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  • 51.
    Angervall, Petra
    et al.
    Institutionen för pedagogik och specialpedagogik, Göteborgs universitet.
    Gustafsson, Jan
    Institutionen för pedagogik och specialpedagogik, Göteborgs universitet.
    Silfver, Eva
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Akademisk karriär i sociala nätverk2013In: Kön och karriär i akademin: en studie inom det utbildningsvetenskapliga fältet / [ed] Elisabeth Öhrn & Lisbeth Lundahl, Göteborg: Acta Universitatis Gothoburgensis, 2013, p. 124-142Chapter in book (Other academic)
  • 52.
    Angervall, Petra
    et al.
    Inst. för pedagogik och specialpedagogik, Göteborgs universitet.
    Gustafsson, Jan
    Inst. för pedagogik och specialpedagogik, Göteborgs universitet.
    Silfver, Eva
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Gendered networks in academia2011Conference paper (Refereed)
    Abstract [en]

    This paper takes as a starting point the complexities and proposed changes of contemporary power relations within academia recognised throughout the Western world. For example, it is said that ‘traditional’ gender relations are losing ground as growing numbers of women position themselves in e.g. educational research (Murray & Maguire, 2007; Arnesen et al., 2008; HSV, 2008). However, the pattern is still that men occupy more senior positions (Ducklin & Ozga, 200; Kurtz-Costes et al., 2006; Silander, 2010). Notwithstanding, institutions are influenced by a growing performative discourse, which might affect the dominating power and gender relations in research work (Acker, 2008). Our paper presents preliminary findings from a Swedish research project, Gender and career in academia, the main aim of which is to develop knowledge about gender and other power relations within universities. Six academic institutions were selected to present a variety of departments of education/educational sciences according to location, size, major orientation, traditions, and externally funded research. We also interviewed approximately 120 doctoral students and junior researches, in order to map structures, positions and relations within research groups, and in doctoral programmes (Smith, 2005). Theoretically, we draw on Ball’s (2008, 2009), Rhodes’ (1997) and Newman’s (2001) ideas of governance and networks in institutional contexts. It is argued that academic institutions, departments and milieus vary with regard to social and economic capital (Bourdieu, 1986; Field, 2009; Lin, 2002), used as resources for power. These resources promote certain networks and groups before others, they condition scientific interests, and how positions are given and ordered, i.e. they enable different careers. We further agree with Connell (1996, 2002) and others who underline that gender can be performed differently depending on contexts, i.e. the power and gender regimes do not automatically follow the prevalent gender order. In this paper we focus on one of the six selected academic institutions. The aim is to show how individual and collective resources are provided and used from a power and gender perspective. A preliminary analysis shows that subject discipline, research traditions and external funding influence junior researchers’ possibilities to access horizontal and vertical networks and other career productive resources. Also, former supervisors are found to act as gatekeepers to networks and capital which condition career paths. Notions of gender and other social categories impact on junior researchers’ possibilities to be seen as ‘promising’ researchers with potentials to make a successful career. The analysis also illustrates how positions in the horizontal institutional network tend to affect positions provided by the vertical network. Resources (social, economic) used and provided in the horizontal network are often needed in order for the researcher to be admitted into the vertical network. Further, aspects of trust play an important role in the process, where institutional networks and different positions are established. We also argue that many vertical networks promote performativity and thereby exclude those (often women) lacking legitimacy and certain resources for power.

  • 53.
    Angervall, Petra
    et al.
    Inst. i pedagogik och specialpedagogik, Göteborgs universitet.
    Gustafsson, Jan
    Inst. i pedagogik och specialpedagogik, Göteborgs universitet.
    Silfver, Eva
    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).
    Policy and governance in academic networks2011Conference paper (Refereed)
  • 54.
    Anna T, Danielsson
    et al.
    Uppsala universitet.
    Berge, Maria
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Lidar, Malena
    Uppsala universitet.
    Svensson, Maria
    Göteborgs universitet.
    Östman, Leif
    Uppsala universitet.
    Ingerman, Åke
    Göteborgs universitet.
    Power and Knowledge in the Technology Classroom: The Development and Illustration of a Conceptual Framework2014Conference paper (Refereed)
    Abstract [en]

    This paper explores the constitution of power and knowledge in science and technology classrooms. A deepened examination of the teaching of science and technology is partly motivated by these subjects high status in society, how they portrayed as crucial both for the individual, in order to function in an increasingly technologically advanced society, and for the society at large, while finding it increasingly difficult to attract interest among the youth. In the Swedish context, where this research is carried out, it can further be noted that while the country is top-ranked on a number of equality indices and in general has a reputation that highlights its commitment to eradicating social inequalities, the labour market is still highly gender segregated and in university educations focused on the physical sciences and engineering men are substantially overrepresented (Nyström 2009, Alexandersson 2011). This somewhat paradoxical situation further motivates studies of how science and technology are constructed in and beyond the classroom in Sweden, since often cited reasons to women's underrepresentation in science and technology in, for example, the U.S., such as the legislation regarding parental leave and the tenure clock (Rosser 2012), is much less applicable to the Swedish context. In our research project we take a particular interest in a period where research show that many students lose interest in science and technology, namely the last years of compulsory schooling (cf. Lindahl 2003, Archer et al. 2010). By a deepened exploration of how power and knowledge interrelate in moment-to-moment interactions in the classroom we therefore hope to provide some additional clues as to how micro-inequalities, adding up to patterns of exclusion in science and technology (Rosser 2012), occur in the classroom context.

    The aim of this paper is to develop and illustrate the use of a conceptual framework for exploring how power relations are constituted in the technology classroom – in terms of what Foucault (1982/2002) conceptualises as 'actions upon actions' (p. 340) – by the research questions:

    1)      How are teacher actions communicating how and what knowledge is privileged in the classroom?

    2)      How is this knowledge privileging establishing power relations, in terms of possibilities for student actions?

  • 55. Anna T, Danielsson
    et al.
    Lidar, Malena
    Berge, Maria
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    The enactment of power within ‘didactical contracts’ of classroom teaching2015Conference paper (Other academic)
    Abstract [en]

    This paper reports on an empirical exploration of the constitution of power and knowledge in science and technology classrooms. A deepened examination of the teaching of science and technology is partly motivated by these subjects high status in society, how they are portrayed as crucial both for the individual, in order to function in an increasingly technologically advanced society, and for the society at large, while finding it increasingly difficult to attract interest among the youth . We are interested in how (instances of) teacher-student interaction can be understood as simultaneously contributing to meaning making and producing power relations. The empirical design is based on a purposive sampling of classrooms. The paper draws on three video recorded case studies of physics and technology teaching, with students in the ages 14-17. The analysis is focused on how actions initiated by the teachers (analysed in terms of epistemological moves (Lidar et al. 2006)) and the responses to these actions are functional in constituting a ‘didactical contract’ (Brousseau & Warfield 1999). In our paper we contrast the didactical contracts for the three studied classrooms, and discuss how power relations must be understood as integral to these contracts. Furthermore, a key concern in the analysis is to take the situatedness of the studied classroom seriously, by theoretically and empirically acknowledging that these classrooms are by no means isolated from surrounding structural factors (e.g. gendered disciplinary and societal norms). How to address this concern is something we are keen to discuss during the conference.

  • 56.
    Anna T, Danielsson
    et al.
    Uppsala universitet.
    Lidar, Malena
    Uppsala universitet.
    Berge, Maria
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Svensson, Maria
    Göteborgs universitet.
    Östman, Leif
    Uppsala universitet.
    Ingerman, Åke
    Göteborgs universitet.
    Studying Power and Knowledge in the Technology Classroom: Towards a Conceptual Framework2014Conference paper (Refereed)
    Abstract [en]

    This paper reports on an empirical exploration of the constitution of power and knowledge in science and technology (S&T) classrooms. A deepened examination of the teaching of S&T is partly motivated by high status of these subjects in society, how they are portrayed as crucial both for the individual, in order to function in an increasingly technologically advanced society, and for the society at large, while finding it increasingly difficult to attract interest among the youth. The aim of this paper is to develop and illustrate the use of a conceptual framework for exploring how power relations are constituted in the technology classroom – in terms of what Foucault (1982/2002) conceptualises as ‘actions upon actions’ (p. 340) – by the research questions: 1) How are teacher actions communicating how and what knowledge is privileged in the classroom? 2) How is this knowledge privileging establishing power relations, in terms of possibilities for student actions? The conceptual framework makes use of practical epistemological analysis (Wickman & Östman 2002) as an analytical tool for describing teacher actions that involves a privileging of a certain educational content. Furthermore, it also utilises an adaptation of Brousseau’s (1997) concept ‘didactical contract’ that includes a Foucauldian conceptualisation of power. The empirical design relies on a purposive sampling of classrooms, documenting classroom activities using video recordings. This paper will illustrate the use of the conceptual framework, by an analysis of a case of three lessons in one Swedish technology classroom in grade 8. The topic of these lessons concerns solid and stable constructions. The pupils work in smaller groups with construction of bridges, a very common activity when working with this topic in Swedish classrooms. The first stage of the analysis focuses the actions initiated by the teacher, through the identification of epistemological moves (Lidar et al. 2006), such as instructional or confirming moves. In a second stage, the analysis focuses on how these ‘moves’ are functional in constituting a ‘didactical contract’, that is ‘the (specific) set of behaviours of the teacher which are expected of the students and the set of behaviours of the student which are expected by the teacher’ (Brousseau & Warfield 1999, p. 47). In summary, we argue that the investigation of how power and knowledge interrelate in moment-to-moment interactions in the classroom may provide additional clues to how micro-inequalities, adding up to patterns of exclusion in S&T (Rosser 2012), occur in the classroom context.

  • 57.
    Arab, Julia
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Läromedelsanalys - En studie om vilka metoder läromedel förmedlar för ökad läsförståelse i svenska för årskurs 3.2022Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Denna studie syftar till att ge en fördjupad kunskap kring vilka metoder läromedel förespråkar för ökad läsförståelse i ämnet svenska för årskurs 3. Studien omfattar en innehållsanalys av två läromedel i svenska som används i årskurs 3. Resultatet har diskuterats utifrån tidigare forskning och den sociokulturell teoribildningen. Utgångspunkt utifrån innehållsanalysen kunde fyra beskrivningskategorier identifieras dessa är nivå frågor, läsförståelsestrategier, sociokulturellt perspektiv och kunskapskraven i årskurs 3 i svenska. Resultatet visar att läromedlen följer läroplanens kunskapskrav till viss utsträckning och att båda läromedlen är ensidig i spridningen angående nivå frågor och läsförståelsestrategier. 

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  • 58.
    Araujo-Cabarcas, Juan Carlos
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Department of Computing Science.
    Engström, Christian
    Department of Mathematics, Linnaeus University, Sweden.
    Wadbro, Eddie
    Umeå University, Faculty of Science and Technology, Department of Computing Science. Department of Mathematics and Computer Science, Karlstad University, Sweden.
    Shape optimization for the strong routing of light in periodic diffraction gratings2023In: Journal of Computational Physics, ISSN 0021-9991, E-ISSN 1090-2716, Vol. 472, article id 111684Article in journal (Refereed)
    Abstract [en]

    In the quest for the development of faster and more reliable technologies, the ability to control the propagation, confinement, and emission of light has become crucial. The design of guide mode resonators and perfect absorbers has proven to be of fundamental importance. In this project, we consider the shape optimization of a periodic dielectric slab aiming at efficient directional routing of light to reproduce similar features of a guide mode resonator. For this, the design objective is to maximize the routing efficiency of an incoming wave. That is, the goal is to promote wave propagation along the periodic slab. A Helmholtz problem with a piecewise constant and periodic refractive index medium models the wave propagation, and an accurate Robin-to-Robin map models an exterior domain. We propose an optimal design strategy that consists of representing the dielectric interface by a finite Fourier formula and using its coefficients as the design variables. Moreover, we use a high order finite element (FE) discretization combined with a bilinear Transfinite Interpolation formula. This setting admits explicit differentiation with respect to the design variables, from where an exact discrete adjoint method computes the sensitivities. We show in detail how the sensitivities are obtained in the quasi-periodic discrete setting. The design strategy employs gradient-based numerical optimization, which consists of a BFGS quasi-Newton method with backtracking line search. As a test case example, we present results for the optimization of a so-called single port perfect absorber. We test our strategy for a variety of incoming wave angles and different polarizations. In all cases, we efficiently reach designs featuring high routing efficiencies that satisfy the required criteria.

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  • 59.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Att undersöka fysikaliska fenomen och kemiska processer utifrån vardagsverb2015Conference paper (Other academic)
    Abstract [sv]

    Det är vanligt att naturvetenskapsteman har namn i form av substantiv, som Skogen, Vatten, Svampar och Kroppen. Här presenteras idén att istället utgå från vardagsverb – som rulla, snurra, balansera, blanda och fastna – i undersökandet av naturvetenskapliga fenomen. Idén att utgå från verb har utvecklats i samarbete med ett pedagogiskt utvecklingscentrum och en förskola och de praktiska exemplen kommer från förskolans arbete med ”rulla, snurra” (fysik) och ”blanda” (kemi). Under presentationen behandlas frågor som: Hur får man fatt i fysikaliska fenomen och kemiska processer i barns samspel med omvärlden? Vilka frågor kan man ställa som blir praktiskt undersökningsbara? Hur kan man arbeta undersökande med flera estetiska uttryckssätt?

  • 60.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. UmSER.
    Capturing the world with verbs: preschool science education beyond nouns and objects2020In: Contemporary Issues in Early Childhood, ISSN 1463-9491, E-ISSN 1463-9491, Vol. 21, no 1, p. 70-82Article in journal (Refereed)
    Abstract [en]

    This article seeks to contribute new perspectives to the ontology and epistemology of preschool science education by exploring the idea of using everyday verbs, rather than nouns, to discern possibilities for science learning in preschool. Herein, the author merges empirical examples from preschools with findings from research on children's noun and verb learning and posthumanist perspectives on matter and concepts. What comes out of the exploration is a radical way of viewing and knowing the world. The verbs trigger a shift from an object-oriented view of the world to seeing action and non-tangible processes and phenomena in one's surroundings. Further, the verbs highlight the potential science learning that emerges in action and in child–matter relations, opening up to preschool science pedagogies that go beyond subjective/objective and concrete/abstract binaries.

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  • 61.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Children and teachers exploring physical phenomena and chemical processes through everyday verbs2015Conference paper (Refereed)
    Abstract [en]

    Our aim with this project is to facilitate inquiry-based science learning in preschool (school form for children aged 1-5 years). The project is conducted in a design-based form, where researcher and practitioners share the problem formulation. Models for teaching are developed in close relation to practice, through several action research cycles. This study ties to Sikder and Fleer’s (2014) research on young children’s developing knowledge in science through everyday concepts. Further, it draws on Lenz Taguchi and Hultman’s (2010) emphasis on children’s powerful relations to places and things. Data is collected through recorded project meetings as well as photos, movies and accounts from practice, and group interviews with teachers. This is analysed in relation to the research question: ''what are the characteristics of a model for teaching that facilitates inquiry-based science learning in preschool?''. We have informed the caretakers about the project and they have given their written consent to our recording children’s activities. Our main finding is the vast range of exploring phenomena in science that teachers have come up with by working with everyday verbs. Starting from verbs appear to help teachers in recognising the scientific phenomena involved in children's interplay with the physical world. Further, the verbs help in formulating questions that can be answered by scientific inquiry, such as: ''what factors are important for how something melts/rolls/blends/glides/sticks?''. Due to these results we aim to further develop the model of verb-based inquiry for the benefit of preservice and in-service teachers.

  • 62.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Creating environments for science in preschool: Five preschool educators and a researcher working on a design-based project2014Conference paper (Refereed)
  • 63.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    How does matter matter in preschool science?2019In: Material practice and materiality: too long ignored in science education / [ed] Catherine Milne, Kathryn Scantlebury, Springer, 2019, p. 101-114Chapter in book (Other academic)
    Abstract [en]

    This chapter examines science practices in Swedish preschools (school form for children aged 1–5 years) in relation to three central themes in Karen Barad's agential realism: "non-human bodies as active agents", "intra-action" and "phenomena before things". Drawing on empirical material from my work with four preschools and one pedagogical development centre, I discuss how evening out hierarchies between human and non-human bodies could affect our thoughts about, and organisation of, science education in preschool. One example in the chapter shows how Barad's idea of regarding phenomena as the smallest onto-epistemological entity relates to teachers' using everyday verbs to identify physical phenomena and chemical processes in children's interplay with the surrounding world. I argue that shifting perspectives from viewing science learning as learning about the material world to learning together with the material world has the potential to empower teachers since it means that science knowledge is not detached from them but is embodied and personal. Evening out hierarchies between the human and non-human does not necessarily change views on science education in one sense – the physical world still in the centre – but in another sense, it does, as teachers and children are entangled with the knowledges produced.

  • 64.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    How does matter matter in preschool science?Manuscript (preprint) (Other academic)
    Abstract [en]

    This chapter explores the implications, for science education, of acknowledging matter as an agentic factor in preschool (Swedish educational setting for children aged 1 to 5 years). Reading empirical data from preschool settings together with Karen Barad’s agential realism, five examples are brought forward to address different aspects of how matter matters to science learning and teaching. These examples include how the ground and time of year matter to the scope of science learning possibilities, how friction and balance emerges in intra-action of a wooden bridge and children, and how modes of expression other than verbal language can be used to extend children’s experiences of rolling. The implications for science teaching are discussed based on the assumption that teacher power matters to what parts of the material world that children have real access to, and what type of intra-actions that are meaningful in preschool settings.

  • 65.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Miljöer för naturvetenskap i förskolan2014Conference paper (Other academic)
  • 66.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Relocalisations and renegotiations: framing a project about science in preschool2016In: 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. 19-30Chapter in book (Other academic)
    Abstract [en]

    The chapter covers my first year of doctoral studies. I reflect on how my experience as a school science teacher comes into play when researching science practice in preschool (children aged 1-5 years). The chapter exposes how literature, a pilot study, and my participation in a larger research project and two graduate schools, have been woven into each other in the framing of my doctoral project. Further it shows why I have refined my research project in order to include the physical environment as an important aspect of science practice in preschool.

  • 67.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Room for discussion?: Examining the role of discussions in students' work with socio-scientific issues2010Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this thesis the students' experiences of science classroom discussions are examined as well as the nature of their discussions and their ability to take different perspectives while working with socio-scientific issues (SSI). Student questionnaires concerning their attitudes towards school science and science in society, a paper-and-pencil test and focus group discussions have been analysed. The results show that students get to discuss during science lessons, and that they learn a lot from doing so. They also show that the SSI work has brought about a lot of discussions, to which students have a positive attitude. When investigating students' written and oral demonstrationsfewexamplesof argument-based discussions or ofperspective-taking ability were found. Based on these results I argue that in-service teacher training should be carried out, focusing how to organise SSI discussions so that they support students' development of concepts and of generic skills.

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  • 68.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Science verbs as a tool for investigating scientific phenomena: a pedagogical idea emerging from practitioner-researcher collaboration2016In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 12, no 2, p. 235-245Article in journal (Refereed)
    Abstract [en]

    This paper communicates the pedagogical idea of approaching scientific phenomena through verbs. The idea has sprung from a collaboration between preschool practitioners and a researcher, addressing science education in preschool (children aged 1-5 years). Drawing on a joint problem inventory, the project group aimed to create a teaching model that supports inquiry-oriented approaches to science, and teachers’ ability of distinguishing chemical processes and physics phenomena in everyday practice. The core idea of the teaching model turned out to be a list of everyday verbs, connected to scientific phenomena. Starting from verbs appear to help teachers to recognise the scientific phenomena in everyday practice. Further, the verbs guide the formulating of questions that can be answered by scientific inquiry, such as: ''what matters to how something melts/rolls/mixes?''.

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  • 69.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Toddlers exploring natural phenomena with teachers as co-researchers2015In: 25th conference of EECERA (European Early Childhood Education Research Association), Barcelona, Spain, 7th-11th September, 2015: abstract book, 2015, p. 329-Conference paper (Refereed)
    Abstract [en]

    The aim of this study is to describe and examine the teachers' strategies when it comes to science education for the youngest children (aged 1-2 years).The study relates to Klaar’s and Öhman’s (2012) research on toddler’s physical, non-verbal, experiences of phenomena in science. Further the study draws on the concept “emergent science” that has been promoted by Siraj-Blatchford (2001) to frame a science education for the youngest that includes providing children with a range of experiences, with phenomena and material. Siraj-Blatchford argues that these experiences are essential to later understanding of scientific explanations. The analysis is based on observations of preschool practice, video recordings, field notes, individual interviews with teachers and a video-stimulated focus group interview with all teachers working in the preschool unit. We have informed the caretakers about the project and they have given their written consent to our recording children’s activities. The main finding of this study is the teachers’ “co-researching” strategies: their holding on to children’s discoveries, their helping children to draw attention to finite parts of the world (such as focusing on the sound of walking on snow), their making way for comparisons (such as the difference between blowing dry and wet autumn leaves away from the palm of your hand), and their ways of interpreting children’s non-oral actions in terms of reasoning and drawing conclusions about relationships in nature. Thereby, the results give important contributions to the field of science education for the youngest children and to what non-verbal science learning could be.

    Klaar, Susanne, & Öhman, Johan. (2012). Action with Friction: A Transactional Approach to Toddlers' Physical Meaning Making of Natural Phenomena and Processes in Preschool. European Early Childhood Education Research Journal, 20(3), 439-454. doi: 10.1080/1350293X.2012.704765

    Siraj-Blatchford, J. (2001). Emergent Science and Technology in the Early Years. Paper presented at the XXIII World Congress of OMEP, Santiago, Chile.

  • 70.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Utanför experimentlådan: kunskapsproduktion, tid och materia i förskolans naturvetenskapsundervisning2017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this thesis is to contribute knowledge on conditions for science teaching in preschool. While Swedish preschool practices commonly build on children’s subjective experiences, scientific knowledge production is often associated with objectivity and detachedness. Seen from that perspective, tensions may occur when the knowledge cultures of preschool and science meet, as when science teaching is implemented in preschool. This thesis seeks to explore issues that are crucial for teachers to negotiate when they implement science teaching in preschool.

    The thesis includes five articles that build on empirical data in the form of teachers’ talk (interviews, focus group discussion, project meetings) and observation data from preschool practice. The data analyses draw on various theoretical perspectives, including communities of practice and feminist critique of science as well as theoretical concepts connected to framing and agential realism.

    The main result is that it is crucial, to teachers’ implementation of science teaching in preschool, that science content is open to children’s contributions. Further, the results show that teachers integrate several different forms of knowledge production when working with science content in practice. For example, observations and systematic investigations are combined with imagination and children’s bodily experiences. This goes against the presumed tensions between the knowledge cultures of preschool and science. However, tensions between the knowledge cultures are indicated by teachers’ unwillingness to interfere with children’s investigative processes or ideas about science content by relating children’s ideas to scientific explanatory models. Seen from a teacher’s perspective, it appears to be unproblematic to leave children’s ideas about science content unresolved, compared to leaving children’s ideas about social relations and other content unresolved.

    Drawing on the results, I discuss teaching beyond the limited material and temporal dimensions of the science box, which emerges as a metaphor when teachers describe a way of teaching that they are not comfortable with. Further, I suggest that the concept working theories, which addresses children’s tentative ideas about relations in their surrounding world, be introduced in preschool science teaching, to ease the perceived conflict between children’s ideas about science and scientific explanatory models.

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  • 71.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Why do teachers adopt or resist a pedagogical idea for teaching science in preschool?2019In: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463, Vol. 27, no 3, p. 238-253Article in journal (Refereed)
    Abstract [en]

    Numerous initiatives are carried out across the world to support science teaching in early childhood education. However, professional development research shows that in order for teaching interventions to bring about successful changes in practice, it is key that teacher’s beliefs, confidence and knowledge change. As a complement to studies showing how teachers change, this article examines why teachers adopt a pedagogical idea for teaching science in preschool. Drawing on Clarke and Hollingsworth’s model for teacher professional growth, the article analyses interviews with teachers that have implemented and developed a pedagogical idea for teaching science in preschool. The results indicate that teachers adopt the pedagogical idea because it helps them to discern and build on science content in everyday practice, which they prefer to their previous way of teaching science through occasional experiments. Further the results show that teachers balance several external influences on what is good preschool pedagogy. The particular pedagogical idea eases that balancing act since it aligns with, and helps teachers to make meaning of, many of these influences.

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  • 72.
    Areljung, Sofie
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS). Umeå University, Faculty of Social Sciences, Department of applied educational science. UmSER.
    Due, Karin
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Ottander, Christina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Skoog, Marianne
    Örebro universitet.
    Sundberg, Bodil
    Örebro universitet.
    The role of children’s drawings in science teaching: A comparison across preschool, preschool class and early primary school2018Conference paper (Other academic)
    Abstract [en]

    Particularly since many children in early childhood education (ECE) (education for children from birth to 8 years) do not yet write, teachers and researchers tend to use children’s drawings to assess their developing science learning. Previous studies show that children’s choices on what to include in their drawings are affected by local cultures of what constitutes a good representation. However, there is a lack of studies that focus on the teacher perspective, in terms of why and how they include drawing activities in their science teaching. Further, there are currently no studies that compare the role of drawings in science teaching across ECE sectors. The study is part of a larger study which aims to to advance our understanding of how to bridge science teaching across ECE sectors (preschool, preschool class, early primary school). Here, our specific aim is to examine how educational cultures of different ECE sectors interact with teacher’s objectives for using children’s drawings in science activities. We use Activity Theory to analyse field data (notes, photos, videos) from science activities that include children’s drawings, as well as recordings from group discussions with teachers. First, we focus on the relation between the purpose of the activity, the tools used, the local educational culture, and the outcome of each activity. Second, we compare our results across ECE sectors. Our preliminary results indicate that the purpose of drawing activities vary across sectors. In preschool, children’s drawings may serve to tell stories, while in early primary school, drawings may serve as a part of observation practice or to display children’s understandings of science concepts. The results are discussed in relation to children’s transitions between educational cultures, and whether teachers should explicitly scaffold scientific drawing in ECE.

  • 73.
    Areljung, Sofie
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Due, Karin
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Ottander, Christina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Skoog, Marianne
    Sundberg, Bodil
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. School of Science and Technology, Örebro University, Örebro, Sweden.
    Why and how teachers make use of drawing activities in early childhood science education2021In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 43, no 13, p. 2127-2147Article in journal (Refereed)
    Abstract [en]

    Researchers have provided many arguments for why drawing may contribute to science learning. However, little is known about how teachers in early childhood education (ECE) make use of drawing for science learning purposes. This article examines how teachers’ views and framing of drawing activities influence the science learning opportunities afforded to children in the activities. We use activity theory to analyse teacher interviews and observation data from ten science classrooms (children aged 3–8 years) where drawing activities occurred. The interviews reveal that few of the teachers relate drawing to science learning specifically. Rather, they portray drawing as a component of variation in teaching and learning in general. Looking at what happens in the classrooms, we conclude that drawing has a relatively weak position as means of communicating and learning science. Instead, the teaching emphasis is on writing or on ‘making a product’. However, there are examples where teachers explicitly use drawing for science learning purposes. These teachers are the same few who, in interviews, relate drawing to science learning specifically. Based on these findings, we encourage school teachers, teacher educators, and researchers to identify, and overcome,obstacles to realising the pedagogical potentials of drawing in ECE science classrooms.

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  • 74.
    Areljung, Sofie
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Kelly-Ware, Janette
    Faculty of Education, Te Oranga School of Human Development and Movement Studies, University of Waikato, New Zealand.
    Navigating the risky terrain of children's working theories2017In: Early years, ISSN 0957-5146, E-ISSN 1472-4421, Vol. 37, no 4, p. 370-385Article in journal (Refereed)
    Abstract [en]

    'Working theories' encompass children's theorising about the social and material worlds. This article looks explicitly at power relations involved in pedagogy around children's working theories by focusing on the teacher's control of what and whose working theories get unpacked and extended. From an analysis of four cases from early childhood education (ECE) settings, it is concluded that teaching strategies are related to possible risks of unpacking and extending children's working theories. From a teacher's perspective such risks include: undermining the ECE setting's rules; exposing one's own lack of knowledge or skills; or risking the relations and atmosphere in the group or setting. These risks affect how working theories are dealt with in terms of time – right away, later or never – and voicing, as teachers regulate children's ideas for example through making concrete, reconstructing or silencing them.

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  • 75.
    Areljung, Sofie
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Ottander, Christina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Due, Karin
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    "Drawing the leaves anyway": teachers embracing children's different ways of knowing in preschool science practice2017In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 47, no 6, p. 1173-1192Article in journal (Refereed)
    Abstract [en]

    This study explores if and how teachers combine practices of science and of preschool (children 1–5 years old) into preschool science practice. Views of knowing may differ between science practices, traditionally associated with masculinity and rationality, and preschool practices, traditionally associated with femininity and caring. Recognising this, wehave chosen to focus on how teachers’ talk constructs and relates to possible ways of gaining knowledge and reaching explanations of phenomena in preschool science. The analysis buildson two concept pairs often associated with gender as well as knowing: objective-subjective and logical-intuitive. The analysed material consists of 11 group interviews where preschool teachers talk about activities concerning science content. Our results show that several ways of knowing are possible in work with science content in preschool. These include ways of knowing more associated with subjectivity, such as ‘individual liking’ and ‘whole-body perception’, as well as more associated with objectivity, such as ‘noticing differences and similarities’. Furthermore, the results show that the teachers’ talk moves readily between possibilities associated with femininity (subjective and intuitive) and masculinity (objective and logical). This indicates that the teachers in this study have found ways to handle science in preschool that goes against presumed tensions between science and preschool practices. The results contribute to more nuanced ways of describing and thinking about science in preschool and pave the way for further development of science education in early childhood education.

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  • 76.
    Areljung, Sofie
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Ottander, Christina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Due, Karin
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    “Traditional” Science Renegotiated?: Examining Teachers’ Understandings of Science for Preschool Practice2014Conference paper (Refereed)
  • 77.
    Aretorn, Lena
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Mathematics in the Swedish Upper Secondary School Electricity Program: A study of teacher knowledge2012Licentiate thesis, monograph (Other academic)
    Abstract [en]

    Mathematical knowledge is often a prerequisite for students at Swedish upper secondary vocational programs to be able to study vocational courses, for example electricity courses in the Electricity Program. Electricity Program students study mathematics in their electricity courses as well as in their mathematics course. The mathematics in those two settings has a different character. A goal of this thesis is to investigate what constitutes that character. In this study three mathematics and five electricity teachers have been interviewed about how they would explain three mathematical electricity tasks to students on the Electricity Program. Teacher knowledge in both electricity and mathematics has been used in the analyses and has been compared between the different teacher groups. In addition to providing an overview analysis of all the teachers’ explanations, detailed analyses have been carried out, comparing pairs of teachers’ explanations. The teachers’ choices of explanations and their use of specific and general mathematical knowledge have been studied.

    Mathematics contains a wide range of subject areas but also a wide range of representations and methods that highlight different aspects of mathematics. This study shows that different teachers emphasize different aspects of mathematics in their explanations of the same tasks, even though intended to the same students, both in the their choices of explanation and in their use of mathematics. The electricity teachers drew upon their practical electrical knowledge when they connected their explanations of mathematics to vocational work. The electrical knowledge they used not only grounded the tasks in a, for them, well-known real-world environment. The electrical knowledge actually helped them to solve the tasks, albeit in a more concrete/specific way than the mathematics teachers. The electricity teachers drew upon more specific mathematical knowledge in their explanations of the interview tasks, whereas the mathematics teachers drew upon more general mathematical knowledge in their explanations.  The different explanations of mathematics from the two kinds of teachers are markedly different, depending on whether they have a more practical/vocational or a more general/algebraic approach. The solutions to the interview tasks turned out to be the same but the character of the solutions paths are substantially different. This raises questions regarding the students’ abilities to reconcile the different approaches.

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    Aretorn 2012
  • 78.
    Argårds, Susann
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Intensivundervisning i matematik och dess förutsättningar: Lärare och elevers tankar under och efter avslutad intensivundervisning2017Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    I denna studie redogörs för lärares och elevers tankar om intensivundervisning. För att undersöka detta har insamlat material för analys varit intervjuer med lärare och elever, för- och eftertester med eleverna, observationer, loggböcker, inspelningar från lärarnas träffar med eleverna men också inspelningar från mina träffar med lärarna. Det som lagts störst vikt på i denna studie är lärarnas funderingar runt arbetet med intensivundervisningen och vilka förutsättningar de anser att det finns för att genomföra intensivundervisningen. Det som framgår i resultatet är att lärarna ser positivt på arbetet med eleverna i en ”en till en” situation men att skolan behöver se över förutsättningarna för att genomföra intensivundervisning. Lärarna påtalar i studien att det ofta är svårt att få till tiden när man skall träffa eleven enskilt. Även det faktum att det inte på skolan finns specifika matematikklassrum försvårar arbetet med elever i matematiksvårigheter både i klassrum och grupprum.

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  • 79.
    Arnberg, Alice
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Lärargjorda prov i matematik - Hur fördelningen av förmågorna ser ut i relation till de nationella proven2023Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    I matematikundervisning görs betygssättningen främst utifrån delprov skapade av lärarna själva och utifrån det Nationella provet. Det är viktigt att dessa bedömningssituationer ger information om elevens kunskap utifrån kursplanernas betygskriterier, vilka utgår från sex matematiska förmågor. Syftet med denna studie är att jämföra hur förmågorna är fördelade på lärargjorda prov med hur de är fördelade på Nationella prov. Detta ska bidra till ökad kunskap om hur lärare prioriterar i skapandet av egna prov och hur prov sedan används i betygssättning. För att besvara syftet har lärargjorda prov och Nationella prov analyserats och kvalitativa intervjuer med sju lärare som undervisar matematik på gymnasiet har genomförts. Resultatet visar att procedurförmågan testas i högre grad på lärargjorda prov, samt att lärarna prioriterar ämnesinnehåll och nivåfördelning före förmågorna på proven de skapar. Elevers slutbetyg baseras enligt lärarna i första hand på resultatet på det Nationella provet, som har en större fördelning av förmågorna. 

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  • 80.
    Arousell, Madilene
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Tjernström, Sally
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Lärares val av undervisningsmetoder i matematik - En intrevjustudie med lärare i årskurs 32020Independent thesis Basic level (university diploma), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie var att öka kunskapen kring hur verksamma lärare väljer didaktiska arbetsverktyg för sin undervisning, vilka ramfaktorer som påverkar deras undervisning i ämnet matematik samt vilka fördelar och nackdelar lärare ser med läroboken som verktyg. Genom kvalitativa semistrukturerade intervjuer studerades hur lärare bedriver sin undervisning och vilka faktorer som de själva anser påverkar deras undervisning mest. Genom studien framkom att nästan alla lärare använder sig av läroboken som huvudsakligt läromedel i undervisningen, men att de ändå plockar in andra arbetssätt och verktyg. Studien visade också att de ramfaktorer som påverkar lärarnas val mest var skolans resurser, tid och eleverna. En fördel som lärarna såg med användandet av läroboken är att den är ett bra stöd för både nya och erfarna lärare, men de anser däremot även att läroboken behöver kompletteras med andra läromedel för att täcka alla förmågor i läroplanen.

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  • 81.
    Arvidsson, Jonatan
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Bergstedt, Tim
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    ”Det vore ju som att kasta ut dem i rymden”: en kvalitativ fallstudie om kamratbedömning svenska ur ett lärarperspektiv2021Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    I arbetet med kamratbedömning medföljer en återkommande problematik – elever saknar förmåga att ge kamrater användbar feedback. Vi har därför intresserat oss för hur lärare faktiskt stöttar elever i arbete med kamratbedömning och vilka faktorer de anser vara betydelsefulla vid arbetet med kamratbedömning. Genom kvalitativa intervjuer och tematisk analys besvaras dessa centrala forskningsfrågor. Resultatet visar att kriterier och modellering används för att stötta elever vid kamratbedömning. Trygghet i klassgruppen och progression av arbetssättet visar sig vara betydelsefulla faktorer. Studiens slutsatser påvisar nya perspektiv som utökar den befintliga kunskapsbasen inom fältet. Respondenterna argumenterar exempelvis för att det går stötta elever vid kamratbedömning av text genom att låta elever ge feedback vid andra elevnära situationer. Lärare som deltagit i studien menar också att klassgruppens trygghet kan vara direkt avgörande för att kamratbedömning ska utgöra den lärprocess som arbetssättet potentiellt kan vara.

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  • 82.
    Arvidsson, Kristoffer
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Den självreglerande läraren: En aktionsstudie om hur en lärare kan arbeta med självreglerat lärande2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Ett självreglerat lärande (SRL) handlar om att kontrollera sitt eget lärande genom att sätta upp realistiska mål, aktivt använda och välja strategier för att upp nå mål samt reflektera över sin process. Forskning visar att användandet av SRL leder till effektivt lärande men har även visat att lärare känner en osäkerhet i hur de ska använda sig av självreglering i undervisningen. Givet detta är det av intresse att beskriva och öka förståelsen för en process när en lärare arbetar med SRL i undervisning. I avsikt att kunna undervisa om SRL utvecklades och dokumenterades den egna kunskapen om självreglering under ett år genom en loggbok. För att arbeta med elevers SRL genomfördes en aktionsstudie där aktionen bestod av matematiklektioner som innefattade olika verktyg vars syfte var att utveckla elevers självregleringsförmåga. Resultaten analyserades utifrån teorier om självreglering och lärande vilket visar hur SRL-processen kan förstås på ett mer djupgående sätt.   

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  • 83.
    Arvidsson, Pontus
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Rosén, Eric
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Att motivera lågpresterande elever - En kvalitativ studie om lärares metoder att motivera lågpresterande elever i matematik.2020Independent thesis Basic level (university diploma), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    En förutsättning för att en elev ska lära sig är att eleven känner motivation till lärandet. Successivt med att barn och elever blir äldre börjar intresset och motivationen för skolan försvinna. Matematik är ett av grundskolans kärnämnen. Elever har och kommer alltid att ha olika inställningar till detta ämne. Lågpresterande elever har generellt sämre inställning och motivation till matematikämnet. Studien syftar till att undersöka vilka metoder lärare uppger sig använda i sin matematikundervisning för att motivera lågpresterande mellanstadieelever. Vi undersöker hur dessa metoder kan karaktäriseras utifrån Self Determination Theory ́s begrepp yttre- och inre motivation. För att besvara studiens forskningsfrågor har sju verksamma och behöriga matematiklärare på mellanstadiet från tre olika skolor inom en kommun i norra Sverige intervjuats genom kvalitativa semi-strukturerade intervjuer. De resultat som undersökningen visar på är bland annat en rad olika metoder som används i matematikundervisningen för att motivera de lågpresterande eleverna. Vidare visar undersökningen vilken typ av yttre- eller inre motivation dessa olika metoder kan frambringa hos lågpresterande elever.

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  • 84.
    Arvidsson, Ylva
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Läroböcker i juridik på gymnasiet - En läromedelsgranskning av introduktion av juridik, rättskällor, juridisk metod och juridiskt språk2020Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Juridikundervisning bedrivs i Sverige vid gymnasier och universitet. Ikraftträdandet år 2011 av läroplanen Lgy11 innebar en utökad juridikundervisning på ekonomiprogrammet. Gymnasieelever läser kurser i främst privaträtt och affärsrätt. De kan även skriva gymnasiearbete i juridik. 

    Examensarbetet syftar primärt till att bidra med kunskap, erfarenheter och förståelse för ämnesinnehåll och utformning i grundläggande tryckta läromedel i juridik respektive för urval och användning av dem på främst gymnasiekurser i Sverige. Ett kompletterande syfte är att medverka till en diskussion om innehåll och utformning av svensk introduktionsundervisning i juridik. 

    Läromedelsgranskning utgör vald metod. Den nationella undersökningen omfattar två läroböcker i juridik för gymnasiet och två kursböcker i juridik för universitetskurser. Fokus är på textavsnitt som introducerar juridik som ämne, rättskällor, juridisk metod samt juridiskt språk. 

    Resultaten från läromedelsgranskningen presenteras främst i tabellformat. Diskussion förs därefter utifrån teman som har identifierats under läromedelsgranskningen och den efterföljande dataanalysen. Dessa sex övergripande teman kan utgöra grund för fortsatt utveckling av en modell för läromedelsgranskning i juridikämnet: 

    1. författande och kvalitetsgranskning
    2. disposition och annan vägledning
    3. ämnesinnehåll och perspektiv
    4. konkreta råd och uppgifter
    5. utformning och visuella inslag
    6. läsbarhet och användarvänlighet.

    Examensarbetet synliggör förbättringsmöjligheter i juridikläromedel. Det bidrar även till framväxt av svensk ämnesdidaktik i juridik dvs. juridikdidaktik. 

    Datainsamlingsmetoden är främst kvalitativ om än med kvantitativa inslag. Dataanalysmetoden är kvalitativ och utgår från hermeneutik. Studien är kvalitativ, kontextuell och komparativ.

  • 85.
    Asplund, Therese
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Andersson, Emma
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Det betydelsefulla innehållet: En multimodal textanalys av visuella uttrycksformer i arbetsböcker2017Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Studien utgår från ett socialsemiotiskt perspektiv och syftet är att undersöka samspelet mellan bild ochskrift i svenska läromedel. För att ta reda på detta ligger fokus på hur semiotiska resurser och modaliteteranvänds samt på vilket sätt bild- och skriftrelationen är meningserbjudande. Studien förhåller sig även tilldet sociokulturella perspektivet som menar att eleven lär sig i samspel med omgivningen.Frågeställningarna besvaras genom en multimodal textanalys av två arbetsböcker. I resultatetframkommer det att semiotiska resurser och modaliteter används på ett varierat och betydelsefullt sätt iarbetsböckerna för att skapa ett meningsfullt lärande. Resultatet visar även att det finns samspel mellanbild och skrift som oftast är meningserbjudande. Ibland är samspelet otydligt på grund av avsaknad avnärliggande skrift, men bilden går då att tyda utifrån helheten. Utifrån resultatet sker det även enkomparativ analys av arbetsböckerna. Analysen visar på de likheter och olikheter som de bådaarbetsböckerna har.

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  • 86.
    Augustsson Sjögren, Jimmy
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    "Jag blev intresserad av matte": Ett aktionsforskningsprojekt med formativ bedömning i matematik2015Independent thesis Basic level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This thesis examines the implications of a shorter  intensive action research  project on  the formative assessments  key  strategies  four  and  five  that  are  activating  learners  as  learning  resources  for  one another and activating learners as owners of their own learning.  The research questions were “How do the pupils experience the formative approach?” “What didactic consequences does the formative approach  mean  for  the  role  of  the  teacher?”  and  “How  does  the  formative  approach  affects  the pupils’  results  on a  short term?”. The results were that the  majority of the pupils liked the approach and that they felt like their efficiency increased. The didactic consequences were that the teacher had to spend more time on evaluation but had more time during the lesson to listen to and discuss with the pupils. The pupils’ results were not changed in comparison with the control group.

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  • 87.
    Babic, Ivana
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Eldeklint, Åsa
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Att skapa läsmotiverade elever - En kvalitativ studie som synliggör lärares stimulerande arbetssätt2022Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att synliggöra hur ett urval lärare i årskurs 4–6 skapar en stimulerande läsmiljö och motiverar elever till läsning av skönlitteratur. Studien tog avstamp från semistrukturerade intervjuer med fem verksamma lärare i årskurs 4–6 och utgick från självbestämmandeteorin, för att undersöka vilka arbetsmetoder som används för att stimulera både den fysiska och sociala läsmiljön. Det framkommer att samtliga lärare i studien, på olika sätt, skapar och anpassar stimulerande läsmiljö för att den ska upplevas motiverande av eleverna. Detta görs bland annat genom att erbjuda eleverna möjligheter till självbestämmande, ett brett utbud av skönlitteratur, lästid och boksamtal.

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  • 88.
    Backlund, Jonas
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Habitus påverkan på attityder mot teknikämnet2020Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte var att utifrån en habituskontext utöka förståelsen för hur grundskoleelevers erfarenheter av teknik utanför skolmiljön påverkar attityder till teknikämnet. Så kallad familje-habitus och socialt kapital, förutsättningar och erfarenheter anammade i hemmiljö, kan ha stor påverkan på elevers attityder till naturvetenskapliga ämnen. Examensarbetet undersökte hur nivån av habitus påverkade attityder, samt om det gick att finna en genusaspekt för nivån av habitus. Kvantitativa analyser i form av en enkätundersökning som jämförde habitusnivå kontra attitydsnivå låg till grund för analys och slutsatser. Elever med hög familje-habitus och socialt kapital tenderade ha en mer positiv attitydsnivå till teknikämnet. En genusfaktor upptäcktes i studien som visade att pojkar i större utsträckning blir inbjudna till att hjälpa till med praktiska göromål i hemmet, flickor däremot fick be om lov. Slutsatsen av studien blev i korthet att närhet till teknik i hemmiljö visar sig påverka på attityder till teknikämnet. För bägge könen men framförallt för flickor var tillgång till verktyg/arbetsytor en faktor för mer positiv attityd.

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  • 89.
    Backman, Linn
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Brännström, Lovisa
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Ett lärandeorienterat varför - Hur lågstadielärares matematikundervisning kan rikta elevmotivationen mot lärandet, med utgångspunkt i målorienteringsteorin2021Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Motivation är en förutsättning för optimalt lärande och är därmed en viktig faktor i skolkontexten. För att undersöka olika förutsättningar lågstadielärare skapar gällande att rikta elevernas motivation mot lärandet i ämnet matematik användes målorienteringsteorin som utgångspunkt. Teorins dimensioner, strategier samt dikotomi av lärande- och prestationsorientering nyttjades i studien för att analysera lärarnas beskrivningar. Vi genomförde kvalitativa intervjuer med sju verksamma lågstadielärare som undervisar i matematik. Studiens resultat visar att lärarna beskrev en elev motiverad av att lära med både lärande- och prestationsorienteringsteoretiska drag. Vidare förekom arbetssätt som enligt studiens teoretiska ramverk främjar lärandet i matematikundervisningen, men även arbetssätt som kan främja prestationsorientering. Dessa prestationsfrämjande arbetssätt skulle kunna justeras för att istället gynna elevernas lärande. I studien går det att återfinna exempel på matematikundervisning som kan rikta elevernas motivation mot lärandet, förslag på hur prestationsorienteringsfrämjande arbetssätt kan justeras samt kunskap om hur motivation kan tolkas.

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  • 90.
    Bagger, Anette
    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).
    De nationella proven som en arena för likvärdighetsfrågor2015In: Specialpedagogisk tidskrift, ISSN 2000-429X, no 3, p. 4-6Article in journal (Other (popular science, discussion, etc.))
  • 91.
    Bagger, Anette
    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).
    Den flerspråkiga elevens nationella provdeltagande i matematik: diskursiva förutsättningar2017In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, no 2, p. 95-111Article in journal (Refereed)
    Abstract [en]

    Multilingual students’ participation in national tests in mathematics – discursive prerequisites. This article explores discursive prerequisites in test-taking for second language learners with other mother tongues than Swedish. Four students were interviewed in 2016 during their final year of compulsory school. The results imply that multilingual students are positioned as disadvantaged within testing. This phenomenon is mainly situated in a competitive discourse with several subordinated discourses that further position the students: A discourse of justice positioned the students as being sorted or left behind, a discourse of handling the assessment positioned the students as caretakers and a discourse of future challenges positioned the students as struggling while learning, being capable to learn or facing positive challenges. The results imply that national testing is a personal and relational experience and gives rise to issues of legitimacy and equality. These issues should be considered in policy-making, the construction and the carrying out of tests as well as in the conclusions which are based on the results on individual, group and organisational levels.

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  • 92.
    Bagger, Anette
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    It is only a test: social aspects of displaying knowledge in mathematics for second language learners2017In: CERME 10: Proceedings of the tenth congress of the European Society for Research in Mathematics Education / [ed] Dooley, T., & Gueudet, G., European Society for Research in Mathematics Education, 2017, p. 1433-1440Conference paper (Refereed)
    Abstract [en]

    This article discusses social dimensions connected to assessment in mathematics for second language learners in Sweden. The data consist of two semi-structured interviews with students in the ninth grade of compulsory school. Foucault’s thinking on discourse and positioning was advocated as a frame for analysis. The units for analysis were students’ statements about caring and the other in connection to the display of knowledge in mathematics. Results show that caring of and for others are important resources in managing assessment and believing in the future.

  • 93.
    Bagger, Anette
    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).
    Pressure at stake: Swedish third graders' talk about national tests in mathematics2016In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 21, no 1, p. 47-69Article in journal (Refereed)
  • 94.
    Bagger, Anette
    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).
    Prövningen av en skola för alla: nationella provet i matematik i det tredje skolåret2015Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis presents the contribution to research that my doctoral education led to. My starting point was a large scale qualitative research project (here after called the VR-project) which reviewed the implementation of national tests in the third grade on the subject of mathematics. The VR-project investigated how the test affected the pupils with a special focus on pupils in need of special support. An urge to look further into issues concerning the support, the pupil in need and the test was revealed in he initial VR-project. These issues therefore constitutes the problem area of this thesis. The VR-project studied a total of 22 classrooms in two different municipalities' during 2010- 2012. The methodology used for this project was inspired by ethnography and discourse analysis. The raw data consisted of test instructions, video observations of the actual test subjects, interviews from teachers and pupils about the test, the support that was given throughout the testing as well as the observations and interviews of the pupils requiring special assistance. Activated discourses and positions of the participants were demarcated. The results revealed that a traditional testing discourse, a caring discourse and a competitive discourse are activated during the tests. The testing discourse is stable and traditional. Much of what was shown and said in classrooms, routines and rules regarding the test were repeated in all the schools and in all the classrooms. The discourse on support is affected by ambiguity, which is revealed especially when issues of pupils’ equity is put against the tests equality. This is connected to the teachers restricted agency to give support due to the teacher position as a test taker. The positions in need that are available to students are not the same in pupils, teachers and steering documents. The situation is especially troublesome for pupils that do not manage Swedish good enough to take the test and for pupils in need of special support. Some of the conclusions from this thesis is that the national test format: Disciplines not only the pupil, but also the teacher, the classroom and the school at large. Results indicate that the test:

    Activates a focus on achievementLeads attention away from learning Activates issues of accountability Influences pupils and teachers with stakes involved

    Besides evaluating knowledge, the test disciplines not only the pupil, but also the teacher, the classroom and the school at large. Discussing the national test as an arena for equity might be a way towards attaining equality in education for all pupils.

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    Prövningen av en skola för alla. Nationella provet i matematik i det tredje skolåret.
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  • 95.
    Bagger, Anette
    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).
    Student Equity vs Test Equality?: support during third graders' national tests in mathematics in Sweden2016In: Cursiv [publisher: Institut for Didaktik, Danmarks Pædagogiske Universitetsskole, Aarhus Universitet, DK], ISSN 1901-8878, E-ISSN 1901-8886, no 18, p. 123-139Article in journal (Refereed)
    Abstract [en]

    This article throws light on the educational practice of teachers providing additional support to students during tests, more specifically during the national tests in mathematics for third graders in Sweden (hereafter called Ntm3) for the years 2010 and 2011. Both the test instructions and teacher talk related to these tests were taken into consideration. The results suggest that issues of equity and teachers’ agency arise when considering support. The dual purpose of the test, to evaluate the student and to evaluate the education, positions the teacher as both a test-giver and a test-taker and influences the discourse on support by ambiguity. I found that in such circumstances, when students´ equity comes into conflict with the test´s equality, the focus during the tests shifts from attention to learning to attention to controlling.

  • 96.
    Bagger, Anette
    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 discourse regarding the multilingual student in need of support in test- instructions2017In: ICT in mathematics education: the future and the realities: Proceedings of MADIF 10The tenth research seminar of the Swedish Society for Research in Mathematics Education, Karlstad, January 26–27, 2016 / [ed] Johan Häggström, Eva Norén, Jorryt van Bommel, Judy Sayers, Ola Helenius, Yvonne Liljekvist, Göteborg: Nationellt centrum för matematikutbildning (NCM), 2017, p. 151-151Conference paper (Other academic)
    Abstract [en]

    This paper discusses parts of the discourse on multilingual pupils in need of support in the national test in mathematics in the third grade. A content analysis was done on the test-instructions from the years 2010–2014. A shift in thediscourse was seen, from being about students in need to being about students with disabilities. The results show that instructions have moved from a relational towards a more categorical perspective on the student. One implication following this is that teachers receive less guidance in their mission to help pupils who need language support.

  • 97.
    Bagger, Anette
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Björklund Boistrup, Lisa
    Stockholms Universitet.
    Norén, Eva
    Stockholms Universitet.
    The governing of three researchers' technologies of the self2018In: The Mathematics Enthusiast, E-ISSN 1551-3440, Vol. 15, no 1-2, p. 278-302Article in journal (Refereed)
    Abstract [en]

    This article sheds light on a number of discursive conditions relating to being researchers in mathematics education and with an interest in diversity. The data derived from a self-reflective trialogue (dialogue of three people) between the three authors, three researchers. Two of Foucault’s governing technologies were adopted: technologies of power and technologies of the self. By exploring regularities between these in our trialogue we construed formations of governing technologies in relation to subjectification and subjectivation. We uncovered five formations: “Tensions between mathematics education (ME) researchers from different traditions through processes of normalization and othering”, “Limiting space between ME researchers within the socio- political through dismissal of knowledge”, “The socio-political tradition of a need for theory connects theory and ME researcher's’ self-cultivation”, “The researchers’ processes of self-cultivation connect theory and compassionate research practices”. and “Research on policy statements as resistance towards technologies of domination in society”. 

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  • 98.
    Bagger, Anette
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Holgersson, Ingemar
    Kristianstad University, Kristianstad, Sweden.
    Reikerås, Elin
    University of Stavanger, Stavanger, Norway.
    Bergqvist, Ewa
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Editoral2020In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 25, no 3-4, p. 1-5Article in journal (Refereed)
  • 99.
    Bagger, Anette
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Nyroos, Mikaela
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Performance, anxiety and the mathematical self image2014In: Special Needs Education in Mathematics: New Trends, Problems and Possibilities / [ed] Anne Berit Fuglestad, Kristiansand: Portal forlag, 2014, p. 86-91Chapter in book (Refereed)
    Abstract [en]

    In present pilot study the relation between mathematical performance, test anxiety and mathematical self image is being examined in two Swedish grade 3 pupils. A difference between the high achieving and the low achieving pupils is possible to discern. A negative or uncertain mathematical self image seems to be connected to test anxiety, but not to performance when we look at these two young pupils. The experience of taking the test is affecting the high and low achiever differently. There are indications that the context and the kind of information given about the tests and the pupil's abilities affect both the level of test anxiety and the pupil’s evolving mathematical self image. Educational implications are being discussed.

  • 100.
    Bagger, Anette
    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).
    Roos, Helena
    Linnéuniversitetet.
    How Research Conceptualises the Student in Need of Special Education in Mathematics2015In: Development of Mathematics Teaching: Design, Scale, Effects. Proceeding of MADIF 9. The Ninth Swedish Mathematics Education Research Seminar Umeå February 4-5, 2014 / [ed] O. Helenius, A. Engström, T. Meaney, P. Nilsson, E. Norén, J. Sayers, M. Österholm, Linköping: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2015, p. 27-36Conference paper (Refereed)
    Abstract [en]

    The focus of this paper is the conceptualisation of students in special educationalneeds in mathematics (SEM students) in the research fields of mathematics andspecial education. A difference between fields regarding the perspectives takenon the SEM student is obvious in the reviewed articles. Those in the specialeducational field were individual oriented in their view of the difficulties, whilstreviewed articles from the field of mathematics education more often discusssocio-cultural settings. The content in the selected 28 articles reveals that theoverall conceptualisation of SEM student has to do with the social construct ofthe SEM student, as well as with students’ experiences, affects, andprerequisites; with the specific training methods or interventions applied; withspecial areas in the subject of mathematics; with special groups of students; andwith teachers’ knowledge about all these factors.

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