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  • 301.
    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.))
  • 302.
    Christensson, Camilla
    et al.
    Katedralskolan, Lund.
    Broman, Karolina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Kontextbaserad problemlösning inom ämnesområdet läkemedel2021In: Forum för forskningsbaserad NT‐undervisning: Bidrag från konferensen FobasNT19 17‐18 oktober 2019 i Norrköping, Linköping: LiU-Tryck, Linköping , 2021, p. 49-68Conference paper (Other academic)
    Abstract [sv]

    För att öka intresset för kemi hos elever och visa på ämnets relevans, har det visat sig viktigt att eleverna får chans att se att kemin finns i vardagen och inte enbart i klassrummet. Detta kan göras genom att sätta kemin i ett sammanhang, så kallade kontexter. Genom erfarenheter från tidigare studier, där kontextbaserade uppgifter utvecklats, har vi utgått från 15 kontextbaserade uppgifter inom fem olika ämnesområden (läkemedel, bränsle, tvål och rengöringsmedel, energidrycker samt fetter) i tre olika sammanhang (personlig, samhällelig samt professionell kontext). Det visade sig att gymnasieelever uppfattade ämnesområdet läkemedel som både mest intressant och mest relevant, och att de föredrog att lösa uppgifter relaterade till en personlig kontext. I denna uppföljande studie har vi valt att titta närmare på och analysera hur gymnasieelever har löst dessa uppgifter inom ämnesområdet läkemedel. Vilka kemiska begrepp och resonemang använder eleverna? Hur stor roll spelar den personliga, samhälleliga respektive professionella kontexten för deras lösningar? Många elever använde kemiska begrepp och resonemang om löslighet, funktionella grupper, polaritet och olika kemiska bindningar. En del elever förde mer avancerade resonemang och använde kemiska begrepp som protolys av fenoler och resonansstruktur. Kontexterna påverkade en del elevers svar. Några elever förde kemiska resonemang som inte besvarade frågan i uppgiften, andra använde till exempel medicinska begrepp och resonemang eller drog slutsatser om miljökonsekvenser istället för att föra kemiska resonemang. Avslutningsvis diskuteras reflektioner om att använda kontextbaserade kemiuppgifter om läkemedel på gymnasiet.

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  • 303.
    Christensson, Camilla
    et al.
    Katedralskolan, Lund.
    Broman, Karolina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Kontextbaserad problemlösning inom ämnesområdet läkemedel2019Conference paper (Refereed)
  • 304.
    Collin, Amanda
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Wikström, Emma
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Lågstadielärares undervisning i matematisk problemlösning2022Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Att undervisa genom problemlösning, där hänsyn tas till den elevrespons som uppstår under lektionen, upplevs av en del lärare vara svårt och det finns en osäkerhet kring hur undervisningen ska organiseras. Syftet med denna studie är därför att få en inblick i lärares undervisning i matematisk problemlösning i årskurserna 1-3. Utgångspunkten har varit fem undervisningspraktiker i matematik och lärares praktik undersöktes genom semistrukturerade intervjuer och analyserades tematiskt. Resultatet visar att många lärare ser på̊ problemlösning som en stor del av matematiken och vår vardag. Lärarna arbetar för att förbereda och tillgängliggöra innehållet för eleverna, att stötta och hjälpa eleverna vidare i problemlösningsprocessen samt bedöma deras kunskaper. Vi har fått syn på̊ att lärarna inte fullt ut arbetar efter fem undervisningspraktiker i matematik och inte bygger vidare på̊ elevernas lösningar. Vår slutsats är därför att det finns behov av komplement för att ge lärare tillräcklig stöttning i deras undervisning i problemlösning. 

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  • 305.
    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.

  • 306.
    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.

  • 307.
    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. 

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  • 308.
    Dahlberg, Sandra
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Inspiration eller hinder? - Lärares förhållningssätt till läroböcker i svenskundervisningen i åk 1–32017Independent thesis Basic level (university diploma), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att belysa lärares förhållningssätt till och användning av läromedel inom svenskundervisningen för åk 1-3. Frågeställningarna berör dels den praktiska användningen av läromedel både i planering och genomförande av lektioner och dels lärares attityder och känslor om användningen. De teoretiska utgångspunkter som används behandlar olika synsätt lärare kan ha i användningen av läromedel. Teorierna syftar till att belysa lärarens roll i förhållande till läromedlet samt deras syn på läromedlet och förklara hur dessa påverkar lärarnas undervisning. Metoderna som används i studien är kvalitativa och består av intervjuer av yrkesaktiva lärare som håller i svenskundervisningen i åk 1-3.

     

    Alla lärare i studien kunde se positiva aspekter i användningen av läroböcker och det var ingen som arbetade helt utan läroböcker även om det hos vissa fanns en önskan att distansera sig så mycket som möjligt från läroböckerna. Den vanligaste användningen av läroböcker var för att få tips och idéer till undervisningen.

  • 309.
    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.

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  • 310.
    Danielsson, Anna
    et al.
    Stockholm University, Stockholm, Sweden.
    Berge, Maria
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Österling, Lisa
    Stockholm University, Stockholm, Sweden.
    Leticia, Bruna
    Stockholm University, Stockholm, Sweden.
    Truong, Nhu
    Stockholm University, Stockholm, Sweden.
    Valero, Paola
    Stockholm University, Stockholm, Sweden.
    Walking ethnographies in higher education spaces of physics2023In: ECER 2023: Programme, EERA , 2023Conference paper (Refereed)
    Abstract [en]

    This presentation draws on the methodological pilot from a new research project focused on in/exclusion in higher education physics and mathematics (PI: last author), illustrating the reciprocal process of theoretical and methodological fine-tuning as the project literally takes its first empirical steps during walking ethnographies in higher education settings. The project explores the paths of students from under-represented groups into the fields of physics and mathematics, and the identities that they build as they engage with these disciplinary areas. We are inspired by socio-material perspectives that consider humans and nonhumans as constantly performed and enacted (de Freitas & Curinga, 2015). In their engagement with the disciplines of physics and mathematics, the students link into socio-historic practices and virtues, learning those through participation (Daston & Gallison 2007). From such a perspective, scientific knowledge can not be separated from the knower. More specifically, Mol (2002) argues that objects and subjects need to be understood as enacted inseparably in the multiple materialized relations of scientific practice. As such, human actors, scientific practices, materialities are all entangled in distributed networks of materialization of practice. Identity can be studied by tracing the assemblages of practice in which bodies, spaces and materials - objects, instruments, artefacts, matter - as well as language as materialities come to be connected (Acton 2017). In order to trace the reciprocity of student identities and scientific materialities we use walking ethnographies to identify configurations of identity that promote students’ successful engagement. In the walking ethnographies students are invited to take the researcher around places of importance to them as physics or mathematics students (e.g. laboratories, lecture halls, social areas, study spaces), focusing on the use of materials in the places (e.g. which objects, materials, instruments are used how and where), how the students experience the places (e.g. as contributing to a sense of belonging or competence, safety and/or insecurity) and their engagement with the room distribution, instruments and other artefacts in these spaces. As such, our methodological pilot seeks to sharpen our ethnographic gaze and our analytical apparatus. In the conference presentation we focus on how the data generated during the walking ethnographies is entangled with our theoretical vantage points, both in the generation and the analysis of the data.

  • 311.
    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.

  • 312.
    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)
  • 313.
    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.

  • 314.
    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.
    Masculinities and social class in the engineering mechanics programme2018Conference paper (Other academic)
  • 315.
    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.
    Masculinities and social class in the engineering mechanics programme2018Conference paper (Other academic)
  • 316. Danielsson, Anna T.
    et al.
    Berge, Maria
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Using Video-Diaries in Educational Research Exploring Identity: Affordances and Constraints2020In: International Journal of Qualitative Methods, E-ISSN 1609-4069, Vol. 19Article in journal (Refereed)
    Abstract [en]

    To use video in educational research has become more and more common in the last few decades, including methodologies where informants themselves use video-cameras for documentation. The purpose of the article is to discuss affordances and constraints of using video-diaries as a data generation method for investigating students' identity constitution. Video-diaries were recorded as part of a larger project, where the empirical data also included observations and videorecordings of teaching and semi-structured interviews. The noninterference of the researchers during the video-diaries was found to be both a strength, in that students more freely could tell their own stories, and a weakness, in that it put high demands on the students' ability to express themselves in monologue format. An important affordance of the video-diaries was that they contributed to a "thick" data set, both in that they informed our individual, semi-structured interviews and allowed us to quickly move on to in-depth conversations, and in that the students were able to utilize artifacts and show environments of importance to them.

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  • 317.
    Danielsson, Anna T.
    et al.
    Uppsala University.
    Berge, Maria
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Lidar, Malena
    Uppsala University.
    Knowledge and power in the technology classroom: a framework for studying teachers and students in action2018In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 13, no 1, p. 163-184Article in journal (Refereed)
    Abstract [en]

    The purpose of this paper is to develop and illustrate an analytical framework for exploring how relations between knowledge and power are constituted in science and technology classrooms. In addition, the empirical purpose of this paper is to explore how disciplinary knowledge and knowledge-making are constituted in teacher–student interactions. In our analysis we focus on how instances of teacher–student interaction can be understood as simultaneously contributing to meaning-making and producing power relations. The analytical framework we have developed makes use of practical epistemological analysis in combination with a Foucauldian conceptualisation of power, assuming that privileging of educational content needs to be understood as integral to the execution of power in the classroom. The empirical data consists of video-recorded teaching episodes, taken from a teaching sequence of three 1-h lessons in one Swedish technology classroom with sixteen 13–14 years old students. In the analysis we have identified how different epistemological moves contribute to the normalisation and exclusion of knowledge as well as ways of knowledge-making. Further, by looking at how the teacher communicates what counts as (ir)relevant knowledge or (ir)relevant ways of acquiring knowledge we are able to describe what kind of technology student is made desirable in the analysed classroom.

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  • 318.
    Danielsson, Anna T
    et al.
    Uppsala universitet.
    Berge, Maria
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Lidar, Malena
    Uppsala universitet.
    Ingerman, Åke
    Göteborgs universitet.
    Östman, Leif
    Uppsala universitet.
    Svensson, Maria
    Göteborgs universitet.
    A bridge to understanding?: An approach for analysing the construction of power/knowledge in atechnology classroom2014Conference paper (Refereed)
  • 319.
    Danielsson, Anna T.
    et al.
    Department of Education, Uppsala University Uppsala, Sweden.
    Gonsalves, Allison J.
    Department of Integrated Studies in Education, McGill University, Montreal, Canada.
    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.
    The Pride and Joy of Engineering? The Identity Work of Male Working-Class Engineering Students2019In: Engineering Studies, ISSN 1937-8629, E-ISSN 1940-8374, Vol. 11, no 3, p. 172-195Article in journal (Refereed)
    Abstract [en]

    In this article, we explore the identity work done by four male, working-class students who participate in a Swedish mechanical engineering program, with a focus on their participation in project work. A focus on how individuals negotiate their participation in science and technology disciplines has proven to be a valuable way to study inclusion and exclusion in such disciplines. This is of particular relevance in engineering education where it is widely argued that change is needed in order to attract new groups of students and provide students with knowledge appropriate for the future society. In this study we conceptualized identity as socially and discursively produced, and focus on tracing students’ identity trajectories. The empirical data consists of ethnographic field notes from lectures, video-recordings of project work, semi-structured interviews, and video-diaries recorded by the students. The findings show that even though all four students unproblematically associate with the ‘technicist’masculinity of their chosen program it takes considerable work to incorporate the project work into their engineering trajectories. Further, ‘laddish’ masculinities re/produced in higher education in engineering also contribute to a ‘troubled’ identity trajectory for one of the interviewed students.

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  • 320. Danielsson, Anna T.
    et al.
    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.
    "Although we are engineers, we will work with people too…"2017Conference paper (Refereed)
    Abstract [en]

    This paper aims at exploring how intersections of gender, age, social class, and ethnicity are negotiated in talk about the transition from being an engineering student to becoming an engineer. The empirical data consists of final year female engineering students’ narratives collected through video-diaries and interviews. Theoretically we draw on critical discursive psychology (Potter and Wetherell 1992). We investigate how female engineering students use different interpretative repertoires (Edley 2001), which can be described as specific and often contradicting ways of talking about a phenomenon in everyday conversations. Different repertoires are used strategically by people as a way to make sense of their actions and ideas by representing them as ‘good’ and ‘normal’ in the specific context. Wetherell and Potter (1992) argue that repertoires are related to social structures and power relations, which means that not all repertories are available for every individual. The concept of interpretative repertoires is helpful when it comes to analysing the students’ (in)ability to use different repertoires and, in this sense, the (im)possibility for them to achieve different subject positions when they talk about engineering studies and engineering. Power relations are upheld when some social positions becomes troubled, i.e. when a position is questioned or criticized in different ways, while another position is regarded as untroubled, i.e. as a normal and righteous identity that needs no further explaining (Wetherell 1998). The two positions, troubled/untroubled, help to analyze how and in what contexts notions of gender, age, social class and ethnicity are given importance in students’ talk. Our results show that the students are discursively produced as in need of ‘thick skin’. They are both seen as special and normal, too strong and too week, welcomed and pitted. Being older or born abroad is interpreted as unproblematic, but seems to produce invisibility and limited access to employability.

  • 321.
    Danielsson, Anna
    et al.
    Uppsala University.
    Wiksten Folkeryd, Jenny
    Uppsala University.
    Berge, Maria
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Lidar, Malena
    Uppsala University.
    Scientific Norms And Evaluative Language Use – A Lesson Example From Grade 9 (Physics)2016Conference paper (Refereed)
    Abstract [en]

    The aim of this paper is to explore how some characteristics of school physics knowledge are reproduced but also contested in student-teacher interaction, here exemplified through the teaching and learning of nuclear power in secondary physics.

    The difficulty to recruit students (in particular women and minorities) in science and technology is an international concern throughout the Western world (cf. Sjøberg & Schreiner, 2010). Politicians, policy makers, and science education researchers all agree that a widened and increased student participation and engagement in the physical sciences and technology is pivotal both in order to secure a pool of future scientists and in order for individuals to function in an increasingly technologically advanced society (SOU 2010:28;  House of Lords 2012). Research also shows that the last years of compulsory schooling is a key period for students’ engagement in science and technology; it is during these years that many students lose interest in the subjects (Archer et al., 2010; Lindahl, 2003). The difficulties to identify, and thereby engage, with science for many students have by critical science education researchers been connected to the sociohistorical legacy of science, how it is perceived as an objective, privileged way of knowing that is not accessible to everyone (Barton & Yang, 2000; Carlone, 2004; Lemke, 1990). Such descriptions of science’s sociohistorical legacy draws on the work by philosophers and historians of science who have argued that physics is constructed as a discipline that produce value-neutral, universal, and objective knowledge (Harding, 1986; Schiebinger, 1991). School science in particular tends to be characterised as fact-oriented with clear separations between facts and values (Gyberg & Lee, 2010). Barton and Yang (2000) describe how people and social contexts are often hidden in textbooks and other curricular materials, and summarise: ‘The result is often a fact-oriented science which appears decontextualized, objective, rational, and mechanistic.’ (p. 875). As a consequence, Lemke (2001) has argued for the inclusion of other components of science (such as aesthetic, intuitive and emotional) in order to challenge the too narrowly rationalistic and abstract school science.

    In this paper we aim to further the exploration of how school physics is constructed in classroom practices by focusing on a module about a potentially politically and emotionally charged physics content area (nuclear power). More specifically the use of evaluative language resources is focused in order to discuss characteristics of school physics within this module. In other words, the research question investigated in this paper is:

    How are characteristics of school physics constructed through evaluative language use?

    The issue is thus analytically approached from a linguistic standpoint, and the theoretical framework for analyses found within a social semiotic perspective. According to Halliday (1978), the semiotic systems that we live by are considered to form a meaning resource. It is from this meaning resource that we choose when we articulate and structure meaning.  By these choices, certain aspects are put in the background or completely excluded while others are foregrounded and thereby emphasized. In this respect, the selected language forms, and especially evaluative language resources, are highly significant and coloured with ideology.

    In interpreting results from the linguistic analyses, an important theoretical point is also that any learning situation will involve socialisation (Roberts & Östman 1998). In other words, in teaching and learning activities much more than the content knowledge being taught is learnt, we learn about norms and values and who we can and want to be in relation to those norms and values (Brickhouse 2001). The characteristics of school physics are understood as interactively constituted by teacher and students, while also adhering to broader societal discourses about science and science learning.

    Method

    The empirical data for the paper was collected in a Swedish secondary school during a physics teaching module about energy sources. The teaching module as a whole took place over six one hour lessons, but in this paper we focus on the introductory lesson concerning nuclear power. The primary focus of the introductory lesson was on the physics of the nuclear reactor. The lesson began with a 25 minutes teacher briefing, which also included conversations between teacher and students. Subsequently, the students worked in groups with an assignment sheet, a film about nuclear power was then shown, and the lessons ended with a whole class discussion about the film. The classroom was video-recorded using two cameras. The teacher was audio-recorded using a clip-on microphone and the students audio-recorded using four audio-recorders. Two observers were present in the classroom and took field-notes. The audio-recording from the teacher’s clip-on microphone have been transcribed verbatim by a professional transcriber. In the analysis we primarily worked with the transcripts, but turned to the recordings to check, for example, unclear references made by the teacher. The content area was chosen for analysis since the socio-scientific character of it could allow for a wider range of knowledge expressions. The class consisted of 19 students, grade nine (14-15 years old). Prior to the video-recording, the students and their guardians had been given information about the research project and had given consent to participation. All names in the paper are pseudonyms. As previously mentioned, the analytical framework for the study is found within a social semiotic perspective (Halliday 1978), a perspective which provides a well-developed theoretical framework for detailed analyses of different dimensions of meaning-making in students’ texts (written as well as spoken). More specifically, student texts are discussed from the point of view of the semantic framework Appraisal. Linguistically the investigation thus explores evaluative language resources used in the texts to construct emotion (words of Affect such as ‘happy eagles’), judge behaviour in ethical terms (words of Judgement such as ‘competent operator’) and value objects aesthetically (words of Appreciation such as ‘beautiful process’). In addition evaluative language resources that turn up or lower the evaluative volume through using graduation (such as very happy, a little bit afraid) are also investigated (Martin & White 2005, Folkeryd 2006).

    Expected Outcomes

    Preliminary results show that evaluative language resources are used throughout the module, although to various degrees and of different types depending on the topical focus for the teacher-student conversations. In the construction of the physics content, the process in the nuclear reactor is constructed as simple, rational and natural by using evaluative language resources that construct emotion as well as value objects and processes positively. The components of the process are constructed as well-known and not harmful by using positive appreciation, e.g. ‘ordinary water’ and the handling of the nuclear reactor constructed as a positive rational process. The short-term effects of the process are constructed as benign (e.g. the warm water let out by the power plant contributes to a flourishing biotope including ‘happy eagles’). However, long-term effects of the final storage of radioactive waste are constructed as potentially dangerous and difficult to fully grasp, thereby breaking up the rationality of the process. In students’ relationship to the content science is continuously constructed as not demanding much work (the teacher repeatedly uses graduation such as ‘some questions’, ‘work a little bit in pairs’. This is a construction we argue need to be understood against a backdrop of cultural conceptions of physics as difficult and inaccessible. To summarise, while the analysed lesson concerns a topic with political, moral and emotional overtones the analysis reveals that many of the typical characteristics of school science are still preserved (such as rationality). However, such characteristics are also challenged as humans and their emotions are brought into the classroom physics discourse. Interestingly enough, both when these characteristics are re-produced and challenged this to a large extent occurs through the use of evaluative language resources. This study thereby gives an important contribution to the discussion of how characteristics of school physics are constructed in the classroom.

    References

    Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2010). “Doing” science versus “being” a scientist: Examining 10/11‐year‐old schoolchildren's constructions of science through the lens of identity. Science Education, 94(4), 617-639. Barton, A. C., & Yang, K. (2000). The Culture of Power and Science Education: Learning from Miguel. Journal of Research in Science Education, 37(8), 871-889. Carlone, H. B. (2004). The cultural production of science in reform-based physics: girls' access, participation, and resistance. Journal of Research in Science Teaching, 41(4), 392-414. Folkeryd, J. W. (2006). Writing with an attitude : appraisal and student texts in the school subject of Swedish. Uppsala: Acta Universitatis Upsaliensis Gyberg, P., & Lee, F. (2010). The Construction of Facts: Preconditions for meaning in teaching energy in Swedish classrooms. International Journal of Science Education, 32(9), 1173-1189. doi:10.1080/09500690902984800 Halliday, M.A.K. (1978). Language as social semiotic. The social interpretation of language and meaning. London; Edward Arnold. Harding, S. (1986). The science question in feminism. Milton Keynes: Open university press. House of Lords (2012). Higher education in science, technology, engineering and mathematics (STEM) subjects. London: The Stationery Office Limited. Lemke, J. L. (1990). Talking science: Language, learning, and values. Norwood, NJ: Ablex. Lemke, J. L. (2001). Articulating Communites: Sociocultural Perspectives on Science Education. Journal of Research in Science Education and Technology, 38(3), 296-316. Lindahl, B. (2003). Lust att lära naturvetenskap och teknik? En longitudinell studie om vägen till gymnasiet. Gothenburg: University of Gothenburg. Martin, J., & White, P. (2005). The language of evaluation: Appraisal in English: Palgrave Macmillan. Schiebinger, L. (1991). The mind has no sex? Women in the origins of modern science. United States of America: Harvard University Press. Sjøberg, S., & Schreiner, C. (2010). The ROSE project. An overview and key findings. SOU (2010:28). Vändpunkt Sverige – ett ökat intresse för matematik, naturvetenskap, teknik och IKT. (Teknikdelegationen). Stockholm: Fritzes.

  • 322.
    Dannelöv, Andreas
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Astrids mansroller: En granskning av hur män och pojkar framställs i Astrid Lindgrens skönlitterära verk2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Läroplanerna för förskola ställer krav att pedagoger som är verksamma inom dessa skolformer skamotverka traditionella könsmönster och genusstrukturer och verka för jämställdhet mellan könen.Pedagogerna jag jobbat med genom åren har dock sällan reflekterat kring hur pojkar kan bli offerför genusstrukturer. En av de absolut främsta författarna inom skönlitteratur riktat till barn är AstridLindgren. Hennes berättelser är intressanta ur ett jämställdhetsperspektiv då hon är känd för att haväldigt starka flick-karaktärer i sina böcker. Jag har gjort en diskursanalys av Astrid Lindgrensböcker där jag granskar vilka roller pojkar och män har och med vilka adjektiv de beskrivs. I minaresultat kan man se att det finns få bra förebilder för pojkar i dessa böcker som visar andra adjektivoch egenskaper än de man historiskt sett kopplat ihop män med.

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  • 323.
    Danvind Malm, Adam
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Uppfattningar om bedömning i SNI av lärare i naturvetenskapliga ämnen2020Independent thesis Basic level (university diploma), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Undervisningsformen samhällsfrågor med naturvetenskapligt innehåll (SNI) har visat lovande resultat vad gäller att höja elevers prestationer och motivation för naturvetenskapliga ämnen. Däremot presenterar litteraturen att bedömningen av elevers kunskaper vid SNI undervisningen, är en utmanande del för läraren I litteraturen framgår inte konkret vad utmaningen innebär. Syftet med undersökningen är att få mer kunskap om de erfarenheter och åsikter lärare i naturvetenskap, som använder SNI, har genom intervjuer. För att svara på forskningsfrågorna intervjuades fyra gymnasielärare i naturvetenskap om deras uppfattning och synpunkter angående de utmaningar och möjligheter de upplevt vid bedömning inom SNI. Som stöd i intervjuerna utvecklades en intervjuguide med hjälp av lärardiskussion om bedömning i SNI-undervisning. Det visade sig att den svåraste utmaningen för lärare var att hantera den subjektiva aspekten av SNI. De delar som förenklade bedömningen var: Öva eleverna (på SNI), planera inför bedömning, tydliggör kunskapskraven samt (använd) kollegialt stöd.

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  • 324.
    Daubjerg, Peer
    et al.
    Aalborg universitet, Danmark.
    Lindfors, Eila
    Tammerfors universitet, Finland.
    Dal, Michael
    Islands universitet.
    Henriksen, Espen
    Högskolan i Bodö, Norge.
    Ottander, Christina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Utvikling av naturvitenskapeligtalent og kreativitet: et nordisk perspektiv2011Report (Other academic)
    Abstract [no]

    De nordiske utdannings- og forskningsministre ønsker å fremme kreativitet, innovasjon og entreprenørskap i utdannelsene. Dette var bakgrunnen for at ministrene i april 2009 besluttet at Nordisk ministerråd skulle gjennomføre en nordisk komparativ studie av hvordan kreativitet, innovasjon og entreprenørskap er integrert i de nordiske utdanningssystemene.

    Som tilleggsoppdrag til denne studien, ble det i 2010 under det danske formannskapet i Nordisk ministerråd, tatt initiativ til ytterligere to studier om henholdsvis de praktisk musiske fag og de nordiske lands arbeid med talentutvikling og kreativitet i relasjon til naturvitenskap.

    Studiene er en del av Nordisk ministerråds globaliseringsprosjekt "En god opplæring til ungdom og voksne" som har som ett av fire delmål å fremme kreativitet, innovasjon og entreprenørskap i utdanningen.

    Studiene er gjennomført under ledelse av Universitet i Nordland, Norge, på oppdrag fra Nordisk ministerråd.

  • 325.
    Davidsson, Jens
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Nyberg, Jimmy
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Fyra nyanser av matematik: En kvantitativ studie av olika matematikuppgifter på lågstadiet2017Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här studien är att förmedla hur fördelningen av representationsformer förekommer inom utvalda läroböcker i årskurserna 1–3. Studien har även som syfte att analysera hur den konkreta representationsformen framkom i läroböckerna. Forskningsfältet anser att läroböckerna behöver förankras till något som har koppling till elevernas vardag. Genom att arbeta med olika representationsformer får elever verktyg för att kunna tolka, lösa och förstå olika matematiska områden. Studiens frågeställningar besvaras genom en kvantitativ innehållsanalys där totalt tolv läroböcker, fördelade i fyra olika serier, sammanställdes. Resultatet visade att den abstrakta representationsformen var den mest förekommande, sett både över respektive serie som årskurs. De övriga representationsformerna visade sig få allt mindre fördelning sett över respektive serie som årskurs. Den konkreta representationsformen förekom allra minst i läroboken. Studien visade att denna representationsform oftast förekom inom kunskapsområdena geometri och taluppfattning. Här var det vanligast att begrepps-, metod- och resonemangsförmågan tränades med hjälp av pedagogiska material. Studien visade att läroböckerna i analysen hade en ojämn fördelning när det kommer till fördelningen av representationsformer

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  • 326.
    Dietmann, Katarina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Matematik i förskoleklass – hur gör vi?: En fallstudie2016Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Nya direktiv och riktlinjer är på gång för förskoleklassverksamheten. Syftet med denna studie är dels att beskriva matematiken i förskoleklass vilka matematiska aktiviteter, spontana och styrda, eleverna får möta och engagera sig i under en vecka. Syftet var också att genom intervjuer med främst förskoleklasslärare utforska vilka möjligheter, hinder och utmaningar som finns för förskoleklasslärarna när de ska bedriva matematikaktiviteter och arbeta förebyggande i matematik för att undvika att elever får matematiksvårigheter. För att uppnå detta genomfördes en fallstudie på en skola med tre förskoleklasser. En veckas observation i en av förskoleklasserna genomfördes, intervjuer med alla förskoleklasslärare verksamma på skolan samt en fritidsledare och två förskollärare på två förskolor som låg nära skolan.

    Undersökningen visar att eleverna i förskoleklass under en vecka möter och engagerar sig i flera olika matematiska aktiviteter, både spontana och styrda. I studien framkom det en enighet hos förskoleklasslärarna att ett hinder är att huvudman inte har satsat på fortbildning i matematik för förskoleklasslärarna, samt att informationen brister från huvudman till förskoleklasslärarna om nya direktiv och riktlinjer som rör förskoleklass. Det framkommer i studien att det finns flera möjligheter att bedriva matematik och arbeta förebyggande då nästan alla har förskolutbildning och skolan har bra material och miljö inomhus och utomhus. Det är en möjlighet för det förebyggande arbetet i matematik att specialläraren arbetar i förskoleklass och att det finns tre personal kopplade till varje klass under skoltid. En samstämmighet hos förskoleklasslärarna är att tre utmaningar framöver är att utveckla den röda tråden i matematik från förskoleklass till åk 6, bristen på planeringstid samt hur man på bästa sätt kan tillgodogöra sig varandras erfarenhet och kompetens i kollegiet.

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  • 327.
    Digas Englund, Alexander
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Samuelsson, Amanda
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Att motivera elever iMatematikundervisningen ­- En studie ur ett lärarperspektiv2023Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Denna studie undersöker lågstadielärares aktiviteter och metoder som används i klassrummet med syfte att motivera elever samt lärarnas resonemang kring deras urval. Som datainsamlingsmetoder används både observation och intervju. Det insamlade datamaterialet analyseras sedan med hjälp av Självbestämmandeteorin (SBT). Resultatet visade att lärare i största mån värdesätter relationerna till eleverna och ser det som en ingångsport till att lyckas lära känna och skapa trygghet för eleverna som sedan kan ge möjlighet till att stötta och motivera eleverna. Studien visar även på indikationer att lärare i många fall lutar sig tillbaka på läromedel som får styra undervisningen och därigenom tappas även tydliga genomgångar, målbeskrivning för eleverna och tydliga avslut på lektionerna. En annan intressant upptäckt är att lektionerna ofta ser likadana ut trots lärares önskan att differentiera och involvera elevinflytande i större mån.

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  • 328.
    Due, Karin
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Who is the competent physics student?: A study of students’ positions and social interaction in small-group discussions2014In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, ISSN ISSN 1871-1502, EISSN 1871-1510, Vol. 9, no 2, p. 441-459Article in journal (Refereed)
    Abstract [en]

    This article describes a study which explored the social interaction and the reproduction and challenge of gendered discourses in small group discussions in physics. Data for the study consisted of video recordings of eight upper secondary school groups solving physics problems and 15 audiotaped individual interviews with participating students. The analysis was based on gender theory viewing gender both as a process and a discourse. Specifically discursive psychology analysis was used to examine how students position themselves and their peers within discourses of physics and gender. The results of the study reveal how images of physics and of ‘‘skilled physics student’’ were constructed in the context of the interviews. These discourses were reconstructed in the students’ discussions and their social interactions within groups. Traditional gendered positions were reconstructed, for example with boys positioned as more competent in physics than girls. These positions were however also resisted and challenged.

  • 329.
    Due, Karin
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Skoog, Marianne
    School of Humanities, Education, and Social Sciences, Örebro University, Örebro, Sweden.
    Areljung, Sofie
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Ottander, Christina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Sundberg, Bodil
    School of Science and Technology, Örebro University, Örebro, Sweden.
    Teachers’ conceptualisations of science teaching–obstacles and opportunities for pedagogical continuity across early childhood school forms2023In: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463, Vol. 31, no 3, p. 790-805Article, review/survey (Refereed)
    Abstract [en]

    This study aims to contribute knowledge about obstacles and opportunities for pedagogical continuity in science across early childhood education. We use activity theory to analyse individual interviews and group meetings with teachers from preschool (age 1–5), preschool class (age 6) and grade 1–3 (age 7–9) in three Swedish school units. The teachers’ descriptions of their science teaching indicate both obstacles and opportunities for pedagogical continuity. For example, all teachers want to establish an interest in, and foster a caring attitude to nature, a similarity that facilitates continuity. However, some crucial differences indicate obstacles. There is a shift concerning ownership; from following children’s initiatives in preschool in bodily and play based experiences towards an emphasis on pre-planned content, verbal knowledge and written documentation in grade 1–3. Our findings also suggest that teachers lack knowledge about each other's teaching and curricula. Hence, the conditions for pedagogical continuity largely rest upon what children share in the science class. We argue that there is need for an in-depth exchange of experiences, regarding content, teaching methods and frame factors, between teachers from different school forms.

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  • 330.
    Due, Karin
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Tellgren, Britt
    Örebro universitet.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Analysing preschool teachers' talk about science activities: focusing perceptions of science for preschool from two different analytical perspectives2014Conference paper (Refereed)
  • 331.
    Due, Karin
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Tellgren, Britt
    örebro universitet.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Ottander, Christina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Sundberg, Bodil
    Örebro univ, NT-akademin.
    Inte som i skolan - pedagoger positionerar naturvetenskap i förskolan: Preschool teachers talk about science – Positioning themselves and positioning science2018In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, no 4, p. 411-426Article in journal (Refereed)
    Abstract [en]

    This article discusses how preschool teachers, who include a scientific content in their practice, describe their practice and their view of science in preschool. The study is based on 20 interviews in 9 Swedish preschools. The theoretical and analytical framework combine "communities of practice"(Lave & Wenger) and "positioning theory" (Harré & Langehove). The stories reveal a strong position for the pre-school curriculum and traditions. A prominent storyline is that Science in preschool is something different from science in school. This includes an anti-authoritarian view with a focus on "the competent child". The preschool teachers affirm fantasy, creativity and intuition as a part of science and they position science as easy to access. They also position themselves as pedagogues competent to manage science in preschool. One of the dilemmas is about letting children’s interests and initiatives drive the activities while educators curriculum- based goals have certain intentions to fulfill.

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  • 332.
    Dusky, Karin
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Sambandet mellan klassrumsmiljön och elevers språkutveckling2022Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study has been to gain knowledge about how a good classroom environment is connected to pupils' language development. Language development is necessary for pupils and in order for it to be constantly developed, a good classroom environment is desirable. The study has been based on the questions What leadership skills do teachers use to promote a calm and good classroom environment? and How do teachers think about the connection between a good classroom environment and pupils’ language development? The study has been carried out with qualitative methods and five interviews were conducted with different teachers from the country where they have talked and discussed about their thoughts on the subject. The results showed that the teachers believed that the classroom environment is strongly linked to pupils' language development and that it is necessary for the teachers to create good relationships with their pupils in order to create a good classroom climate. Teachers should therefore constantly strive to create good relations with their pupils as it provides good conditions for creating a good learning climate. Overall, the teachers considered that the striving to create a good learning environment can be complex, but an active leadership of the teacher is necessary where good relationships with pupils are a central part. The teachers also considered that a good classroom environment bring better language development among pupils, therefore, a good classroom environment is necessary so the teacher can be able to conduct a teaching that provides the conditions for good language development.

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  • 333.
    Dyrvold, Anneli
    et al.
    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).
    Bergqvist, Ewa
    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.
    Österholm, Magnus
    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.
    Uncommon vocabulary in mathematical tasks in relation to demand of reading ability and solution frequency2015In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 20, no 1, p. 5-31Article in journal (Refereed)
    Abstract [en]

    This study reports on the relation between commonness of the vocabulary used in mathematics tasks and aspects of students’ reading and solving of the tasks. The vocabulary in PISA tasks is analyzed according to how common the words are in a mathematical and an everyday context. The study examines correlations between different aspects of task difficulty and the presence of different types of uncommon vocabulary. The results show that the amount of words that are uncommon in both contexts are most important in relation to the reading and solving of the tasks. These words are not connected to the solution frequency of the task but to the demand of reading ability when solving the task.

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  • 334.
    Dådring Jones, Maja
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    ”Okej, nu börjar ni vara trötta så jag läser för er en stund”: Är högläsning en vilostund eller en förberedd aktivitet i skolan?2017Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här studien är att undersöka vilken funktion högläsning har i de lägre skolåren. Studienundersöker även om lärarna planerar sina högläsningsstunder samt hur mycket utrymme högläsningen fåri klassrummen. Studien är kvantitativ med kvalitativa inslag och den utgår från lärarnas perspektiv. För attsamla in empiriska data används en enkät som lärare får möjlighet att besvara online. I resultatetframkommer det att vila och språkutveckling är det som lärarna beskriver som högläsningens främstafunktioner. Det framkommer även att majoriteten av lärare inte planerar sin högläsning. De flesta läraresvarar att de även önskar att de högläste mer ofta än de 40–100 minuter per vecka som resultatet visar attde gör idag.

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  • 335.
    Edlund, Sofia
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Norberg, Elvira
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Elevers läsmotivation i årskurs 3 - en kvalitativ studie som behandlar vad som motiverar elever att läsa2023Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien var att få fördjupade kunskaper om vad som motiverar elever att läsa. Studiens metod bestod av semistrukturerade fokusgruppsintervjuer med elever i årskurs 3 som deltagare. Studien baserades på tidigare forskning om läsmotivation samt självbestämmandeteorin som behandlar inre och yttre motivation. Resultatet visade att elevernas läsintresse kunde kopplas till antingen inre eller yttre motivation, där samband kunde ses inom de olika motivationerna. Eleverna med inre motivation visade antingen ett intresse för själva läsaktiviteten eller intresse för ett specifikt ämne att läsa om. Eleverna med yttre motivation läste i sin tur av anledningen att de kände sig tvingade till det, för att undvika oönskade konsekvenser eller för att få belöningar. Dessutom visade resultatet att eleverna hade tankar om hur undervisningens sammanhang kan utformas för att deras motivation till att läsa ska öka. Eleverna beskrev bland annat att deras läsintresse skulle öka om de fick besöka ett nytt bibliotek eller fick tillgång till ett bredare urval av böcker. 

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  • 336.
    Edlund, Viktoria
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Blomberg, Ida
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Formativ bedömning i matematik i årskurs 4-6: En studie om matematiklärares användning av formativ bedömning2017Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Tidigare forskning visar att formativ bedömning har en positiv effekt på elevers lärande ochutveckling, men på grund av att den svenska skolan blir mer resultatinriktad blir det svårare attanvända formativ bedömning. Syftet med vårt examensarbete är att ta reda på hur matematiklärarearbetar med formativ bedömning i undervisningen. Med hjälp av 72 enkätsvar och intervjuer med 5lärare har vi fått svar på våra frågor. Frågorna handlar om hur formativ bedömning används imatematikundervisningen i årskurs 4–6, och hur lärare motiveras genom self-determination theorytill att arbeta, eller inte arbeta, med formativ bedömning. Resultatet visar att formativ bedömninganvänds i stor utsträckning i matematikundervisningen, och att lärare drivs framför allt av en yttremotivation för att arbeta med formativ bedömning. Många olika arbetssätt för formativ bedömninganvänds av lärare i matematikundervisningen. Muntlig feedback är det arbetssätt som används av flestinformanter.

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  • 337.
    Edmonds-Wathen, Cris
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Indigenous language speaking students learning mathematics in English: Expectations of and for teachers2015In: Australian Journal of Indigenous Education, ISSN 1326-0111, E-ISSN 2049-7784, Vol. 44, no 1, p. 48-58Article in journal (Refereed)
    Abstract [en]

    Effective mathematics teaching for Indigenous language speaking students needs to be based on fair expectations of both students and teachers. Concepts of ‘age-appropriate learning’ and ‘school readiness’ structure assessment expectations that entire cohorts of Indigenous language speaking students are unable to meet. This institutionalises both student and teacher failure, as both are exhorted to meet unachievable expectations. The voices of teachers teaching in a very remote school provide insight into teachers’ responses to the mismatch between the system expectations and the teaching context. Teacher interviews in a small Northern Territory school, conducted within an ethnographic study, showed that teachers’ decisions regarding the level of mathematics curriculum taught were informed by students’ prior learning and by the language dynamic in their classrooms. The need and pressure to teach Standard Australian English also affected how mathematics was taught. This leads to a reformulation of the concept of school readiness to ask how schools can be more ready for their Indigenous language speaking students in terms of preparing and supporting teachers.

  • 338.
    Edmonds-Wathen, Cris
    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. Charles Darwin University.
    Route description in Iwaidja: grammar and conceptualisation of motion2016In: PNA, ISSN 1886-1350, E-ISSN 1887-3987, Vol. 11, no 1, p. 53-74Article in journal (Refereed)
    Abstract [en]

    This study focussed on the effect of grammar of Iwaidja, an indigenous Australian language, on mathematical conceptualisation. It investigated route description in Iwaidja. Spatial concepts such as direction, height and movement in relation to another object are briefly described using examples. Differences between English and Iwaidja are used to illustrate the some of the impact of grammar on mathematical conceptualisation. The implications are discussed in terms of how understanding these grammatical features can help teachers, especially when children are not fluent in the language of instruction, as well as providing keys to cross-linguistic investigations of mathematical cognition.

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  • 339.
    Edmonds-Wathen, Cris
    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).
    Bergqvist, Ewa
    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.
    Österholm, Magnus
    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).
    Comparing mathematics tasks in different languages2016In: Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education / [ed] Csíkos, C., Rausch, A., & Szitányi, J., Szeged, Hungary: PME , 2016, Vol. 1, p. 151-151Conference paper (Refereed)
  • 340.
    Edmonds-Wathen, Cris
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Bino, Vagi
    University of Goroka, Papua New Guinea.
    Changes in expression when translating arithmetic word questions2015In: Proceedings of the International Groups for the Psychology of Mathematics Education, ISSN 0771-100X, Vol. 2, p. 249-256Article in journal (Refereed)
    Abstract [en]

    Teaching and assessing mathematics in Indigenous languages which do not have developed school mathematics registers may require teachers to translate word questions from a source language into their own language. Differences may occur between the source and the translation due to semantic and syntactic requirements of the target languages and for other reasons during the translation process. We present examples of some translations by teachers of word problems from English into languages of Central Province, Papua New Guinea. Even simple statements can contain multiple changes in translation. Some statements may be difficult or impossible to translate while retaining a comparable mathematical difficulty.

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  • 341.
    Edskär, Kajsa
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Ungsgård, Jennie Margareta
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Eleverna som glöms bort - Tio pedagogers beskrivningar av deras arbete med särskilt begåvade elever2020Independent thesis Basic level (university diploma), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Fem procent av eleverna i den svenska skolan kan antas vara särskilt begåvade inom ett eller flera ämnen. Dessa elever är något som det sällan pratas om, varken i samhället i stort eller bland lärare. Syftet med detta arbete är att lyfta och synliggöra dessa elevers skolsituation. Detta har gjorts genom intervjuer med tio pedagoger utifrån hur de beskriver sin kunskap och sitt arbete gällande identifiering och anpassningar. Även pedagogernas syn på möjligheter och utmaningar som finns runt att undervisa dessa elever har synliggjorts. Intervjuerna analyserades utifrån tidigare forskning samt litteratur för att få en samlad bild av de intervjuade pedagogernas kunskaper. Resultaten visar på stora kunskapsluckor hos en majoritet av informanterna. Trots detta går det att urskilja stora skillnader mellan de deltagande pedagogernas kunskaper gällande identifiering och anpassningar för särskilt begåvade elever.

  • 342.
    Edström, Charlotta
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Gör det någon skillnad?: Tre arbetslags arbete med jämställdhet i förskolanManuscript (preprint) (Other academic)
    Abstract [en]

    The study, which is based on documentation and interviews with nine pedagogues from three work-teams in three preschools, aims to enhance our knowledge of preschool pedagogues’ constructions of and work to achieve gender equality among the children. It is argued that gender equality is mainly constructed as a preschool issue, with girls and boys treated either as individuals or as groups of opposites. In the latter case, in order for the genders to be equal, the girls’ group is directed to be stronger, braver and more independent and the boys’ group is encouraged to be more socially and linguistically competent. The study also found clear local variations.

  • 343.
    Edström, Charlotta
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Is there more than just symbolic statements?: Gender equality as part of Swedish state educational politics2005In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, no 3, p. 103-130Article in journal (Other academic)
    Abstract [en]

    Sweden is, in terms of gender equality, a country with an international reputation as a progressive country. This paper reports on an analysis of gender equality as part of Swedish state educational politics with a special focus on early years’ education. The first part of the paper is an introduction while the second part concentrates on the documentary analysis itself with the focal point being the period 1994–2004. The Swedish version of gender equality, jämställdhet, is visible in policy statements in different documents. Some statements are in line with more feminist interpretations while the formulations in the legally binding documents tend to be more open-ended. Concrete state measures aimed at achieving gender equality are generally more limited. Two stable foci are: getting more male staff into early years’ education and more girls into science and engineering. The mid 1990s onwards saw an increased emphasis on early years’ education and on gender equality.

  • 344.
    Edström, Charlotta
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Lite vid sidan om den kommunala ordningen: En analys av fyra kommuners arbete med jämställdhet i förskolan2009In: Genus i förskola och skola: Förändringar i policy, perspektiv och praktik / [ed] Inga Wernersson, Göteborg: Acta Universitatis Gothoburgensis , 2009, p. 43-59Chapter in book (Other academic)
  • 345.
    Edström, Charlotta
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Preschool as an arena of gender policies: The examples of Sweden and Scotland2009In: European Educational Research Journal, E-ISSN 1474-9041, Vol. 8, no 4, p. 534-549Article in journal (Refereed)
    Abstract [en]

    As many countries of the Organisation for Economic Co-operation and Development have developed more universal provision for early childhood education during the last decades, preschool increasingly has become a central policy arena. Gender politics, especially with an aim to promote female labour market participation, but also policies addressing children and preschool staff, constitute one vital aspect. This article analyses staff responsibilities for promoting gender equality inpreschool in Sweden and Scotland. These countries represent different welfare regimes, but also display common features, both influenced by tradition and recent transnational policies and discourses. Based on national policy documents from 1970 to the early 2000s, this study shows that gender equality has continuously been brought up in the Swedish context since the 1970s, but entered the Scottish context at a later stage. Since the late 1990s, such questions have been addressed in both countries. In both cases, teachers are constructed as role models who should promote certain gender values and provide children with opportunities. The Swedish curriculum places more emphasis on similarities between girls and boys, while the Scottish counterpart tends to emphasize difference more, paying attention to boys and the need for male role models. Scottish gender policies are influenced by the travelling discourse of ‘the boys’ underachievement crisis’, whereas Swedish gender policies in preschool demonstrate little of this.

  • 346.
    Edström, Charlotta
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Samma, lika, alla är unika: En analys av jämställdhet i förskolepolitik och praktik2010Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this thesis is to describe, critically analyse and provide information about gender equality in Swedish preschools, in relation to policy and practice. The main focus is on pedagogues’ gender equality work with children. The study includes a comparison between state gender equality policy in Scottish and Swedish preschools. The theoretical starting point for the analysis is a policy and gender perspective. Based on Bacchis’ (1999) and Marshalls’ (1997) work suggesting that gender equality policy issues and problems are socially constructed, a contrasting analytical framework is devised and used in the analysis. The main emphasis in the analysis of gender equality constructions is on underlying assumptions, competing constructions and “areas of silence”, relating to what is missing from a gender perspective. There is also some consideration of the agreement between constructions and concrete measures.

    The time-period studied was from the end of the 1960s onwards; emphasis was placed on the last fifteen years. The main empirical data consists of: Swedish and Scottish state official policy documents and interviews with Scottish researchers; Swedish local authority official documents and interviews with local authority officials from four municipalities; and interviews with pedagogues from three work-teams in three preschools. This information is complemented with documentation about the preschools’ gender equality work.

    In state preschool policy, pedagogues are depicted both as part of the solution to the gender equality problem but also part of the problem because there are “too few men”. Local authorities consider that pedagogues need more knowledge about gender equality. The pedagogues themselves make a distinction between the past, when their treatment of children was founded on gender-based stereotypes, and the present, in which they are aware but need to keep up the work.

    In both Swedish preschool policy and practice, gender equality has mainly focused on treating girls and boys similarly, based on assumptions that this is desirable; and this is still the approach. This similarity discourse has been quite constant in Swedish state policy since the 1960s. One exception, however, was the attention to biological differences which gained influence in the mid 1990s in policies mainly relating to compulsory schooling. Gender equality is, with respect to both policy and practice, largely constructed as a pedagogical preschool issue. Discussions about wider society mainly concern the public sphere and the labour market, whilst the private sphere is seldom considered. Children are mainly positioned as “girls” or “boys” and as recipients of pedagogues’ gender equality measures. In general, little consideration is given to hierarchies and variations among groups of girls or boys, or about intersections between gender and other socially constructed categories. Intersections were most clearly visible in practice, especially in one preschool studied; they concern gender equality, age and space. Issues concerning power and gender order are usually missing, and there seems to be a clear influence of gender role theories.

    Even though there is clear current emphasis on increased similarities, there is a tension concerning whether gender equality is about treating everybody exactly the same, treating everybody in quite similar ways or treating children as unique individuals. This also involves a tension relating to whether gender equality concerns girls and boys as individuals, or as groups, or both. The study demonstrated that the emphasis on gender equality is stronger in the constructions than in concrete measures. In practice, work-teams’ discussions about gender equality were more nuanced than the somewhat compensatory methods that these practitioners applied during their work with the children.

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  • 347.
    Edström, Jonna
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Johansson Gunnarsson, Olivia
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Helklassundervisning för att främja ett dynamiskt mindset - En intervjustudie med konkreta exempel från det svenska matematikklassrummet2023Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Mindset har en stor inverkan på elevens tilltro till sin förmåga och är avgörande för dennes inställning till ämnet matematik. Läraren har i uppdrag att planera sin undervisning så att samtliga elever får en möjlighet att utveckla ett dynamiskt mindset för att på så vis finna glädjen och bli framgångsrika inom ämnet. Studien syftade till att öka kunskapen om hur lärare arbetar med helklassundervisningen i matematik på mellanstadiet för att främja ett dynamiskt mindset. Utifrån intervjuer beskrev sex verksamma matematiklärare på mellanstadiet hur de arbetar med klassrumsklimat, aktiviteter och feedback för att främja ett dynamiskt mindset hos eleverna. Studien resulterade i att klassrumsklimatet bör bidra till att eleverna känner sig trygga för att på så vis våga ta plats i klassrummet och bli bekväma med att misslyckas och se detta som en naturlig del av lärandet. Resultatet visade även att praktiska övningar är framgångsrikt i arbetet för ett dynamiskt mindset, samt att läraren bör ge feedback som är konkret, positiv och framåtsyftande.

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  • 348.
    Ehrling, Fredrik
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Motivation i matematik ur ett lärarperspektiv åk 5-62019Independent thesis Basic level (university diploma), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Matematik är ett av grundskolans kärnämnen, och matematiska kunskaper är avgörande för att människan ska klara vardagen i det moderna samhället. Elever är olika motiverade att lära sig matematik, och lärare har olika sätt att arbeta för att motivera dem. Studien syftar till att belysa hur lärare ser på motivation i matematikämnet och vad lärare gör för att motivera sina elever och därigenom få dem att fördjupa ämneskunskaperna. Förväntan-värde-teorin (expectancy-value theory) delar upp motivation i inre värde, nyttovärde, personligt värde och kostnad. Med den teorin som grund har jag med kvalitativ metod intervjuat lärare. Analysen av materialet visar att det är viktigt att läraren har förtroende för eleverna och en realistisk förväntan på vad eleverna redan kan i matematikämnet. Nyttovärdet betonas mest och kopplas ofta till läroplanens syfte med matematikämnet.

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  • 349. Ekborg, Margareta
    et al.
    Ideland, Malin
    Lindahl, Britt
    Malmberg, Claes
    Ottander, Christina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Rosberg, Maria
    Samhällsfrågor i det naturvetenskapliga klassrummet2012Book (Other academic)
  • 350.
    Ekborg, Margareta
    et al.
    Malmö högskola.
    Ottander, Christina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Working with socio scientific issues in secondary school: Students’ learning in a case about global warming2010Conference paper (Refereed)
    Abstract [en]

    In this study we report about secondary school (age 14- 15) students’ learning when working with a socio-scientific case - Me, my family and global warming. 27 students in five groups answered a test after 9 hours of teaching. The test included four questions about conceptual understanding, one question about applying knowledge, two questions about asking questions to one researcher and one politician and one question about resources’ trustworthiness. We also audio recorded the students’ poster presentations and performed three focus group interviews after the work. The students were presented an advertisement for a green car as a starting point for the discussion.

    In the data we identified the students’ conceptual understanding. We then used four aspects in competence for SSI defined by Sadler et al. (2007): Recognizing the complexity of SSI, examining issues from multiple perspectives, appreciating that SSI are subject to ongoing inquiry and exhibiting skepticism when presented potentially biased information. Then we constructed a matrix to define three levels of these aspects.

    The students worked with the simple questions in the case, e.g. comparing how their families travel. Most groups however, did not carefully examine the issue, i.e. they failed to identify it as a SSI-case with complexity and different levels of conflicts. The test results showed that the students know that emissions from a car have weight and they all know that carbon dioxide is released when a car drives and when oil is combusted, but they did not seem to have the basic conceptual understanding of the chemical reaction. Three of the five groups did recognize a need for inquiry but they did not use the information they got to make any decision. The students showed no skepticism to the information they found. Neither were they prepared to ask questions with a high degree of complexity. Most questions were on a personal level. To conclude, the students increase their scientific content knowledge somewhat during the work with the case but the outcome of the case is not very encouraging when it comes to cover aspects of nature of science in the curriculum.

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