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  • 301.
    Leden, Lotta
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Hansson, Lena
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Redfors, Andreas
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Context-rich vs. context-stripped approach to NOS teaching: teachers’ reflections2015Konferensbidrag (Refereegranskat)
    Abstract [en]

    The inclusion of nature of science (NOS) in science education, has for a long time been regarded a crucial component in the teaching for scientific literacy. Much has been written about teachers’ views of NOS and how NOS is taught in the science classroom, but less is known about the teachers’ views of the teaching of NOS. To be able to better understand how NOS becomes (or does not become) a part of science education, teachers’ views of the teaching of NOS needs to be investigated. Therefore, in this project, we aim to shed light on teachers’ ways of coping with two different approaches to NOS teaching – contextualized and decontextualized. We explore how the teaching of NOS is planned for, and communicated in the science classroom, as well as what difficulties and gains the teachers experience with the different approaches. The participants are Swedish in-service science teachers (n=6) in grades 3-9. During the project the teachers meet in focus groups, guided by a researcher, and discuss NOS and the teaching of NOS. Sources of data are audio recorded focus-group discussions and classroom observations. The results indicate that both approaches have benefits. A larger amount and more complex NOS aspects are addressed in the context-rich approach. However, the teachers in this study find the decontextualized task easier to fit within the traditional science-teaching frame.

  • 302.
    Leden, Lotta
    et al.
    Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap.
    Hansson, Lena
    Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap.
    Redfors, Andreas
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    From black and white to shades of grey: a longitudinal study of teachers’ perspectives on teaching sociocultural and subjective aspects of science2017Ingår i: Science and Education, ISSN 1573-1901, Vol. 26, nr 5, s. 483-511Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Traditional school science has been described as focused on indisputable facts where scientific processes and factors affecting these processes become obscured or left undiscussed. In this article, we report on teachers’ perspectives on the teaching of sociocultural and subjective aspects of the nature of science (NOS) as a way to accomplish a more nuanced science teaching in Swedish compulsory school. The teachers (N = 6) took part in a longitudinal study on NOS and NOS teaching that spanned 3 years. The data consists of recorded and transcribed focus group discussions from all 3 years. In the analysis, the transcripts were searched for teachers’ suggestions of issues, relevant for teaching in compulsory school, as well as opportunities and challenges connected to the teaching of these issues. The results of the analysis show that (a) the number of suggested issues increased over the years, (b) teachers’ ways of contextualizing the issues changed from general and unprecise to more tightly connected to socio-scientific or scientific contexts, and (c) the number of both opportunities and challenges related to NOS teaching increased over the years. The most evident changes occurred from the beginning of year 2 when the focus group discussions became more closely directed towards concrete teaching activities. Tensions between the opportunities and challenges are discussed as well as how these can be met, and made use of, in science teacher education.

  • 303.
    Leden, Lotta
    et al.
    Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap.
    Hansson, Lena
    Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap.
    Redfors, Andreas
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Socio-cultural aspects of science in the science classroom: teachers' perspectives2016Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Students' interest in science is declining. Science teaching often have science as facts as its main focus. In such science teaching there is often little room for socio-cultural aspects of science. It has, however, been shown that students could gain more interest in science if broader perspectives are included. Making socio-cultural aspects a topic in the science classroom is considered hard. In order to gain more knowledge about issues related to the implementation of socio-cultural aspects in the science classroom we have focused on teachers' perspectives. In this presentation we will provide results from a three-year research-project. It is a case study of six teachers, teaching science in grades 1-9. During the project the teachers met in focus groups four times a year and discussed different aspects of science. During the focus-group meetings they also planned and reflected on classroom activities with a focus on socio-cultural issues, which they implemented between meetings. Questionnaires, interviews and classroom observations where used in addition to the data collected from the focus groups. The results provide information on teachers' perspectives on appropriate approaches and activities for different years, as well as information about teachers' perspectives on both challenges and benefits from implementing socio-cultural aspects.

  • 304.
    Leden, Lotta
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Hansson, Lena
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Redfors, Andreas
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Teachers discussing, planning and implementing NOS-aspects in their teaching2014Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The inclusion of "nature of science" (NOS) in science education has for a long time been regarded as a crucial component in the teaching for scientific literacy. The aim of this study is to investigate how in-service science teachers plan, implement, and afterwards reflect on a NOS teaching session. The participants in the study are Swedish in-service science teachers (n=4) in grades 4-9. Sources of data are teacher-group discussions (before and after the NOS-session), classroom observations, and teachers’ reflective notes. The analytical framework used in this study is developed with a point of departure in the NOS tenets described by Lederman (2007). The preliminary results indicate that although the teachers in different ways explicitly address many different aspects of NOS during the teaching sessions, and they believe that their students are interested in the provided tasks, the teachers themselves are having a hard time coping with the clash between the implemented NOS-session and more traditional views of science teaching.

  • 305.
    Leden, Lotta
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Hansson, Lena
    Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap.
    Redfors, Andreas
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Ideland, Malin
    Malmo University.
    Teachers’ ways of talking about nature of science and its teaching2015Ingår i: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 24, nr 9, s. 1141-1172Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Nature of science (NOS) has for a long time been regarded as a key component in science teaching. Much research has focused on students’ and teachers’ views of NOS, while less attention has been paid to teachers’ perspectives on NOS teaching. This article focuses on in-service science teachers’ ways of talking about NOS and NOS teaching, e.g. what they talk about as possible and valuable to address in the science classroom, in Swedish compulsory school. These teachers (N = 12) are, according to the national curriculum, expected to teach NOS, but have no specific NOS training. The analytical framework described in this article consists of five themes that include multiple perspectives on NOS. The results show that teachers have less to say when they talk about NOS teaching than when they talk about NOS in general. This difference is most obvious for issues related to different sociocultural aspects of science. Difficulties in — and advantages of — NOS teaching, as put forth by the teachers, are discussed in relation to traditional science teaching, and in relation to teachers’ perspectives on for which students science teaching will be perceived as meaningful and comprehensible. The results add to understanding teachers’ reasoning when confronted with the idea that NOS should be part of science teaching. This in turn provides useful information that can support the development of NOS courses for teachers.

  • 306.
    Leden, Lotta
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Hansson, Lena
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Redfors, Andreas
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Ideland, Malin
    Malmö university.
    Why, when and how to teach nature of science in compulsory school: teachers’ views2013Ingår i: 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, s. 60-71Konferensbidrag (Refereegranskat)
  • 307.
    Leden, Lotta
    et al.
    Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap.
    Wiblom, Jonna
    Stockholms universitet.
    In-between chapter: the culture of school science inquiry put under the microscope2018Ingår i: Cultural, social and political perspectives in science education: a Nordic view / [ed] Kathrin Otrel-Cass, Martin Krabbe Sillasen, Auli Arvola Orlander, Cham, Switzerland: Springer, 2018, s. 13-16Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 308.
    Lindahl, Britt
    Högskolan Kristianstad, Institutionen för matematik och naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Lust att lära naturvetenskap och teknik?: en longitudinell studie om vägen till gymnasiet2003Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    The aim of the study was to follow a group of pupils from the age of twelve until they leave lower secondary school at the age of sixteen to describe and analyse how their attitudes towards and intere... mer st in science and technology develop and change but also how this and other factors such as ability, understanding of scientific concepts, gender and home background influenced their choice for upper secondary school. The sample consists of 80 pupils, the whole age group in a school. Data was collected using observations, interviews and questionnaires. The analysis built on the theory of planned behaviour and conceptions research. Many pupils have a positive attitude towards science but often a more positive attitude towards other subjects. They have duties to their parents but these are not strongly expressed. Their self-efficacy for science follows the same pattern as their attitude; they think they are good in science but not as good as in other subjects. For most pupils it seems as if attitude together with self-efficacy are the strongest determinant for their choice. These determinants are influenced by different factors. Girls and boys perceive science teaching differently but it seems as if the boys are on their way to developing the same critical attitude as the girls have had since long ago. The social background is important as many of the pupils who choose science are from well educated homes but even this group is loosing interest. Good ability is a necessary factor but does not guarantee science will be chosen. Neither has good conceptual understanding a crucial importance but on the other hand there are many pupils who say that they would not choose science as they do not understand science in the way it is taught. Another finding is that many pupils even at Grade 5 have an idea of their future career which later on is the same as their choice for upper secondary. If science shall have a chance in their lives the pupils must have a positive experience of science from the beginning of primary school through all years. Once they have lost their interest it is very difficult to get them back. The competition for their attention is intensive and the older they get the more difficult it will be to catch their interest and allegiance.

  • 309.
    Lindahl, Britt
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Varför förstår de inte sitt eget bästa?2011Ingår i: Fler som kan: hur kan vi underlätta för ungdomar att läsa naturvetenskap och teknik? / [ed] Skolverket, Stockholm: Skolverket , 2011, s. 48-62Kapitel i bok, del av antologi (Refereegranskat)
  • 310.
    Lindahl, Britt
    et al.
    Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Sektionen för lärande och miljö, 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
    Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Sektionen för lärande och miljö, 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?2011Ingår i: Resultatdialog 2011, Stockholm: Vetenskapsrådet , 2011, s. 93-98Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 311.
    Lindahl, Britt
    et al.
    Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap.
    Ekborg, Margareta
    Malmö högskola.
    Winberg, Mikael
    Umeå universitet.
    Ottander, Christina
    Umeå University.
    Rosberg, Maria
    Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Sektionen för lärande och miljö, 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?2010Konferensbidrag (Refereegranskat)
    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.

  • 312.
    Lindahl, Britt
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Hansson, Lena
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Students' presuppositions of what the world is like and their interest in choosing science2009Ingår i: Proceedings of the 82nd NARST International Conference (Los Angeles, California, 2009), 2009Konferensbidrag (Övrigt vetenskapligt)
  • 313.
    Lindahl, Britt
    et al.
    Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap.
    Rosberg, Maria
    Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap.
    Samhällsfrågor som ingång till naturvetenskapligt lärande - ett sätt att öka elevers intresse och kunnande i naturvetenskap?2011Konferensbidrag (Refereegranskat)
  • 314.
    Lindahl, Britt
    et al.
    Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap.
    Rosberg, Maria
    Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap.
    What will students learn when working with a socio-scientific issue as "Are cell phones hazardous"2011Konferensbidrag (Refereegranskat)
  • 315.
    Lindahl, Britt
    et al.
    Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap.
    Rosberg, Maria
    Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap.
    What will students learn when working with a socio-scientific issue as "Are cell phones hazardous?"2011Konferensbidrag (Refereegranskat)
    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.

  • 316.
    Lindahl, Britt
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Rosberg, Maria
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, 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?2011Ingår i: US-China Education Review B, ISSN 2161-6248, Vol. 1, nr 3, s. 342-347Artikel i tidskrift (Refereegranskat)
    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).

  • 317.
    Lindner, Ann-Charlotte
    et al.
    Högskolan Kristianstad, Institutionen för matematik och naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Redfors, Andreas
    Högskolan Kristianstad, Institutionen för matematik och naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Kan grundskoleelevers uppfattningar om fysikaliska fenomen utvecklas genom riktade undervisningsinsatser?2006Ingår i: Naturfagsdidaktikkens mange facetter: proceedings fra Det 8. Nordiske Forskersymposium om undervisningen i naturfag / [ed] Bering, Lisbeth m.fl., Köpenhamn: Danmarks Pædagogiske Universitets Forlag , 2006, s. 217-225Konferensbidrag (Refereegranskat)
    Abstract [sv]

    Den här studien är en del i ett större forskningsprojekt som startade våren 1997 då eleverna var 6-7 år. Jag har genomfört riktade undervisningsinslag som byggt på vardagsfenomen kring vatten och dess fasändringar. Eleverna har intervjuats före och efter vår undervisning. Elevernas förklaringar har analyserats tillsammans med filmade undervisningstillfällen mot bakgrund av den teoretiska ramen för att söka få en helhetsbild av varje elev och följa hur de utvecklar sina uppfattningar. Det jag ser är att eleverna får en bättre förståelse av begreppen avdunstning och kondensation.

  • 318.
    Lindström, Berner
    et al.
    Universiy of Gothenburg.
    Holgersson, Ingemar
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Barendregt, Wolmet
    Universiy of Gothenburg.
    Fingu - a game-based learning environment for development of flexible arithmetic competence2016Ingår i: Proceedings of Society for Information Technology & Teacher Education International Conference 2016, Chesapeake: Association for the Advancement of Computing in Education (AACE) , 2016, s. 2531-2538Konferensbidrag (Refereegranskat)
    Abstract [en]

    One of the key goals for mathematics education around the world is to ensure all children’s proficiency with numbers and more generally to have a flexible and adaptive understanding and knowledge of arithmetic. Game-based learning environments are means to support the development of such competence. In this paper we describe our design-based research on Fingu, an application that targets the understanding and mastering of the basic numbers 1 to 10 as part-whole relations. The aim of this paper is to present the design rationale of Fingu and empirical research conducted in Swedish pre-school and primary school settings.

  • 319.
    Ljung-Djärf, Agneta
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD). Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    In what way is learning study grounded in Action Research?2013Konferensbidrag (Refereegranskat)
  • 320.
    Ljung-Djärf, Agneta
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD). Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Eriksson Lindstrand, A.
    Hansson, Lina
    Olsson, R.
    Light and shadow: children discering a physical phenomenon during a preschool learning study project2014Konferensbidrag (Övrigt vetenskapligt)
  • 321.
    Ljung-Djärf, Agneta
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD). Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Eriksson Lindstrand, A.
    Hansson, Lina
    Olsson, R.
    Varför blir det en skugga?: slutsatser från ett learning study projekt i förskolan2014Konferensbidrag (Övrigt vetenskapligt)
  • 322.
    Ljung-Djärf, Agneta
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Holmqvist, Mona
    Theoretical based reflection on practice2013Konferensbidrag (Refereegranskat)
  • 323.
    Ljung-Djärf, Agneta
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Holmqvist Olander, Mona
    Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD). University of Gothenburg.
    Using learning study to understand preschoolers’ learning: challenges and possibilities2013Ingår i: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 45, nr 1, s. 77-100Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article reports a meta-analysis based on a multiple case study of the use of learning study (LS) to understand children’s learning in Swedish preschool. The aim is to investigate whether and how the LS model can be developed, adjusted and used to meet contemporary demands placed upon preschool teachers for increased content focus and improved cognitive outcomes. The research questions are (1) How can the LS model be adapted to understand preschool children’s learning? and (2) What challenges and possibilities arise in such process? The material consists of video documentation of eight meetings, 10 interventions and 237 individual, hands-on interviews with preschoolers collected within five LS projects in Sweden including seven researchers, 10 teachers/student teachers and 86 children. Four features (approach to learning, way of guiding the children, content focus and assessment of children’s learning) found to be possibly challenging in the tension between the school based LS model and the preschool context are used to demonstrate changes made to the LS that allowed it to be adapted to preschool settings. We conclude that the LS model may be applied and adjusted to preschool settings to deepen the teachers’ understanding of children’s learning, but the tradition of seeing learning in preschool as doing, having fun or playing should be challenged and revised in a new way unique to this setting. An educational practice combining play with learning in a more purposeful way has to be developed along with better methods to assess children’s learning.

  • 324.
    Ljung-Djärf, Agneta
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Magnusson, Andreas
    Högskolan Kristianstad, Sektionen för lärande och miljö.
    Peterson, Sam
    Högskolan Kristianstad, Sektionen för lärande och miljö.
    From doing to learning: changed focus during a pre-school learning study project on organic decomposition2014Ingår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 36, nr 4, s. 659-676Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    We explored the use of the learning study (LS) model in developing Swedish pre-school science learning. This was done by analysing a 3-cycle LS project implemented to help a group of pre-school teachers (n?=?5) understand their science educational practice, by collaboratively and systematically challenging it. Data consisted of video recordings of 1 screening (n?=?7), 1 initial planning meeting, 3 analysis meetings, 3 interventions, and 78 individual test interviews with the children (n?=?26). The study demonstrated that the teachers were initially uncomfortable with using scientific concepts and with maintaining the children's focus on the object of learning without framing it with play. During the project, we noted a shift in focus towards the object of learning and how to get the children to discern it. As teachers? awareness changed, enhanced learning was noted among the children. The study suggests that the LS model can promote pre-school science learning as follows: by building on, re-evaluating, and expanding children's experiences; and by helping the teachers focus on and contrast critical aspects of an object of learning, and to reflect on the use of play, imagination, and concepts and on directing the children's focus when doing so. Our research showed that the LS model holds promise to advance pre-school science learning by offering a theoretical tool useable to shift the focus from doing to learning while teaching science using learning activities.

  • 325.
    Ljung-Djärf, Agneta
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Mårdsjö Olsson, Ann-Charlotte
    Göteborgs universitet.
    Thulin, Susanne
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Förskolans uppdrag2013Ingår i: Learning study i förskolan / [ed] Mona Holmqvist Olander, Lund: Studentlitteratur, 2013, 1, s. 37-48Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 326.
    Ljung-Djärf, Agneta
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Åberg-Bengtsson, Lisbeth
    Department of Eucation, Göteborg University.
    Ottosson, Torgny
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Ways of relating to computer use in pre-school activity2005Ingår i: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463, Vol. 13, nr 1, s. 29-41Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In the present study, three different pre-school settings were investigated. The dual aim of the study was to analyse the teachers’ ways of relating to the computer as a tool in pre-school activity, and to describe the three learning environments focusing upon how the computer was used. Data were collected at three Swedish pre-schools, where one computer was available in each department. Three ways of relating to computer use were identified: as a threat to other activities, as an available option, and as an essential activity. A relationship was found between these categories and the three learning environments, characterized respectively as protective, supporting, and guiding.

  • 327.
    Ljung-Djärf, Agneta
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD). Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Åberg-Bengtsson, Lisbeth
    University of Borås.
    Ottosson, Torgny
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Beach, Dennis
    University of Gothenburg.
    Making sense of iconic symbols: a study of preschool children conducting a refuse-sorting task2015Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 21, nr 2, s. 256-274Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article is part of a larger project focusing upon explanatory illustrations that children encounter in pre- and primary school education. The research questions concerned (a) how preschool children make sense of iconic symbols when placing items of refuse on illustrations of refuse bins in a sorting task and (b) what stumbling blocks they encounter when interpreting these symbols. Video data were collected with 30 children between four and five?years of age. From the children?s verbal and non-verbal interactions, four different categories of sense-making were constructed: by material, by object type, by appearance and by function. Three stumbling blocks were identified. The first had to do with giving the symbols a different logical meaning to the intended one; the second related to what materials the different refuse items were made of; the third was being able to stick to one correct way of interpreting each symbol.

  • 328.
    Lundström, Mats
    et al.
    Malmö University.
    Jönsson, Anders
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Nilsson, Karin
    Malmö University.
    Teachers’ experiences from in-service education about inquiry based science education2014Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

     Science teachers have often regarded in-service education as an ineffective way to improve their professional competence. At the same time a lot of resources are spent on in-service education, for instance in different project financed by the EU. This paper reports from a project with the aim to develop science teachers’ skills in inquiry based science education (“IBSE”) and assessment. In-service teacher education is provided by a series of workshops (24 hours in total). In order to investigate how the teachers perceived their development as professionals during the workshops, the teachers answered a questionnaire individually in the end of each series of workshops. The majority of teachers reported that they consider themselves as more experienced in teaching IBSE after the workshops; something they state will make them use IBSE and assessment more in the future. The results also indicate that teachers’ expectations of in-service education have been met by the workshops.

  • 329.
    Löfgren, Håkan
    et al.
    Linköpings universitet.
    Jönsson, Anders
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Fler nationella prov löser inte bristande likvärdighet i skolan2018Ingår i: Skola och samhälle, ISSN 2001-6727Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 330.
    Löfgren, Lena
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Everything has its processes, one could say: a longitudinal study following students' ideas about transformations of matter from age 7 to 162009Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [sv]

    Denna avhandling handlar om elevers lärande och meningsskapande i naturvetenskap. Det teoretiska ramverket bygger på Human Constructivism. Detta perspektiv framhåller det unika samspel som äger rum mellan tankar, känslor och handlingar då människor skapar mening. Perspektivet betonar också språkets viktiga roll i lärandeprocesser.

    Avhandlingens syfte är att få mer kunskap om hur enskilda elever utvecklar förståelse av processer i vilka olika sorters materieomvandlingar sker. Sådan kunskap är värdefull vid utvecklandet av undervisningsansatser som kan leda till meningsfullt lärande.

    En tioårig longitudinell studie har genomförts i vilken 20 elevers uppfattningar om materia och dess omvandlingar har följts från 7 till 16 år. I intervjuer genomförda en eller två gånger per år beskrev och förklarade eleverna materieomvandlingarna i tre situationer: vad händer med vissna löv som ligger kvar på marken, vart tar stearinet från ett brinnande ljus vägen och hur uppstår imman som syns på insidan av en glasskiva som lagts ovanpå ett glas med vatten. Som en del i studien introducerades redan vid 7 års ålder idén om materiens partikelnatur.

    Denna studie bidrar, i förhållande till tidigare studier om elevers uppfattningar om materieomvandlingar, med att visa hur elever utvecklar sin förmåga att förklara sådana processer i vardagssituationer. Studien visar att elever utvecklar förståelse för fenomenen med en tydligt personlig prägel. Det finns en spridning i elevernas förmåga att använda sina erfarenheter och skolans naturvetenskap för att på ett fruktbart sätt utveckla sina idéer i mer vetenskaplig riktning. Denna spridning ökar under grundskoletiden.

    Studien visar de unga elevernas förmåga att använda ett enkelt molekylbegrepp på ett produktivt sätt i sina förklaringar av situationerna men visar också de äldre elevernas svårigheter att använda naturvetenskapen som undervisas de senare skolåren. En slutsats är att viktiga begrepp som partikelmodellen skulle kunna introduceras tidigt i skolan men bara om begreppet kontinuerligt bearbetas och utvecklas.

    De tidiga erfarenheternas betydelse för utvecklingen av elevernas idéer har tydliggjorts genom det longitudinella upplägget av studien. Genom att följa individuella elevers meningsskapande under en tioårsperiod och genom att låta dem kommentera de egna intervjuerna har det blivit synligt att meningsfullt lärande tar tid.

    Olika typer av longitudinella studier som kan ge oss ytterligare kunskap om elevers meningsfulla lärande i förhållande till läro- och kursplaner efterfrågas som en följd av studiens resultat. Longitudinella studier som kan beskriva hur elever och/eller lärare förändrar sina uppfattningar om meningen med skolan över tid efterfrågas också.

  • 331.
    Löfgren, Lena
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    A longitudinal study on the development of children's ideas about transformations of matter in different contexts2003Konferensbidrag (Refereegranskat)
    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.

  • 332.
    Löfgren, Lena
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    A longitudinal study showing how students use a molecule concept when explaining everyday situations2009Ingår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 31, nr 12, s. 1631-1655Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this paper we present results from a 10-year (1997-2006) longitudinal study in which we, by interviews once or twice every year, followed how students, throughout the compulsory school, developed their understanding of three situations in which transformations of matter occur. We believe that students have to meet scientific ideas early in order to gradually, in social cooperation with classmates, friends, teachers, and other grown-ups, elaborate the meaning of a concept. We followed 23 students all born in 1990. In 1997 we introduced the idea of the particulate nature of matter. We have conducted interviews allowing 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. In the interview at 16 years of age, less than one-fifth of the students use molecular ideas in scientifically acceptable ways. The overall conclusion is that most students do not connect the knowledge they gain in school about the particulate nature of matter to these everyday situations. On the other hand, the students seem capable of using a simple particle model and the model can help them understand the invisible gas state. The question of how to use this capability in order to develop students' scientific ideas is still not solved and more research is argued for.

  • 333.
    Löfgren, Lena
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    A longitudinal study showing students' use of molecule concept in explaining transformations of matter2007Konferensbidrag (Refereegranskat)
  • 334.
    Löfgren, Lena
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    A study showing students' use of molecule concept in explaining transformations of matter2007Konferensbidrag (Refereegranskat)
  • 335.
    Löfgren, Lena
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Elever lär om materieomvandlingar2006Konferensbidrag (Refereegranskat)
  • 336.
    Löfgren, Lena
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Following how students from age 7 to 16 use their experiences when developing their ideas about transformations of matter2008Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this paper we present results from a 10 year longitudinal study with the aim to investigate how students use experiences when they develop their ideas about decomposition, burning, evaporation, and condensation. The theoretical framework of this study builds upon social constructivist perspectives. In our study (1997-2006) we have followed 23 students all born in 1990. We have conducted 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. 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 use their experiences and science taught in school in productive ways to improve their understanding of transformations of matter. We discuss the implications for science education research, compulsory school science curricula, and school science education out of these findings.

  • 337.
    Löfgren, Lena
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Following young students' understanding of three phenomena in which transformations of matter occur2008Ingår i: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 6, nr 3, s. 481-504Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In order to develop successful teaching approaches to transformations of matter, we need to know more about how young students develop an understanding of these processes. In this longitudinal study, we followed 25 students from 7 to 13 years of age in their reasoning about transformations of matter. The questions addressed included how the students_ understanding of transformations of matter changed and how we can make sense of individual learning pathways. In interviews performed once or twice every year the students described and explained three situations: fading leaves left on the ground, a burning candle, and a glass of water covered with a glass plate on which some mist had formed. When analysing the interviews, we found a common pathway of how the students_ ideas changed over the years in each one of the situations. When analysing individual student_s interviews with Ausubel_s assimilation theory we could discern subordinate, superordinate and combinatorial learning. How these findings can contribute to an improvement of teaching about transformations of matter is discussed.

  • 338.
    Löfgren, Lena
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    How students' understanding of transformations of matter in three different contexts grow from the age of seven to thirteen2004Konferensbidrag (Refereegranskat)
  • 339.
    Löfgren, Lena
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Students' reflections on their own ideas about transformations of matter2005Konferensbidrag (Refereegranskat)
  • 340.
    Löfgren, Lena
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Lindborg, Amanda
    Kristianstad Studentkår.
    Det hjälper inte lärarutbildningen2014Ingår i: Kristianstadsbladet, ISSN 1103-9523, nr 24/9, s. B3-Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    ”Fler sökte till dokusåpan Paradise Hotel förra året än till Lärarhögskolan”. Det som började som en rolig grej på underhållningssajten Lajkat.se slutade som en nyhet att ta på allvar. Något Lena Löfgren och Amanda Lindborg vänder sig emot.

  • 341.
    Magntorn, Ola
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Förmåga att läsa naturen2012Ingår i: Skola och naturvetenskap : politik, praktik, problematik i belysning av ämnesdidaktisk forskning / [ed] Helge Strömdahl & Lena Tibell, Lund: Studentlitteratur, 2012, s. 208-227Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 342.
    Magntorn, Ola
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Learning to read nature to understand the natural world and how it works2015Ingår i: Darwin-inspired learning / [ed] Boulter, Carolyn J.; Reiss, Michael J.; Sanders, Dawn L., Rotterdam: Sense Publishers, 2015, s. 59-72Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    Ola Magntorn argues in Chapter 5 that the notion of ‘reading nature’, i.e. the ability to recognise organisms and relate them to other organisms and to material cycling and energy flow in a specific habitat, is central to ecology. Reading nature is therefore an important component of ecological literacy. Magntorn goes on to argue that in many ways Darwin was the first person to read nature in this way and that students too can be taught to read nature. He illustrates this with a number of case histories including one where primary school students (aged 10 to 12 years) were helped to read a river ecosystem by focusing on a small freshwater shrimp Gammarus pulex and its ecology. This helped the students to understand the river ecosystem by starting with a single organism and gradually building up from it.

  • 343.
    Magntorn, Ola
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Reading nature: developing ecological literacy through teaching2007Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    In this study the concept reading nature and its contribution to science education is discussed. Some scientific concepts relevant for reading nature are defined. Reading nature has to do with the ability to recognise organisms and relate them to other organisms and to material cycling and energy flow in the specific habitat which is to be read. It has to do with authenticity where the natural world that we face outside is the book to be read and the tools we have are our experiences from previous learning situations both in and out-of-doors. The data in the study is based on the following student groups; student teachers, primary students in years 3-4 and secondary students in years 7-8. Finally a group of experienced teachers have contributed with data regarding their views on reading nature as a goal in science education.

    The aims of the study are to describe how the ability to read nature can develop among the different student groups and to extract critical aspects for this developing ability. The extent to which the ability to read nature can be transferred between ecosystems is another aim of the study. The relevance of reading nature as a goal in science education is also studied by discussing the concept with experienced teachers and student teachers.

    Data was collected mainly by interviews before and after instruction. The students were interviewed outdoors and they were basically asked to describe the ecosystem and explain why it looked the way it did. The main issues discussed in the interviews regarded the organisms and the non biological factors influencing the ecosystem, the ongoing cycles and processes in the ecosystem and finally the human influence on the ecosystem. Concept maps and video recorded field studies has supplemented the interviews in the analysis of student ability to read nature.

    Prior to instruction all students found it difficult to read nature. Linking ecological theory to the authentic environment seems difficult to do. The school students followed teaching sequences aiming at developing their ability to read nature. Critical aspects for developing the ability to read nature had to do with developing an ecological language including ecological terminology as well as the naming of common organisms. An experience based ecological knowledge of a few common species was for many students a helpful link between taxonomy and systems ecology. The recognition of the morphological and behavioural characters of different functional groups together with the principles of the food pyramid model and the cycling of matter were three critical aspects guiding the reading of nature in a new ecosystem. Abstract processes such as photosynthesis and natural succession were difficult to grasp for most students and the field based instruction did not seem to support this learning. There was a strong support for reading nature as a goal in science education where the outdoor aspect of ecology was stressed and the implications for this has to do with supporting the future generation of teachers to study nature in the real context.

  • 344.
    Magntorn, Ola
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Beside the pond: Students' ability to read nature2005Ingår i: Naturfagsdidaktikkens mange facetter: proceedings fra Det 8. Nordiske Forskersymposium om undervisningen i naturfag / [ed] Lisbeth Bering, Copenhagen: Danmarks Pedagogiske Universitets Forlag , 2005Konferensbidrag (Övrigt vetenskapligt)
  • 345.
    Magntorn, Ola
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Reading nature from a bottom-up perspective2006Ingår i: Proceedings from The Second International Conference on concept Mapping / [ed] Canas, Novak, San José, Costa Rica: Universidad de Costa Rica , 2006Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
  • 346.
    Magntorn, Ola
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Reading nature from a 'bottom-up' perspective2007Ingår i: Journal of Biological Education, ISSN 0021-9266, E-ISSN 2157-6009, Vol. 41, nr 2, s. 68-75Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper reports on a study of ecology teaching and learning in a Swedish primary school class (age 10-11 yrs). A teaching sequence was designed to help students read nature in a river ecosystem. The teaching sequence had a 'bottom up' approach, taking as its starting point a common key organism - the freshwater shrimp. From this species and its ecology, the perspective was broadened to involve studies of the interrelations between organisms and finally to the relationship between biotic and abiotic factors. A large part of the instruction took place outdoors. Students were interviewed three times during the course when they were presented with a tray full of objects (both biotic and abiotic) from the ecosystem. The students' task was to name and describe the objects and then to link them up in as many relevant ways as possible, explaining the reasons for the links. The interviews have been transcribed onto concept maps and SOLO-taxonomy was used to illustrate their developing ecological understanding. Results indicate how students related several abstract processes and correlations back to the key organism studied early in the teaching sequence.

  • 347.
    Magntorn, Ola
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Reading new environments: students' ability to generalise their understanding between different ecosystems2007Ingår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 29, nr 1, s. 67-100Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper is based on a study of how students' read nature in different ecosystems. Its focus is on ecology and the context is outdoors. This literacy has to do with an ability to recognise organisms and relate them to material cycling and energy flow in the specific habitat that is to be read. A teaching sequence was designed in order to develop a class of secondary students' ability to read nature in a forest ecosystem. After instruction they were taken to another ecosystem, a pond where they were asked to read the new environment. The main goal was to follow to what extent they can transfer their understanding from one ecosystem to another. The study is based on recorded interviews, field work, and classroom activities, and it shows the importance of learning general patterns in nature and relating them to functional groups of organisms in an ecosystem.

  • 348.
    Magntorn, Ola
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Student-teachers' ability to read nature: reflections on their own learning in ecology2005Ingår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 27, nr 10, s. 1229-1254Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper addresses student-teachers' ability to read nature in a woodland habitat before and after a 10-week ecology course. Reading nature is our definition of the ability to observe, describe and explain basic ecology in the field. Data consists of field-based pre-course and post-course interviews followed up by metacognitive interviews where students analyse their own learning. A bi-dimensional coding scheme is adopted to examine the range and development of students' ability to read nature. Students find it important to know the ecology of a few key species and they recognize the importance of having learned the language of ecology - ecologish - helping them to describe and discuss ecology. Students generally recognize the excursions as key learning situations in ecology education but they give different reasons for finding excursions so important. This variation will be elaborated in the paper together with the implications for teaching ecology.

  • 349.
    Maurines, Laurence
    et al.
    Université Paris-Sud.
    Redfors, AndreasHögskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Science Learning and Citizenship. Part 5: nature of science, history, philosophy, sociology of science2012Proceedings (redaktörskap) (Refereegranskat)
  • 350.
    Mäntylä, Terhi
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Promoting conceptual development in physics teacher education: cognitive-historical reconstruction of electromagnetic induction law2013Ingår i: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 22, nr 6, s. 1361-1387Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In teaching physics, the history of physics offers fruitful starting points for designing instruction. I introduce here an approach that uses historical cognitive processes to enhance the conceptual development of pre-service physics teachers’ knowledge. It applies a method called cognitive-historical approach, introduced to the cognitive sciences by Nersessian (Cognitive Models of Science. University of Minnesota Press, Minneapolis, pp. 3–45, 1992). The approach combines the analyses of actual scientific practices in the history of science with the analytical tools and theories of contemporary cognitive sciences in order to produce knowledge of how conceptual structures are constructed and changed in science. Hence, the cognitive-historical analysis indirectly produces knowledge about the human cognition. Here, a way to use the cognitive-historical approach for didactical purposes is introduced. In this application, the cognitive processes in the history of physics are combined with current physics knowledge in order to create a cognitive-historical reconstruction of a certain quantity or law for the needs of physics teacher education. A principal aim of developing the approach has been that pre-service physics teachers must know how the physical concepts and laws are or can be formed and justified. As a practical example of the developed approach, a cognitive-historical reconstruction of the electromagnetic induction law was produced. For evaluating the uses of the cognitive-historical reconstruction, a teaching sequence for pre-service physics teachers was conducted. The initial and final reports of twenty-four students were analyzed through a qualitative categorization of students’ justifications of knowledge. The results show a conceptual development in the students’ explanations and justifications of how the electromagnetic induction law can be formed.

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