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Benckert, Sylvia
Publications (10 of 12) Show all publications
Adolfsson, L., Benckert, S. & Wiberg, M. (2011). Gapet har minskat: skillnader mellan hög- och lågpresterande flickors och pojkars attityder till biologi, fysik och kemi 1995 och 2007. NorDiNa: Nordic Studies in Science Education, 7(1), 3-16
Open this publication in new window or tab >>Gapet har minskat: skillnader mellan hög- och lågpresterande flickors och pojkars attityder till biologi, fysik och kemi 1995 och 2007
2011 (Swedish)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 7, no 1, p. 3-16Article in journal (Refereed) Published
Abstract [en]

This article explores the change over time of boys’ and girls’ attitudes towards biology, physics and chemistry. We use data from the TIMSS studies for grade 8 in Sweden to investigate how the attitudes for high- and low performing pupils have changed between 1995 and 2007. The attitude is measured by four questions from the student questionnaire in the TIMSS study. The results indicate that there have been some changes in attitudes between 1995 and 2007. High-achieving pupils and especially boys have a more negative attitude towards all three subjects, biology, physics and chemistry, in 2007 compared to 1995. The low-achieving students think that they are performing better in all three subjects 2007 compared to 1995. The difference between the group that are most positive to physics and chemistry and the least positive group has diminished between the two years. The results are discussed in relation to the changes in Swedish schools during the period.

National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-41568 (URN)
Available from: 2011-03-29 Created: 2011-03-29 Last updated: 2018-06-08Bibliographically approved
Luangrath, P., Pettersson, S. & Benckert, S. (2011). On the use of two versions of the Force Concept Inventory to test conceptual understanding of mechanics in Lao PDR.. Eurasia Journal of Mathematics, Science and Technology Education, 7(2), 103-114
Open this publication in new window or tab >>On the use of two versions of the Force Concept Inventory to test conceptual understanding of mechanics in Lao PDR.
2011 (English)In: Eurasia Journal of Mathematics, Science and Technology Education, ISSN 1305-8223, Vol. 7, no 2, p. 103-114Article in journal (Other academic) Published
Abstract [en]

In this study, we investigated why Laotian students had a low score, when they were tested by the Force Concept Inventory (FCI). About 400 first year university students answered the FCI or a Lao version of the FCI (LFCI) with the contexts of some questions changed. The students answered a questionnaire and 34 of the students were interviewed. The students found the FCI/LFCI questions difficult and the phenomena in some of the questions unfamiliar, for example questions about ice hockey. The results show that the low score cannot be explained by specific alternative conceptions and only to a very small part by unfamiliar context. The explanation seems to be that the students relied on everyday life experiences when they answered the questions.

Place, publisher, year, edition, pages
Eurasian Society of Educational Research, 2011
Keywords
Alternative conceptions, Everyday life experience, Force Concept Inventory, Physics concepts, Context of questions.
National Category
Didactics
Research subject
didactics of physics
Identifiers
urn:nbn:se:umu:diva-43299 (URN)
Available from: 2011-04-26 Created: 2011-04-26 Last updated: 2018-06-08Bibliographically approved
Högström, P., Ottander, C. & Benckert, S. (2010). Lab work and learning in secondary school chemistry: the importance of teacher and student interaction. Research in science education, 40(4), 505-523
Open this publication in new window or tab >>Lab work and learning in secondary school chemistry: the importance of teacher and student interaction
2010 (English)In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 40, no 4, p. 505-523Article in journal (Refereed) Published
Abstract [en]

Laboratory work is considered essential in promoting students' learning of science and of scientific inquiry. What the students perceive as important to learn from a regular laboratory exercise is probably affected by the teacher's objectives. We study to what extent one teacher's objectives are fulfilled during lab work, and how teacher-student and student-student interactions contribute to developing learning experiences from the laboratory exercise. Do students encounter opportunities to learn in agreement with the teacher's objectives? This explanatory single case study includes use of a palette of methods, such as pre- and post-interviews, observations and video documentation from anexperienced secondary school teacher and her 8th grade (aged 13-14) students' laboratory work. Our results point to the importance of teacher involvement to help students understand what to look for, how to do it and why. Especially teacher-student interactions during lab work seemed to influence what students perceived as important to learn. In the laboratory exercise in this case, the teacher helped the students to observe and to use their observations in their explanations. The lab work included learning experiences other than those addressed by the teacher, and the teacher's intentions were partially fulfilled. Not only what the teacher says, but also how the teacher acts is important to help students understand what to learn from a laboratory exercise.

Keywords
Case study; Interaction; Lab work; Learning opportunities; Secondary school
National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-20685 (URN)10.1007/s11165-009-9131-3 (DOI)000279606100002 ()
Available from: 2009-03-24 Created: 2009-03-24 Last updated: 2018-06-09Bibliographically approved
Högström, P., Ottander, C. & Benckert, S. (2010). Laborativt arbete i grundskolans senare år: Lärares perspektiv. NorDiNa: Nordic Studies in Science Education, 6(1), 80-91
Open this publication in new window or tab >>Laborativt arbete i grundskolans senare år: Lärares perspektiv
2010 (Swedish)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 6, no 1, p. 80-91Article in journal (Refereed) Published
Abstract [en]

In this paper we describe the results from interviews withscience teachers in lower secondary school. The teachers were asked whatthey wanted to achieve with laboratory work, what difficulties theyexperienced and if there were any differences between lab work in biology,chemistry and physics. The results show that the teachers wanted lab workto help the students develop their understanding, to make them interestedand to develop their laboratory skills. Some of the teachers described labwork that included scientific inquiry but not, specifically, knowledge abouthow to systematically investigate phenomena in nature. Aspects of natureof science were rare. Lack of time to discuss with the students during labwork was seen as one difficulty. Laboratory exercises in chemistry wereoften regarded too abstract while lab work in physics and biology weremuch easier to link to everyday life.

National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-20686 (URN)
Available from: 2009-03-24 Created: 2009-03-24 Last updated: 2018-06-09Bibliographically approved
Näs, H., Ottander, C. & Benckert, S. (2009). Understanding photosynthesis and respiration - is it a problem?: eighth graders' written and oral reasoning about photosynthesis and respiration. In: Mijung Kim, Sung Won Hwang & Aik-Ling Tan (Ed.), Science education: Shared issues, common future (pp. 1281-1318). Singapore: National Institute of Education
Open this publication in new window or tab >>Understanding photosynthesis and respiration - is it a problem?: eighth graders' written and oral reasoning about photosynthesis and respiration
2009 (English)In: Science education: Shared issues, common future / [ed] Mijung Kim, Sung Won Hwang & Aik-Ling Tan, Singapore: National Institute of Education , 2009, p. 1281-1318Chapter in book (Other academic)
Abstract [en]

Earlier studies show that students at almost all school levels have difficulties to understand photosynthesis and respiration. However, international evaluations like TIMSS and PISA, present students’ understanding about photosynthesis and respiration without any connection to teaching and classroom context. Our research interest is to see to what extent ecology teaching develops students’ understanding of photosynthesis and respiration and how students can demonstrate their learning in both a written test and a guided interview.

 

Ten weeks of 66 students’ ordinary ecology lessons were observed, their ecology tests were collected and 23 individual interviews were accomplished. The test results were analysed according to three categories of understanding. The interviews were analysed by how the students recalled their subject content knowledge, which rendered three types of reasoning.

 

Both oral and written reasoning confirm a substantial learning, with more knowledge of photosynthesis than respiration. Analyses of test results and understanding as presented in interviews did not always correspond. Students with high scores in test showed problems to make a comprehensive picture of the concepts during interview, and students who tried and managed to connect concepts during the interview scored low in test. The interviews showed the importance of letting students try to explain concepts and to correct themselves. A potato gave both high and low scored students, an aha-reaction and truly satisfaction when they realised that photosynthesis and respiration were something else than a formula.

Place, publisher, year, edition, pages
Singapore: National Institute of Education, 2009
Keywords
secondary school, photosynthesis, respiration, written test, oral reasoning, ecology teaching
National Category
Didactics
Research subject
didactics of natural science
Identifiers
urn:nbn:se:umu:diva-32072 (URN)
Note

Also Submitted 2009 to JBE (Journal of Biological Education)

Available from: 2010-03-01 Created: 2010-03-01 Last updated: 2018-06-08Bibliographically approved
Högström, P., Ottander, C. & Benckert, S. (2008). Implementation of Objectives for Laboratory Work in Secondary School Science. In: Annual conference of National Association of Research in Science Teaching (NARST): Impact of Science Education Research on Public Policy.
Open this publication in new window or tab >>Implementation of Objectives for Laboratory Work in Secondary School Science
2008 (English)In: Annual conference of National Association of Research in Science Teaching (NARST): Impact of Science Education Research on Public Policy, 2008Conference paper, Published paper (Refereed)
Abstract [en]

The purpose of this case study of three laboratory exercises in biology, chemistry and physics is to show how three Swedish secondary school science teachers’ objectives for labwork are carried out in practice. What objectives do the teachers

put forward for specific laboratory exercises, what objectives appear in supporting laboratory manuals and how do objectives appear in teacher and student interactions during laboratory work? In three cases, pre-interviews with teachers

about their objectives took place, laboratory manuals were collected, video recordings of the actual laboratory exercises were made and post-interviews with teachers about these video-recordings took place. Comparisons between objectives

expressed by the teachers, identified in laboratory manuals and identified in teacher actions and teacher-student interactions were made to examine how objectives appeared during labwork. The results show that the introduction of the laboratory exercise and its laboratory manual is very important for the way

labwork is performed. In order for teachers’ objectives to be implemented, results in this study put forward that a correlation between objectives, laboratory manual and actual labwork is favourable. Objectives need to be explicit to the teacher and

that teachers’ awareness of the need to pursue objectives is crucial.

Identifiers
urn:nbn:se:umu:diva-10505 (URN)
Available from: 2008-09-22 Created: 2008-09-22 Last updated: 2018-06-09Bibliographically approved
Benckert, S. & Pettersson, S. (2008). Learning Physics in Small-Group Discussions - Three Examples. Eurasia Journal of Mathematics, Science and Technology Education, 4(2), 121-134
Open this publication in new window or tab >>Learning Physics in Small-Group Discussions - Three Examples
2008 (English)In: Eurasia Journal of Mathematics, Science and Technology Education, ISSN E-ISSN 1305-8223, Vol. 4, no 2, p. 121-134Article in journal (Refereed) Published
Abstract [en]

This article reports on an investigation of students learning of physics during group discussions around context-rich problems in introductory physics courses at university level. We present the results from video recordings of student groups solving three different problems. We found that group discussions around physics problems can lead to stimulating and learning discussions of physics but we also observed situations when the discussions did not work well. Misunderstandings of physics concepts reported in the literature emerge in the discussions now and then but the students also detect new ‘problems’. In the discussions most misunderstandings and problems are treated and solved either by the students themselves or by the students together with the teacher. Factors that stimulate a good discussion are engaging problems and a teacher at hand to answer questions and to discuss with the students. Factors that prevent a fruitful discussion are too little knowledge of the actual physics among the students and bad functioning of the groups.

Keywords
Context-rich problems, Group discussion, Physics education, Problem solving
National Category
Didactics Physical Sciences
Identifiers
urn:nbn:se:umu:diva-10404 (URN)
Available from: 2008-09-08 Created: 2008-09-08 Last updated: 2018-06-09Bibliographically approved
Benckert, S., Enghag, M., Gustafsson, P., Johansson, O., Jonsson, G., Norman, R. & Pettersson, S. (2007). Diskutera fysik i grupp!: Utgå från kontextrika problem. Umeå: Umeå universitet
Open this publication in new window or tab >>Diskutera fysik i grupp!: Utgå från kontextrika problem
Show others...
2007 (Swedish)Report (Other (popular science, discussion, etc.))
Abstract [sv]

I denna bok berättar vi om våra erfarenheter från undervisning i form av grupp­diskussioner runt kontextrika (verklighetsanknutna) problem, vi ger tips på hur sådana problem kan konstrueras och vi delar med oss av exempel på kontextrika problem. Vi som skrivit denna bok har använt grupp­­diskussioner runt kontext­rika problem under några år i vår egen undervisning och vi tycker oss se att denna undervisning ofta fungerar bra. Vi har också deltagit i ett gemensamt forsknings­projekt med syftet att förstå hur användningen av gruppdiskussioner med kontext­rika problem påverkar studenternas/elevernas förståelse av fysika­liska begrepp. Vi undersökte även hur problemen bör utformas för att intressera gymnasie­eleverna. Resultaten från detta projekt utgör en bakgrund för boken.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2007. p. 75
Keywords
Gruppdiskussioner, kontextrika problem
National Category
Physical Sciences Didactics
Research subject
didactics of physics
Identifiers
urn:nbn:se:umu:diva-18208 (URN)
Distributor:
Institutionen för fysik, 90187, Umeå
Note
Reviderad 2011.Available from: 2011-06-21 Created: 2008-09-08 Last updated: 2018-06-09Bibliographically approved
Högström, P., Ottander, C. & Benckert, S. (2006). Lärares mål med laborativt arbete: Utveckla förståelse och intresse. NorDiNa: Nordisk Didaktikk i Naturfag / Naturorienterende ämnen (5), 54-66
Open this publication in new window or tab >>Lärares mål med laborativt arbete: Utveckla förståelse och intresse
2006 (Swedish)In: NorDiNa: Nordisk Didaktikk i Naturfag / Naturorienterende ämnen, no 5, p. 54-66Article in journal (Refereed) Published
Identifiers
urn:nbn:se:umu:diva-12321 (URN)
Available from: 2007-12-27 Created: 2007-12-27 Last updated: 2018-06-09Bibliographically approved
Benckert, S., Pettersson, S., Aasa, S., Johansson, O. & Norman, R. (2005). Gruppdiskussioner runt kontextrika problem i fysik – Hur ska problemen utformas?. NorDiNa: Nordisk Didaktikk i Naturfag / Naturorienterende ämnen (2), 36-50
Open this publication in new window or tab >>Gruppdiskussioner runt kontextrika problem i fysik – Hur ska problemen utformas?
Show others...
2005 (Swedish)In: NorDiNa: Nordisk Didaktikk i Naturfag / Naturorienterende ämnen, no 2, p. 36-50Article in journal (Refereed) Published
Identifiers
urn:nbn:se:umu:diva-12325 (URN)
Available from: 2007-04-01 Created: 2007-04-01 Last updated: 2018-06-09Bibliographically approved
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