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  • 1.
    Andrée, Maria
    et al.
    Stockholms universitet.
    Hansson, Lena
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Ideland, Malin
    Malmö högskola.
    Political rationalities in science education: a case study of teaching materials provided by external actors2018In: Cultural, social, and political perspectives in science education: a Nordic view / [ed] A. Arvola Orlander, K. Otrel-Cass, & M.K. Sillasen, Springer, 2018Chapter in book (Other academic)
  • 2. Arvidsson, Å
    et al.
    Hansson, Lena
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Att arbeta med naturvetenskapernas karaktär genom fysikhistoriska berättelser2017Conference paper (Other (popular science, discussion, etc.))
  • 3. Arvidsson, Å
    et al.
    Hansson, Lena
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Att arbeta med naturvetenskapernas karaktär genom fysikhistoriska berättelser2017Conference paper (Other (popular science, discussion, etc.))
  • 4.
    Beery, Thomas H.
    et al.
    Kristianstad University, Research environment Man & Biosphere Health (MABH). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. USA.
    Lekies, Kristi S.
    USA.
    Childhood collecting in nature: quality experience in important places2018In: Article in journal (Refereed)
    Abstract [en]

    A need for a more specific understanding of childhood geographies has motivated an investigation of one activity, childhood collecting in nature. This study examined collecting behavior, places of collecting, and the relationship of these places to environmental connectedness in adulthood. Topophilia is presented as a guide to help consider why children collect in nature and to expand upon a limited understanding of collecting behavior. These ideas are explored with a mixed-method design strategy involving surveys and semi-structured interviews with a sample of Swedish university students. Results show collecting in nature to be a widespread, meaningful, and memorable experience in the formative years of participants. Results also demonstrate potential support for topophilia as a way to understand the childhood collecting nature phenomenon. Implications include recognition of the importance of family to support children’s engagement in the natural world and proximate access to nature as a critical aspect of childhood experience.

  • 5.
    Brink, Ebba
    et al.
    Lund University.
    Wamsler, Christine
    Lund University.
    Adolfsson, Maria
    Trelleborg Municipal.
    Axelsson, Monica
    Kristianstad Municipal.
    Beery, Thomas H.
    Kristianstad University, Research environment Man & Biosphere Health (MABH). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Bjorn, Helena
    Lomma Municipal.
    Bramryd, Torleif
    Lund University.
    Ekelund, Nils
    Malmö University.
    Jephson, Therese
    SALA.
    Narvelo, Widar
    Helsingborg Municipal.
    Ness, Barry
    lund University.
    Jönsson, K. Ingemar
    Kristianstad University, Research environment Man & Biosphere Health (MABH). Kristianstad University, Faculty of Natural Science, Avdelningen för miljö- och biovetenskap.
    Palo, Thomas
    SLU Umeå.
    Sjeldrup, Magnus
    Bjuv Municipal.
    Stalhammar, Sanna
    Lund University.
    Thiere, Geraldine
    Lomma Municipal.
    On the road to 'research municipalities': analysing transdisciplinarity in municipal ecosystem services and adaptation planning2018In: Sustainability Science, ISSN 1862-4065, E-ISSN 1862-4057, Vol. 13, no 3, p. 765-784Article in journal (Refereed)
    Abstract [en]

    Transdisciplinary research and collaboration is widely acknowledged as a critical success factor for solution-oriented approaches that can tackle complex sustainability challenges, such as biodiversity loss, pollution, and climate-related hazards. In this context, city governments' engagement in transdisciplinarity is generally seen as a key condition for societal transformation towards sustainability. However, empirical evidence is rare. This paper presents a self-assessment of a joint research project on ecosystem services and climate adaptation planning (ECOSIMP) undertaken by four universities and seven Swedish municipalities. We apply a set of design principles and guiding questions for transdisciplinary sustainability projects and, on this basis, identify key aspects for supporting university-municipality collaboration. We show that: (1) selecting the number and type of project stakeholders requires more explicit consideration of the purpose of societal actors' participation; (2) concrete, interim benefits for participating practitioners and organisations need to be continuously discussed; (3) promoting the 'inter', i.e., interdisciplinary and inter-city learning, can support transdisciplinarity and, ultimately, urban sustainability and long-term change. In this context, we found that design principles for transdisciplinarity have the potential to (4) mitigate project shortcomings, even when transdisciplinarity is not an explicit aim, and (5) address differences and allow new voices to be heard. We propose additional guiding questions to address shortcomings and inspire reflexivity in transdisciplinary projects.

  • 6.
    Cronquist, Björn
    et al.
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Fridberg, Marie
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Redfors, Andreas
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Robotar utvecklar lärandet2018In: Förskoletidningen, ISSN 1402-7135, Vol. 43, no 6, p. 26-26Article in journal (Other (popular science, discussion, etc.))
  • 7.
    Devlin, Yuka
    et al.
    England.
    Nicholl, G
    England.
    McRoberts, C
    England.
    Johnston, C
    England.
    Rosenqvist, Dahn
    Laqua Treatment AB, Sweden,.
    Svensson, Britt-Marie
    Kristianstad University, Faculty of Natural Science, Research environment Man & Biosphere Health (MABH). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Mårtensson, Lennart
    Kristianstad University, Faculty of Natural Science, Research environment Man & Biosphere Health (MABH). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    On site landfill leachate treatment: investigations into economical and environmental sustainable systmes for Northern Ireland2017In: Ebook: Proceedings of 11th European Waste Water Management Conference, 2017Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    This paper presents the potential for the Swedish Laqua system to be used as a sustainable method for on-site landfill leachate management in Northern Ireland, specifically the potential to use locally sourced filter materials from Northern Ireland as part of the filter system. Four carbon containing ashes and four types of peat were tested over a 24 hours period by a shaking test with untreated landfill leachate. Considering the results of this screening test, and the economical and sustainable supply of filter materials, one combination of ash and peat was selected to be column tested. Column testing with artificial leachate containing 7 organic pollutants (3 PAHs and 4 PCBs) and 9 inorganic pollutants showed that locally sourced filter materials effectively removed both organic and inorganic pollutants. A subsequent column test with landfill leachate for 13 weeks demonstrated it was feasible to apply the Laqua system with economical locally sourced filter materials.

  • 8.
    Eriksson, Maria
    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.
    Redfors, Andreas
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Digital loggbok för reflektion och lärande under VFU2018Conference paper (Other academic)
    Abstract [sv]

    Under VFU-period i NT-kurs för blivande grundlärare 4-6 implementerar och utvärderar studenterna en av dem utvecklad undervisningssekvens. Projekt har undersökt hur studenterna under VFU interagerar med två kurslärare genom en digital loggbok. 

    Tio skriftliga loggböcker under genomförd VFU-period i grundskolan, årskurs 4, 5 eller 6 har samlats in. Studenterna var ombedda att dagligen ”skriva av sig” om sina erfarenheter. De fick instruktion att skriva fritt om sådant som kändes angeläget. Följande forskningsfrågor formulerades:

    1. Vad skriver studenter om då de får möjlighet att föra loggbok under sin VFU? 
    2. På vilka sätt har kurslärarnas feedback påverkat innehållet i loggböckerna?

    Sammanfattningar av analysresultat med fokus på NT-didaktik presenteras på konferensen.

  • 9.
    Eriksson, Urban
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Nationellt resurscentrum för fysik, Lunds universitet.
    Disciplinärt urskiljande av representationer i matematik: vad ser studenterna och vad ser de inte?2018Conference paper (Other academic)
    Abstract [sv]

    Att lära sig matematik innebär att lära sig "läsa" och "skriva" alla de semiotiska resurser som används för att kommunicera ämnet. Med erfarenheter från andra discipliner, så som astronomi och fysik, vet man att det är svårt för studenter att urskilja disciplinära affordanser av semiotiska resurser och därmed lära sig ämnet och bli en del av disciplinen. Preliminära resultat visar på att detta också gäller för urskiljandet av matematiska semiotiska resurser av olika typ. Den teoretiska utgångspunkten för analys av dessa resurser är en generell hierarki som beskriver olika grader av disciplinärt urskiljande: "The anatomy of disciplinary discernment" (Eriksson et al., 2014). Vi kommer att visa och diskutera ett antal exempel hämtade från funktioner och integraler, där disciplinära affordanser identifieras, både synliga och implicita ("appresented"), av olika komplexitetsgrad och dimensionalitet. Med dessa exempel som utgångspunkt diskuteras möjliga strategier för undervisning och lärande.

  • 10.
    Faraon, Montathar
    et al.
    Södertörns högskola.
    Cronquist, Björn
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Kaipainen, Mauri
    Södertörns högskola.
    Social media affordances in net-based higher education2011In: Proceedings of the IADIS International Conference on International Higher Education (IHE 2011), 2011, p. 11-37Conference paper (Refereed)
    Abstract [en]

    This paper explores the attitudes, conceptions and use of social media in net-based higher education. By using statistical and content analysis of data generated by two surveys directed to students (n = 109) and teachers (n = 77) involved in net-based higher education, we explore how social media influence the design of learning context in net-based higher education courses. By applying the affordance theory, we describe actual as well as preferred use of social media from an educational, social, and technical perspectives. The results showed that the potential use of social media have not yet been fully found in the context of net-based higher education. However, the perceived benefit of using social media differs in relation to educational topics. The potential use of social media in net-based higher education courses is discussed.

  • 11.
    Fridberg, Marie
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Research Platform Collaboration for Education.
    Jonsson, Agneta
    Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning fritidshem och förskola. Kristianstad University, Research Platform Collaboration for Education.
    Steen, Ann
    Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning fritidshem och förskola.
    Thulin, Susanne
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning fritidshem och förskola. Kristianstad University, Research Platform Collaboration for Education.
    Redfors, Andreas
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Research Platform Collaboration for Education.
    Undervisning och lärande i förskolan om kemi- och fysikrelaterade vardagsfenomen2018Conference paper (Refereed)
    Abstract [sv]

    Genom ett flerårigt projekt studeras modellbaserad undervisning och lärande i förskolor av kemiska reaktioner och fysikaliska fenomen relaterat till hållbarhet i samhällsfrågor. Forskare arbetar tillsammans med ledning och personal vid förskolor i ett skolområde. Undervisning och lärandeprocesser med och utan stöd av modern informationsteknik implementeras och analyseras. Projektet syftar till att utveckla en teoretisk ram för analys av olika erfarenheter under kemi- och fysikunder­visning i förskolan med fokus på lärarens förhållningssätt och barns agerande. I samverkan utvecklas nuvarande kunskap om hur ny digital teknik kan användas för att stödja samarbete och lärande om kemiska processer och fysikaliska fenomen relaterade till barns vardag och dagens samhälle. 

  • 12.
    Fridberg, Marie
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Thulin, Susanne
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Redfors, Andreas
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Jonsson, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Chemistry and physics in preschool –: teaching and learning through socio-scientific issues2018Conference paper (Other academic)
  • 13.
    Giusti, Matteo
    et al.
    Stockholm University.
    Svane, Ulrika
    Stockholm University.
    Raymond, Christopher M.
    Swedish University Agricultural Sciences.
    Beery, Thomas H.
    Kristianstad University, Research environment Man & Biosphere Health (MABH). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    A framework to assess where and how children connect to nature2018In: Frontiers in Psychology, ISSN 1664-1078, E-ISSN 1664-1078, Vol. 8Article in journal (Refereed)
    Abstract [en]

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

  • 14.
    Greca, Ileana M.
    et al.
    Spanien.
    Redfors, Andreas
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Cronquist, Björn
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Fridberg, Marie
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Robotics and STEM education for children and primary schools – botSTEM2018Conference paper (Other academic)
    Abstract [en]

    BotSTEM is an ERASMUS+ project aiming to raise the utilisation of inquiry-based collaborative learning and robots-enhanced education. The project outputs are specifically aimed to provide in- and pre-service teachers in Childhood and Primary Education and children aged between 4 and 8, with research-based materials and best practices that use integrated Science Technology Engineering Mathematics (STEM) and robot-based approaches, including  code-learning, for enhancing scientific literacy in young children. Initial results from the project will be presented at the conference. 

  • 15.
    Gulsrud, Natalie M.
    et al.
    Denmark.
    Raymond, Christopher M.
    Swedish University of Agricultural Sciences.
    Rutt, Rebecca L.
    Denmark.
    Stahl Olafson, Anton
    Denmark.
    Plieninger, Tobias
    Denmark.
    Sandberg, Mattias
    University of Gothenburg.
    Beery, Thomas H.
    Kristianstad University, Faculty of Natural Science, Research environment Man & Biosphere Health (MABH). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Jönsson, K. Ingemar
    Kristianstad University, Faculty of Natural Science, Research environment Man & Biosphere Health (MABH). Kristianstad University, Faculty of Natural Science, Avdelningen för miljö- och biovetenskap.
    ‘Rage against the machine’?: the opportunities and risks concerning the automation of urban green infrastructure2018In: Landscape and Urban Planning, ISSN 0169-2046, E-ISSN 1872-6062, Vol. 180, p. 85-92Article in journal (Refereed)
    Abstract [en]

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

  • 16.
    Hansson, Lena
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Enligt naturvetenskapen eller enligt mig själv?2017Conference paper (Other (popular science, discussion, etc.))
  • 17.
    Hansson, Lena
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Naturvetenskap medutgångspunkt i barns frågor och vardagliga situationer2016Conference paper (Other (popular science, discussion, etc.))
  • 18.
    Hansson, Lena
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Ungdomar,världsbilder och naturvetenskap2017Conference paper (Other (popular science, discussion, etc.))
  • 19.
    Hansson, Lena
    et al.
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Hansson, Örjan
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Juter, Kristina
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Redfors, Andreas
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    A case study of the role of mathematics in physics textbooks and in associated lessons2018In: Mathematics in physics education / [ed] Gesche Pospiech, Dordrecht: Springer, 2018Chapter in book (Other academic)
    Abstract [en]

    This chapter describes a case study of the role of mathematics in physics textbooks and in associated teacher led lessons. The theoretical framework (Hansson et al. 2015) used in the analysis focuses on relations communicated between three entities: Theoretical models, Mathematics, and Reality. Previously the framework has been used for analysing classroom situations. In this chapter, the framework is further developed and refined, and for the first time used to analyse physics textbooks. The case study described here is a synchronised analysis of a physics textbook and associated classroom communication during teacher led lessons, and contributes with an in-depth description of relations made between Theoretical modelsMathematicsand Reality. With the starting point in this case we discuss future uses of the analysis framework. We also raise questions for further research concerning how physics textbooks support and not support a meaningful physics teaching with respect to the role of mathematics and how relations between Theoretical modelsMathematics, and Reality are communicated.

  • 20.
    Hansson, Lena
    et al.
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Hansson, Örjan
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Juter, Kristina
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Redfors, Andreas
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    The notion of projectile motion: a case study2018In: Proceedings of the 42nd Conference of theInternational Group for the Psychology of Mathematics Education / [ed] E. Bergqvist, M. Österholm, C. Granberg & L. Sumpter, 2018, Vol. 5, p. 243-Conference paper (Other academic)
    Abstract [en]

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

  • 21.
    Hansson, Lena
    et al.
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Leden, Lotta
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Naturvetenskapernas karaktär i barnböcker2017Conference paper (Other (popular science, discussion, etc.))
  • 22.
    Hansson, Lena
    et al.
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Leden, Lotta
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Pendrill, A M
    Gothenburg University.
    Att arbeta med aktuell fysikforskning på högstadiet2016Conference paper (Other (popular science, discussion, etc.))
  • 23.
    Hansson, Lena
    et al.
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Leden, Lotta
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Pendrill, A-M
    Göteborgs universitet.
    Att arbeta med aktuell forskning i fysikundervisningen: ett sätt att belysa naturvetenskapernas karaktär2017Conference paper (Other (popular science, discussion, etc.))
  • 24.
    Hansson, Lena
    et al.
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Leden, Lotta
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Thulin, Susanne
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning fritidshem och förskola.
    Hur vet man att dinosaurierna hade fjäll?: bilderböcker som utgångspunkt för samtal om naturvetenskap i förskolan2018Conference paper (Other academic)
  • 25.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Leden, Lotta
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Thulin, Susanne
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning fritidshem och förskola.
    Teaching “nature of science” with picture books for children2018Conference paper (Other academic)
    Abstract [en]

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

  • 26.
    Hansson, Lena
    et al.
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Yacoubian, Hagop A.
    Lebanon.
    Nature of science and social justice in science education2018Conference paper (Other academic)
  • 27.
    Hansson, Örjan
    et al.
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Hansson, Lena
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Juter, Kristina
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Redfors, Andreas
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    The notion of projectile motion: a case study2018Conference paper (Refereed)
    Abstract [en]

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

  • 28.
    Hansson, Örjan
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Juter, Kristina
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Drug calculations in nursing education: is mathematics a problem2018In: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education, Umeå, 2018, Vol. 5, p. 244-244Conference paper (Refereed)
    Abstract [en]

    This study concerns the teaching of drug calculations in nursing education. It is part of a larger study and focuses on the first year of a three-year nursing program when the students are introduced to drug calculations. The students who attended the first year on the program was divided into smaller groups. We followed one group where the lecture and problem-solving session was video recorded.It is well known that drug calculations are a critical component in nursing practice. Nurses need to do drug calculations correctly and as part of their nursing education must take a drug calculation test obtaining no errors in the results. However, in spite of drug calculation tests many adverse events occur in nursing practice (e.g., Røykenes & Larsen, 2010). Studies of nursing practice show that mathematics enters practices in a rich variety of ways and that it is not advisable to avoid the complexity of a situation by only using standard methods to capture its visible arithmetic and teach it (Coben & Weeks, 2014). To restrict the teaching to an elementary use of mathematics will not cover all the knowledge that is actually relevant to practice. In routine use, mathe- matical reasoning can be almost invisible and many artefacts in the nursing profession often depends on this invisibility. But at times nurses will need to understand under- lying mathematical models to sort out what is happening or what has gone wrong (Pozzi, Noss & Hoyles, 1998).The results of the current study show that the teaching of first-year students did not support conceptual understanding of mathematics including discussions about mathe- matical reasoning or relevant mathematical concepts. Instead, the students were ad- vised to forget their previous mathematical skills – in particular if they felt insecure about mathematics – and apply “safe” methods with a strong focus on instrumental use. For example, in drug dose calculations a triangular arrangement of dosage (d), concentration (c) and volume (v) was used in relation to the “formula” d=cv, instead of reasoning about how to solve an equation. Discussions about the use of  mathematicsand underlying models were absent in the teaching.

  • 29.
    Hansson, Örjan
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Juter, Kristina
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Drug calculations in nursing education: is mathematics a problem?2018In: Proceedings of the 42nd conference of the international group for the Psychology of mathematics education / [ed] E. Bergqvist, M. Österholm, C. Granberg & L. Sumpter, 2018, Vol. 5, p. 244-Conference paper (Other academic)
  • 30.
    Holmström, Simon
    et al.
    Katedralskolan .
    Pendrill, Ann-Marie
    Lunds universitet.
    Reistad, Nina
    Lunds universitet.
    Eriksson, Urban
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Lunds universitet.
    Gymnasiets laboratorionsundervisning i fysik: mellan tradition och ändrade styrdokument2018In: LUMAT: Luonnontieteiden, matematiikan ja teknologian opetuksen tutkimus ja käytäntö, ISSN 2323-7104, E-ISSN 2323-7112, Vol. 6, no 1, p. 1-19Article in journal (Refereed)
    Abstract [en]

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

  • 31.
    Juter, Kristina
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Hansson, Lena
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Hansson, Örjan
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Redfors, Andreas
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Upper secondary physics teachers’ views of mathematics2018In: Proceedings of Madif 11, 2018, p. 102-103Conference paper (Refereed)
    Abstract [en]

    Physics teachers at upper secondary school indirectly teach mathematics in their physics classes through their teaching strategies and preferred ways of using mathematics. Their views of physics and mathematics are important for the way they depict mathematics to the students. A web-questionnaire was administered to Swedish physics teachers. Part of the questions investigated views of mathematics, i.e. as a means for application, as a schema, as a formal construct or as processes. Mathematics as a means for application was the dominant opinion. Students’ lack of knowledge in mathematics was regarded as a problem to many of the teachers, and particularly problem solving and modelling. Students’ conceptual and relevance proficiencies in mathematics were less problematical.

  • 32.
    Juter, Kristina
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Wästerlid, Catarina
    Kristianstad University, Faculty of Education.
    The space between pre-service primary teachers’ first year status and their goals2018In: Proceedings of Madif 11, 2018, p. 102-Conference paper (Refereed)
    Abstract [en]

    Students’ mathematics teacher identity is formed in various settings. A study with 45 pre-service students in their first year of education was conducted as part of alongitudinal study of year 4-6 mathematics teachers’ identity formation, to study the development during their education in terms of mathematical knowledge, pupils’ learning and the teacher role. Questionnaires and interviews were used to collect data. The result shows that many students were reluctant to use mathematics and had conceptions that may mislead pupils. The students’ learning focus was less on pupils’ learning than mathematics and teacher role, but theirideal teacher focused on pupils’ learning.

  • 33.
    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.
    Balan, Andreia
    City of Helsingborg.
    Analytic or holistic: a study of agreement between different grading models2018In: Practical Assessment, Research & Evaluation, ISSN 1531-7714, E-ISSN 1531-7714, Vol. 23, no 12Article in journal (Refereed)
    Abstract [en]

    Research on teachers’ grading has shown that there is great variability among teachers regarding both the process and product of grading, resulting in low comparability and issues of inequality when using grades for selection purposes. Despite this situation, not much is known about the merits or disadvantages of different models for grading. In this study, a methodology for comparing two models of grading in terms of (a) agreement between assessors (reliability) and (b) justifications for the grades assigned (validity) was used with a small sample of teachers (n = 24). The design is experimental, with teachers being randomly assigned to two conditions, where they graded the same student performance using either an analytic or a holistic approach. Grades have been compared in terms of agreement and rank correlation, and justifications have been analyzed with content analysis. Findings suggest that the analytic condition yields substantively higher agreement among assessors as compared to the holistic condition (66 versus 46 percent agreement; Cohen's kappa .60 versus .41), as well as higher rank correlation (Spearman's rho .97 versus .94), without any major differences in how the grades were justified. On the contrary, there was a relatively strong consensus among most raters in the sample.

  • 34.
    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.
    Balan, Andreia
    Effects on student motivation and performance by increased transparency in assessment: EARLI-konferensen2017Conference paper (Other academic)
    Abstract [en]

    Research has shown that sharing explicit assessment criteria with student may positively affect student performance, reduce anxiety, as well as support students’ use of self-regulated learning strategies (Panadero & Jonsson, 2013). Furthermore, it is suggested that students’ motivation for learning is positively affected by their understanding of learning goals and performance criteria (Ellis & Tod, 2015). But there are also indications of students becoming more performance oriented, as opposed to learning oriented, when being provided with explicit assessment criteria. Other fears voiced against the practice of sharing criteria with students is that students may not understand the criteria or that the use of criteria may turn students’ attention away from productive learning towards surface strategies and “criteria compliance” (e.g. Sadler, 2009; Torrance, 2007).    

    Since there is a lack of studies systematically investigating how students are influenced by the use of explicit criteria, it is currently not fully understood under which circumstances it is productive for student learning and motivation to share explicit assessment criteria. Furthermore, there is a lack of studies making a distinction between how students with different goal orientations are affected by the use of explicit criteria. The aim of this study is therefore to investigate the influence of increased transparency in assessment on student motivation and performance, with a specific focus on students’ goal orientations.

    The overall design of this study is an intervention study, where the use of transparency in assessment is increased successively over four teaching sequences. During the first sequence, students are provided with feedback based on criteria, but the criteria are not shared with the students. During the second sequence, students are provided with exemplars, which are chosen to exemplify the criteria. But again, the criteria are not shared with the students. During the third sequence, students are provided with rubrics, which include explicit criteria. Finally, during the fourth sequence, students are provided with both rubrics and exemplars.

    The study uses a complex design, with a total of eight groups of students from four different primary schools (students 12-13 years old; n = 145). On each school, the same teacher teaches two classes of students. During the first sequence, all students are taught the same (science) content and experience the same level of transparency. During the second sequence, all students are also taught the same content, but while the level of transparency is increased for six of the groups, two groups remain on the first level. Similarly, during the third sequence, all students are taught the same content, but the level of transparency is increased for four of the groups, while two remain on the second level and two on the first. Finally, during the fourth sequence, all students are taught the same content, but the level of transparency is increased for two of the groups, while two remain on the third level, two on the second level and two on the first.

    Data collection will be carried out in relation to the four teaching sequences, which are spread over the academic year of 2016-17. For all of the groups, performance tests and motivation questionnaires are distributed before the intervention and after each sequence. The performance tests are composed of items from previous national tests in science, addressing a content similar (but not identical) to the sequence taught. The motivation questionnaire is composed of scales for self-efficacy, performance orientation, and self-regulation (except for one of the self-regulation scales, which has a low alpha value, internal consistency is acceptable for all scales used). There are also shorter questionnaires, with only six items, distributed during each teaching sequence, which target students’ perceptions of transparency.

    Data from performance tests and motivation questionnaires is analyzed with descriptive statistics, as well as with ANOVA based models, in order to track changes within each group, but also to compare between the groups. Analyses will be made with students’ goal orientations both as a dependent variable and as a moderating variable.

    Initial analyses show that:

    1. The correlations between students’ perceptions of transparency and self-efficacy/self-regulation are moderate to strong.
    2. One of the schools in the sample differs significantly from the others with respect to self-efficacy, self-regulation och achievement goals (i.e. means are lower on these scales). Since this is the school that will hold a constant (low) level of transparency during the study, it can be assumed that this observed difference will increase.
    3. Students generally rate their self-efficacy and perception of self-regulation strategies as relatively high (4.72 and 4.53 respectively, on a 6 point scale). Furthermore, according to the pre-test questionnaire students’ ratings on the achievement goals scale is substantially higher (5.38) as compared to the performance goals scale (3.14). If the use of explicit criteria makes students more performance oriented, this relationship is expected to change. According to previous research, ratings on the self-efficacy and self-regulation scales should also be expected to increase.

    Despite the widely spread practice of sharing explicit criteria with students, for instance in the shape of scoring rubrics, few studies have systematically addressed the question of how students are influenced by transparency in assessment. This study therefore have great significance for both future research and educational practice.

  • 35.
    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.
    Holmstedt, Pernilla
    Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
    Aspelin, Jonas
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
    Learning to see new things: using criteria to support pre-service teachers’ discernment in the context of teachers’ relational work2018Conference paper (Other academic)
    Abstract [en]

    Assessment is a two tier process, where the first stage involves the discernment of distinguishing properties (i.e. criteria) in the performance to be assessed. The second stage involves making a judgment about the quality of the performance, based on the identified criteria. In the context of student self-assessment, this means that students first have to be able to discern the criteria, as they are operationalized in their performance, in order to make a valid judgment of quality. In this paper, we present and discuss findings from a study investigating how the access to explicit criteria affected preservice teachers’ discernment of significant dimensions of quality in teachers’ relational work (i.e. the capacity to create and maintain supportive relationships between teacher and students). Digital video was used as a tool for preservice teachers to analyze classroom interaction focusing on teachers’ relational competency. Data used was preservice teachers’ written analyzes of classroom interactions, simulated through digital video before and after the access to explicit criteria. Findings suggest that the access to explicit criteria positively affected preservice teachers’ capacity to discern significant dimensions of quality in teacher performance, which is evidenced by the quality and focus of their analyzes.

  • 36.
    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.
    Lundahl, Christian
    Örebro universitet.
    Klapp, Alli
    Göteborgs universitet.
    Using data in grading: using grades as data2018Conference paper (Other academic)
    Abstract [en]

    The practice of grading students’ knowledge is as old as education itself (Lundahl 2006). Yet, it has not been an issue of great concern in teacher education, nor in the educational sciences, until rather recently. This means that current knowledge is limited regarding questions such as how teachers decide upon a grade, the specific competencies needed for grading, the weight assigned by teachers to different aspects of student knowledge, the relationship to official demands on formal grading, and to what degree tradition and/or colleagues affect teachers’ grading. The first part of this presentation is concerned with research on teachers’ grading practices – i.e. the assessment data teachers use when grading – both from a historical and a contemporary perspective. The presentation draws on systematic research reviews and a reading of more than 6,000 peer-reviewed articles on the topic (Hultén, Klapp, Lundahl & Mickwitz 2015, Klapp 2016, Lundahl 2017), as well as on a recent empirical study investigating teachers’ rationales for awarding grades in English. The second part of the presentation reports from an interview study, investigating how grades and assessment data are used as a basis for making decisions about the provision of supplemental support in compulsory school in Sweden. Findings indicate that grades and assessment data are used differently depending on students’ difficulties. This means, for instance, that students with learning difficulties are identified and provided support with greater precision, as compared to students with behavioral or motivational problems.  

     Even if we recognise a growing body of knowledge on teachers’ grading, we also find that the use of grades as data by teachers and schools is basically a white spot on the research map. We have found some indications in the literature that curriculum and assessment-system designs have neglected the perspective of teachers, leading to a de-coupling between professional assessment practice and formal expectations on data use in grading and using grades as data.

  • 37.
    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.

  • 38.
    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.

  • 39.
    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.

  • 40.
    Redfors, Andreas
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Research Platform Collaboration for Education.
    Fridberg, Marie
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Research Platform Collaboration for Education.
    Jonsson, Agneta
    Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning fritidshem och förskola. Kristianstad University, Research Platform Collaboration for Education.
    Thulin, Susanne
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning fritidshem och förskola. Kristianstad University, Research Platform Collaboration for Education.
    Chemistry and physics in preschool: teaching and learning through socio-scientific issues2018In: AERA - Online Paper Repository, 2018Conference paper (Refereed)
    Abstract [en]

    This paper reports on model-based teaching and collaborative inquiry learning of chemical processes and physical phenomena related to socio-scientific issues (SSI) in Swedish preschools (ages 1-5 years). A special focus is children's learning related to intended and enacted objects of learning, and the research discusses teaching and learning processes with and without scaffolding by contemporary information technologies. A developed theoretical framework for analysis of different referential meanings experienced during work with chemistry and physics in preschool will be presented at the conference. Results describe in detail how reasoning and questioning during modelbased teaching and collaborative inquiry learning engage children and preschool teachers. The role of tablet computers, in supporting collaborative learning of chemical processes and physical phenomena related to children's everyday life will be discussed.

  • 41.
    Redfors, Andreas
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Research Platform Collaboration for Education.
    Fridberg, Marie
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Research Platform Collaboration for Education.
    Jonsson, Agneta
    Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning fritidshem och förskola. Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, Research Platform Collaboration for Education.
    Thulin, Susanne
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, Research Platform Collaboration for Education.
    Physics and tablets in Preschool2018Conference paper (Refereed)
    Abstract [en]

    This paper reports on model-based teaching and collaborative inquiry learning of chemical processes and physical phenomena related to socio-scientific issues (SSI) in Swedish preschools (1-5 years). A special focus is children's learning related to intended and enacted teaching, and the research contrasts teaching and learning processes with and without scaffolding by tablets. A developed theoretical framework for analysis of different referential meanings experienced during work with chemistry and physics in preschool will be presented. Results describe in detail how reasoning and questioning during teaching engage children and preschool teachers. The role of tablets in collaborative physics learning will be discussed.

  • 42.
    Redfors, Andreas
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Hansson, Lena
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Juter, Kristina
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Matematikens roll i fysikundervisningen på gymnasiet2016Conference paper (Other (popular science, discussion, etc.))
  • 43.
    Redfors, Andreas
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Ryder, Jim
    University of Leeds.
    Introduction: Section 102018In: Research, practice and collaboration in science education / [ed] Finlayson, O., McLoughlin, E., Erduran, S., & Childs, P., Dublin: Dublin City University , 2018, p. 1322-1324Chapter in book (Other academic)
1 - 43 of 43
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