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  • 151.
    Brand, Amanda
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Det är mer än enkel motivation: En studie med fokus på tre lärares feedback för att öka motivationen hos eleverna och elevernas uppfattning.2015Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Motivation is a strong thing within ourselves as teachers and students. The TIMSS-study of 2011 shows that students in year 4 have a high interest in maths but in year 8 it is weakening. It is also in the early years that students are easier to motivate and teachers can help them to keep their interest up. This study is about how teachers can give students feedback so they get more motivated for mathematics. The study investigates this from three directions; 1. Interviews of the three teachers, 2. Observations of the teachers and 3. Students’ understanding. The study focuses on the autonomy and controlling aspect of feedback that the teacher gives to their students.

  • 152.
    Bringhammar, Cecilia
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Elever som lektionsobservatörer: Samtidigt lärande för elever, lärare och skola2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    School development engages authorities, universities and schools across Sweden. The focus is systematic quality work, teacher competence and subject didactics. This action research study tested students as lesson observers in a way that combines the method as didactic method in psychology, formative assessment for the development of teacher competence and as a possible part of systematic quality work. The study was conducted at a secondary school in Sweden and participants were the students of the upper secondary school's third year studying psychology, four teachers in various subjects as well as the principal. The students participated in regular teaching in different subjects and then estimated the teaching quality based on the school inspection observation schedule and gave the teacher feedback in the form of two stars and a wish. All participants then responded to a questionnaire. The result provides support for the relevance of the method, both as didactic method, formative assessment and as a possible part of systematic quality work. The result also provides support for the usability of the method as it was perceived as simple, not stealing time from observed lessons and was perceived as positive by all participants.

  • 153.
    Broman, Karolina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    150-åring i nytt format2019In: Kemisk tidskrift, Vol. 1, p. 24-27Article in journal (Other (popular science, discussion, etc.))
  • 154.
    Broman, Karolina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Addressing Critical Features of Context-Based Science Curricula2014In: NARST 2014: Annual International Conference Abstracts, 2014Conference paper (Refereed)
  • 155.
    Broman, Karolina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Chemistry: content, context and choices: towards students' higher order problem solving in upper secondary school2015Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Chemistry is often claimed to be difficult, irrelevant, and uninteresting to school students. Even students who enjoy doing science often have problems seeing themselves as being scientists. This thesis explores and challenges the negative perception of chemistry by investigating upper secondary students’ views on the subject. Based on students’ ideas for improving chemistry education to make the subject more interesting and meaningful, new learning approaches rooted in context-based learning (CBL) are presented. CBL approaches are applied in several countries to enhance interest, de-emphasise rote learning, and improve students’ higher order thinking.

    Students’ views on upper secondary school chemistry classes in combination with their problem- solving strategies and application of chemistry content knowledge when solving context-based chemistry tasks were investigated using a mixed methods approach. Questionnaire responses, written solutions to chemistry problems, classroom observations, and think-aloud interviews with upper secondary students at the Natural Science Programme and with experts working on context- based chemistry tasks were analysed to obtain a general overview and explore specific issues in detail.

    Several students were identified who had positive feelings about chemistry, found it interesting, and chose to continue with it beyond the compulsory level, mainly with the aim of future university studies or simply because they enjoyed it. Their suggestions for improving school chemistry by connecting it to everyday life prompted an exploration of CBL approaches. Studies on the cognitive learning outcomes arising from the students’ work on context-based tasks revealed that school chemistry heavily emphasises the recall of memorised facts. However, there is evidence of higher order thinking when students’ problem-solving processes are scaffolded using hints based on the Model of Hierarchical Complexity in Chemistry (MHC-C). In addition, the contextualisation of problems is identified as something that supports learning rather than distracting students.

    To conclude, the students in this thesis are interested in chemistry and enjoy chemistry education, and their motives for choosing to study chemistry at the post-compulsory level are related to their aspirations; students’ identity formation is important for their choices. Because students are accustomed to recalling facts and solving chemistry problems that have “one single correct answer”, they find more open problems that demand higher order thinking (e.g. knowledge transfer) unfamiliar and complex, suggesting that such processes should be practiced more often in school chemistry. 

  • 156.
    Broman, Karolina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Chemistry: context, content and choices: Is school chemistry in crisis?2015In: Kemivärlden Biotech med Kemisk Tidskrift, ISSN 1653-5596, no 1, p. 33-34Article in journal (Other (popular science, discussion, etc.))
  • 157.
    Broman, Karolina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Chemistry Teachers' Development of Relevant and Interesting Context-Based Open-Ended Problems2019In: ESERA 2019: 2019 ESERA conference in Bologna, Italy, August 26-30, 2019, 2019Conference paper (Refereed)
    Abstract [en]

    Context-based learning (CBL) approaches have become popular in several parts of the world. The intentions with this more unconventional teaching and learning approach are to frame content knowledge into interesting and relevant contexts and to engage students to higher interest, and thereby, hopefully, increased learning. An educational challenge has been to design suitable tasks adapted to both affective and cognitive aspects. To assess students’ chemistry content knowledge, tasks possible to use in class need to be developed, and to make the tasks interesting and relevant to the students, the teachers are central. In this project, chemistry teachers attending two different teacher conferences have worked together with a chemistry education researcher to develop context-based everyday-life open-ended chemistry problems. In this presentation, the process of the development of the context-based problems will be explored, and the ongoing work where the problems are applied in class where students have worked together solving the problems will be discussed.

  • 158.
    Broman, Karolina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Collaboration between university and school – how do we make use of each other’s competencies?2017Conference paper (Refereed)
  • 159.
    Broman, Karolina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Finding and elaborating frameworks for analysing context-based chemistry problems2016In: 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. 128-139Chapter in book (Refereed)
  • 160.
    Broman, Karolina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Kemikurs i förändring – Virtual Reality2018Other (Other (popular science, discussion, etc.))
  • 161.
    Broman, Karolina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Kjemi i krise?2011In: Naturfag, ISSN 1504-4564, no 1, p. 74-77Article in journal (Other (popular science, discussion, etc.))
  • 162.
    Broman, Karolina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Läsecirklar - ett sätt att arbeta med kollegialt lärande kring naturvetenskapernas didaktik2018Conference paper (Refereed)
  • 163.
    Broman, Karolina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Role models affecting students’ secondary and tertiary educational choices2017Conference paper (Refereed)
    Abstract [en]

    Interest and identity are perspectives often explored when discussing students' educational choices. In Sweden, students have the possibility to choose (or not to choose) a STEM-focused education both at secondary level between grade 9 and 10, and towards university level after grade 12. In this study, interviews have been made with students in the end of grade 12 to investigate which aspects they highlight as important in their choices, both how they already have chosen between lower and upper secondary and how they plan to choose for tertiary level. The study analyses students' perceived interest as well as identity perspectives. Moreover, role models have in previous research been stated as fundamental for influencing students in their educational choices. Therefore, interest, identity and role models are in focus of this study where Eccles et al.´s (1983) expectancy-value model is used as a theoretical lens to further elaborate students' own ideas on educational choices towards STEM in general, and the career of medical doctors and engineers in specific.

  • 164.
    Broman, Karolina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Spelifiering och kemi – metod för ökad motivation2018Other (Other (popular science, discussion, etc.))
  • 165.
    Broman, Karolina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Upper Secondary School Students' Opinions On How To Improve Their Chemistry Education2012Conference paper (Refereed)
  • 166.
    Broman, Karolina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Bernholt, Sascha
    IPN Leibniz Institute for Science and Mathematics Education, Kiel university, Germany.
    A Mature Examination of Juvenile Technologies in Science Education2019In: ESERA 2019, 2019Conference paper (Refereed)
    Abstract [en]

    The Digital Era has influenced education for quite some time, and after the hype that technology is “everything”, digitalisation of education needs to be scrutinised in a sensible and mature way. In several countries, a top-down approach from politicians and stakeholders state that digital tools must be implemented to improve students’ learning. Since there are several available types of digital tools, often developed by people with explicit competence in technology and perhaps not a chemistry competence, we find it important to explore and examine how these tools are helpful for students in their learning processes. In this symposium, we want to discuss how juvenile technologies influence students’ cognitive and affective learning and which aspects an implementation of these technologies need to take into account in order to enhance students’ learning.

  • 167.
    Broman, Karolina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Bernholt, Sascha
    Interest and relevance as aspects of context-based chemistry problems2017Conference paper (Refereed)
    Abstract [en]

    To make students interested and engaged in science, several new teaching approaches have been developed aiming for higher order thinking. Context-based learning approaches emanates from an idea that science content knowledge should be presented in a, for students, relevant context to improve their learning outcomes as well as making them more interested in science. Previous research has shown positive results; however, researchers and teachers need to consider which aspects of the contextual settings young students perceive as interesting and relevant. In this presentation, the notions of ‘interest’ and ‘relevance’ will be elaborated further to discuss which aspects of open-ended chemistry problems students prefer. Both qualitative interview data and quantitative survey data will be explored in relation to interest frameworks to discuss students’ perceived interest and relevance.

  • 168.
    Broman, Karolina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Bernholt, Sascha
    Relevance or interest? Students’ affective responses towards contextual settings in chemistry problems2017In: NFSUN: Nordiske Forskersymposium om Undervisning i Naturfag. Abstracts / [ed] Astrid Johansen, John Magne Grindeland, 2017, p. 23-23Conference paper (Refereed)
    Abstract [en]

    To make students interested and engaged in science, several new teaching approaches have been developed aiming for higher order thinking. Context-based learning approaches emanates from an idea that science content knowledge should be presented in a, for students, relevant context to improve their learning outcomes as well as making them more interested in science. Previous research has shown positive results; however, researchers and teachers need to consider which aspects of the contextual settings young students perceive as interesting and relevant. In this presentation, the notions of ‘interest’ and ‘relevance’ will be elaborated further to discuss which aspects of open-ended chemistry problems students prefer.

  • 169.
    Broman, Karolina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Bernholt, Sascha
    IPN Leibniz Institute for Science and Mathematics Education, University of Kiel, Germany.
    Parchmann, Ilka
    IPN Leibniz Institute for Science and Mathematics Education, University of Kiel, Germany.
    Analysing Task Design and Students’ Responses to Context-Based Problems Through Different Analytical Frameworks2015In: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, Vol. 33, no 2, p. 143-161Article in journal (Refereed)
    Abstract [en]

    Background: Context-based learning approaches are used to enhance students’ interest in, and knowledge about, science. According to different empirical stud- ies, students’ interest is improved by applying these more non-conventional approaches, while effects on learning outcomes are less coherent. Hence, further insights are needed into the structure of context-based problems in comparison to traditional problems, and into students’ problem-solving strategies. Therefore, a suitable framework is necessary, both for the analysis of tasks and strategies. Purpose: The aim of this paper is to explore traditional and context-based tasks as well as students’ responses to exemplary tasks to identify a suitable frame- work for future design and analyses of context-based problems. The paper dis- cusses different established frameworks and applies the Higher-Order Cognitive Skills/Lower-Order Cognitive Skills (HOCS/LOCS) taxonomy and the Model of Hierarchical Complexity in Chemistry (MHC-C) to analyse traditional tasks and students’ responses. Sample: Upper secondary students (n=236) at the Natural Science Programme, i.e. possible future scientists, are investigated to explore learning outcomes when they solve chemistry tasks, both more conventional as well as context-based chemistry problems. Design and methods: A typical chemistry examination test has been analysed, first the test items in themselves (n=36), and thereafter 236 students’ responses to one representative context-based problem. Content analysis using HOCS/ LOCS and MHC-C frameworks has been applied to analyse both quantitative and qualitative data, allowing us to describe different problem-solving strategies. Results: The empirical results show that both frameworks are suitable to identify students’ strategies, mainly focusing on recall of memorized facts when solving chemistry test items. Almost all test items were also assessing lower order think- ing. The combination of frameworks with the chemistry syllabus has been found successful to analyse both the test items as well as students’ responses in a sys- tematic way. The framework can therefore be applied in the design of new tasks, the analysis and assessment of students’ responses, and as a tool for teachers to scaffold students in their problem-solving process. Conclusions: This paper gives implications for practice and for future research to both develop new context-based problems in a structured way, as well as pro- viding analytical tools for investigating students’ higher order thinking in their responses to these tasks.

  • 170.
    Broman, Karolina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Bernholt, Sascha
    IPN Leibniz Institute for Science and Mathematics Education, University of Kiel, Germany.
    Parchmann, Ilka
    IPN Leibniz Institute for Science and Mathematics Education, University of Kiel, Germany.
    Context and content: Upper secondary students’ strategies when solving context-based chemistry problems2015Conference paper (Refereed)
    Abstract [en]

    Context-based learning (CBL) approaches are applied in several countries to enhance interest, de-emphasise rote learning, and improve students’ higher order thinking. One way to develop higher order thinking is through the use of meaningful tasks, in this study perceived as context-based chemistry tasks. To explore students’ problem-solving strategies when approaching these tasks, both students’ responses as well as scaffolding from the interviewer using the Model of Hierarchical Complexity (MHC-C) have been analysed. Through think-aloud interviews with 20 upper secondary students who solved context-based chemistry tasks, results show that students are used to lower order thinking and stating “the correct answer” by memorising factual knowledge. Two different groups of problem-solving strategies will be presented in the presentation, one group of students who only gave responses through recall of factual knowledge, and one group who gave responses not only by stating facts but instead also could explain structure-property relationships on their own. However, both groups of students could develop their responses and improve their problem solving through scaffolding from the interviewer’s use of MHC-C operators (i.e. name, describe, and explain). If students are going to solve problems not only through recall of facts, the process of problem-solving has to be practiced and emphasised in school;; not only the task’s response in itself is important if we want students to learn chemistry in a meaningful way. Teachers can develop their students’ problem-solving strategies by scaffolding using suitable frameworks, such as the MHC-C. Besides making students aware of higher ordering thinking, one way to practice such skills is through reasoning and argumentation;; when students develop their argumentation skills, they also challenge their thinking. For argumentation to be rewarding, it must rely on both facts and higher order cognitive skills as transfer, critical thinking and asking questions. 

  • 171.
    Broman, Karolina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Bernholt, Sascha
    IPN Leibniz Institute for Science and Mathematics Education, University of Kiel, Germany.
    Parchmann, Ilka
    IPN Leibniz Institute for Science and Mathematics Education, University of Kiel, Germany.
    Context and Topic: Which Aspects of Context-Based Chemistry Problems Do Upper Secondary Students Perceive Most Relevant and Interesting?2016Conference paper (Refereed)
  • 172.
    Broman, Karolina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Bernholt, Sascha
    Parchmann, Ilka
    Using Model-based Scaffolds to Support Students Solving Context-based Chemistry Problems2018In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 40, no 10, p. 1176-1197Article in journal (Refereed)
    Abstract [en]

    Context-based learning aims to make learning more meaningful by raising meaningful problems. However, these types of problems often require reflection and thinking processes that are more complex and thus more difficult for students, putting high demands on students’ problem-solving capabilities. In this paper, students’ approaches when solving context-based chemistry problems and effects of systematic scaffolds are analysed based on the Model of Hierarchical Complexity. Most answers were initially assigned to the lowest level of the model; higher levels were reached without scaffolds only by few students and by most students with scaffolds. The results are discussed with regard to practical implications in terms of how teachers could make use of context-based tasks and aligned scaffolds to help students in this activity.

  • 173.
    Broman, Karolina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Ekborg, Margareta
    School of Education, Malmö university.
    Johnels, Dan
    Umeå University, Faculty of Science and Technology, Department of Chemistry.
    Chemistry in crisis?: Perspectives on teaching and learning chemistry in Swedish upper secondary schools2011In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 7, no 1, p. 43-60Article in journal (Refereed)
    Abstract [en]

    Explanations for a decline in the number of students studying chemistry at advanced level all over the world have been sought for quite some time. Many students do not find chemistry relevant and meaningful and there have been difficulties in developing school chemistry courses that engage students sufficiently and tempt them to further studies in the field. In this study, Swedish upper secondary school students (Ns=372) and their teachers (Nt=18) answered a questionnaire on their experiences of the content and the working methods of their chemistry course. They were also given the opportunity to express ideas on how to make chemistry courses more interesting and meaningful. The results point out some subject areas as both easy and interesting, e.g. atomic structure; while other areas are hard to understand but still interesting, e.g. biochemistry. The students find chemistry lessons teacher-centred, something they appreciate. When teachers and students gave suggestions on how to improve the relevance of chemistry education at upper secondary level, more laboratory work and connections to everyday life were the most common proposals. But on the whole, these students seem quite satisfied with their chemistry courses.

  • 174.
    Broman, Karolina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Johnels, Dan
    Umeå University, Faculty of Science and Technology, Department of Chemistry.
    Flipped Learning as a New Approach for University Organic Chemistry2018Conference paper (Refereed)
  • 175.
    Broman, Karolina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Johnels, Dan
    Umeå University, Faculty of Science and Technology, Department of Chemistry.
    Flipping the class: University chemistry students' experiences from a new teaching and learning approach2019In: Chemistry Teacher International, ISSN 2569-3263, Vol. 1, no 1, article id 20180004Article in journal (Refereed)
    Abstract [en]

    University chemistry courses have for a long time had a similar conventional approach to teaching, with chem- istry professors lecturing in a traditional manner. Today, flipped learning approaches have found their ways into higher education with positive results. In particular, US innovations in this area have made positive im- pressions on Swedish university chemistry educators, resulting in an interest and curiosity in integrating a flipped model into the course curricula. The rationale behind flipped learning is to incorporate an active learn- ing approach into lecture, thereby increasing both student engagement and learning outcomes. In this paper, an implementation project where an organic chemistry course has changed focus from traditional teaching to flipped learning, will be presented. The focus in this mixed-methods study will be on students’ cognitive and affective responses when meeting a new teaching and learning approach. Through following a project where a conventional approach to an organic chemistry course is changed into a more student-active focus, we elaborate on implications for course development of chemistry curricula.

  • 176.
    Broman, Karolina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Johnels, Dan
    Umeå University, Faculty of Science and Technology, Department of Chemistry.
    Flipping the class: university chemistry students' experiences from a new teaching approach2017Conference paper (Refereed)
    Abstract [en]

    University chemistry courses have for a long time had a similar approach to teaching, with chemistry professors lecturing in a traditional manner. Today, flipped learning approaches have found their ways into higher education and positive results from for example the US have been spread and made Swedish university chemistry teachers interested and curious to develop their courses. The rationale of flipped learning is to incorporate an active learning approach in the lecture halls and thereby hopefully both increase student engagement and learning outcomes. In this study, an implementation project where an organic chemistry course has changed focus from traditional teaching to flipped learning will be presented. The focus will be on students’ experiences when meeting a new teaching and learning approach. 

  • 177.
    Broman, Karolina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Johnels, Dan
    Umeå University, Faculty of Science and Technology, Department of Chemistry.
    Organic chemistry going ‘flipped’ – university students’ perceptions of a new teaching and learning approach2019In: European Variety In Chemistry Education 2019: Abstract Booklet, 2019, p. 32-32Conference paper (Refereed)
  • 178.
    Broman, Karolina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Mårell-Olsson, Eva
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Application of Digital Tools in Chemistry Education: Virtual Reality, Augmented Reality and Gamification2019In: 2019 ESERA, 2019Conference paper (Refereed)
    Abstract [en]

    In a politician-decided top-down implementation of digital tools into the school curricula, chemistry education researchers and teacher educators try to develop relevant and meaningful digital tools possible to use to increase students’ learning. To exemplify and explore the impact of digital tools on students’ learning processes, two chemistry education projects are discussed in this presentation. When are digital tools applicable to enhance learning and how should teachers embed and frame this application of the digital tools? The projects present how Virtual Reality (VR), Augmented Reality (AR) and gamification can be used to enhance students’ perceived interest and value.

  • 179.
    Broman, Karolina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Mårell-Olsson, Eva
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Digital Tools in Chemistry Education - Virtual/Augmented Reality & Gamification2018Conference paper (Refereed)
  • 180.
    Broman, Karolina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Mårell-Olsson, Eva
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Virtual reality i kemiundervisningen: hur kan man arbeta med digitalisering?2018Conference paper (Refereed)
  • 181.
    Broman, Karolina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Mårell-Olsson, Eva
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Johnels, Dan
    Umeå University, Faculty of Science and Technology, Department of Chemistry.
    Virtual and augmented reality – a way to develop university students; spatial ability in organic chemistry2019In: European Variety In Chemistry Education 2019: Abstract Booklet, 2019, p. 24-24Conference paper (Refereed)
  • 182.
    Broman, Karolina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Parchmann, Ilka
    IPN Leibniz Institute for Science and Mathematics Education, University of Kiel, Germany.
    Students’ application of chemical concepts when solving chemistry problems in different contexts2015Conference paper (Refereed)
    Abstract [en]

    Context-based learning approaches have been implemented in school science over the last 40 years as a way to enhance students’ interest in, as well as learning outcomes from, science. Contexts are used to connect science with the students’ lives and to provide a frame in which concepts can be learned and applied on a ‘need-to-know’-principle. While effects on interest are coherently reported as positive, they are more diverse regarding cognitive learning outcomes. Hence, the demand for further research on criteria of context-based problems and problem-solving processes has been stated. In this talk, a study is presented investigating students’ application of chemical concepts when solving context-based chemistry problems. Tasks for context-based problem solving have been designed systematically, using different combinations of contexts, topics and chemistry concepts in relation to the syllabus. Empirical data were collected using think-aloud interviews where 20 upper secondary students used their chemical content knowledge to solve the problems. The 15 context-based problems raised challenges within organic chemistry where concepts like electronegativity, polarity and solubility had to be applied. The difficulty to differentiate between intra- and intermolecular bonding emphasised in earlier research has also been apparent in this study. Besides the structural formula, which was an important part for the students when solving the tasks, the contextualisation of the problems was often used in the responses; students related their answers to the personal, societal or professional context in different ways. Results will be discussed and implications for context-based teaching, learning and assessment will be given.

  • 183.
    Broman, Karolina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Parchmann, Ilka
    IPN Leibniz Institute for Science and Mathematics Education, University of Kiel, Germany.
    Students' application of chemical concepts when solving chemistry problems in different contexts2014In: Chemistry Education Research and Practice, ISSN 1756-1108, E-ISSN 1756-1108, Vol. 15, no 4, p. 516-529Article in journal (Refereed)
    Abstract [en]

    Context-based learning approaches have been implemented in school science over the last 40 years as a way to enhance students' interest in, as well as learning outcomes from, science. Contexts are used to connect science with the students' lives and to provide a frame in which concepts can be learned and applied on a ‘need-to-know’-principle. While effects on interest are coherently reported as positive, they are more diverse regarding cognitive learning outcomes. Hence, the demand for further research on criteria of context-based problems and problem-solving processes has been stated. In this paper, a study is presented investigating students' application of chemical concepts when solving context-based chemistry problems. Tasks for context-based problem solving have been designed systematically, using different combinations of contexts, topics and chemistry concepts in relation to the syllabus. Empirical data were collected using think-aloud interviews where 20 upper secondary students used their chemical content knowledge to solve the problems. The 15 context-based problems raised challenges within organic chemistry where concepts like electronegativity, polarity and solubility had to be applied. The difficulty to differentiate between intra- and intermolecular bonding emphasised in earlier research has also been apparent in this study. Besides the structural formula, which was an important part for the students when solving the tasks, the contextualisation of the problems was often used in the responses; students related their answers to the personal, societal or professional context in different ways. The paper explores the results and gives implications for context-based teaching, learning and assessment.

  • 184.
    Broman, Karolina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Parchmann, Ilka
    IPN Leibniz Institute for Science and Mathematics Education, University of Kiel, Germany.
    Upper Secondary Students’ Application of Content Knowledge When Solving Context-Based Chemistry Problems2014Conference paper (Refereed)
  • 185.
    Broman, Karolina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Parchmann, Ilka
    IPN Kiel.
    Bernholt, Sascha
    IPN Kiel.
    Context-based items – systematic analyses of task difficulty, task interest and problem-solving strategies2013Conference paper (Refereed)
  • 186.
    Broman, Karolina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Silfver, Eva
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Johnels, Dan
    Umeå University, Faculty of Science and Technology, Department of Chemistry.
    Swine flu and Tamiflu®: context-based chemistry in Swedish upper secondary school2011Conference paper (Refereed)
  • 187.
    Broman, Karolina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Simon, Shirley
    Institute of Education, University of London, UK.
    Upper secondary school students' choice and their ideas on how to improve chemistry education2015In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 13, no 6, p. 1255-1278Article in journal (Refereed)
    Abstract [en]

    In Sweden, there is concern about fewer students taking chemistry courses in higher education, especially at university level. Using a survey, this study investigates the reasons upper secondary school chemistry students choose to follow the Swedish Natural Science Programme. In addition, students’ views about their chemistry education are sought and their ideas about how to improve their chemistry experience. A questionnaire with closed and open questions was completed by 495 chemistry students from different schools in Sweden. The analysis shows that most students have high interest-enjoyment value of chemistry, but both positive and negative responses about their chemistry education refer to the importance of the teacher and the structure of lessons. To improve their chemistry experience, students suggest making it relevant to everyday life and being more practical and more student centred. For positively inclined students to maintain their value of chemistry beyond schooling into choice at university level, the programme should take these suggestions into account. 

  • 188.
    Byström, Anton
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Matematikundervisning i åk 1-3: En studie om lärarens och undervisningens påverkan på elevens motivation2015Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to examine how four teachers in Swedish ground school (age 2-3) is working with mathematics, both how the teachers is reflecting on there own role in the students motivation and how the teachers is planning and executing their mathlessons. The methods to find out how the teachers did this in this study was via interview and taking notes on one of their lessons. The study shows that the teachers who participated in this study was well learned and upgraded to the literature how to motivate students in maths. The teachers had also a great knowledge about their own leadership and the effects of that on their students.

  • 189.
    Camilovsin, David
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Kunskap som utmärker elever inom Ekonomiska ämnen på gymnasial nivå: En kvalitativ studie med fokus på Blooms Taxonomi2018Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Enligt Skolverkets utlåtande för antagningen år 2016/2017 söker sig allt fler elever till Ekonomiprogrammet. Ökningen med 1200 elever motsvarar 9 %, och visar att Ekonomiprogrammet är ett av de högskoleförberedande program som har ökat mest.

    Uppsatsens syfte är att enligt Blooms taxonomi belysa samt identifiera de kunskapsnivåer som utmärker elever som behärskar ekonomiska ämnen på gymnasienivå. I den teoretiska delen av uppsatsen presenteras Blooms taxonomi, där den ursprungliga modellen från Bloom är kort presenterad, medan den reviderade modellen av Krathwohl presenteras mer omfattande med hänsyn till att uppsatsen utgår från Krathwohl reviderade teori.

    Uppsatsen har en positivistisk syn och är grundad på den kvalitativa datainsamlingsmetoden i form av intervjufrågor som utgår direkt från Krathwohls teori. Datasammansättningen genomfördes enligt forskningsfrågornas struktur där datareduktionen, dataanalysen och dataverifieringen är presenterad under empiriska data enligt frågeställningarna.

    Resultaten av uppsatsen visar att två faktorer ur Blooms taxonomi användes mer frekvent. Förståelsen och Tillämpningen ur den kognitiva processen anses vara de kunskapstyper som används mest av pedagoger som undervisar i ekonomiska ämnen. Vidare lyfts i diskussionen tendenser som pekar på att pedagogernas syn på nödvändig kunskap kan vara beroende av hur komplex den själva ekonomiska kursen är. Beroende av vilken kurs man ansvarar för kan detta alltså påverka vilken typ av kunskap pedagogerna anser kan vara avgörande för att eleverna ska klara ämnet.

  • 190.
    Catibusic, Svetlana
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Entreprenöriellt förhållningssätt och lärande: Ett sätt att stimulera kunskapsutveckling2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Enligt Skolverket (2017) bör eleverna lära sig entreprenörskap och utveckla entreprenöriella förmågor, ta mer ansvar för eget lärande och livsföring i syfte att bli mer motståndskraftiga och bättre förbereda att möta de skiftande och ständigt växande anställningskraven. Därför är det viktigt att ta reda på hur detta kan åstadkommas och om det går att uppnå genom skolundervisning som präglas av entreprenöriellt förhållningssätt. Syftet med förevarande arbete är att undersöka hur lärare och elever upplever effekten av begreppens införande i skolundervisningen. Detta studeras med hjälp av en metasyntes som utgår från svensk skolrelaterad forskning. Den systematiska forskningsöversikten bör belysa det aktuella forskningsläget för att skapa förståelse för effekten av begreppens införande i skolundervisning. Resultatet från studien grundar sig på nio svenska studier som behandlar entreprenöriellt förhållningssätt, entreprenöriellt ledarskap och entreprenöriellt lärande. Studiens resultat påvisar positiva effekter på lärande och utveckling hos både lärare och elever samt på elevernas motivation. Studien lyfte även fram den rådande bristen på samsyn avseende begreppets definition och funktion som har påverkat lärarnas uppfattning, tolkning och implementering av begreppet.

  • 191.
    Christenson, Nina
    et al.
    Karlstads universitet.
    Ottander, Katarina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    En elevs skriftliga redovisning2016Other (Other (popular science, discussion, etc.))
  • 192.
    Christenson, Nina
    et al.
    Karlstads universitet.
    Ottander, Katarina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Redovisning och bedömning2016Other (Other (popular science, discussion, etc.))
  • 193.
    Colucci-Gray, Laura
    et al.
    University of Aberdeen.
    Ostergaard, Edvin
    Norwegian University of Life Science.
    Erik, Fooladi
    Volda University College.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. UmSER; Örebro universitet.
    Hetherington, Lindsey
    University of Exeter.
    Chappell, Kerry
    University of Exeter.
    Ruck-Keene, Hermione
    University of Exeter.
    Wren, Heather
    University of Exeter.
    STEAM (STEM+Arts): A collective inquiry into potential and limitations of ‘A’ as aesthetics and art-forms in science and technology education vis-à-vis a sustainable future.2018Conference paper (Refereed)
    Abstract [en]

    ‘STEAM education’, also known as the addition of 'arts' to STEM subjects, is a newly emerging concept in science education. While responding to the economic drivers which characterise STEM, engaging the Arts may serve to broaden science learning through inter and trans- disciplinary relationships, across a range of contexts and modes of inquiry (Colucci-Gray et al., 2017). Such approach is in line with the growing body of literature in sustainability science, seeking to expand participation in a shared, and unfolding future by encouraging cross-fertilisation between different domains of knowledge, languages, and experiences of the world, which are fundamentally embodied. To this aim, specific attention here is paid to aesthetics and art forms as modes of knowing engaging sensorial and affective dimensions, as they may be deployed across the sciences, arts, and crafts. In this view, complementary approaches to knowing the world may be brought together; for example, to promote deeper understanding of scientific concepts and practices in science, but also to overcome the limitations of cognitivist approaches, by re-appraising the multiplicity of the body’s intra-actions with the material context. Through such dialogue, a variety of epistemological positions may be explored. One which follows the linear trajectory of knowledge accumulation presupposes a reality ‘out there’, amenable to discovery and prediction. Another conception examines verbal and non-verbal language in giving visibility to our actions and perception of the world. Knowledge is relational and agentic, arising in continuity with tools, mind, and body (Barad, 2007). Finally, recognition of complexity of socio-environmental conditions and our inextricable dependence upon the Earth, calls for awareness of oneself in continuous, affective relationship with an ever-changing context (Kagan, 2011). Drawing on such multiplicity, this symposium will explore the potential and limitations of STEAM for a science education vis-à-vis a sustainable future.

  • 194.
    Dageryd, Marcus
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Den osynliga läraren: En studie i värdegrundsarbetet i läromedel för filosofiundervisningen i gymnasieskolan2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Läroplanen för gymnasiet är tydlig med att vissa värderingar skall ingjutas i eleverna utav alla som ärverksamma inom gymnasieskolan, och föreliggande uppsats undersöker i vilken månmoralfilosofikapitlena i läromedel för filosofi i gymnasieskolan bidrar till att uppfylla det uppdraget. Iuppsatsen genomförs en textanalys utav tre läromedel för att försöka besvara den frågan, motbakgrund av en egen teori, baserad på skolverkets resurser och forskningslitteratur, attvärdegrundsarbetet – i uppsatsen definierat som arbetet med att ingjuta läroplanens värdegrund ieleverna – i filosofi bäst tar formen av att erbjuda en utförlig, saklig argumentation och låta elevernadra sina egna slutsatser. Slutsatsen som dras är att läromedlens främsta form av värdegrundsarbete äratt implicit acceptera delar av gymnasieskolans värdegrund; de erbjuder sällan en uttömmandeargumentation för eller emot etiska teorier och värderingar utifrån vilken eleverna kan dravälgrundade slutsatser. Läromedlen måste således anses misslyckas i att genomföra ettvärdegrundsarbete ett adekvat sätt.

  • 195.
    Dahlberg, Lotta
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Om man inte klarar sig får man mer hjälp: Fyra elevers uppfattning om matematik och nationella prov i åk 32015Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The intension with this paper was to describe the understanding students in third grade had about mathematics and how these students, based on their previous mathematics experiences, apprehend the coming national tests in mathematics. After the test period the student was interviewed on how they experienced their participation in the test. The choice of method was the qualitative case study where the data was collected from interviews and observations. In the result that was found, the interviewed students described mathematics as counting. Students preferred easy math work and to solve routine tasks in math books instead of more demanding work. The students could not see mathematics as something they needed or used in daily life but they thought that as an adult, they would most likely need to count. Students were uncertain of what the national test was and an anxious mood prevailed before the tests. After the tests, the students thought the tests had been much more difficult than they expected. The overall conclusion for this paper is the discrepancy between policy documents relating to the subject of mathematics and the students perception and that students have apparently a little knowledge of the national tests before the test period despite the fact that the teacher had explained what it was. 

  • 196.
    Dahlin, Johanna
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Jacobsson, Johanna
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Tyst i klassen?: En flermetods-studie om lärares användning av tystnad i matematikklassrummet2017Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här studien var att öka kunskapen om hur lärare använder tystnad då de ställer frågor tillelever i matematikundervisningen. Inom forskningsfältet för pedagogik är samtalets fördelar förutvecklandet av matematiska kunskaper vida spritt, mindre berörs tystnadens fördelar inom samma område.Vi utförde en flermetods-studie vars främsta metod var ljudupptagningar i syfte att mäta längden avtystnader i anslutning till frågor under lektioner. Det insamlade materialet analyserades i flera steg, främstgenom att använda Rowes (1974) teori om wait-time. Resultaten visade att lärarna i studien använde tystnadi låg utsträckning, sällan mer än 3 sekunder i anslutning till frågor. Den genomsnittliga tystnaden var mellan0 och 2,3 sekunder, där 0 betyder att tystnaden var obefintlig. Resultatet blev i slutändan för småskaligt föratt kunna generaliseras men kan ge både blivande och verksamma lärare en tankeställare om hur deanvänder tystnad i matematikundervisningen. Vårt resultat stämde överens med resultat från tidigareforskning inom samma område, att lärare använder tystnad i liten utsträckning. Varför tystnad används i såliten utsträckning är ett område som behöver vidare forskning.

  • 197.
    Danielsson, Anna
    et al.
    Uppsala Universitet, Sverige.
    Lidar, Malena
    Uppsala universitet, Sverige.
    Berge, Maria
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Methodological considerations in the analysis of the co-production of knowledge and power in secondary school physics classrooms2018Conference paper (Refereed)
    Abstract [en]

    In this presentation, we explore the co-production of knowledge and power in secondary school physics classrooms. The basic premise is that the privileging of certain content in teaching has consequences for what the students are given the opportunity to learn, and can thus be regarded as an aspect of power (cf. Foucault 1982/2002; Öhman, 2010). The presentation will focus on the methodological considerations involved in analysing the co-construction of knowledge and power and outline the findings of our analysis. The empirical data consists of video recordings and field notes from physics lessons in three lower secondary schools (14-15 years old students), where the students are differently situated in terms of socioeconomic and cultural background. A key construct in our analysis is ‘governance’: we analyse power aspects in the teaching of physics by identifying actions that guide or direct other people's actions (cf. Foucault, 1982/2002). Thereafter, we investigate similarities and differences in the classrooms in terms of how governance is staged and what potential consequences this can have (see Danielsson, Berge and Lidar (2017) and Östman, Öhman, Lundqvist and Lidar (2015) for similar approaches used in science education). Teachers from all three schools adhere to a rather traditional interpretation of a physics curriculum, in that moral and political aspects are largely excluded. However, a more in-depth analysis highlights differences between the classrooms, in that the students in the three classrooms are given very different opportunities for participating in the teaching and learning, and creating relationships with the content. For example, in two of the studied classrooms, the teacher to a large extent controls the content progression, but in one classroom this takes place by inviting students to contribute physics knowledge that has not yet been presented, whereas in the other classroom it takes place by asking questions of a controlling character (thus, checking that they have followed what just have been said). Hence, the conditions for taking part in knowledge-making in the classrooms vary greatly. In the context of this symposium, we are interested in discussing how the production of categories of difference (such as social class and gender) can be taken into account in an analysis of didactical interactions, in ways that highlight potential inequalities without reproducing those through the analysis.

  • 198.
    Danielsson, Anna
    et al.
    Uppsala univesitet.
    Silfver, Eva
    Umeå universitet.
    Berge, Maria
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    ’Although we are engineers, we will work with people too…’: Troubled and untroubled positions in students’ narratives about becoming female engineers2017Conference paper (Refereed)
  • 199.
    Danielsson, Anna
    et al.
    Uppsala universitet .
    Silfver, Eva
    Umeå University, Faculty of Social Sciences, Department of Education.
    Berge, Maria
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Engineering Identities: Affordances and Constraints of Different Methods for Exploring Engineering Students’ Identity Work2018Conference paper (Refereed)
  • 200.
    Danielsson, Anna
    et al.
    King's College London, London, UK.
    Silfver, Eva
    Umeå University, Faculty of Social Sciences, Department of Education.
    Berge, Maria
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Masculinities and social class in conceptualisations of the engineering mechanics programme2017Conference paper (Other academic)
    Abstract [en]

    Engineering educations are currently being transformed, both to attract new groups of students (e.g. women) and to provide the students with broader skill-sets than those traditionally included in engineering educations (e.g. team working skills). In this study we explore how students understand the educational opportunities provided by a particular engineering education, namely bachelor Engineering Mechanics Programme (EMP), with a particular focus on how the perceived opportunities are related to class and gender. The empirical data consists of engineering education websites, interviews with EMP students, and video-diaries recorded by the interviewed students. In the analysis of the websites four different, potential engineering identity positions were discerned: The engineer as a traditional technologist, the engineer as a contemporary technologist, the responsible engineer, and the self-made engineer. The initial analysis of the interviews and video-diaries bring tensions between practical and theoretical/analytical aspects of engineering to the fore, and we use two case studies of interviewed students to illustrate how these students nagivate the theory/practice dichotomy and the various identity positions available within the EMP.

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