Umeå University's logo

umu.sePublications
Change search
Refine search result
2345678 201 - 250 of 1265
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 201.
    Boesen, Jesper
    et al.
    Göteborgs universitet.
    Helenius, Ola
    Göteborgs universitet och Örebro universitet.
    Bergqvist, Ewa
    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).
    Bergqvist, Tomas
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Lithner, Johan
    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).
    Palm, Torulf
    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).
    Palmberg, Björn
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Developing mathematical competence: from the intended to the enacted curriculum2014In: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 33, p. 72-87Article in journal (Refereed)
    Abstract [en]

    This study investigates the impact of a national reform in Sweden introducing mathematical competency goals. Data were gathered through interviews, classroom observations, and online surveys with nearly 200 teachers. Contrasting to most studies of this size, qualitative analyses were conducted. The results show that teachers are positive to the message, but the combination of using national curriculum documents and national tests to convey the reform message has not been sufficient for teachers to identify the meaning of the message. Thus, the teachers have not acquired the functional knowledge of the competence message required to modify their teaching in alignment with the reform. The results indicate that for complex reform messages, such as the competency message, to have intended impact on classroom practice, special attention needs to be put on the clarity of the message. To have high-stakes tests, for example, does not alone seem to be sufficient. 

  • 202.
    Boesen, Jesper
    et al.
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Lithner, Johan
    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).
    Palm, Torulf
    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).
    The relation between types of assessment tasks and the mathematical reasoning students use2010In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 75, no 1, p. 89-105Article in journal (Refereed)
    Abstract [en]

    The relation between types of tasks and the mathematical reasoning used by students trying to solve tasks in a national test situation is analyzed. The results show that when confronted with test tasks that share important properties with tasks in the textbook the students solved them by trying to recall facts or algorithms. Such test tasks did not require conceptual understanding. In contrast, test tasks that do not share important properties with the textbook mostly elicited creative mathematically founded reasoning. In addition, most successful solutions to such tasks were based on this type of reasoning.

  • 203.
    Boeuf, Lovisa
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Genrepedagogik i läromedel - En studie av läromedel i svenska som andraspråk2020Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Läromedel för elever som läser svenska som andraspråk för skolans senare år baseras i hög grad på genrepedagogiken och dess cirkelmodell. Syftet med denna studie är att undersöka på vilka sätt två läromedel för elever i svenska som andraspråk, årskurs 7-9, tar sin utgångspunkt i cirkelmodellen som den beskrivs av Rose & Martin (2012), för att arbeta med instruerande texter. Metoden för studien är kvalitativ läromedelsanalys med deduktiv ansats. Resultatet visade att de två studerade läromedlens tillvägagångssätt för att skapa ett genrepedagogiskt läromedel baserat på cirkelmodellen skiljde sig åt i flera avseenden, men framförallt vad gäller lärarens utrymme att stötta eleverna i sin språkutveckling.

  • 204.
    Bogdanov, Sergey
    et al.
    Petrozavodsk State University.
    Oversby, John
    University of Reading.
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Teteleva, Ekaterina
    Petrozavodsk State University.
    Physics insight into “The Canterbury Tales” Chronotope2015In: Physics Education, ISSN 0031-9120, E-ISSN 1361-6552, Vol. 50, no 4, p. 462-467Article in journal (Refereed)
    Abstract [en]

    Many students regard physics as an isolated, sophisticated and perhaps a boring branch of science. Meanwhile, physics is embedded in most events and issues of society, culture and everyday life. To find and include such relevant contexts is one of the challenges for every physics teacher. Here we present our findings, which concern the classic The Canterbury Tales by Geoffrey Chaucer. Some important questions are still open and disputed, such as the dates of events in the story. In particular, physics can provide a method for an approximate estimation of the dates and places of the events in the tales. This paper provides some of the details.

  • 205.
    Bohman, Sandra
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Vokabulär – En intervjustudie om vokabulärinlärning i engelska årskurs 4-62020Independent thesis Basic level (university diploma), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    I denna kvalitativa intervjustudie har fyra lärare beskrivit sina upplevelser av att arbeta med vokabulär i engelska. Frågorna har handlat om hur lärare beskriver sin undervisning kring vokabulär i engelska årskurserna 4–6, samt vilka utmaningar som kan uppstå. De semi-strukturerade intervjuerna har sedan transkriberats och analyserats utifrån den kognitiva teorin, med hjälp av en tematisk analys. Resultatet visar att undervisningen vanligtvis är läromedelscentrerad, där vokabulärinlärningen kan frodas eller utmanas beroende på material och val av arbetssätt. Lärarna använde sig även av glosförhör som metod, även om några av lärarna själva ifrågasatt metoden på grund av hur den sedan vanligtvis inte följs upp i undervisningen

    Download full text (pdf)
    fulltext
  • 206.
    Bolinder, Kristina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Hur behandlas evolutionsteorin i gymnasieskolans biologiundervisning? En studie av läroböcker och lärares prioriteringar2019Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    För att öka förståelsen för hur evolution som fenomen skildras i gymnasieskolan har lärare intervjuats samt ombetts prioritera evolutionsrelaterade ämnesområden, vilket ska spegla det undervisningsinnehåll läraren planerar för. Vidare har två vanligt använda läromedel granskats med avseende på hur flera nyckelbegrepp beskrivs och definierats samt hur böckerna arbetar med viktiga tröskelbegrepp. Resultaten visar att både läroböcker och lärare behandlar i stort sett samma ämnesområden, men att skillnader både mellan böcker och lärares prioriteringar vad gäller flera viktiga aspekter finns. Den undervisning eleverna möter är därför i högsta grad unik och präglad av varje enskild lärare. Då läromedlen skiljer sig på flera punkter borde vilket läromedel en lärare använder ha stor påverkan på elevernas lärande. Dock uppger lärarna som deltagit i studien att de inte använder boken så mycket, utan det verkar istället vara den enskilda lärarens prioritering av ämnesinnehåll som är avgörande för den undervisning eleverna möter inom evolutionsundervisningen.

  • 207.
    Boman, Kajsa
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Jadelind, Kajsa
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    "Man vet aldrig hur det ska gå och hur vi ska kunna kommunicera och lite så...": En studie om strategier i klassrumsundervisningen och strategier vid integrering av nyanlända elever2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study was to investigate what strategies experienced teachers use and how they work for integration into classroom teaching for newly arrived students. The study is qualitative and based on six semistructured interviews with experienced teachers in a municipality in northern Sweden and all teachers have worked with at least five newly arrived students in their careers. The results showed that the teachers received their strategies to teach new arrivals through experience and experience that they did not receive enough education. Teachers advocate the use of strategies such as image support, ICT, modella and social interaction. The result is in line with the research on how teachers' work for integration will be addressed. The conclusion was that successful strategies and integration work correlate with each other.

    Download full text (pdf)
    fulltext
  • 208.
    Boman, Niklas
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Elevers känsla av sammanhang: En klassrumsintervention för att lära sammanhang2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I den aktuella studien undersöktes hur gymnasieelevers känsla av sammanhang hänger ihop med deras känsla av stress och kontroll i vardagen. Syftet med undersökningen är att uppnå fördjupad kunskap i och utveckla ett salutogent perspektiv på undervisning i gymnasieskolan för att förbättra utfallet av undervisningen för eleverna och i förlängningen det samhälle de skall verka i.

    Elever från fyra gymnasieklasser besvarade tre olika formulär, för att mäta elevernas syn på tillvaron, samt deras upplevda stress och kontroll. I studien undersöktes också en metod ämnad att stärka elevernas förmåga att hantera och göra sin tillvaro begriplig och därmed elevernas upplevda stress och kontroll. I studien inkluderades elever från årskurs 1 och 2 vid två teoretiska gymnasieprogram, där eleverna från det ena programmet agerade kontrollgrupp.

    Resultatet pekar på samband mellan känsla av sammanhang och upplevd stress hos eleverna. Det tycks som att det finns en skillnad mellan pojkar och flickor i de rapporterade variablerna. Det tycks inte som att den utbildning eleverna har valt eller den årskurs de går i har samband med vad som rapporterats i de använda instrumenten. Den intervention som utförts tycks inte ha gett önskad effekt enligt de använda instrumenten.

    De slutsatser som kan dras från denna studie är att svag känsla av sammanhang hos dessa elever samvarierade med höga nivåer av upplevd stress, oavsett övriga faktorer hos eleverna. Frågan återstår fortfarande vad som kan göras för att stärka elevernas motståndsfaktorer mot den stress som de utsätts för på daglig basis i och utanför skolan.

    Download full text (pdf)
    fulltext
  • 209.
    Borg, Farhana
    et al.
    Högskolan Dalarna.
    Vinterek, Monika
    Högskolan Dalarna.
    Winberg, Mikael
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Assessing self-reported understanding and practices of sustainability issues among children in eco- and non-eco-certified preschools in Sweden2016In: Environmental and Sustainability Education Research (ESER) Symposium. Dublin, Ireland, August 22-26, 2016, 2016Conference paper (Refereed)
  • 210.
    Borg, Farhana
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science. Högskolan Dalarna.
    Winberg, Mikael
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Vinterek, Monika
    Högskolan Dalarna.
    Children's learning for a sustainable society: influences from home and preschool2017In: Education Inquiry, E-ISSN 2000-4508, Vol. 8, no 2, p. 151-172Article in journal (Refereed)
    Abstract [en]

    Although parents and preschool play important roles in developing children?s behavior and attitudes, little is known about their influences on children?s learning of environmental, social and economic aspects of sustainability. This study investigated the influences of home- and preschool-related practices and factors on children?s declarative and functional knowledge of sustainability issues, and the extent to which eco-certified preschools promote beneficial practices. ?Eco-certified preschools? refers to schools that explicitly work with education for sustainability. Children (n=53), aged five to six years, and the directors (n=7) at six eco-certified and six non-eco-certified preschools were interviewed, while guardians (n=89) and teachers (n=74) filled out questionnaires. Children?s responses were categorized and classified using SOLO Taxonomy. Multivariate analyses were performed in SIMCA P + 14. The findings indicate a positive relationship between children?s declarative and functional knowledge of sustainability issues and the involvement of teachers and guardians in sustainability-related discussions and activities. Teachers? verbal interaction with children about sustainability issues, and the perceived high value of these issues among teachers and directors seem to be more beneficial for children?s declarative knowledge than their functional knowledge. No statistically significant differences between eco- and non-eco-certified preschools in terms of children?s declarative and functional knowledge were found.

    Download full text (pdf)
    fulltext
  • 211.
    Borg, Farhana
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science. School of Education, Health and Social Studies, Dalarna University, Falun, Sweden.
    Winberg, Mikael
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Vinterek, Monika
    Högskolan Dalarna.
    Preschool children's knowledge about the environmental impact of various modes of transport2019In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 189, no 3, p. 376-391Article in journal (Refereed)
    Abstract [en]

    This study explored Swedish preschool children’s knowledge about theenvironmental impact of various transport modes, and investigatedwhether or not eco-certification has any role to play in relation to thisknowledge. Additionally, this study examined children’s perceivedsources of knowledge. Using illustrations and semi-structured questions,53 children, aged five to six years, from six eco-certified and six non-eco-certified preschools were interviewed. Qualitative and quantitative datawere analysed using content analysis and Orthogonal Partial LeastSquares Discriminant Analysis (OPLS-DA), respectively. Findings revealedthat most of the children had acquired some knowledge about theenvironmental impact of various transport modes, although somechildren were not familiar with the word‘environment’. Although thecomplexity of children’s justifications for the environmental impact ofdifferent modes of transport tended to be higher at eco-certifiedpreschools compared to non-eco-certified preschools, no statisticallysignificant differences were found. Parents were reported to be a majorsource of knowledge.

    Download full text (pdf)
    fulltext
  • 212.
    Borg, Johan
    et al.
    School of Health and Welfare, Dalarna University, Falun, Sweden.
    Winberg, Mikael T.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Eide, Arne H.
    Department of Health Research, SINTEF Digital, Oslo, Norway.
    Calvo, Irene
    Assistive Technology Access Team, Health Product Policy and Standards Department, World Health Organization, Geneva, Switzerland.
    Khasnabis, Chapal
    Assistive Technology Access Team, Health Product Policy and Standards Department, World Health Organization, Geneva, Switzerland.
    Zhang, Wei
    Assistive Technology Access Team, Health Product Policy and Standards Department, World Health Organization, Geneva, Switzerland.
    On the relation between assistive technology system elements and access to assistive products based on 20 country surveys2023In: Healthcare, E-ISSN 2227-9032, Vol. 11, no 9, article id 1313Article in journal (Refereed)
    Abstract [en]

    The objective of this study was to explore the relationship between assistive technology system elements and access to assistive products. Data on assistive technology system elements and self-reported survey data on access to assistive products from 20 countries were analyzed using multivariate statistical methods, including orthogonal partial least squares analyses. Access to assistive products was primarily associated with the geographic coverage of assistive technology services in a country, followed by system elements related to policy and personnel. To achieve universal access to assistive technology, geographic coverage of assistive technology services is an instrumental system element. However, it requires the implementation of appropriate policies along with sufficient funding, recruitment of adequately trained personnel, and availability of assistive products in need.

    Download full text (pdf)
    fulltext
  • 213.
    Borg, Jon
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    BEGÅVADE: EN BELASTNING? En kartläggning av stöd till lärare för att de ska kunna undervisa särskilt begåvade i matematik2020Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Denna studie undersöker vilket stöd lärare får från rektor och huvudman för att kunna undervisa särskilt begåvade elever i matematik. Den granskar även hur lärare bedriver undervisningen av dessa elever och vilket stöd lärare anser sig sakna från rektor och huvudman för att kunna bedriva undervisningen för särskilt begåvade elever inom matematik.

    Detta har studerats med en enkät som rektor fick besvara samt intervjuer med lärare. Frågorna baserades på en taxonomi designad för att utveckla och förbättra matematikundervisningen, samt generella undervisningsstrategier för de särskilt begåvade. Fem rektorer och fem lärare, utspridda över fem skolor i norra Sverige deltog i studien.

    Resultatet visade att lärare inte får särskilt mycket stöd för att undervisa särskilt begåvade elever i matematik i de flesta fall på de utvalda skolorna samt att lärare använde sig av två metoder för att undervisa dessa elever: Acceleration och berikning.

    Download full text (pdf)
    fulltext
  • 214.
    Borglund, Joakim
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Läsupplevelsen i årskurs 7-9 - Får den plats i dagens skola?2020Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att få en större förståelse för litteraturundervisningen i den senare delen av grundskolan. I en tid där skolan har fått ge utrymme mer och mer till mätbara faktorer vänder sig denna studie till litteraturen för att undersöka hur praktiserande lärare ser på elevernas egna läsupplevelse. Studier visar att litteratur ofta får fungera som ett instrument för något annat, exempelvis läsförståelse eller etik och moral, och litteraturens estetiska värde kommer i andra hand. Elever som har en hög grad av läsupplevelse hittar en läsglädje som kommer att öka deras läsförståelse, och då inte bara i ämnet svenska utan även övriga skolans ämnen. Tillsammans med en studie av Wintersparv et al. (2019) som har undersökt detta i gymnasiet ska denna studie verka som en större bild av lärarnas litteraturpraktik i elevernas senare skolgång. Resultatet visar att den instrumentella synen på litteratur finns i både högstadiet och i gymnasiet, om än något mindre i högstadiet. 

  • 215.
    Boström, Amanda
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Barn gör rätt om de kan: En studie om lågstadielärares arbete, erfarenheter och villkor kring undervisningen av elever med pragmatisk språkstörning2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Denna studie handlar om pragmatisk språkstörning, vad det innebär för de elever som har svårigheter med språkanvändningen i sociala samspel och hur lärare arbetar med dessa elever. Syftet är att beskriva och diskutera lärares arbete och erfarenheter kring undervisningen av elever med pragmatisk språkstörning. Studien bygger på kvalitativa semistrukturerade intervjuer med tre verksamma lågstadielärare i norra Sverige. Studiens forskningsfrågor innefattar hur lärare identifierar elever som har pragmatisk språkstörning och hur de beskriver att de arbetar med eleverna. I resultatet framgår det att de intervjuade lärarna identifierar elever med pragmatisk språkstörning med svårigheter att uttrycka sig, få andra att förstå eleven, svårigheter att förstå ironi, metaforer och ordspråk och använder strategier för att komma undan, som till exempel: ”Jag vet inte” eller ”Jag glömde”. Alla lärare anser att vikten av bildstöd, tecken som stöd, social förmåga, rätt ställda krav och att skapa förförståelse är viktigt i arbetet med pragmatisk språkstörning.

  • 216.
    Boström, Erika
    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).
    Formativ bedömning: en enkel match eller en svår utmaning? Effekter av en kompetensutvecklingssatsning på lärarnas praktik och på elevernas prestationer i matematik2017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Research reviews have shown that the use of formative assessment in classroom practice can substantially improve student achievement. However, a strong research base about how to support teachers’ implementation of such formative classroom practice is lacking. In this thesis, I investigate the effects of a comprehensive professional development programme (PDP) in formative assessment on teachers’ classroom practice and students’ achievement in mathematics. In addition, I identify reasons for the changes made in the teachers’ formative classroom practice. Fourteen randomly selected year - 7 mathematics teachers participated in the PDP. The teachers’ formative classroom practice before and after attending the programme was analysed and described, and reasons for their change in practice were explored. The effect of the changes in formative classroom practice on students’ mathematics achievement was examined using pre- and post-tests administered to both the intervention group and a control group. A mixed methods approach with classroom observations, teacher interviews, questionnaires and student achievement tests in mathematics was used in the studies included in the thesis.

    The results show that the teachers used aspects of formative assessment in their classroom practice before the PDP, but that there was plenty of room for development towards a more effective formative assessment practice. Several possibilities for developing the practice were identified. After the PDP the teachers believed in the idea of formative assessment and were motivated to make changes towards a more formative classroom practice. The teachers included new formative assessment activities in their classroom practice, but in different ways and to different degrees. The characteristics of these changes were identified, and also the characteristics of the PDP that the teachers found to be influential for their development of the formative classroom practice. Results also show that the teachers’ motivational beliefs held after the PDP was an explanatory factor for their changes in practice. However, the formative assessment practice the teachers implemented did not have a significant effect on their students’ achievement compared to the control group. In addition, there was no correlation between the number of formative assessment activities implemented by the teachers and their students’ achievement gains. Reasons for these non-effects on student achievement, and for the teachers’ degree and type of implementation of formative assessment in the classroom practice, are discussed in the thesis.

    Download full text (pdf)
    fulltext
    Download (pdf)
    spikblad
    Download (pdf)
    omslag
    Download (jpg)
    presentationsbild
  • 217.
    Boström, Erika
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    The impact of a teacher professional development program in formative assessment on mathematics teachers’ classroom practice2014In: Development of mathematics teaching: Design, Scale, Effects, 2014Conference paper (Other academic)
    Abstract [en]

    This study is a sub study in a project about a comprehensive professional development program (PDP) for mathematics teachers in formative assessment (FA). My aim is to investigate in which ways the participating teachers’ classroom practice change, due to the delivered PDP, and also to identify reasons for the changes and the variation in changes. Fourteen randomly chosen mathematics teachers in secondary school participated in the PDP. The teachers were interviewed and their classroom practice observed before and after the PDP. They have also answered two questionnaires. Preliminary results show that all teachers were motivated to change and did change their practice, but to varying degrees. Factors that were important for the change to take place have been identified.

    Download full text (pdf)
    fulltext
  • 218.
    Boström, Erika
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    The impact of a teacher professional development program in formative assessment on mathematics teachers’ classroom practice2014In: Spaces for learning: past, present and future: Proceedings of the FMSERA 30th annual symposium in Vaasa, November 6-8, 2013 / [ed] Ann-Sofi Röj-Lindberg; Lars Burman; Berit Kurtén; Karin Linnanmäki, Åbo Akademi University , 2014, p. 230-231Conference paper (Refereed)
    Abstract [en]

    This is a substudy in a project about a comprehensiveprofessional development program (PDP) in formative assessment (FA) formathematics teachers. My aim is to investigate in which ways the teachers’classroom practice change, with respect to FA, after participating in the PDP andwhat some of the reasons may be for these changes. Fourteen randomly chosenmathematics teachers in secondary school participated in the PDP. The teachers wereinterviewed and their classroom practice observed before and after the PDP.They have also answered two questionnaires. The PDPand the analysis about the teachers’ change is based on Dylan Wiliam and his colleagues’framework of FA. Preliminary results showthat all teachers were motivated to change and did change their practice, butto varying degrees.

  • 219.
    Boström, Erika
    et al.
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Palm, Torulf
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå Mathematics Education Research Centre, Umeå University, Sweden.
    A professional development program in formative assessment for mathematics teachers: Which changes did the teachers do and why?2015In: Proceedings of the ninth conference of the European Society for Research in mathematics education (CERME9) / [ed] Krainer, K Vondrova, N, Charles University in Prague, Faculty of Education and ERME , 2015, p. 2947-2948Conference paper (Refereed)
    Abstract [en]

    This study is part of a larger research project about a comprehensive professional development program (PDP) in formative assessment for mathematics teachers. The aim of the study is to investigate in which ways the teachers' classroom practice change, with respect to formative assessment, after participating in the PDP, and which some of the reasons may be for these changes. Fourteen randomly chosen grade-seven mathematics teachers participated in the PDP. The teachers were interviewed and their classroom practices observed, before and after the PDP. They also answered two questionnaires about the PDP. Preliminary results show that all teachers were motivated to change and did change their practice, but to varying degrees.

  • 220.
    Boström, Erika
    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).
    Palm, Torulf
    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).
    Changes in teachers' formative classroom practice after a professional development programme, and important conditions for changeManuscript (preprint) (Other academic)
    Abstract [en]

    Formative assessment has been shown to have the power to positively affect student achievement, but support for teachers to substantially develop their formative classroom practices have been frequently unsuccessful. In this study, a random selection of year-7 teachers participated in a professional development programme (PDP) in formative assessment. The PDP was designed in accordance with many of the characteristics known to be important for teachers’ possibilities to develop their practice. Classroom observations, questionnaires and interviews are used to investigate the changes made in the teachers’ classroom practices after the PDP, and the conditions and barriers they perceived to have been important in their endeavours to developing a formative classroom practice. The results show how all teachers developed their practice, but to different degrees, and that a majority of the implemented activities focus on the teacher as the responsible agent for the formative assessment process. The teachers were satisfied with most of the conditions provided during the PDP, but experienced barriers for change from the teaching conditions at their schools after the PDP. A comparison is made with a parallel PDP for year-4 teachers that resulted in large teacher changes and significant effects on student achievement.

  • 221.
    Boström, Erika
    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).
    Palm, Torulf
    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).
    Expectancy-value theory as an explanatory theory for the effect of professional development programmes in formative assessment on teacher practice2020In: Teacher Development, ISSN 1366-4530, E-ISSN 1747-5120, Vol. 24, no 4, p. 539-558Article in journal (Refereed)
    Abstract [en]

    Research has identified characteristics of professional development programmes (PDPs) that are important for accomplishing change in teachers’ practice and student achievement. However, these characteristics do not predict and guarantee the outcomes of a specific PDP. In the present study the authors investigated whether the expectancy-value theory of achievement motivation can be used to explain teachers’ change of practice. Through teacher interviews and questionnaires the authors investigated why randomly selected year-7 teachers, after participating in a PDP on formative assessment, changed their practice in ways identified in an earlier study, and why these changes differed from those of year-4 teachers participating in a similar PDP. The results show that expectancy-value theory can be used to explain both the schoolyear-7 teachers’ changes in practice, and why the PDP for the year-7 teachers produced different outcomes in teacher practice than the parallel PDP, with the same general design features, did for the year-4 teachers.

    Download full text (pdf)
    fulltext
  • 222.
    Boström, Erika
    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).
    Palm, Torulf
    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).
    Motivational beliefs as an explanation for the effect of professional development programmes in formative assessment on teacher practiceManuscript (preprint) (Other academic)
    Abstract [en]

    Research has identified characteristics of professional development programmes (PDPs) which are successful inchanging teachers practice and improving student achievement. However, these characteristics do not predict and guarantee the outcomes of a specific PDP. Through teacher interviews and questionnaires, we investigated why randomly selected teachers in schoolyear-7, after participating in a PDP on formative assessment, changed their practice in ways identified in an earlier study and why these changes differed from those of teachers in schoolyear-4 participating in a similar PDP. The results show that the teachers’ motivational beliefs held after the PDP is an explanatory factor for their changes in practice. We discuss how differences in these beliefs may have developed by connecting characteristics of the teachers, the school, and the PDP to the mechanisms of change identified in a model of teacher growth.

  • 223.
    Boström, Erika
    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).
    Palm, Torulf
    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).
    Teachers' formative assessment practices: Changes after a professional development programme, and important conditions for change2019In: Assessment Matters, ISSN 1176-7839, E-ISSN 2230-617X, Vol. 13, p. 71-90Article in journal (Refereed)
    Abstract [en]

    Formative assessment has been shown to have the power to positively affect student achievement, but professional-development initiatives for teachers to substantially develop their formative assessment practices have been frequently unsuccessful. In this study, a random selection of Year-7 teachers participated in a professional-development programme (PDP) in formative assessment. Classroom observations, questionnaires, and interviews were used to investigate the changes made in the teachers’ classroom practices after the PDP, and the conditions and barriers they perceived to have been important in their endeavours to develop a formative classroom practice. The results show how all teachers developed their practice, but to different degrees, and that a majority of the implemented activities focused on the teacher as the responsible agent for the formative assessment process. The teachers were satisfied with most of the conditions provided during the PDP, but experienced barriers for change from the teaching conditions at their schools after the PDP.

  • 224.
    Boström, Erika
    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).
    Palm, Torulf
    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).
    The effect of a formative assessment practice on student achievement in mathematics2023In: Frontiers in Education, E-ISSN 2504-284X, Vol. 8, article id 1101192Article in journal (Refereed)
    Abstract [en]

    Research has shown that formative assessment can enhance student learning. However, it is conceptualised and implemented in different ways, and its effects on student achievement vary. A need has been identified for experimental studies to carefully describe both the characteristics of implemented formative assessment practices and their impact on student achievement. We examined the effects on student achievement of changes in formative assessment of a random sample of 14 secondary school mathematics teachers after a professional development programme. This study describes practices implemented and students’ achievement as measured by pre-tests and post-tests. We found no significant differences in achievement on the post-test, after controlling for pre-test scores, between the intervention group and control group, and no significant correlation between the number of formative assessment activities implemented and the post-test scores (controlled for the pre-test scores). We discuss characteristics of formative assessment implementations that may be critical for enhancing student achievement.

    Download full text (pdf)
    fulltext
  • 225.
    Boström, Erika
    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).
    Palm, Torulf
    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).
    The impact of a specific formative assessment practice on student achievement in mathematicsManuscript (preprint) (Other academic)
    Abstract [en]

    Research has shown that formative assessment can enhance student learning. However, there is a great variety in how formative assessment is conceptualized and implemented, and in the size of the effects found on student achievement. A need has been identified for experimental studies both carefully describing the characteristics of the implemented formative assessment practice and its impact on student achievement. This study examines the effects on student achievement of the changes in a random sample of 14 secondary school mathematics teachers’ formative classroom practice that followed a professional development input. The practices were described, and student achievement were measured with pre-tests and post-tests. Results show that there were no significant differences in learning gains between the classes in the intervention group and the control group. The results also show no significant correlation between the number of formative assessment activities implemented by the teachers and the change in students’ achievement

  • 226.
    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.

    Download full text (pdf)
    fulltext
  • 227.
    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.

  • 228.
    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.))
  • 229.
    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)
  • 230.
    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. 

    Download full text (pdf)
    fulltext
    Download (pdf)
    omslag
    Download (pdf)
    spikblad
  • 231.
    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.))
    Download full text (pdf)
    fulltext
  • 232.
    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.

  • 233.
    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)
  • 234.
    Broman, Karolina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Digital tools and techniques in chemistry2020Conference paper (Refereed)
    Abstract [en]

    After the two first decades of the 21st century, digital tools and techniques are, in several countries, becoming an integrated part of school and university chemistry teaching. The tools are, according to students, often perceived exciting and fun, but from a teacher’s perspective, they have to enable learning to be relevant and meaningful (Seery & McDonnell, 2013). According to McKnight and colleagues (2016), digital tools and technology can have five different functions: (i) providing efficiencies, (ii) giving students access to broader, deeper and “richer” learning resources, (iii) personalising instruction to fit different learning needs, (iv) connecting people to extend the learning community, and (v) transforming teachers’ role as educators (McKnight et al., 2016, p. 207). In this presentation, these functions will be elaborated on from both a teacher and student perspective through chemistry education projects where digital tools and techniques have been applied to enhance students’ cognitive and affective learning.

    Visualisation of chemical representations, e.g., molecular structures and reaction mechanisms, is a foundation important for students to master to fully understand chemistry (e.g., Taber, 2018). Spatial ability, i.e., the move between two- and three-dimensional thinking, is complex, and students need to practice it (Buckely, Seery, & Canty, 2018; Harle & Towns, 2011). To practice spatial ability, digital tools as Virtual and Augmented Reality (VR and AR) have been applied to visualise chemical representations (Ferrell et al., 2019; Parong & Mayer, 2018), and in the projects, students’ learning has been analysed. Teachers’ use of the tools will be discussed from the TPACK model (Voogt et al, 2013). Students’ and teachers’ perspectives on digital chemistry education will be problematised.

    Download full text (pdf)
    fulltext
  • 235.
    Broman, Karolina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Engagement and relevance through context-based, everyday life, open-ended chemistry problems2020In: Engaging learners with chemistry: projects to stimulate interest and participation / [ed] Ilka Parchmann; Shirley Simon; Jan Apotheker, London, UK: Royal Society of Chemistry, 2020, p. 52-72Chapter in book (Refereed)
    Abstract [en]

    Context-based learning approaches have been introduced in several countries all over the world to make chemistry more relevant and interesting, and to enhance students' learning outcomes. This more unconventional approach towards chemistry, emphasises meaningful learning through higher-order thinking. An educational challenge has been to develop suitable tasks adapted to both affective and cognitive aspects of learning. To assess students' chemistry content knowledge and to engage students, tasks for use in class need to be designed. Also, to make the tasks interesting and relevant to the students, the teachers are central. In an on-going project, Swedish chemistry teachers attending two different teacher conferences have worked together to suggest contexts that are possible to develop further into context-based everyday life open-ended chemistry problems. In this chapter, teachers' suggestions of relevant and interesting contexts will be described through frameworks of interest, relevance and engagement. Moreover, the design process of context-based problems will be elaborated upon and the upcoming work where the problems are applied in class where students solve the problems, will be explored. Final reflections will be made regarding this type of teacher professional development program (i.e. chemistry teacher conferences), where practitioners meet researchers for design-based research and how these initiatives hopefully empower teachers in their profession.

  • 236.
    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)
  • 237.
    Broman, Karolina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Kemi i 3D med virtual reality2021In: Kemisk tidskrift, ISSN 2003-2722, no 3, p. 31-31Article in journal (Other (popular science, discussion, etc.))
  • 238.
    Broman, Karolina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Kemikurs i förändring – Virtual Reality (del 2)2018In: Kemivärlden, Biotech, Kemisk tidskfrift, ISSN 1653-5596, no 7, p. 14-15Article in journal (Other (popular science, discussion, etc.))
  • 239.
    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.))
  • 240.
    Broman, Karolina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Labbar gör kemin synligare2022In: Kemisk tidskrift, ISSN 2003-2722, no 1, p. 28-29Article in journal (Other (popular science, discussion, etc.))
  • 241.
    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)
  • 242.
    Broman, Karolina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Problems and problem solving in the light of context-based chemistry2021In: Problems and problem solving in chemistry education: analysing data, looking for patterns and making deductions / [ed] Georgios Tsaparlis, Royal Society of Chemistry, 2021, p. 253-278Chapter in book (Refereed)
    Abstract [en]

    To achieve higher-order thinking and meaningful deep learning, problem solving is fundamental for students to master. If one wants to make students engaged in their own learning and their problem-solving process, interesting and relevant tasks are a fruitful way to increase students’ engagement. In this chapter, problems and problem solving are discussed emanating from context-based learning approaches, where open-ended problems focusing on higher-order thinking, and not merely recall of memorised factual knowledge, are explored. During two teacher conferences, Swedish chemistry teachers suggested contexts they thought their students would find interesting and relevant. These topic-related contexts, e.g., chocolate, doping, and dietary supplement, have been applied when designing ten everyday life, open-ended, context-based chemistry problems. Upper secondary students (n=40) have worked with the problems and their responses from interviews have been analysed. The chapter discusses how to enhance student interest and perceived relevance in chemistry, and how students’ learning can be improved through the use of open-ended, context-based chemistry problems that demand higher-order thinking.

  • 243.
    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.

  • 244.
    Broman, Karolina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Spelifiering och kemi – metod för ökad motivation2018In: Kemivärlden, Biotech, Kemisk tidskfrift, ISSN 1653-5596, no 8, p. 14-15Article in journal (Other (popular science, discussion, etc.))
  • 245.
    Broman, Karolina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Stängningen en prövning för universiteten2020In: Kemisk Tidskrift, ISSN 2003-2722, no 3, p. 29-29Article in journal (Other (popular science, discussion, etc.))
  • 246.
    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)
  • 247.
    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.

  • 248.
    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.

  • 249.
    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.

  • 250.
    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.
    Christensson, Camilla
    Katedralskolan, Lund.
    Relevant or interesting according to upper secondary students? Affective aspects of context-based chemistry problems2022In: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, Vol. 40, no 4, p. 478-498Article in journal (Refereed)
    Abstract [en]

    Background: To make students more interested and engaged in science, new teaching approaches have been developed aiming at higher order thinking. Context-based learning approaches emanate from an idea that science content knowledge should be presented in a relevant context for students to improve their learning outcomes as well as making them more engaged in science. Previous research on context-based learning approaches has shown positive results; however, researchers and teachers need to explicitly consider which aspects of the contextual settings young students perceive as interesting and relevant to improve chemistry education.

    Purpose: In this paper, the constructs of ‘interest’ and ‘relevance’ are explored to analyse which aspects of open-ended chemistry problems engage students. 

    Sample and Design: Both qualitative interview data and quantitative survey data are elaborated on in three subsequent studies with Swedish upper secondary chemistry students. Students’ statements when discussing contextualisation of chemistry problems are analysed in relation to analytical frameworks to explore students’ perceived interest and relevance.

    Results: The results highlight the importance of connections to personal dimensions in chemistry to make students more engaged and interested in chemistry. The language of the context-based problems is also found essential as the students indicate trigger-words in the tasks influencing perceived interest and relevance. This in combination with students’ distinction between high interest as a positive feeling, and high relevance as something important or worthwhile, are important results from this study. 

    Conclusion: From the results, conclusions are drawn to help researchers and teachers develop chemistry problems aiming for higher order thinking, but on the same time are found interesting and relevant for the students.

    Download full text (pdf)
    fulltext
2345678 201 - 250 of 1265
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf