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  • 1.
    Andrée, Maria
    et al.
    Stockholms universitet.
    Hansson, Lena
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    How scientists invite young people to the scientific community.2013Conference paper (Refereed)
  • 2.
    Andrée, Maria
    et al.
    Stockholm University.
    Hansson, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Marketing the ’Broad Line’: invitations to STEM education in a Swedish recruitment campaign2013In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 35, no 1, p. 147-166Article in journal (Refereed)
    Abstract [en]

    In many Western societies, there is a concern about the tendency of young people not choosing Science, Technology, Engineering, and Mathematics (STEM) education and occupations. In response, different initiatives have been launched. If one believes that science should have a place in more young people's lives, an important question is to what extent recruitment campaigns communicate messages that open up for STEM education to become relevant in young people's identity formation. Here, we analyse a Swedish government-initiated, primarily Internet-based recruitment attempt (‘The Broad Line Campaign’) aimed at increasing the number of young people choosing the natural science programme in upper secondary school. The campaign is based on marketing principles and deliberately draws on identity issues. The data analysed consists of campaign films and written resources describing the campaign. Data are analysed by use of the constant comparative approach in order to produce categories describing different messages about why to engage in STEM education. These messages are then analysed from an identity perspective using the concept of subjective values. Our results show that the messages communicated in the Broad Line campaign emphasise utility value, attainment value and relative cost rather than interest-enjoyment. The campaign communicates that the natural science programme is to be associated with a high attainment value without establishing relations to the field of science. Finally, potential consequences of the communicated messages in the campaign are discussed in light of previous research.

  • 3.
    Andrée, Maria
    et al.
    Stockholm University.
    Hansson, Lena
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Problematizing industrial engagement in STEM-initiatives2015Conference paper (Refereed)
  • 4.
    Andrée, Maria
    et al.
    Stockholm University.
    Hansson, Lena
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Recruiting the next generation scientists and industrial engineers: how industrial actors engage in and motivate engagement in STEM initiatives2015In: Procedia - Social and Behavioral Sciences, ISSN 1877-0428, E-ISSN 1877-0428, Vol. 167, p. 4p. 75-78Article in journal (Refereed)
    Abstract [en]

    Many different actors, including government, academy and industry, are engaged in school- and recruitment-STEM-initiatives. The aim is to shed light on industrial initiatives, what actors are involved and what different repertoires are being used when motivating engagement in STEM-initiatives. The data collected consists of web-materials where industrial actors describe their engagement in STEM-initiatives and provide reasons for their engagement. The method for analysis is discursive psychology. The results show that a variety of constellations of industrial actors are engaged in STEM-initiatives and that the initiatives draw on a variety of discursive resources. In our analysis we identify the following interpretative repertoires: 1) The securing competent labor repertoire, 2) The developing specific job skills or competences repertoire, 3) The bright future repertoire, and 4) The general increase interest in science repertoire. The results of this study may contribute to the self-reflection of industrial actors on how the choice of resources and repertoires may afford and constrain possibilities for breaking the cultural patterns of selection to STEM education.

  • 5.
    Andrée, Maria
    et al.
    Stockholms universitet.
    Hansson, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Recruitment campaigns as a tool for social and cultural reproduction of scientific communities: a case study on how scientists invite young people to science2014In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 36, no 12, p. 1985-2008Article in journal (Refereed)
    Abstract [en]

    Young people's interest in pursuing science and science-intense educations has been expressed as a concern in relation to societal, economic and democratic development by various stakeholders (governments, industry and university). From the perspective of the scientific communities, the issues at stake do not necessarily correspond to the overall societal aims. Rather, initiatives to recruit young people to science are also ways for the scientific community to engage in the social and cultural reproduction of itself. For a community to survive and produce a future, it needs to secure regeneration of itself in succeeding generations. The aim of this study is to, from a perspective of social and cultural production/reproduction, shed light on an initiative from the scientific community to recruit young people to science education. This is a case study of one recruitment campaign called the Chemistry Advent calendar. The calendar consists of 25 webcasted films, produced and published by the science/technology faculty at a university. The analysed data consist of the films and additional published material relating to the campaign such as working reports and articles published about the campaign. The analysis focussed on what messages are communicated to potential newcomers. The messages were categorised by means of a framework of subjective values. The results are discussed both from a perspective of how the messages mirror traditions and habits of the scientific community, and in relation to research on students' educational choices.

  • 6. Andrée, Marie
    et al.
    Hansson, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    How industrial actors engage in and motivate engagement in STEM initiatives2014Conference paper (Other academic)
    Abstract [en]

    Many different actors, including government, academy and industry, are engaged in school- and recruitment-STEM-initiatives. The aim of this study is to shed light on industrial initiatives, what actors are involved and what different repertoires are being used when motivating engagement in STEM-initiatives. The data analysed consist web-material where industrial actors describe their engagement in STEM-initiatives and reasons for their engagement. The method for analysis is discursive psychology. The results show a variety of constellations of industrial actors and that the initiatives draw on a variety of discursive resources. In our analysis we identify the following interpretative repertoires: 1) The securing competent labour repertoire, 2) The developing specific job skills or competences repertoire, 3) The bright future repertoire, and 4) The general increase interest in science repertoire. The results are discussed in a perspective of previous research on cultural selection mechanism and students educational choices.

  • 7.
    Ekström, Peter
    et al.
    Lunds universitet.
    Hansson, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Pendrill, Ann-Marie
    Lunds universitet & Göteborgs universitet.
    Questions from teachers and students: 13 years of "Ask-a-physicist" on the Web2013Conference paper (Other academic)
  • 8.
    Hansson, Lena
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Elever och universum2016Other (Other (popular science, discussion, etc.))
  • 9.
    Hansson, Lena
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Elever och universum2016Conference paper (Other (popular science, discussion, etc.))
  • 10.
    Hansson, Lena
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Elever, världsbild och naturvetenskap2012In: Skola och naturvetenskap : politik, praktik, problematik i belysning av ämnesdidaktisk forskning / [ed] Helge Strömdahl & Lena Tibell, Lund: Studentlitteratur, 2012, p. 76-93Chapter in book (Other academic)
  • 11.
    Hansson, Lena
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    "Enligt fysiken eller enligt mig själv?": gymnasieelever, fysiken och grundantaganden om världen2007Doctoral thesis, monograph (Other academic)
    Abstract [sv]

    I avhandlingen studeras elevers grundantaganden om världen, samt de grundantaganden som eleverna förknippar med fysiken. Det är utifrån de grundantaganden vi gör om hur världen är beskaffad som vi försöker tolka och förstå nya fenomen och företeelser vi möter, t.ex. i den naturvetenskapliga undervisningen. Exempel på grundantaganden kan vara att det existerar en materiell värld, att det inte finns något annat än den materiella världen, att en gud existerar som kan ingripa i skeendet här på jorden, att allting som finns har eller kommer att få en naturvetenskaplig förklaring, att allt som finns har en mening, eller att naturen är överordnad oss människor. I avhandlingen ligger intresset primärt på grundantaganden som vanligtvis tas för givna i naturvetenskapen samt sådana som är av intresse för relationen mellan naturvetenskap och religion. För avhandlingens empiriska studier har ett specifikt område, nämligen universums uppkomst och utveckling samt existentiella frågor relaterade till detta, valts som ram för elevernas resonemang. Avhandlingen bygger på två olika studier. I den första studien studeras elevers skriftliga svar och uttalanden under intervjuer, medan den andra studien bygger på observationer av elevers gruppdiskussioner. Gruppdiskussionerna utformades utifrån erfarenheterna från den första studien och utgjorde en del av en undervisningssekvens inom ramen för elevernas fysikundervisning. Eleverna som deltar i de båda studierna går alla det tredje året på gymnasiet och läser kursen Fysik B. Resultaten visar att det finns elever som beskriver sin egen och fysikens syn på olika sätt. Detta gäller såväl frågor om universums uppkomst och utveckling som frågor om t.ex. relationen mellan naturvetenskap och religion. Resultaten visar vidare att de grundantaganden som vanligtvis underförstås i fysiken inte med självklarhet associeras med fysiken av eleverna. I avhandlingen lyfts tre argument fram för att en diskussion bör föras, inom ramen för fysikundervisningen, kring vilken typ av grundantaganden som fysiken bygger på samt andra typer av antaganden som människor kan göra om hur världen är beskaffad. Det första argumentet handlar om att det är svårt att förstå resonemang och modeller i fysiken om man inte känner till de grundantagande som fysiken bygger på. Det andra argumentet handlar om att grundantaganden bör ses som en del av undervisningen om naturvetenskapens natur (NOS). Resultaten visar att det är vanligt att elever associerar scientistiska synsätt med fysiken. Scientism innebär att man menar att ingenting utom det som är åtkomligt för naturvetenskapen existerar. Detta utesluter möjligheten att andra möjliga dimensioner av verkligheten än den materiella existerar. Det tredje argumentet handlar om elevens identitet i relation till fysiken. Att förknippa fysiken med antaganden som inte av nödvändighet måste förknippas med fysiken (t.ex. scientistiska synsätt) kan göra att elever, som inte själva delar dessa antaganden, får svårare att identifiera sig med fysiken och kanske t.o.m. väljer bort studier i fysik när möjlighet ges.

  • 12.
    Hansson, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Students' views concerning worldview presuppositions underpinning science: is the world really ordered, uniform, and comprehensible?2014In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 98, no 5, p. 743-765Article in journal (Refereed)
    Abstract [en]

    That nature and the universe are ordered, uniform, and comprehensible is a starting point in science. However, such worldview presuppositions are often taken for granted, rather than explicitly mentioned, in science and in science class. This article takes a worldview perspective and reports from interviews (N = 26) with upper secondary students on how they view order, uniformity, and comprehensibility. In the article, it is shown that while most students view the universe as ordered and comprehensible, it is common for students to disagree that the universe is uniform. That is, they view scientific laws as only locally valid. In addition, many of them do not know that science builds upon such worldview presuppositions. In some cases, the results show differences between students’ own views and the views they associate with science. For example, it is common for students to state that science views the universe as more comprehensible than they themselves do. The consequences for students’ interests as well as their learning of science are discussed.

  • 13.
    Hansson, Lena
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Teaching the limits of science with card sorting activities2019In: / [ed] Fanny Seroglou & Vassilis Koulountzos, 2019Conference paper (Refereed)
  • 14.
    Hansson, Lena
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    The relevance of worldview perspectives in science education2016Conference paper (Other academic)
    Abstract [en]

    In research focusing science education in western countries, worldview perspectives have been rather neglected (with prominent exceptions such as the research by William Cobern). More specifically this is the case concerning science education in Europe. Often worldview issues are instead raised mostly in relation to indigenous cultures, and to some extent in research focusing religious issues in relation to science education in western countries. However, also in secular countries such as Sweden, students' worldviews should be of interest for science educators. During the presentation I will, with the starting point in previous research by myself and colleagues, highlight the value of worldview perspectives on science education also in "secular" countries. Such a perspective could contribute to our understanding of what happens in the science classroom, and shed light on questions such as why some students have difficulties understanding science (while others have not), and why some students are uninterested in science (and others view science as very much for them). Implications for science education - research and practice - will be raised. E.g. it will be suggested that worldview presuppositions should be discussed in science class as part of other nature of science perspectives.

  • 15.
    Hansson, Lena
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Upper secondary students’ views concerning presuppositions underpinningscience: a worldview perspective2013Conference paper (Refereed)
  • 16.
    Hansson, Lena
    Kristianstad University, School of Teacher Education.
    Varför undervisar vi naturvetenskap för alla elever i skolan?2010In: Fysikaktuellt, ISSN 0283-9148, no 2, p. 16-16Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Frågan om varför naturvetenskap undervisas är viktig att reflektera över, i synnerhet nu när nya kurs/ämnesplaner håller på att utarbetas för såväl grundskolan som gymnasieskolan. Hur man ser på syftet med den naturvetenskapliga undervisningen är viktigt och betydelsefullt för vilka mål man ska sätta upp och vilket centralt innehåll man ska välja.

  • 17.
    Hansson, Lena
    Kristianstad University, School of Teacher Education.
    Våga ta upp kontroversiella samhällsfrågor i fysikundervisningen2010In: Fysikaktuellt, ISSN 0283-9148, no 2, p. 17-17Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Många elever uppfattar NO-ämnena,speciellt fysik och kemi, som ointressanta, oviktiga och svåra jämfört med andra ämnen.Men om allmänheten visste mer om naturvetenskap skulle de kunna påverka samhället mer. Forskare förespråkar nu därför undervisning utifrån så kallade "socio-scientific issues". 

  • 18.
    Hansson, Lena
    Kristianstad University, School of Teacher Education.
    Worldview, students, and science. Presentation på Nordic Symposium on Philosophy and History of Science in Science Education. 28-30 oktober. University of Helsinki2009Conference paper (Other academic)
  • 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).
    Arvidsson, Åsa
    Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Heering, Peter
    Germany.
    Pendrill, Ann-Marie
    Lunds universitet.
    Rutherford visits middle school: a case study on how teachers direct attention to the nature of science through a storytelling approach2019In: Physics Education, ISSN 0031-9120, E-ISSN 1361-6552, Vol. 54Article in journal (Refereed)
    Abstract [en]

    It has long been argued that nature of science (NOS) is an important part of science teaching. In the literature, many different approaches to NOS have been suggested. This article focuses on a storytelling approach, and builds on data from audio recordings from three middle-school (school year 6) classrooms. The three science classes are run by three science teachers who have been introduced to NOS and storytelling during a oneday workshop. These three teachers chose to tell the students a story about Ernest Rutherford. The stories told by the teachers, as well as the whole-class discussions afterwards, are analysed with respect to what NOS aspects were communicated. The results show that many different NOS aspects, such as the tentative nature of scientific models, empirical aspects of the scientific knowledge process, as well as human aspects of science, emerge in the context of the story about Rutherford and his work on the atomic model. The results indicate promising possibilities for storytelling as an approach to NOS teaching.

  • 20.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Hansson, Örjan
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Juter, Kristina
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Redfors, Andreas
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Ett forskningsprojekt om matematikens roll i gymnasiefysiken2016In: NATDID:s skriftserie: Naturvetenskapernas och teknikens didaktik, no 1, p. 97-101Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Matematik är ett viktigt verktyg för fysiken och matematiken sägs varafysikens språk. Tidigare forskning visar dock att elever ägnar mycket tid åt matematisk formelmanipulation medan mindre tid och kraft läggs på att relatera fysikens teoretiska modeller och begrepp till verk- ligheten. Syftet med forskningsprojektet vi beskriver här, är att för- djupa vår förståelse av matematikens roll i fysikundervisningen gene- rellt. Vi studerar därför matematikens roll i såväl problemlösningssitu- ationer som lärarledda genomgångar och laborativa moment. Pro- jektet kommer att ge förutsättningar för en ökad förståelse av matema- tikens roll i olika typer av fysikundervisning och för att identifiera i vilka situationer som kommunikationen visar på att matematiken ut- gör hinder eller möjligheter för fysiklärandet. Genom att identifiera så- dana tillfällen öppnas också möjligheten att arbeta för att bryta oöns- kade och stimulera önskade kommunikationsmönster och förstå hur matematiken kan användas på ett konstruktivt sätt i fysikundervis- ningen. Slutsatserna från projektet kommer därför att kunna användas i lärarutbildning, lärarfortbildning och av läromedelsförfattare, liksom av fysiklärare som vill arbeta för att utveckla sin undervisning.

  • 21.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Hansson, Örjan
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Juter, Kristina
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Redfors, Andreas
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Reality - theoretical models - mathematics: a ternary perspective on physics lessons in upper-secondary school2015In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 24, no 5-6, p. 615-644Article in journal (Refereed)
    Abstract [en]

    This article discusses the role of mathematics during physics lessons in upper-secondary school. Mathematics is an inherent part of theoretical models in physics and makes powerful predictions of natural phenomena possible. Ability to use both theoretical models and mathematics is central in physics. This paper takes as a starting point that the relations made during physics lessons between the three entities Reality, Theoretical models and Mathematics are of the outmost importance. A framework has been developed to sustain analyses of the communication during physics lessons. The study described in this article has explored the role of mathematics for physics teaching and learning in upper-secondary school during different kinds of physics lessons (lectures, problem solving and labwork). Observations are from three physics classes (in total 7 lessons) led by one teacher. The developed analytical framework is described together with results from the analysis of the 7 lessons. The results show that there are some relations made by students and teacher between theoretical models and reality, but the bulk of the discussion in the classroom is concerning the relation between theoretical models and mathematics. The results reported on here indicate that this also holds true for all the investigated organisational forms lectures, problem solving in groups and labwork.

  • 22.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Leden, Lotta
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Bilder av naturvetenskap2016Conference paper (Other (popular science, discussion, etc.))
  • 23.
    Hansson, Lena
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Leden, Lotta
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Challenging stereotypical images of science: suggestions for the reading of science trade books in the early years2019In: Journal of Emergent Science, ISSN 2046-4754, E-ISSN 2046-4754, Vol. 17, p. 32-38Article in journal (Refereed)
  • 24.
    Hansson, Lena
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Leden, Lotta
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Images of scientists in textbooks aimed at students in need of adjustments2019In: / [ed] Fanny Seroglou & Vassilis Koulountzos, 2019Conference paper (Refereed)
  • 25.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Lund University.
    Leden, Lotta
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Lund University.
    Working with the nature of science in physics class: turning 'ordinary' classroom situations into nature of science learning situations2016In: Physics Education, ISSN 0031-9120, E-ISSN 1361-6552, Vol. 51, no 5Article in journal (Refereed)
    Abstract [en]

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

  • 26.
    Hansson, Lena
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Leden, Lotta
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Pendrill, Ann-Marie
    Lunds universitet.
    Att arbeta med naturvetenskapens karaktär i NO-undervisningen2014In: LMNT-nytt, ISSN 1402-0041, no 2, p. 2-6Article in journal (Other (popular science, discussion, etc.))
  • 27.
    Hansson, Lena
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Leden, Lotta
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Pendrill, Ann-Marie
    Lunds universitet.
    Contemporary science as context for teaching nature of science: teachers’ development of popular science articles as a teaching resource2019In: Physics Education, ISSN 0031-9120, E-ISSN 1361-6552Article in journal (Refereed)
  • 28.
    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)
  • 29.
    Hansson, Lena
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Research Platform Collaboration for Education. Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Leden, Lotta
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Research Platform Collaboration for Education. Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Thulin, Susanne
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, Research Platform Collaboration for Education. Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning fritidshem och förskola.
    Teaching NOS in preschool through book talks2019In: / [ed] Fanny Seroglou & Vassilis Koulountzos, 2019Conference paper (Refereed)
  • 30.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Lindahl, Britt
    Kristianstad University, Department of Mathematics and Science. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Apropå Fuglesang: världsbilder och rekryteringen till naturvetenskapliga/tekniska utbildningar2007In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 3, no 2, p. 99-106Article in journal (Refereed)
    Abstract [en]

    In connection to the astronaut Christer Fuglesang’s space flight, different stakeholders have expressed a hope that this event will increase the interest among youths for science and technology studies. The modernistic and technique positive discourse that is used is however not unproblematic in this situation. In the article this is exemplified with students’ views concerning the possibility that humans in the future will be able to live on other planets. This is something that, during an interview, was mentioned by Fuglesang as the main reason for space flights.

  • 31.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Lindahl, Britt
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Elevers sätt att hantera naturvetenskapen: Några fallbeskrivningar med fokus på världsbild2008Conference paper (Refereed)
  • 32.
    Hansson, Lena
    et al.
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Lindahl, Britt
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    “I have chosen another way of thinking”: students' relations to science with a focus on worldview2010In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 19, no 9, p. 895-918Article in journal (Refereed)
    Abstract [en]

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

  • 33.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Lindahl, Britt
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Students' presuppositions of what the world is like and their interest in choosing a science profile in their studies2007Conference paper (Refereed)
  • 34.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Lindahl, Britt
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Students, science and scientism: a story about resistance2015Conference paper (Refereed)
    Abstract [en]

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

  • 35.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Löfgren, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Naturvetenskap i förskolan genom att "fånga tillfället": en problematiserande diskussion2016In: Naturvetenskap i ett förskoleperspektiv: kreativa lärandeprocesser / [ed] Susanne Thulin, Malmö: Gleerups Utbildning AB, 2016, p. 153-168Chapter in book (Other academic)
  • 36.
    Hansson, Lena
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Löfgren, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Pendrill, Ann-Marie
    Lunds universitet.
    Att utgå från frågor och situationer i förskolans vardag: vilket naturvetenskapligt innehåll kan det leda till?2014In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 10, no 1, p. 77-89Article in journal (Refereed)
    Abstract [en]

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

  • 37.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Löfgren, Lena
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Pendrill, Ann-Marie
    NRCF och Göteborgs universitet.
    Förskollärare lyssnar efter barns frågor med ett naturvetenskapligt innehåll2012Conference paper (Other academic)
  • 38.
    Hansson, Lena
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Löfgren, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Pendrill, Ann-Marie
    Science learning starting in everyday situations: preschool teachers evaluate different situations’ suitability2014Conference paper (Other academic)
    Abstract [en]

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

  • 39.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Pendrill, Ann-Marie
    Lunds universitet & Göteborgs universitet.
    Examples of socio-scientific issues (SSI) in physics education: a development project at NRCF2013Conference paper (Other academic)
  • 40.
    Hansson, Lena
    et al.
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Redfors, Andreas
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Gymnasieelever i gruppdiskussioner om fysiken och våra grundläggande antaganden om världen2006In: Naturfagsdidaktikkens mange facetter: proceedings fra Det 8. Nordiske Forskesymposium om undervisningen i naturfag / [ed] L. Bering, J. Dolin, L.B. Krogh, J. Solberg, H Sørensen & R. Troelsen, Copenhagen: Danmarks Pædagogiske Universitets Forlag , 2006, p. 386-396Conference paper (Refereed)
  • 41.
    Hansson, Lena
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Redfors, Andreas
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Lower secondary students' views in astrobiology2013In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 43, no 5, p. 1957-1978Article in journal (Refereed)
    Abstract [en]

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

  • 42.
    Hansson, Lena
    et al.
    Kristianstad University, School of Education and Environment.
    Redfors, Andreas
    Kristianstad University, School of Education and Environment.
    Ny miljö för NO-undervisning2011In: Unga nätmiljöer : Nya villkor för samarbete och lärande / [ed] Mikael Alexandersson & Thomas Hansson, Studentlitteratur, 2011, 1, p. 149-170Chapter in book (Other academic)
  • 43.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Redfors, Andreas
    Kristianstad University, Department of Mathematics and Science. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Physics and the possibility of a religious view of the universe: Swedish upper secondary students' views2007In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 16, no 3-5, p. 461-478Article in journal (Refereed)
    Abstract [en]

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

  • 44.
    Hansson, Lena
    et al.
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Redfors, Andreas
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Students’ views in the area of astrobiology: Secondary students’ views2011Conference paper (Refereed)
  • 45.
    Hansson, Lena
    et al.
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Redfors, Andreas
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Students' views of presuppositions in Physics A: Report from students' group discussions2006Conference paper (Refereed)
  • 46.
    Hansson, Lena
    et al.
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Redfors, Andreas
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Students’ work with socio-scientific issues related to astrobiology in a digital teaching sequence2011Conference paper (Refereed)
  • 47.
    Hansson, Lena
    et al.
    Kristianstad University, Department of Mathematics and Science.
    Redfors, Andreas
    Kristianstad University, Department of Mathematics and Science.
    Swedish upper secondary students' views of the origin and development of the universe2006In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 36, no 4, p. 355-379Article in journal (Refereed)
    Abstract [en]

    The article is addressing how students reason about the origin and development of the universe. Students’ own views as well as their descriptions of physical models are analysed. Data consists of written surveys, and interviews of a subset of the students. Most of the students relate to the Big Bang model when describing the origin of the universe. The study however shows that this can mean different things to the students. The article also addresses views of whether or not the universe changes and of the origin of the elements. When comparing students’ own views with their views of the physics view this study shows that there are students who have a different view of their own than the view they connect with physics. This shows that students, in the area of cosmology, do not necessarily take the view they connect with physics to be their own. Examples of students who handle the physics view in different ways are discussed. There are students who relate not only to science but also to a religious worldview when describing their own view. This shows that when discussing cosmology in class, also a religious worldview can be relevant for parts of the student group.

  • 48.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Redfors, Andreas
    Kristianstad University, School of Education and Environment.
    Swedish upper-secondary school students' worldviews: taking a starting point in their views of the universe2003Conference paper (Refereed)
  • 49.
    Hansson, Lena
    et al.
    Kristianstad University, School of Education and Environment.
    Redfors, Andreas
    Kristianstad University, School of Education and Environment.
    Transforming Mars into a new "Earth"?: students' socio-scientific argumentation in a chat embedded in a digital learning environment2010Conference paper (Refereed)
  • 50.
    Hansson, Lena
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Redfors, Andreas
    Kristianstad University, Department of Mathematics and Science.
    Tre elever berättar om universum, gud och fysiken2006In: Nordina, ISSN 1504-4556, Vol. 1, no 6, p. 31-43Article in journal (Refereed)
12 1 - 50 of 88
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