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  • 1.
    Adolfsson, Lena
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Benckert, Sylvia
    Umeå University, Faculty of Science and Technology, Department of Physics.
    Wiberg, Marie
    Umeå University, Faculty of Social Sciences, Department of Statistics.
    Gapet har minskat: skillnader mellan hög- och lågpresterande flickors och pojkars attityder till biologi, fysik och kemi 1995 och 20072011In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 7, no 1, p. 3-16Article in journal (Refereed)
    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.

  • 2.
    Benckert, Sylvia
    Umeå University, Faculty of Science and Technology, Physics.
    Varför väljer inte flickorna fysik?2005In: Tidskrift för lärarutbildning och forskning, no 4, p. 27-38Article in journal (Other (popular science, discussion, etc.))
  • 3.
    Benckert, Sylvia
    et al.
    Umeå University, Faculty of Science and Technology, Department of Physics.
    Enghag, Margareta
    Mälardalens högskola.
    Gustafsson, Peter
    Mälardalens högskola.
    Johansson, Ove
    Balderskolan, Skellefteå.
    Jonsson, Gunnar
    Mälardalens högskola.
    Norman, Robert
    Grans naturbruksgymnasium.
    Pettersson, Sune
    Umeå University, Faculty of Science and Technology, Department of Physics.
    Diskutera fysik i grupp!: Utgå från kontextrika problem2007Report (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.

  • 4.
    Benckert, Sylvia
    et al.
    Umeå University, Faculty of Science and Technology, Physics.
    Pettersson, Sune
    Umeå University, Faculty of Science and Technology, Physics.
    Förstå fysiken bättre – lös problem i grupp2004In: Fysikaktuellt, no 4, p. 9-13Article in journal (Other (popular science, discussion, etc.))
  • 5.
    Benckert, Sylvia
    et al.
    Umeå University, Faculty of Science and Technology, Physics.
    Pettersson, Sune
    Umeå University, Faculty of Science and Technology, Physics.
    Learning Physics in Small-Group Discussions - Three Examples2008In: Eurasia Journal of Mathematics, Science and Technology Education, ISSN E-ISSN 1305-8223, Vol. 4, no 2, p. 121-134Article in journal (Refereed)
    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.

  • 6.
    Benckert, Sylvia
    et al.
    Umeå University, Faculty of Science and Technology, Physics.
    Pettersson, Sune
    Umeå University, Faculty of Science and Technology, Physics.
    Aasa, Sverker
    Umeå University, Faculty of Social Sciences, Department of Education.
    Johansson, Ove
    Norman, Robert
    Gruppdiskussioner runt kontextrika problem i fysik – Hur ska problemen utformas?2005In: NorDiNa: Nordisk Didaktikk i Naturfag / Naturorienterende ämnen, no 2, p. 36-50Article in journal (Refereed)
  • 7.
    Högström, Per
    et al.
    Umeå University, Faculty of Science and Technology, Mathematics, Technology and Science Education.
    Ottander, Christina
    Umeå University, Faculty of Science and Technology, Mathematics, Technology and Science Education.
    Benckert, Sylvia
    Umeå University, Faculty of Science and Technology, Physics.
    Implementation of Objectives for Laboratory Work in Secondary School Science2008In: Annual conference of National Association of Research in Science Teaching (NARST): Impact of Science Education Research on Public Policy, 2008Conference 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.

  • 8.
    Högström, Per
    et al.
    Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education.
    Ottander, Christina
    Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education.
    Benckert, Sylvia
    Umeå University, Faculty of Science and Technology, Department of Physics.
    Lab work and learning in secondary school chemistry: the importance of teacher and student interaction2010In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 40, no 4, p. 505-523Article in journal (Refereed)
    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.

  • 9.
    Högström, Per
    et al.
    Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education.
    Ottander, Christina
    Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education.
    Benckert, Sylvia
    Umeå University, Faculty of Science and Technology, Department of Physics.
    Laborativt arbete i grundskolans senare år: Lärares perspektiv2010In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 6, no 1, p. 80-91Article in journal (Refereed)
    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.

  • 10.
    Högström, Per
    et al.
    Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education.
    Ottander, Christina
    Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education.
    Benckert, Sylvia
    Faculty of Science and Technology, Physics.
    Lärares mål med laborativt arbete: Utveckla förståelse och intresse2006In: NorDiNa: Nordisk Didaktikk i Naturfag / Naturorienterende ämnen, no 5, p. 54-66Article in journal (Refereed)
  • 11.
    Luangrath, Phimpho
    et al.
    Umeå University, Faculty of Science and Technology, Department of Physics.
    Pettersson, Sune
    Umeå University, Faculty of Science and Technology, Department of Physics.
    Benckert, Sylvia
    Umeå University, Faculty of Science and Technology, Department of Physics.
    On the use of two versions of the Force Concept Inventory to test conceptual understanding of mechanics in Lao PDR.2011In: Eurasia Journal of Mathematics, Science and Technology Education, ISSN 1305-8223, Vol. 7, no 2, p. 103-114Article in journal (Other academic)
    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.

  • 12.
    Näs, Helena
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Ottander, Christina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Benckert, Sylvia
    Umeå University, Faculty of Science and Technology, Department of Physics.
    Understanding photosynthesis and respiration - is it a problem?: eighth graders' written and oral reasoning about photosynthesis and respiration2009In: 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.

1 - 12 of 12
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