umu.sePublications
Change search
Link to record
Permanent link

Direct link
BETA
Hellgren, Jenny MariaORCID iD iconorcid.org/0000-0001-9409-3559
Alternative names
Publications (10 of 19) Show all publications
Hellgren, J. M. (2019). Authentic science in the classroom: students’ perceptions of their experiences. NorDiNa: Nordic Studies in Science Education, 15(3), 299-312
Open this publication in new window or tab >>Authentic science in the classroom: students’ perceptions of their experiences
2019 (English)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 15, no 3, p. 299-312Article in journal (Refereed) Published
Abstract [en]

The purpose of this study is to characterize how students experience taking part in authentic research, specifically through the Medicine Hunt, a project designed to increase motivation for science and under-standing of research in the Swedish secondary school. The study also investigates potential differences in students’ experiences related to context, in terms of participating in the Medicine Hunt in different class-rooms. Twenty-four students from three Swedish lower-secondary schools participating in the Medicine Hunt were interviewed. The main result is that students’ experiences were positive and related to science. Their focus is to a large extent on authentic science, and covers many of the aspects the Medicine Hunt is aiming to introduce in school, like the hands-on and inquiry-based ways of working and the opportunity to do what scientists do. Students’ answers are also to a high degree connected to the science content and to learning science. Few differences in students’ experiences related to the different classrooms were found.

Place, publisher, year, edition, pages
Oslo University, 2019
National Category
Didactics
Research subject
didactics of biology
Identifiers
urn:nbn:se:umu:diva-168614 (URN)10.5617/nordina.5571 (DOI)
Funder
Swedish Research Council, 2007-3216
Available from: 2020-03-03 Created: 2020-03-03 Last updated: 2020-03-03Bibliographically approved
Hellgren, J. M. (2019). Using theoretical and methodological triangulation to study motivation in the science classroom. In: McLoughlin, E., Finlayson, O.E., Erduran, S., Childs, P. (Ed.), Bridging Research and Practice in Science Education: (pp. 107-122). Springer
Open this publication in new window or tab >>Using theoretical and methodological triangulation to study motivation in the science classroom
2019 (English)In: Bridging Research and Practice in Science Education / [ed] McLoughlin, E., Finlayson, O.E., Erduran, S., Childs, P., Springer, 2019, p. 107-122Chapter in book (Refereed)
Abstract [en]

Motivation cannot be measured directly but has to be evaluated through other indirect measurements, of which questionnaires are the most common. This chapter presents results from development and use of a model to approach motivation in the science classroom from multiple theoretical and methodological perspectives. The model emerged from the Hierarchical model of intrinsic and extrinsic motivation by Vallerand and the process model of motivation by Dörnyei. The chapter focuses on the relationship between students’ motivation, engagement and experiences when performing a novel science task. Results suggests that the students in two of the classrooms were better able to overcome challenges and complete the task than students in the third classroom. Further, no patterns were found between students’ contextual motivation and their actions or experiences. The multi-perspective model was a useful tool to align motivation as measured with questionnaires with motivation as seen through students’ actions in the classroom. The results show that more research on motivation from a situational perspective is needed, thereby we can learn more about relationships between motivation and actions, and between what happens in classroom and students’ long-term motivation for science. This knowledge has potential to lead to improved practices in science teaching.

Place, publisher, year, edition, pages
Springer, 2019
Series
Contributions from Science Education Research, ISSN 2213-3623 ; 6
Keywords
motivation, mixed methods, engagement, experiences
National Category
Didactics
Research subject
didactics of biology
Identifiers
urn:nbn:se:umu:diva-168618 (URN)10.1007/978-3-030-17219-0_7 (DOI)978-3-030-17219-0 (ISBN)978-3-030-17218-3 (ISBN)
Available from: 2020-03-03 Created: 2020-03-03 Last updated: 2020-03-03Bibliographically approved
Sullivan Hellgren, J., Bergqvist, E. & Österholm, M. (2017). Argumentation in university textbooks: comparing biology, chemistry and mathematics. In: : . Paper presented at NFSUN 2017, Nordic Research Symposium on Science Education, Norwegian University of Science and Technology (NTNU), Trondheim, Norway, 6-9 June 2017.
Open this publication in new window or tab >>Argumentation in university textbooks: comparing biology, chemistry and mathematics
2017 (English)Conference paper, Oral presentation only (Refereed)
National Category
Didactics
Research subject
didactics of mathematics; didactics of natural science
Identifiers
urn:nbn:se:umu:diva-139601 (URN)
Conference
NFSUN 2017, Nordic Research Symposium on Science Education, Norwegian University of Science and Technology (NTNU), Trondheim, Norway, 6-9 June 2017
Projects
Samband mellan olika typer av argumentation och elevers förståelse av matematiska förklaringar
Available from: 2017-09-19 Created: 2017-09-19 Last updated: 2018-06-09Bibliographically approved
Sullivan Hellgren, J. & Lindberg, S. (2017). Motivating students with authentic science experiences: changes in motivation for school science. Research in Science & Technological Education, 35(4), 409-426
Open this publication in new window or tab >>Motivating students with authentic science experiences: changes in motivation for school science
2017 (English)In: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, Vol. 35, no 4, p. 409-426Article in journal (Refereed) Published
Abstract [en]

Background: Students' motivation for science declines over the early teenage years, and students often find school science difficult and irrelevant to their everyday lives. This paper asks whether creating opportunities to connect school science to authentic science can have positive effects on student motivation.

Purpose: To understand how authentic science experiences can affect students' motivation for science and students’ goals, values, beliefs and attitudes towards science.

Programme description: The Medicine Hunt brought scientists and students together to find bacteria that produce secondary metabolites with antibiotic effects. Scientists received help with collecting soil samples and teachers and students took an active role in research and worked with solving an authentic problem as a part of their ordinary school science over a course of six months.

Sample: About 388 students from 18 lower-secondary school classes participating in the Medicine Hunt. Students were enrolled in grade seven to nine (13–15 years old). At this stage, science is compulsory, and all students follow the same science course. The classes represented different geographical regions of Sweden.

Design and methods: Students filled in motivation questionnaires before and after the Medicine Hunt. Paired t-tests were used to evaluate how students’ intrinsic motivation, goals, values, beliefs and attitudes towards science changed over the project period.

Results: Students' intrinsic motivation for school science and plans for future participation in science remained unchanged during the period they participated in the Medicine Hunt, and students' goals, values and attitudes followed the well-documented pattern of decline. Thus, the authentic experience can arrest the well-described decline for some motivation-related factors.

Conclusions: The findings suggest that the authentic experience can arrest some aspects of the decline in motivation for science in the teenage years. The paper discusses the processes around students' motivation in relation to authentic experiences.

Place, publisher, year, edition, pages
Abingdon: Taylor & Francis, 2017
Keywords
motivation, authentic science, student-teacher-scientist partnership, secondary school
National Category
Pedagogical Work
Research subject
didactics of natural science
Identifiers
urn:nbn:se:umu:diva-120039 (URN)10.1080/02635143.2017.1322572 (DOI)000413984600003 ()
Projects
Lärandesituationens påverkan på elevers affektiva upplevelser och lärande
Funder
Swedish Research Council, 2007-3216
Note

Originally published in thesis in manuscript form.

Available from: 2016-05-09 Created: 2016-05-05 Last updated: 2018-06-07Bibliographically approved
Sullivan Hellgren, J. (2017). Towards a theoretical model for approaching motivation in the science classroom. In: : . Paper presented at NFSUN, Nordic Research Symposium on Science Education 2017.
Open this publication in new window or tab >>Towards a theoretical model for approaching motivation in the science classroom
2017 (English)Conference paper, Oral presentation only (Refereed)
National Category
Pedagogical Work
Research subject
didactics of natural science
Identifiers
urn:nbn:se:umu:diva-139570 (URN)
Conference
NFSUN, Nordic Research Symposium on Science Education 2017
Available from: 2017-09-18 Created: 2017-09-18 Last updated: 2018-06-09
Sullivan Hellgren, J. (2017). Using theoretical and methodological triangulation to study motivation in the science classroom. In: : . Paper presented at ESERA 2017, 12th Conference of the European Science Education Research Association.
Open this publication in new window or tab >>Using theoretical and methodological triangulation to study motivation in the science classroom
2017 (English)Conference paper, Oral presentation only (Refereed)
National Category
Pedagogical Work
Research subject
didactics of natural science
Identifiers
urn:nbn:se:umu:diva-139571 (URN)
Conference
ESERA 2017, 12th Conference of the European Science Education Research Association
Available from: 2017-09-18 Created: 2017-09-18 Last updated: 2018-06-09
Hellgren, J. M. (2016). Students as scientists: a study of motivation in the science classroom. (Doctoral dissertation). Umeå: Umeå Universitet
Open this publication in new window or tab >>Students as scientists: a study of motivation in the science classroom
2016 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Forskning på schemat : högstadieelevers motivation för naturvetenskap
Abstract [en]

School science and mathematics have been criticized for being difficult, de-contextualised and teacher-centred. This thesis concerns student motivation in science and mathematics in secondary school, and in particular student motivation in relation to student-teacher-scientist partnerships (STSPs) and an authentic science task called the Medicine Hunt where students help scientists to find new antibiotics. The purpose of this dissertation is to interrogate the importance of authentic tasks for motivation in the science classroom. The thesis takes a starting point in motivation theories, with self-determination theory (SDT) in focus, and also builds on the hierarchical model of intrinsic and extrinsic motivation (HMIEM). A mixed-methods approach is used first, to find out what factors are important for students’ positive emotions and experiences in the classroom, and second, to learn more about the importance of authentic tasks using student interviews and observations in combination with questionnaires that evaluate students’ motivation. The studies reveal that the notion of having learnt something and intrinsic motivation are central for students’ positive emotions. Further, many situational factors, such as teacher support, autonomy, clear goals, and novelty of the task are central for both positive emotions and experiences in science and mathematics. Regarding the Medicine Hunt, students were positive and referred most of their positive experiences to science-related aspects, and the novelty of authentic science. Teachers gave different opportunities for competence, autonomy or relatedness when implementing the project in their classrooms, and these differences were more important for students’ initiatives and outcomes than students’ initial contextual motivation for school science. Students’ contextual motivation for science can change and the Medicine Hunt arrested the well-documented decline in students’ intrinsic motivation for science during the secondary school years. This thesis argues that authentic tasks implemented as STSPs such as the Medicine Hunt can contribute considerably to school science by providing motivating situations that channel students’ positive emotions and positive experiences, and that is possible to create authentic science learning situations in which both more and less motivated students can flourish. The findings highlight the teachers’ role in supporting the students’ process of extending their understanding of what science can include and in supporting students’ confidence as they adopt a broader and more authentic view of science when learning as part of a successful authentic STSP science project. The findings also suggest that more research focussing on motivation in different authentic situations, and how students’ experiences of authentic science can affect motivation in the longer term, is needed.

Place, publisher, year, edition, pages
Umeå: Umeå Universitet, 2016. p. 58
Series
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 65
Keywords
motivation, emotions, experiences, authentic science, student-teacher-scientist partnership, secondary school, implementation, classroom, mathematics, self-determination theory
National Category
Pedagogical Work
Research subject
didactics of natural science
Identifiers
urn:nbn:se:umu:diva-120123 (URN)978-91-7601-477-6 (ISBN)
Public defence
2016-06-02, KB3A9, KBC-huset, Linnaeus väg 6, Umeå, 13:00 (English)
Opponent
Supervisors
Projects
Lärandesituationens påverkan på elevers affektiva upplevelser och lärande
Funder
Swedish Research Council, 2007-3216
Available from: 2016-05-12 Created: 2016-05-09 Last updated: 2018-06-07Bibliographically approved
Sullivan Hellgren, J. (2016). Studying motivation in the science classroom. In: Shirley Simon, Christina Ottander, and Ilka Parchmann (Ed.), Narratives of doctoral studies in science education: making the transition from educational practitioner to researcher (pp. 56-67). Routledge
Open this publication in new window or tab >>Studying motivation in the science classroom
2016 (English)In: Narratives of doctoral studies in science education: making the transition from educational practitioner to researcher / [ed] Shirley Simon, Christina Ottander, and Ilka Parchmann, Routledge, 2016, p. 56-67Chapter in book (Refereed)
Abstract [en]

I started my PhD with a theoretical approach that I increasingly had issues with. This chapter describes my search for a successful theoretical approach to motivation in the science classroom as a practitioner-researcher. I describe what problems I encountered and how these allowed me to narrow down my initial questions to those of greater relevance from a teacher- and classroom perspective. The chapter concludes with the new direction I chose for researching motivation in the science classroom during the second half of my PhD studies.

Place, publisher, year, edition, pages
Routledge, 2016
Series
Routledge Research in Higher Education
Keywords
doctoral education
National Category
Pedagogical Work
Research subject
didactics of natural science; educational work
Identifiers
urn:nbn:se:umu:diva-108881 (URN)978-1-138-89028-2 (ISBN)978-3-319-14218-0 (e-book) (ISBN)
Available from: 2015-09-16 Created: 2015-09-16 Last updated: 2018-06-07Bibliographically approved
Sullivan Hellgren, J. (2015). Implementation of a student-teacher scientist partnership in the science classroom. In: : . Paper presented at 11th Conference of the European Science Education Research Association (ESERA 2015),31 aug - 4 sept 2015, Helsinki, Finland.
Open this publication in new window or tab >>Implementation of a student-teacher scientist partnership in the science classroom
2015 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper examines the implementation of a student-teacher scientist partnership (STSP), focusing on the opportunities given to the students in the classrooms. The project in the study, the medicine hunt, aims to increase secondary-school students’ interest in science and understanding of research through authentic science problems, methods, and collaboration with researchers. The medicine hunt engaged 388 students in 18 school classes across Sweden. Video- and audio-recordings from one lesson in three different classrooms were analysed for i) how materials, class size and use of lesson time differ between the classrooms ii) what opportunities (i.e. learn scientific ways of working, inquiry, theoretical discussion and collaboration with researchers) are given to students in the different classrooms iii) differences in students’ attention and participation during the lesson. The variation in lesson time and number of students gave each teacher different possibilities to implement the STSP and variation in how the STSP was implemented was found. This is especially evident in the teachers’ foci in their introductions, and in the opportunities to engage in theoretical discussions. Despite differences, student engagement in terms of attention and participation was high in all classrooms throughout the lesson. Students in all classrooms practiced scientific ways of working (e.g. to select, describe and compare bacterial colonies, and to report findings) and took advantage of the collaboration with the researcher. Yet, opportunities for inquiry and theoretical discussion were low. The results suggest that it is important that teachers have sufficient content knowledge and enough time to engage in discussions with students to a deeper level than answering practical questions. How this links with the STSP implementation variation, engagement and participation will be considered.

Keywords
Laboratory Work in Science, Project based Learning, Secondary School
National Category
Didactics
Research subject
didactics of natural science; educational work
Identifiers
urn:nbn:se:umu:diva-108880 (URN)978-951-51-1541-6 (ISBN)
External cooperation:
Conference
11th Conference of the European Science Education Research Association (ESERA 2015),31 aug - 4 sept 2015, Helsinki, Finland
Projects
Interaktioner mellan den lärande och lärandesituationen:effekter på affektiva upplevelser och lärande
Funder
Swedish Research Council, 2007-3216
Available from: 2015-09-16 Created: 2015-09-16 Last updated: 2018-06-07Bibliographically approved
Winberg, M. T., Hellgren, J. M. & Palm, T. (2014). Stimulating positive emotional experiences in mathematics learning: influence of situational and personal factors. European Journal of Psychology of Education, 29(4), 673-691
Open this publication in new window or tab >>Stimulating positive emotional experiences in mathematics learning: influence of situational and personal factors
2014 (English)In: European Journal of Psychology of Education, ISSN 0256-2928, E-ISSN 1878-5174, Vol. 29, no 4, p. 673-691Article in journal (Refereed) Published
Abstract [en]

The study aims to assess the relative importance of a large number of variables for predicting students’ positive-activating emotions during mathematics learning. Participants were 668 first-year upper secondary school students from 33 schools of different sizes and locations. Two questionnaires were distributed, one assessing students’ perceptions and beliefs about their learning situation in mathematics in general, and the other assessing the characteristics of a particular mathematics lesson and the students’ emotional experiences during this lesson. Single-construct and multivariate models for predicting students’ emotions were computed. The results show that the multivariate models were the most efficient, predicting as much as 59 % of the variance in students’ emotional experiences. The two most important constructs were students’ type of motivation and perceived degree of learning, which together predicted 48 % of the students’ emotions. Single-construct models predicted, at most, 36 %. The relative and absolute predictive ability of different motivational constructs are reported. The relationships between constructs and their implications for teaching are discussed.

Place, publisher, year, edition, pages
Springer, 2014
Keywords
positive-activating emotions, personal factors, situational factors, upper secondary school, multivariate
National Category
Educational Sciences Didactics Psychology
Identifiers
urn:nbn:se:umu:diva-92559 (URN)10.1007/s10212-014-0220-y (DOI)000344804300007 ()
Projects
Interaktioner mellan den lärande och lärandesituationen: effekter på affektiva upplevelser och lärandeutfall.
Funder
Swedish Research Council, 721-2007-3216
Available from: 2014-08-28 Created: 2014-08-28 Last updated: 2018-06-07Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9409-3559

Search in DiVA

Show all publications