia - hur kan vatten förflytta sig?2002Conference paper (Refereed)
    Abstract [sv]

    Vad händer i ett glas med vatten när man lägger en glasskiva ovanpå glaset? Vad är det som sitter på insidan av glasskivan och hur har det kunnat bli så? I en longitudinell studie där vi intervjuat barn varje år, från 7 till 11 års ålder, har vi följt hur deras föreställningar och förklaringar av ovanstående fenomen förändras. De flesta vet eller förmodar redan som 7-åringar att det är vatten, i form av små droppar, på glasskivan. De flesta förklaringarna innehåller en vattenrörelse från vattnet i glaset till vattendroppar på glasskivan. Vilka uppfattningar av denna vattenrörelse ger barnen uttryck för? För många barn är värme en betydelsefull faktor för att vattnet ska kunna flytta sig. I flera fall är det det slutna systemet som möjliggör att värme bildas. Andra barn har uppfattningar som bygger på att vattnet övergår i små droppar, små bubblor eller molekyler och att det är litenheten hos dessa partiklar som möjliggör förflyttningen. Barnens egna erfarenheter spelar stor roll för deras förklaringar. De uppfattningar som barnen i denna studie ger uttryck för jämförs med uppfattningar man funnit i andra undersökningar av liknande fenomen.

  • 297.
    Löfgren, Lena
    et al.
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    A longitudinal study on the development of children's ideas about transformations of matter in different contexts2003Conference paper (Refereed)
    Abstract [en]

    In order to develop successful teaching approaches of transformations of matter, we need to know more about how young students develop understanding of these processes. In this longitudinal study I follow, mainly through interviews, 20 children from 7 to 11 years of age. I have chosen to examine the development of ideas about matter transformation of three different phenomena; one biological, one chemical and one physical. An early introduction of the concept of molecule is also made. Depending of the phenomenon some children in different ways use the molecule as a tool for understanding, while others do not. The children develop understanding of the different phenomena quite differently. They rely directly on their experiences when explaining the phenomena and the development of words and language seems extremely important. To understand the challenges that children meet trying to understand scientific explanations it is important to know about the complexity and individual variety of learning. A longitudinal study like this with a qualitative analysis has got the chance to catch this complexity and variation.

  • 298.
    Löfgren, Lena
    et al.
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    A longitudinal study showing students' use of molecule concept in explaining transformations of matter2007Conference paper (Refereed)
  • 299.
    Löfgren, Lena
    et al.
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    A study showing students' use of molecule concept in explaining transformations of matter2007Conference paper (Refereed)
  • 300.
    Löfgren, Lena
    et al.
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Elever lär om materieomvandlingar2006Conference paper (Refereed)
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