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  • 1.
    Bodin, Madelen
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Att skapa egna virtuella modeller i fysik och teknik2013Ingår i: Modeller, analogier och metaforer i naturvetenskapsundervisning / [ed] Fredrik Jeppson, Fredrik Haglund, Lund: Studentlitteratur AB, 2013, s. 169-184Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 2.
    Bodin, Madelen
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för fysik.
    Computational problem solving in university physics education: Students’ beliefs, knowledge, and motivation2012Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    Solving physics problem in university physics education with a computational approach requires knowledge and skills in several domains, for example, physics, mathematics, programming, and modelling. These competences are in turn related to students' beliefs about these domains as well as about learning, and their motivation to learn. The purpose of this thesis was to investigate the role of university physics students' knowledge, beliefs and motivation when solving and visualizing a physics problem using a computational approach. The results showed that expert-like beliefs about physics and learning physics together with prior knowledge were important predictors of the quality of performance. Feelings corresponding to control and concentration, i.e., emotions that are expected to be good indicators of students' motivation were also good predictors of performance. However, intrinsic motivation, as indicated by enjoyment and interest, together with beliefs expressing students' personal interest and utility value, did not predict performance to any higher extent. Instead, my results indicate that integration and identification of expert-like beliefs about learning and concentration and control emotions during learning are more influential on the quality of performance. Thus, the results suggest that the development of students' epistemological beliefs is important for students' ability to learn from realistic problem-solving situations with many degrees of freedom in physics education. In order to investigate knowledge and beliefs structures network modeling has been applied as a novel tool for analysis. Students' epistemic frames are analyzed before and after the task in computational physics using a network analysis approach on interview transcripts, producing visual representations of mental models. The results show that students change their epistemic framing from a modelling task, with expectancies about learning programming, to a physics task, in which they are challenged to use physics principles and conservation laws in order to troubleshoot and understand their simulations. This implies that the task, even though it is not introducing any new physics, helped the students to develop a more consistent view of the importance of using physics principles in problem solving. When comparing students' framing with teachers,' it is shown that although teachers and students agree on the main features of simulation competence in physics, differences in their epistemic networks can be distinguished. For example, while teachers believe that numerical problem solving facilitates fundamental understanding of physics and mathematics, this is not obvious to students. This implies that university teachers need to be aware of these differences as well as students' beliefs in order to challenge students' expectations and to give support concerning the learning objectives of the assignment. 

  • 3.
    Bodin, Madelen
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för fysik.
    Creative interactive environment for doing physics2009Ingår i: MPTL 14 International Workshop on Multimedia in Physics Teaching and Learning, 23-25 September 2009, University of Udine, Italy, 2009Konferensbidrag (Refereegranskat)
    Abstract [en]

    The Algodoo 2D simulation environment is built upon advanced real-time physicssimulation technology. (Demonstration video is provided on Youtube:http://www.youtube.com/watch?v=qa9xn-xYQQk)  It has a graphical user interface whichmakes it possible for anybody to create and explore scenes that are physicallyinteractive. In Algodoo it is possible to create and edit scenes using simple drawingtools, save and load scenes, start and stop simulation, interact with simulation byclick, drag, tilt and shake. Color traces, force and velocity vectors can be addedfor enhanced visualization. The built-in physics simulation engines treat rigidbodies, fluids, chains, gears, gravity, contacts, friction, restitution, springs,hinges, lock, motors and also laser rays and optics. Algodoo is based on highlycompetitive technologies for interactive multiphysics simulation, includingvariational mechanical integrators and high performance numerical methods. Algodoo isparticularly intended to be used in order to encourage and make use of the students’own creativity in order to construct knowledge and giving the student a sense ofownership of their own learning. The sense of having control of the learningsituation is considered being one of the most important factors that generatemotivational behaviour. Algodoo offers new strategies for working with computers inteaching and learning physics. This study demonstrates the use of Algodoo withteacher students in physics and also with 8-9 year old girls in a science class.

  • 4.
    Bodin, Madelen
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för fysik.
    Mapping students' epistemic framing of computational physics using network analysis2012Ingår i: Physical Review Special Topics : Physics Education Research, ISSN 1554-9178, E-ISSN 1554-9178, Vol. 8, nr 1, s. 010115-Artikel i tidskrift (Refereegranskat)
    Abstract [fa]

    Solving physics problem in university physics education using a computational approach requires knowledge and skills in several domains, for example, physics, mathematics, programming, and modelling. These competences are in turn related to students’ beliefs about the domains as well as about learning. These knowledge and beliefs components are here referred to as epistemic elements, who together represent the students’ epistemic framing of the situation. The purpose of this study was to investigate university physics students’ epistemic framing when solving and visualizing a physics problem using a particle-spring model system. Students’ epistemic framings are analyzed before and after the task using a network analysis approach on interview transcripts, producing visual representations as epistemic networks. The results show that students change their epistemic framing from a modelling task, with expectancies about learning programming, to a physics task, in which they are challenged to use physics principles and conservation laws in order to troubleshoot and understand their simulations. This implies that the task, even though it is not introducing any new physics, help the students to develop a more coherent view of the importance of using physics principles in problem solving. The network analysis method used in this study is shown to give intelligible representations of the students’ epistemic framing and is proposed as a useful method of analysis of textual data.

  • 5.
    Bodin, Madelen
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för fysik.
    Mapping university physics teachers' and students' conceptualization of simulation competence in physics education using network analysisManuskript (preprint) (Övrigt vetenskapligt)
    Abstract [en]

    In this study physics university teachers and undergraduate students were interviewed in order to capture their knowledge and beliefs structures about simulation competence and computational physics in university physics education. The analysis was done using a network analysis approach and the knowledge and beliefs structures were referred to as epistemic networks. The epistemic networks visualize how teachers and students conceptualize this particular learning situation and how these concepts are related. The results show that although teachers and students agree on the main features of simulation competence in physics, differences in their epistemic networks can be distinguished. For example, while teachers believe that numerical problem solving facilitates fundamental understanding of physics and mathematics, this is not obvious to students. This implies that university teachers need to be aware of the these differences in order to meet students' expectations and to give support concerning the learning objectives of the assignment. The method chosen for this study shows that network analysis is a novel and useful method to analyze beliefs structures from textual data, such as interview transcripts. 

  • 6.
    Bodin, Madelen
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Neutronia- Motivating Girls to Science Career Choices through Real-Science Experiences2017Konferensbidrag (Refereegranskat)
    Abstract [en]

    In order to make careers in science visible to girls, 24 girls from an uppendary school science program were chosen through a contest, to participate in a trip to Grenoble, France, and visit the research facilities ESRF (European Synchrotron Research Facility) and ILL (Institut Laue-Langvin:Neutrons for Science). The girls were presented a program, which included talking to researchers, doing experiments, presenting results and experiencing the environment where science is performed. In addition, 11 teachers participated in a similar trip in order to gain knowledge and experience to contribute to development of classroom material where science is brough into the classroom. Results show that attitudes towards science as a career choice was more positive after the trip than before. The teachers' trip resulted in several ideas that are still to be developed through a research-based design circle involving teachers, reserarchers and eventually students, in classroom activities making use of science and scientific results.

  • 7.
    Bodin, Madelen
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för fysik.
    Students’ progress during an assignment in computational physics: mental models and code developmentManuskript (preprint) (Övrigt vetenskapligt)
    Abstract [en]

    Solving physics problems in university physics education using a numerical approach requires knowledge and skills in several domains, for example, physics, mathematics, programming, and modeling. In this study students' mental models are monitored using interviews at several occasions during an assignment in computational physics. The interview data was analysed using a network analysis approach. Interview transcripts were coded according to the context dependent concepts that were used to define the particular context and situation of this assignment. The adjacency of concepts in the transcripts was assumed to reflect the associations between them made by students, and thus representing students' mental models of the problem solving situation at the time of the interview. For each student a network was built where the concepts were nodes and their adjacency formed the links between them. The changes in students' mental models between the interview occasions gave important information about what the students were focusing on at different stages of the solution process. What students focused on at the different interview occasions was assumed to be an indication of what they believed was useful in solving the task. The visualization of the mental models showed that at the beginning students were concerned about how to deal with writing the Matlab code that was needed to model the problem. As students got more comfortable with the coding process, the physics needed to assure that their simulation was following physics principles, such as energy conservation, became more and more central in their narratives. This study gives important contribution to how networks can be used to model students' thinking in a particular context and provides important knowledge about students' progress in a task in computational physics.

  • 8.
    Bodin, Madelen
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för fysik.
    Winberg, Mikael
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Learning physics in a simulation environment2007Konferensbidrag (Refereegranskat)
  • 9.
    Bodin, Madelen
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för fysik.
    Winberg, Mikael
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Model of competencies for modeling and numerical problem solving in university physics education2008Ingår i: GIREP 2008 Conference, Physics Curriculum Design, Development and Validation, August 18-22, Nicosia, Cyprus, 2008Konferensbidrag (Refereegranskat)
  • 10.
    Bodin, Madelen
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för fysik.
    Winberg, Mikael
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Role of beliefs and emotions in numerical problem solving in university physics education2012Ingår i: Physical Review Special Topics : Physics Education Research, ISSN 1554-9178, E-ISSN 1554-9178, Vol. 8, nr 1, s. 010108-Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Numerical problem solving in classical mechanics in university physics education offers a learning situation where students have many possibilities of control and creativity. In this study, expertlike beliefs about physics and learning physics together with prior knowledge were the most important predictors of the quality of performance of a task with many degrees of freedom. Feelings corresponding to control and concentration, i.e., emotions that are expected to trigger students’ intrinsic motivation, were also important in predicting performance. Unexpectedly, intrinsic motivation, as indicated by enjoyment and interest, together with students’ personal interest and utility value beliefs did not predict performance. This indicates that although a certain degree of enjoyment is probably necessary, motivated behavior is rather regulated by integration and identification of expertlike beliefs about learning and are more strongly associated with concentration and control during learning and, ultimately, with high performance. The results suggest that the development of students’ epistemological beliefs is important for students’ ability to learn from realistic problem-solving situations with many degrees of freedom in physics education.

  • 11. Gregorcic, Bor
    et al.
    Bodin, Madelen
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Algodoo: A Tool for Encouraging Creativity in Physics Teaching and Learning2017Ingår i: Physics Teacher, ISSN 0031-921X, E-ISSN 1943-4928, Vol. 55, nr 1, s. 25-28Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Algodoo (http://www.algodoo.com) is a digital sandbox for physics 2D simulations. It allows students and teachers to easily create simulated “scenes” and explore physics through a user-friendly and visually attractive interface. In this paper, we present different ways in which students and teachers can use Algodoo to visualize and solve physics problems, investigate phenomena and processes, and engage in out-of-school activities and projects. Algodoo, with its approachable interface, inhabits a middle ground between computer games and “serious” computer modeling. It is suitable as an entry-level modeling tool for students of all ages and can facilitate discussions about the role of computer modeling in physics.

  • 12.
    Lindfors, Maria
    et al.
    Umeå universitet.
    Bodin, Madelen
    Umeå universitet.
    Simon, Shirley
    University College London, London, United Kingdom of Great Britain and Northern Ireland.
    Unpacking students’ epistemic cognition in a physics problem‐solving environment2019Ingår i: Journal of Research in Science Teaching, ISSN 0022-4308, E-ISSN 1098-2736, s. 1-38Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    It is a widely held view that students’ epistemic beliefs influence the way they think and learn in a given context, however, in the science learning context, the relationship between sophisticated epistemic beliefs and success in scientific practice is sometimes ambiguous. Taking this inconsistency as a point of departure, we examined the relationship between students’ scientific epistemic beliefs (SEB), their epistemic practices, and their epistemic cognition in a computer simulation in classical mechanics. Tenth grade students’ manipulations of the simulation, spoken comments, and behavior were screen and video‐recorded and subsequently transcribed and coded. In addition, a stimulated recall interview was undertaken to access students’ thinking and reflections on their practice, in order to understand their practice and make inferences about their process of epistemic cognition. The paper reports on the detailed analysis of the data sets for three students of widely different SEB and performance levels. Comparing the SEB, problem solutions and epistemic practices of the three students has enabled us to examine the interplay between SEB, problem‐solving strategies (PS), conceptual understanding (CU), and metacognitive reflection (MCR), to see how these operate together to facilitate problem solutions. From the analysis, we can better understand how different students’ epistemic cognition is adaptive to the context. The findings have implications for teaching science and further research into epistemic cognition.

  • 13.
    Lindfors, Maria
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Bodin, Madelen
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Simon, Shirley
    Unpacking students’ epistemic cognition in a problem solving environment2017Konferensbidrag (Refereegranskat)
    Abstract [en]

    It is a widely held view that students’ epistemic beliefs influence the way they learn and think in any given context. However, in the science learning context, the relation between the sophistication of epistemic beliefs and success in scientific practice is sometimes ambiguous. Taking this inconsistency as a point of departure, we examined the relationships between students’ scientific epistemic beliefs (SEB), their epistemic practices, and hence their epistemic cognition in a computer simulation in classical mechanics. The 19 tenth grade students’ manipulations of the simulation, spoken comments, behavior, and embodied communication were screen and video-recorded and subsequently described and coded by an inductive approach. The screen and video recordings were triangulated with a stimulated recall interview to access a broader understanding of the dynamic processes of epistemic cognition. Our findings focusing on three different students reveal a dynamic pattern of interactions between SEB and knowledge, i.e., epistemic cognition, showing how epistemic cognition can be understood in a specific problem solving context due to the actions the student express.

  • 14.
    Lindfors, Maria
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Bodin, Madelen
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Simon, Shirley
    Unpacking students’ epistemic cognition in a problem-solving environment2017Konferensbidrag (Refereegranskat)
    Abstract [en]

    It is a widely held view that students’ epistemic beliefs influence the way they learn and think in any given context. However, in the science learning context, the relation between the sophistication of epistemic beliefs and success in scientific practice is sometimes ambiguous. Taking this inconsistency as a point of departure, we examined the relationships between students’ scientific epistemic beliefs (SEB), their epistemic practices, and hence their epistemic cognition in a computer simulation in classical mechanics. The 19 tenth grade students’ manipulations of the simulation, spoken comments, behavior, and embodied communication were screen and video-recorded and subsequently described and coded by an inductive approach. The screen and video recordings were triangulated with a stimulated recall interview to access a broader understanding of the dynamic processes of epistemic cognition. Our findings focusing on three different students reveal a dynamic pattern of interactions between SEB and knowledge, i.e., epistemic cognition, showing how epistemic cognition can be understood in a specific problem solving context due to the actions the student express.

  • 15.
    Lindfors, Maria
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Winberg, Mikael
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Bodin, Madelen
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    The role of scientific epistemic beliefs in computer-simulated problem solving2016Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Research has shown that students’ epistemic beliefs influence the way they learn, think and reason in any given context (Schommer-Aikins, 2004). However, in the science learning context, the relationship between the level of epistemic sophistication, learning, and learning outcomes is sometimes ambiguous (Elby & Hammer, 2001). Taking this result as a point of departure, we examined the relationships between students’ scientific epistemic beliefs (SEB), their approaches to a computer simulated task, and the quality of their solutions. 19 tenth grade students, with different SEB, were selected to participate in a constructionist computer-simulation in classical mechanics. Constructionist learning environments emphasize the scope for students’ to take control of their own learning, draw their own conclusions, and use their own knowledge in order to construct objects (Harel & Papert, 1991). Students’ manipulations of the simulation and any spoken comments were video-recorded and subsequently coded by an inductive approach. Relationships between students’ SEB and problem solving quality were explored by hierarchical orthogonal partial least squares analysis. The results revealed that different sets of SEB were conducive to different aspects of students’ problem solving process and outcomes.  Theoretically sophisticated beliefs were in general associated with logical strategies and high solution complexity. However, our results suggest that there might not be a universal relationship between the degree of theoretical sophistication of students’ SEB and quality of learning outcomes. The relationship can only be understood in terms of the actions they induce, and the results of these actions. It is therefore of great importance to further explore the productiveness of SEB in different types of learning situations.

  • 16.
    Lindfors, Maria
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Winberg, Mikael
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Bodin, Madelen
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    The role of students' scientific epistemic beliefs in computer-simulated problem solving2019Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, nr 1, s. 124-144Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Research on how epistemic beliefs influence students' learning in different contexts is ambiguous. Given this, we have examined the relationships between students' scientific epistemic beliefs, their problem solving, and solutions in a constructionist computer-simulation in classical mechanics. The problem solving process and performance of 19 tenth grade students, with different scientific epistemic beliefs, was video recorded and inductively coded. Quantitative analysis revealed that different sets of epistemic beliefs were conducive to different aspects of students' problem solving process and outcomes.  Theoretically sophisticated beliefs were in general associated with logical strategies and high solution complexity. However, authority dependence was associated with high degree of adherence to instructions. Hence, there might not be a universal relationship between theoretical sophistication of students' epistemic beliefs and quality of learning outcomes. We suggest that the conduciveness to desired outcomes is a better measure of sophistication than theoretical non-contextualized a priori assumptions.

1 - 16 av 16
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