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  • 6451.
    Åström, Anna
    Umeå University, Faculty of Social Sciences, Department of Education.
    Bruket- en skola för alla?: Två fallstudier om individintegrerade gymnasiesärskoleelevers upplevda delaktighet på gymnasiet2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper is to increase the knowledge and understanding, of how pupils with intellectual disabilities, partly attending upper secondary school, experience their participation during school. This paper is composed by two case studies for which the empiric material has been collected through interviews with former students and their teachers, a couple of years after graduating. The students and their teachers have all been placed at the same school, called “Bruket”.The studie also seeks out to find factors that contribute to experienced participation, and reveal factors that don´t. This is important because there aren´t many studies that focuses on individually intergrated pupils during secondary upper school, and their experiences. And it is important to take notice of these factors and to the debate of inclusion and the building of a school for all. The results show that one pf the students, Susanne experiences less participation due to Brukets incapability to diverse the education, and only offer Susanne teaching in seclusion. The other student, Jens on the other hand, experienced a greather deal of participation because of his capability to adapt to the schools organization. The results of this studie indicates that faciliating factors to experiensed participation is safe relationships with adults working at Bruket, dedication to school and social skills and skills to adaption in behaviour. Barriers to participation in the studie, are formal legitimacy to upper secondary school, intergration perspectives and teachers compensating students for their disabilities.

  • 6452.
    Åström, Ann-Sofie
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Musikens möjligheter och begränsningar: En kvalitativ studie om musikens roll i förskolan ur förskollärares perspektiv2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta examensarbete är en kvalitativ studie vars syfte är att beskriva och förstå musikens roll i förskolan utifrån fyra förskollärares perspektiv. Studien eftersöker hur musik används samt vilka möjligheter och begränsningar det finns för förskollärare att arbeta med musik. Bakgrundsavsnittet som är baserad på tidigare forskning i form av avhandlingar, förskolans läroplan, FN:s barnkonvention samt annan litteratur, framkommer det att musik kan gynna bl.a. barns motorik, kulturella erfarenhet såväl som språkliga utveckling men det lyfts även fram forskning som problematiserar just användandet av musik som metod enbart. Bakgrunden tar även upp ramfaktorer och andra faktorer som påverkar förskollärares arbete med musik men även att det finns en oklarhet i vilka kunskaper och kompetenser förskollärare behöver för att undervisa i respektive med musik. I metodavsnittet presenteras det att studiens resultat är baserat på kvalitativa intervjuer med fyra förskollärare som analyserats med kvalitativ innehållsanalys som metod. Studiens resultat visar att förskollärarna använder musik i förskolan spontant, planerat, med hjälp av instrument och tekniska hjälpmedel för att främja barns utveckling och de kunskapsmål som lyfts av förskolans läroplan. Vidare visar resultatet vilka ramfaktorer i förskolan som påverkar förskollärarnas arbete med musik samt att förskollärarnas kunskaper och kompetenser varierar, vilket därmed skapar olika förutsättningar och påverkar deras förhållningssätt till musikarbetet i förskolan, som i sin tur påverkar musikens roll i förskolan. Slutsatser som dragits är att musik faktiskt har en viktig roll i dagens förskola men vilken roll den faktiskt får är tätt sammankopplat med de faktorer som finns inom förskolans verksamhet. Musik i sig skapar möjligheter i förskolan men utmaningen ligger i att förskollärare har eller får möjlighet till det rätta förutsättningarna för att kunna använda sig av dem.

  • 6453.
    Åström, Anton
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
    Läxan i skolan: Ett lärarperspektiv2014Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
  • 6454.
    Åström Elmersjö, Henrik
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    An early attempt to approach rival histories: epistemological impediments to transnational history teaching — a Scandinavian example2017In: International perspectives on teaching rival histories: pedagogical responses to contested narratives and the history wars / [ed] Henrik Åström Elmersjö, Anna Clark, Monika Vinterek, Basingstoke: Palgrave Macmillan, 2017, 1, p. 17-39Chapter in book (Refereed)
    Abstract [en]

    In this chapter, Elmersjö explores the epistemological issues faced in the context of the Norden Associations' attempts to reach agreement on historical narratives in relation to different genre positions of historical writing. The historians engaged in these attempts seem to have acknowledged the need for different narratives, with different protagonists and agents, as well as different interpretations of historical events in different national contexts. Instead of relating these insights to the epistemological issues they raise, however, a reconstructionist approach to historical truth and the embedded meaning of the past was never abandoned. Instead, an acknowledgement of the cultural reasons behind others' divergent, and basically contingent, conceptualization of history was put forward, but without the recognition of the cultural contingency of history itself.

  • 6455. Åström Elmersjö, Henrik
    Att beskriva en disputationsakt2019In: Historisk Tidskrift (S), ISSN 0345-469X, Vol. 139, no 2, p. 328-337Article in journal (Other academic)
  • 6456.
    Åström Elmersjö, Henrik
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    En av staten godkänd historia: förhandsgranskning av svenska läromedel och omförhandlingen av historieämnet 1938–19912017Book (Other academic)
    Abstract [sv]

    Läromedel i historia blir ofta föremål för intensiva debatter, förmodligen på grund av att de är tänkta att kanalisera ett officiellt samhälleligt minne. Diskussionerna i sig själva påverkar också synen på det förflutna. Idag har vi läromedel i historia som fokuserar på helt andra saker än 1940-talets läroböcker.

    I En av staten godkänd historia undersöker historikern Henrik Åström Elmersjö samhällelig förhandling om historia genom det nyckelhål som den statliga förhandsgranskningen av historieläromedel utgjorde. Dynamiken i åsiktsförskjutningarna kring vilken historia som var viktig framträder tydligt i just läromedelsgranskningen. De sakkunniga granskarna både hämmade och drev på läromedelsutvecklingen.

    Elmersjö visar i sin studie hur diskussioner om historieläromedel på ett särskilt sätt bidrar till vår kunskap om hur historien förändras i relation till nya upplevelser om vad som är viktigt i den.

  • 6457.
    Åström Elmersjö, Henrik
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    En historia att lära av?: Svensk statlig förhandsgranskning av läromedel i historia2017In: Vägval i skolans historia. Tidskrift från Föreningen för svensk undervisningshistoria, ISSN 1652-0610, Vol. 17, no 2Article in journal (Other (popular science, discussion, etc.))
  • 6458.
    Åström Elmersjö, Henrik
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    En nordisk historia eller nationalism på ett nytt sätt?: Ömsesidig historieläroboksrevision i föreningarna Nordens regi, ca 1930-19652013In: Uddannelseshistorie, ISSN 0900-226X, Vol. 47, p. 81-101Article in journal (Refereed)
    Abstract [en]

    This article explores some conditions of interaction between different perspectives in the teaching of history in Scandinavian schools in the twentieth century. The study investigates how currents of international sentiment in the teachings of history were met in the national context; how national narratives interacted and changed, when questioned within the framework of education. The investigation is specifically focused on the revision of history textbooks conducted by the Norden Associations which was aimed at nourishing cooperation and a sense of unity among the Nordic peoples. The theoretical framework is inspired by the concepts of historical culture and national myths. History is contended to be negotiated within the framework of historical culture, and therefore rarely affected by criticism from the outside in a profound way. The article shows that discussions among historians within the textbook revision were imbued with political sentiment and that the Second World War, which has been said to have changed the conception of national history in Europe, may have had a big impact on some issues, but not on others. Changes in the conception of history within the revision can almost always be attributed to changes in the political dimension of historical culture, and not to changes within the academic discipline.

  • 6459.
    Åström Elmersjö, Henrik
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Exploring the Impact of Textbook Revision2012In: Eckert: Das Bulletin, ISSN 1865-7907, Vol. 11, p. 56-57Article in journal (Other (popular science, discussion, etc.))
    Abstract [en]

    This article summarizes the objectives and preliminary findings from a research stay at the Georg Eckert Institute in Braunschweig, Germany.

  • 6460.
    Åström Elmersjö, Henrik
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Historia och konflikter: historiekultur och historieundervisning inom, över och bortom gränser2014In: Historisk Tidskrift (S), ISSN 0345-469X, Vol. 134, no 2, p. 267-277Article, review/survey (Refereed)
    Abstract [sv]

    Forskningsöversikten diskuterar fyra böcker som alla behandlar förhållandet mellan  historieundervisning och samhälleliga konflikter i olika delar av världen. Till översiktens slutsatser hör att det behövs tydligare historiekulturella perspektiv på så kallade history wars; att det blir svårt att tala om "post-konflikt-samhällen" då alla samhällen har inneboende konflikter som också innefattar synen på historien; samt att ett undervisningsklimat som tillåter friktion mellan olika berättelser förmodligen är att föredra framför nya överslätande narrativ baserade på överenskommelser. Att komma överens om historien kan heller inte förväntas leda till att konflikter mellan olika kulturella grupper upphör. Istället finns anledning att misstänka att orsakssambandet är det omvända: det är enklare att komma överens om historien om de olika kulturella grupperna upplever att de lever under rättvisa förhållanden och respekterar varandra i samtiden.

  • 6461.
    Åström Elmersjö, Henrik
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Historical Culture and Peace Education: Some Issues for History Teaching as a Means of Conflict Resolution2015In: Contesting and Constructing International Perspectives on Global Education / [ed] Ruth Reynolds, Deborah Bradbery, Joanna Brown, Kay Carroll, Debra Donnelly, Kate Ferguson-Patrick & Suzanne Macqueen, Rotterdam: Sense Publishers, 2015, 1, p. 161-172Chapter in book (Refereed)
    Abstract [en]

    When considering the peace-building potential of history education, it is important to remember that the interpretation of history fills different needs for different cultural and social groups. This means that in a conflict – and all societies have conflicts between groups built into them – the different interpretations of historical events play a very important role in the group-making process. When discussing how history education should be practiced in order to promote peace, one must consider the cultural aspects of history as a sense-making subject.

    Promoting a global perspective might be one way to generate global awareness, but history will still mean different things for different people. History education can sustain or strengthen division, but without a societal conflict to build upon it would be almost impossible to use history to create a divide. Using the same logic, history cannot create peace in a society where groups of people feel diminished or oppressed nor can it create peace between nations if the nations in question have not already established some sort of peaceful relations. Culture and history are dialectically interrelated. Hence, history cannot create war or peace, it can only provide extra fuel for war or peace.

    What does this mean for global education and for history education as a tool for peace and conflict resolution? This chapter discusses this question by utilizing the concept of historical culture and by looking at debates on history education and post-conflict resolution – mainly in Scandinavia – in recent years. The main point is that history education as a tool for peace is an education that provides insights into how history is culturally embedded and is an education that provides an atmosphere where different narratives – and different interpretations of the same narrative – are not only tolerated, but where the friction between different narratives is nurtured and valued.

  • 6462.
    Åström Elmersjö, Henrik
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Historievetenskap och historieundervisning: Sven Ulric Palme och 1950-talets läroböcker i historia för folkskolan2017In: Scandia, ISSN 0036-5483, Vol. 83, no 1, p. 10-42Article in journal (Refereed)
    Abstract [en]

    Between 1950 and 1958 the Swedish historian Sven Ulric Palme (1912–1977) was engaged in a vivid discussion on historical scholarship and history teaching in schools. This article utilizes these debates in an examination of the relationship between scholarship and teaching, by especially focusing on Palme’s criticism of history textbooks and his own textbook written for ages 10–12 and published in 1956. By focusing on a controversial historian, like Palme, who previously criticized the history textbooks used in Swedish schools, the aim is to shed light on how debates on the relationship between scholarship and teaching emphasizes different dimensions of historical cultures. The results of the study show how scholarship and teaching are dichotomized in the concepts historical science versus pedagogical issues or historical science versus ideological conceptions. In both cases the historical sciences are seen as objective and untouchable. However, the study also shows how this dichotomy is difficult to uphold, as historical scholarship, as well as historical culture in general, is always a matter of negotiation. The results of historical scholarship are part of a negotiation over what history is interesting and important for the cultural community that it is supposed to make sense of. History textbooks are part of the same negotiation and the content of them are not the result of historical scholarship trickling down, instead the negotiation continues as the example of Palme’s textbook shows.

  • 6463.
    Åström Elmersjö, Henrik
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    History Beyond Borders: Peace Education, History Textbook Revision, and the Internationalization of History Teaching in the Twentieth Century2014In: Historical Encounters, ISSN 2203-7543, Vol. 1, no 1, p. 62-74Article in journal (Refereed)
    Abstract [en]

    This article summarizes the findings of the "History beyond borders: The international history textbook revision, 1919-2009" project, which explored the internationalization of history education. The different studies within the project focused on ideas of peace education, relations between different revisioning projects, the interaction between different historical cultures, and the relation between guidelines from international organizations and national curricula and syllabi. The findings indicate that there were pronounced connections between peace associations and history teaching, and that the national perspective was built in to methods of internationalization. The process of implementation was extended throughout the twentieth century. The different arenas, projects and organizations that engaged in the process were also connected in the making of a European educational space which they both influenced, and were influenced by.

  • 6464.
    Åström Elmersjö, Henrik
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Joel Rudnert Bland stenyxor och tv-spel: om barn, historisk tid och när unga blir delaktiga i historiekulturen2019In: Scandia, ISSN 0036-5483, Vol. 85, no 2, p. 131-134Article, book review (Other academic)
  • 6465.
    Åström Elmersjö, Henrik
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Jörgen Gustafsson Historielärobokens föreställningar: påbjuden identifikation och genreförändring i den obligatoriska skolan 1870–20002018In: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 5, no 1Article, book review (Other academic)
  • 6466.
    Åström Elmersjö, Henrik
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Negotiating Norden: Nordic historians revising history textbooks, 1920–19702017In: Making Nordic historiography: connections, tensions and methodology, 1850 - 1970 / [ed] Pertti Haapala, Marja Jalava and Simon Larsson, New York: Berghahn Books, 2017, p. 235-255Chapter in book (Refereed)
    Abstract [en]

    Starting in 1919 the inter-Nordic Norden Associations of Denmark, Norway and Sweden started a textbook revision which became mutual in the 1930s, when also Icelandic and Finnish associations had formed. This chapter examines the historiographical implications of this textbook revision where historians from the different countries in a mutual manner examined textbooks both in order to create a common Nordic history for schools, and in order to defend the national history of each nation from perceived misinterpretations in the other Nordic countries' history textbooks. The chapter suggests that the entire project was imbued with methodological nationalism in that it was nationally organised, but also in the recruitment of specific historians, unwilling to abandon, what they perceived as, the natural primacy of national history.

  • 6467.
    Åström Elmersjö, Henrik
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Negotiating the Nation in History: The Swedish State Approval Scheme for Textbooks and Teaching Aids from 1945 to 19832016In: Journal of Educational Media, Memory and Society, ISSN 2041-6938, E-ISSN 2041-6946, Vol. 8, no 2, p. 16-35Article in journal (Refereed)
    Abstract [en]

    This article explores the discussions concerning history textbooks that occurred within the Swedish State Approval Scheme for Textbooks (Statens läroboksnämnd) from 1945 to 1983. By focusing on the negotiation of nationhoodand the process of textbook approval as an arena for the renegotiation of ways in which history was taught in schools, the article reveals that nationalistic sentiment associated with the historical discipline was challenged by intercultural and materialist discourses during the period under examination. However, much of the debate within the State Approval Scheme for Textbooks indicates that an ethnic nationalist discourse and competing discourses introduced in new syllabi for history education after 1945 tended to converge.

  • 6468.
    Åström Elmersjö, Henrik
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Norden, nationen och historien: Perspektiv på föreningarna Nordens historieläroboksrevision 1919-19722013Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation investigates the negotiation of history within the history textbook revision conducted by the Norden Associations between 1919 and 1972. The thesis combines an examination of the discussions surrounding the revision with an understanding of the organization of the revision process to study the negotiations between representatives of different historical cultures and the conditions within these historical cultures.  At the end of World War I, the teaching of history was challenged by internationalists and school­teachers as a chauvinistic and warmongering subject. The war was a catalyst for the emergence of history textbook revisions in general, and in the Nordic countries the war also became a catalyst for efforts to promote Nordic understanding and cooperation. These two outcomes of the war experience merged in the Norden Associations’ history textbook revision. The revision was promoted as both an effort to reach an agreement on a common Nordic history and an effort to present to the international community a peaceful corner of the world.  The theoretical framework of this dissertation draws on the concept of the nation as an imagined community and sees national historical cultures as being reflective of the community at that time and place. The discussions of historical events in the thesis are treated as motifs of a national myth, and they are scrutinized as part of the cognitive, political, and aesthetic dimensions of historical culture. The organizational features of the revision are studied through a network analysis of the organizational field.  Prior to World War II, involvement in the revision was reserved almost exclusively for historians. From the end of the 1950s, however, the initiative shifted towards teachers and teacher trainers. This dissertation shows that the revision was organized with an emphasis on national boundaries even though the revision itself was an effort to transcend these boundaries.  The results of this thesis show that the history within the revision was such an integral part of national identity that it was almost impossible to reach any understanding of a common Nordic history. Most motifs, such as the nation’s founding, liberation, golden age, and decline, within the individual national myths had very little common ground and they often contradicted each other. The debates in regards to historical events were also highly political. The historians involved in the revision process could not see past their own national context and were not able to approach the subject from a purely methodological or scientific stance. Pedagogical issues in the textbooks were almost completely ignored.  In conclusion, the history textbook revision conducted by the Norden Associations should probably be seen as a defense of nationalistic hegemony in the understanding of history and cultural identity instead of as a challenge to that hegemony. In addition, the decline in impact of the textbook revision in the 1960s can be explained as a result of this nationalistic identity giving way to the prosperity of a new hegemony that was more liberal, Eurocentric, and global.

  • 6469.
    Åström Elmersjö, Henrik
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Notes from the editorial team2019In: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 6, no 1Article in journal (Other academic)
  • 6470.
    Åström Elmersjö, Henrik
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Ny bild av Europa: förändring i historieläroböckerna i samband med nya relationer2011In: Manus, ISSN 2000-4028, no 1, p. 10-Article in journal (Other (popular science, discussion, etc.))
  • 6471.
    Åström Elmersjö, Henrik
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    The Meaning and Use of "Europe" in Swedish History Textbooks, 1910-20082011In: Education Inquiry, ISSN 2000-4508, Vol. 2, no 1, p. 61-78Article in journal (Refereed)
    Abstract [en]

    This article explores the different meanings of “Europe” in Swedish history textbooks over the course of the 20th century. Utilising the concept of myth, this textbook analysis looks at how the older history of Europe, and Sweden in relation to Europe, had changed by the end of the century. In particular, it examines the way in which Europe as a historically coherent entity is becoming attached to the idea of European economic, cultural and political co-operation in the wake of the Second World War. By using both quantitative and qualitative methods the study reveals that Europe as a concept has altered its meaning over time. Further, the study shows that the amount of text on Europe as an entity altogether increased in Swedish history textbooks in the latter part of the 20th century.

  • 6472.
    Åström Elmersjö, Henrik
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    The Norden Associations and International Efforts to Change History Education, 1919–1970: International Organisations, Education, and Hegemonic Nationalism2015In: Paedagogica historica, ISSN 0030-9230, E-ISSN 1477-674X, Vol. 51, no 6, p. 727-743Article in journal (Refereed)
    Abstract [en]

    During the interwar period, a number of organisations started to look into education as part of an attempt to understand how nationalism was fuelled through education and to what extent it had forced the outbreak of the Great War. These efforts coincided with a more general internationalisation of educational systems as part of the progressive movement. In response to nationalism and a perceived need for reformation of national narratives, the school subjects of history and geography became the primary suspects as advocates of chauvinism and militarism. In 1919, associations for the promotion of understanding and cooperation between the Scandinavian countries – the Norden Associations [föreningarna Norden] – began investigating history textbooks. The notion behind these efforts was that the Scandinavian peoples had especially strong natural and historical bonds that a false nationalism had eradicated, and in the zeitgeist of the time such bonds should be resurrected. This revision of textbooks was expanded in the 1930s to explore, assess, and develop the entire teaching of history in the Nordic countries. The Norden Associations converged on many levels with the disparate international movements for educational change that, in a broader sense, led to standardisation of not only history education, but also the whole educational system. This article presents the Norden Associations as part of a process of hegemonic isomorphism in which cultural hegemony set the institutional boundaries within which the organizations could work in order to attain legitimacy. The network of educators, researchers, organisations, and politicians that was involved in this process was vast. This article demonstrates how an organisation with a specific political agenda, and with only limited international objectives came to be – not only a part of – but, to some extent, an organisational role model for loftier efforts aimed at global and cosmopolitan history teachings.

  • 6473.
    Åström Elmersjö, Henrik
    et al.
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Clark, AnnaUniversity of Technology Sydney.Vinterek, MonikaHögskolan Dalarna.
    International perspectives on teaching rival histories: pedagogical responses to contested narratives and the history wars2017Collection (editor) (Refereed)
    Abstract [en]

    Contested narratives and disputed histories have long been an important issue in history teaching all over the world, and has been described as "history" or "culture wars." In this book, authors from different parts of the world ponder the question "what can teachers do (and what are they doing) when there are conflicting narratives of the same past in circulation?" The volume presents a survey of approaches to dealing with rival histories in the classroom and it puts an epistemological issue at the center of discussion: what does it mean for the epistemology of history to teach more than one narrative? Divided into three sections that deal with historical cultures, multicultural societies and multiperspectivity, the chapters of the book showcase that how to deal with rival histories is very much contextually dependent. Diverse teaching traditions and societal debates makes for different contexts where the ability for teachers to engage in the teaching of rival narratives are very different.

  • 6474.
    Åström Elmersjö, Henrik
    et al.
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Clark, Anna
    University of Technology Sydney.
    Vinterek, Monika
    Högskolan Dalarna.
    Introduction: Epistemology of Rival Histories2017In: International Perspectives on Teaching Rival Histories: Pedagogical Responses to Contested Narratives and the History Wars / [ed] Henrik Åström Elmersjö, Anna Clark & Monika Vinterek, Palgrave Macmillan, 2017, 1, p. 1-14Chapter in book (Refereed)
    Abstract [en]

    Elmersjö, Clark, and Vinterek establish the framework of the book in this introductory chapter. They introduce the different approaches to teaching history introduced by Peter Seixas in 2000: the best story approach enhancing collective memory, the disciplinary approach, and the postmodern approach. By linking these approaches to different genre positions taken by historians and described by Keith Jenkins and Alun Munslow (the reconstructionist, constructionist, and deconstructionist positions), Elmersjö, Clark, and Vinterek frame the book’s general theme of teaching rival histories in an epistemological question regarding what history is and what it can be.

  • 6475.
    Åström Elmersjö, Henrik
    et al.
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Larsson, Anna
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Notes from the Editors2017In: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 4, no 1, p. 1-1Article in journal (Other academic)
  • 6476.
    Åström Elmersjö, Henrik
    et al.
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Larsson, Anna
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Lindmark, Daniel
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Norlin, Björn
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Sjögren, David
    Uppsala University.
    Nordic Journal of Educational History (NJEdH) (Sweden)2015In: Connecting history of education: Scientific journals as international tools for a global world / [ed] José Luis Hernández Huerta, Antonella Cagnolati & Alfonso Diestro Fernández, Salamanca: FahrenHouse , 2015, 1, p. 151-158Chapter in book (Other academic)
  • 6477.
    Åström Elmersjö, Henrik
    et al.
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Larsson, Anna
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Sjögren, David
    Uppsala universitet.
    Notes from the Editors2018In: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 5, no 1, p. 1-1Article in journal (Other academic)
  • 6478.
    Åström Elmersjö, Henrik
    et al.
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Lindmark, Daniel
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Nationalism, Peace Education, and History Textbook Revision in Scandinavia, 1886-19402010In: Journal of Educational Media, Memory, and Society, ISSN 2041-6938, Vol. 2, no 2, p. 63-74Article in journal (Refereed)
    Abstract [en]

    History as a school subject has been a thorny issue for advocates of peace education at least since the 1880s. Efforts, including the substitution of cultural history for military history, have been made to ensure that it promote international understanding, not propagate chauvinism. The Norden Associations of Scandinavia, which were involved in textbook revision since 1919, achieved some success by altering contents, but national myths remained central to each country’s historical narrative, making it difficult to give history education its desired international orientation.

  • 6479.
    Åström, Frida
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    IT verktygens roll i förskolan: Föräldrars inställning till användandet av dator och surfplatta i verksamheten med barnen2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte är att undersöka vilken inställning föräldrarna har till användandet av dator och surfplatta som pedagogiskt verktyg i förskolans verksamhet med barnen 1-5 år. Frågeställningarna är: Hur upplever föräldrarna det nuvarande användandet av dator och surfplatta i förskolans verksamhet med barnen? Hur önskar föräldrarna att dator och surfplatta ska användas i förskolans verksamhet med barnen? Hur motiverar föräldrarna att dator och surfplatta bör/inte bör användas som pedagogiskt verktyg i förskolans verksamhet med barnen? För att få svar på frågeställningarna så fick en grupp föräldrar delta i en enkätundersökning. Resultatet visar att majoriteten av föräldrarna är positiva gällande det nuvarande användandet på förskolan. Däremot uttrycker de önskemål/krav såsom att, det ska finnas en pedagogisk motivering, det ska finnas begränsningar och barnen ska inte använda verktygen ensamma. Användandet ska inte heller ersätta annat utan ses som ett komplement. Motiveringar för, är att IT finns överallt i samhället och kunskaper om IT behövs för framtiden. Det ses som ett komplement till hemmet och verktygen erbjuder variation. Motiveringarna mot, är främst att det tar tid av annat som är viktigare. IT bör inte introduceras så tidigt utan pedagogernas kunskap bör användas till annat. Verktygen motverkar social interaktion och kommunikation.

  • 6480.
    Åström, Helena
    et al.
    Umeå University, Faculty of Science and Technology, Mathematics and Mathematical Statistics.
    Helgesson, Kristina
    Umeå University, Faculty of Science and Technology, Mathematics and Mathematical Statistics.
    Laborativ och problemlösande matematik: En studie om Landet Längesen i teori och praktik2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta arbete syftar till att undersöka hur Landet Längesen har omsatts i praktiken i de tidiga skolåren och vad lärare och elever anser om att arbeta med Landet Längesen. Fem frågeställningar förtydligar syftet: Vad berättar lärare om hur de omsatt de pedagogiska idéerna i Landet Längesen? Vad berättar lärare om hur de omsatt materialets olika delar? Vad anser lärarna att det finns för fördelar och nackdelar/svårigheter med Landet Längesen? Hur tycker elever att det är att arbeta med Landet Längesen? Vilka krav anser lärare att Landet Längesen ställer på lärare och elever? Arbetet omfattar kvalitativa intervjuer med fyra lärare och en enkätundersökning med totalt 27 elever. Vår studie visar att lärarna omsatt de pedagogiska idéerna som Landet Längesen bygger på och att de har använt sig av det tillhörande materialet. Resultatet lyfter även likheter och skillnader i omsättningen av Landet Längesen. En slutsats är att lärarna är positiva till arbetet med Landet Längesen och att det råder olika åsikter hos eleverna.

  • 6481.
    Åström, Jenny
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Westergård, Andreas
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Överföring av expertkunskaper inom utomhusundervisning: Naturskolan som innovatör i utveckling av utomhusmatematik2019Independent thesis Basic level (university diploma), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Utomhuspedagogik är någonting som kan stötta elever i mellanstadiet. Denna studie syftar till att utveckla kunskapen om hur utomhusmatematik används i skolorna och om Naturskolans arbetsinsats kan bidra till en ökad utomhusundervisning. Studien har genomförts med både intervjuer och observationer av Naturskolans arbete i skolorna. Resultatet visar att de lärare som Naturskolan har besökt inte gjort några större förändringar i sitt fortsatta arbete i utomhusmatematik. Det har däremot gett en positiv effekt på lärarnas inställning då de känner sig mer trygga att bedriva undervisning utomhus. Naturskolan beskriver sitt arbete som fortbildning, vilket lärarna i flera fall inte uppfattade. Naturskolan har förmedlat expertkunskaper och lärarna beskriver deras arbete som strukturerat men även med känslan att det är enkelt att vistas ute.

  • 6482.
    Åström, Johan
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Matematiska förmågor: Värderingar, strategier och hinder efter fem år med en läroplan2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The Swedish curriculum for mathematics was changed in 2011. The new document gives more emphasis than previous curricula to mathematical competencies as basis for teaching and assessment. This study aims at investigating Swedish upper secondary school teachers’ beliefs with regards to mathematical competencies, as well as the strategies adopted and the obstacles perceived by the teachers when teaching mathematics from a competencies perspective.A survey of personal interviews with teachers of mathematics active in the Swedish upper secondary school has been conducted. This study shows that teachers primarily regard mathematical competencies from an assessment perspective. Few teachers formulate explicit strategies for their teaching in mathematical competencies. Among the most important perceived obstacles are reluctant student attitudes towards this perspective in mathematical teaching.

  • 6483.
    Åström, Linnea
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Synliggör lärare lärandemål och vad uppfattar eleverna: En studie av lärares syn jämfört med elevernas upplevelse2019Independent thesis Basic level (university diploma), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att, utifrån nyckelstrategi 1 inom till formativ bedömning, undersöka hur lärare klargör, delger och skapar förståelse för lärandemål samt framgångskriterier inom ämnet matematik. Studien undersöker hur elever uppfattar dessa mål och kriterier samt deras uppfattning om hur läraren synliggör dessa. Nyckelstrategi 1 innebär att läraren skall klargöra lärandemål och framgångskriterier för undervisningen, delge eleverna dessa för att eleverna skall få förståelse för sitt eget lärande. Min empiri bygger på observationer och intervjuer med tre lärare samt en enkätundersökning med eleverna i respektive lärares klass. I resultatet framkommer det att den lärare som använder nyckelstrategi 1 mest är även den lärare där eleverna har störst förståelse för lärandemål. Resultatet visar även att eleverna uppfattar att läraren synliggör lärandemål vid genomgångar i början av lektionen. Det visar också att lärarna är tryggare i att skapa och synliggöra lärandemål för ett helt arbetsområde jämfört med enstaka lektioner.

  • 6484.
    Åström, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Betygsättning och bedömning i NO2012In: Betyg i teori och praktik: ämnesdidaktiska perspektiv på bedömning i grundskola och gymnasium / [ed] Nordgren, Kenneth, Odenstad, Christina och Samuelsson, Johan, Malmö: Gleerups Utbildning AB, 2012, 2, p. 131-140Chapter in book (Other (popular science, discussion, etc.))
  • 6485.
    Åström, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Computer-based try-out for assessing communication goals in physics2014Conference paper (Refereed)
    Abstract [en]

    The Swedish science curriculum in compulsory school got a new component in the reform 2011 (Skolverket, 2011a). The new component consists of required communications skills that students should show in classroom discussions. In the work with national tests we did a try-out of a possible test item that could be aiming at those skills. The item consisted of two parts, the first was that students should use a number of recommended internet links to find information of the main topic in the item, namely if Sweden should continue to use nuclear energy. The second part consisted of a chat discussion between small groups of students that were done in a database environment where students should argue pros and cons the question. This pilot-test found that students were capable to use computers to search information and to discuss arguments with each other in a chat room. However, the number of students in the pilot test was small and the test item needed strongly development to fit the test frames to adjust to 35 000 students taking a written paper-and-pen test.

  • 6486.
    Åström, Maria
    Linköpings universitet.Institutionen för samhälls- och välfärdsstudier.
    Defining integrated science education and putting it to test2008Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The thesis is made up by four studies, on the comprehensive theme of integrated and subject-specific science education in Swedish compulsory school. A literature study on the matter is followed by an expert survey, then a case study and ending with two analyses of students' science results from PISA 2003 and PISA 2006. The first two studies explore similarities and differences between integrated and subject-specific science education, i.e. Science education and science taught as Biology, Chemsitry and Physics respectively. The two following analyses of PISA 2003 and PISA 2006 data put forward the question whether there are differences in results of students' science literacy scores due to different types of science education.

    The expert survey compares theories of integration to the Swedish science education context. Also some difference in intention, in the school case study, some slight differences in the way teachers plan the science education  are shown, mainly with respect to how teachers involve students in their planning.

    The statistical analysis of integrated and subject-specific science education comparing students' science results from PISA 2003 shows no difference between students or between schools. The analysis of PISA 2006, however, shows small differences between girls' results with integrated and subject-specific science education both in total scores and in the three scientific literacy competencies. No differences in boys' results are shown on different science education.

  • 6487.
    Åström, Maria
    Umeå University, Faculty of Social Sciences, Department of Education.
    Delaktighet i träningsskolan: En studie av elevers delaktighet i träningsskolan ur ett pedagogperspektiv2014Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to obtain a more profound knowledge regarding participation as a foundation for learning in training school for children with moderate and severe intellectual disabilities. The study is based on interviews with educationalists working with these children in the training school in the compulsory school for children with intellectual disabilities. The results indicate that the educationalists do not reflect much upon the importance of participation for the learning and knowledge development of their pupils, despite feeling that participation is an important part of the education. The lack of reflection is evident in the daily teaching routines of these children, since pupil influence on the educational system and pupil cooperation is generally lacking. The educationalists assume a relational perspective when they discuss their own importance, as well as the importance of other adults and the surrounding environment, for the possibilities of the pupils to participate. However, in practice, they often apply a categorical approach, since they often refer to the negative impact that the degree of functional or learning disability and the specific condition of each pupil have on the possibilities for participation and collaboration with the other pupils.

  • 6488.
    Åström, Maria
    Linköpings universitet.Institutionen för samhälls- och välfärdsstudier.
    Differences between students in Swedish compulsory schools with integrated andsubject-specific science education in PISA 2006Manuscript (preprint) (Other academic)
    Abstract [en]

    This study is a comparison between three groups of teaching organisations in Sweden that work either with integrated Science, subject-specific Science or a mixed form of the two. Comparison is made between the students’ total Science scores in the PISA 2006 study and the three scores in student competency regarding Knowledge in Science and Knowledge about Science. This comparison is made both at the individual and school level. There are differences between students with integrated Science education and students with subjectspecific Science. These differences are found both in the total scores and in some of the subscores. An even more striking difference is found between boys and girls in the different groups. There are big differences in test scores for girls with integrated Science as compared to girls with subject-specific Science; this difference is almost nonexistent for boys. Some caution must be shown in drawing conclusions from this finding, however, since girls’ and boys’ groups differ in mean ESCS, and there are differences in the percentage of students who speak another language at home than Swedish. Some plausible explanations for the differences are discussed based on inferences from other studies.

  • 6489.
    Åström, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    En Delphi-studie av initierade brukares uppfattningar om karaktärer av integrerad naturvetenskap i senare delen av svensk grundskola2010In: Didaktisk Tidskrift, ISSN 1101-7686, ISSN ISSN 1101-7686, Vol. 19, no 3, p. 113-132Article in journal (Other academic)
    Abstract [sv]

    Den här tentativa studien undersöker hur experter, väl insatta i den svenska debatten om integrerad NO uppfattar vad integrerad NO är, hur den tillämpas och vilka skäl som finns för att undervisa NO integrerat istället för att undervisa ämnesuppdelat. Diskussionen om integrerad eller ämnesuppdelad NO hade en kulmen på 1980-talet i Sverige som gav upphov till två varianter att undervisa NO på i grundskolan, antingen som ett ämne eller som tre ämnen, biologi, kemi och fysik. Dessa varianter finns för närvarande som två likvärdiga sätt att gradera betyg på. Nu är det aktuellt att ta bort möjligheten att sätta NO-betyg och i stället endast biologi-, fysik- och kemibetyg, vilket gör det intressant att undersöka hur idén om vad integrerad och ämnesuppdelad NO-undervisning har för likheter och skillnader. Undersökningen är genomförd som en Delphistudie, där informanterna har värderat 30 påståenden om integrerad och ämnesuppdelad undervisning. Svaren sammanställdes med medelvärden och medianer och presenterades för informanterna i en andra enkätomgång. Informanterna erbjöds möjlighet att ändra sina svar efter att ha tagit del av centralmått på värderingar av påståendena beräknat från samtliga svaranden. Resultatet av den första undersökningsomgången redovisas i tabell där centralmått på informanternas sammanlagda värdering redovisas. Informanternas svar jämförs med den teori som ursprungligen använts för att konstruera frågorna och diskuteras. Även metodiska frågor i samband med undersökningen diskuteras.

  • 6490.
    Åström, Maria
    Linköpings universitet.Institutionen för samhälls- och välfärdsstudier.
    Integrated and subject-specific: an empirical exploration of science education in Swedish compulsory school2007Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis is an explorative experimental study in two parts of different ways of organising Science education in the Swedish context. The first study deals with the question if students attain higher scores on test results if they have been working with integrated Science compared to subject-specific Science i.e. Biology, Chemistry and Physics. The second study concerns the similarities and differences between integrated Science education and Science education in Biology, Chemistry and Physics, especially in the teaching organisation.

    The introduction describes the nature of integrated curriculum, what integrated learning is, issues about integrated Science education, in what way integration is carried out, between subjects or within subjects, what the opposite to integrated Science is (here named as  subjectspecific science education) in the Swedish context and what the Swedish curriculum has to say about integrated Science. Previous studies in integrated curriculum looking at students’ results are referred to, and it is argued for the use of the OECD’s PISA assessment instrument in this study.

    The thesis consists of two studies, one quantitative and one qualitative, within the above framework. The quantitative study is an attempt to find differences in scores on students’ written results on a large-scale assessment in scientific literacy between students studying in different organisations of Science education. The qualitative study is an attempt to  describe differences at classroom level between integrated Science and subject-specific Science. This gives a quite rich description of four schools (cases) in a small town and how they organise their teaching integrated or subject-specific.

    No differences in students’ results between different Science organisations were found in the quantitative study in this thesis. Possible explanations for the lack of differences in students’ results are discussed in the article. An additional investigation that attempts to test the variable used in the quantitative study is carried out in the thesis, with an attempt to sharpen the teacher organisation variable. This is done to find out if it is possible that there can be found differences with the sharpened variable.

    The qualitative study gives a glimpse of some differences in the implemented curriculum between schools working with integrated Science education and a school that works subjectspecifically. The teachers do the overall lesson plans in different ways according to which organisation according to integrated or subject-specific Science they work with. When asked in a survey what kind of Science organisation they have, students from the four schools studied answered differently between schools and also, sometimes, within the same school. A further analysis of this second study is carried out by defining a conceptual framework used as structure and a possible explanation for differences between students’ views and teachers’ views on the organisation of Science education. This latter analysis tries to give an enriched description in mainly the two levels of the implemented and attained curricula, and tries to discuss the difference in students’ attained curriculum.

    A final discussion concludes the thesis and concerns an elaboration of the results of the thesis, problems with the main variable involved in the two studies and the possibility that the teacher actions effects also the magnitude of students’ achievement on tests.

  • 6491.
    Åström, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Integrerat eller ämnesuppdelat?2012In: Skola och naturvetenskap: politik, praktik, problematik i belysning av ämnesdidaktisk forskning / [ed] Strömdahl, Helge och Tibell, Lena, Lund: Studentlitteratur, 2012, 1, p. 61-74Chapter in book (Other academic)
  • 6492.
    Åström, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    What Do Teachers Find Problematic With Non-traditional Scientific Test Content?2014Conference paper (Refereed)
    Abstract [en]

    This paper deals with teachers’ statements about assessing students’ results from items with non-traditional science content in the national science assessments in Sweden. Non-traditional science content in this case is items that concerns social and scientific issues (SSI). The content deals with use of science in society. This content has emerged in the curriculum in several countries in an effort to improve students’ interest for science, to implement meaningfulness in learning and train students to learn science for adults use (Sadler, Barab, & Scott, 2007; Sadler & Zeidler, 2009; Dana L.  Zeidler, Sadler, Applebaum, & Callahan, 2009; Dana L. Zeidler, Sadler, Simmons, & Howes, 2005). Sweden has shown descending results in international studies, particularly PISA (Skolverket, 2013) so voices are raised how to improve teaching. Curriculum reform is a common way to change premises in school (Fensham, 2008). Swedish students get accurate results from PISA on items concerning traditional curriculum content, but items with non-traditional curriculum content show lower students’ results (Skolverket, 2010). When looking into teachers’ statements of test items with unfamiliar content that mirrors the curriculum content the question raises; what do teachers think of SSI content? In teacher surveys attached to the tests more than half of answering teachers state that they use SSI in their own tests (Åström, 2013). This study focuses on what teacher write in own words about test items.

    1) what do teachers find troublesome concerning social and scientific issuescontent in national tests?

    2) what expectations and apprehensions do teachers have to SSI items?

    3) do teachers comments concerning SSI content in tests develop between years?

  • 6493.
    Åström, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    What need teachers learn more about when assessing students?: Teachers’ comments to Socioscientific issues in national tests in Sweden2013In: Den fjärde nordiska ämnesdidaktiska konferensen, NoFa4: Faglig kunnskap i skole og Laererutdanning, 2013Conference paper (Other academic)
    Abstract [en]

    Socio-scientific issues are part of the Swedish curriculum since 1994. Revisions of the science syllabi 2000 and 2011 stress this part of the science curriculum. Starting with national science tests in year 2009 this was considered as one crucial part in constructing items. This presentation considers collected statements from teachers giving feed-back on the tests in a web based formula during the years 2009, 2010, 2011. Socio-scientific issues are one of two most commented areas of test items from the teachers. The research question was to find what teachers’ state they have different challenges when assessing students’ answers on socio-scientific issues on the national tests in biology, chemistry and physics in year 9 in compulsory school. Teachers were requested to answer a survey with questions about the test after scoring students answers. Questions dealt with for instant if they found the standard settings sufficiently and if they found the test aligned to the syllabus. The most common survey item form was multiple choice questions but there were also some possibilities to personal statements were teachers could write succeeding text to their own choice. There are approximately 800 biology, physics and chemistry teachers that answered the surveys each spring. Between 2 and 11 percent of teachers in the years 2009, 2010 and 2011 had some comment on the socio-scientific issues, depending on what test (biology, physics or chemistry) they had assessed students’ answers on the different years. A majority of teachers state that they use socio-scientific issues in teaching and in teacher constructed tests. However teachers are insecure in how to judge students’ answers in the national tests. Possible problems found in teachers statements about items are presented and discussed.

  • 6494.
    Åström, Maria
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Abrahamsson, Mattias
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Almarlind, Pia
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Bengtsson, Jerker
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Ämnesproven 2010 i grundskolans årskurs 9 och specialskolans årskurs 102011Report (Other (popular science, discussion, etc.))
  • 6495.
    Åström, Maria
    et al.
    Umeå University, Faculty of Social Sciences, Department of Educational Measurement.
    Ancker-Hansen, Jens
    Balancing national science assessments according to the curriculum: experience from new Swedish development2009In: ESERA 2009, Istanbul, Turkey / [ed] Tasar, M. F., Cakmakci, G., Akgul, E., 2009, p. 254-Conference paper (Refereed)
  • 6496.
    Åström, Maria
    et al.
    Umeå University, Faculty of Social Sciences, Department of Educational Measurement.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Elevers syn på nationella prov: Resultat från elevenkät vid genomförandet av nationella ämnesprov i biologi, fysik och kemi i grundskolans årskurs 9 våren 20092010Report (Other academic)
    Abstract [en]

    In 2009, national tests in biology, chemistry and physics were administered for the first time to Grade 9 pupils in Swedish compulsory school. This report presents descriptive results from a questionnaire that was administered to a sample of students taking these national tests. The main purpose of the questionnaire study was to investigate how these tests were perceived by the pupils: how they experienced the test and the test situation, whether they found the test important and whether they felt motivated to do their best on the test. The questionnaire also contained items asking for pupil attitudes towards the subject tested, as well as items asking for how pupils work with the respective subjects in the classroom. Results show that pupils in general seemed positive towards the national test although many pupils found the national test different from tests they usually have in school. A majority of the pupils further reported that they perceived the test as an important test and that they were rather motivated to do their best on the test. Still, a fair amount of pupils reported that they could have tried harder on the test. The students also reported rather positive attitudes towards the subjects tested, particularly Biology seems well liked by the students. The chemistry subject, however, seem less well-liked than the other subjects and the pupils taking the chemistry test to a higher degree reported that the test did not feel important, that test items were difficult to understand, and that the test items were different from their regular test. Pupils also report that they do not have chemistry tests very frequently, but this is true also for Biology and Physics. Last, the ways the pupils report that they work with the subjects on a daily basis are in agreement with reports obtained from international comparative studies in these subjects.

  • 6497.
    Åström, Maria
    et al.
    Linköpings universitet.Institutionen för samhälls- och välfärdsstudier.
    Karlsson, Karl-Göran
    Department of Engineering, Physics and Mathematics, Mid Sweden University.
    Integrated and subject-specific science education: teachers’ and students’ viewsManuscript (preprint) (Other academic)
    Abstract [en]

    This study concerns the views of teachers’ and students’ regarding Science education. The teachers and students are all from four schools in the same small town in Sweden. The teachers’ views of Science lessons focused on how to plan lessons and organise content. The students’ views focused on three questions concerning the integration of science. The study is based on several data collections: interviews with and observations of teachers, a school survey and student questionnaires. The teacher interviews were analysed with regard to integrated and subject-specific Science education and the students’ questionnaires were analysed with statistical methods. The four schools in this study may be categorised as two integrated schools, one subject-specific and one mixed school. The students’ views of subjectspecific and integrated Science did not completely coincide with the teachers’ views. Teachers and students agreed on that they did integrated education in only one out of the four schools.

  • 6498.
    Åström, Maria
    et al.
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Institutionen för teknik, fysik och matematik, Härnösand.
    Karlsson, Karl-Göran
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Institutionen för teknik, fysik och matematik, Härnösand.
    Using hierarchical linear models to test differences in Swedish results from OECD's PISA 2003: integrated and subject-specific science education2007In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, no 2, p. 121-131Article in journal (Refereed)
    Abstract [en]

    The possible effects of different organisations of the science curriculum in schools participating in PISA 2003 are tested with a hierarchical linear model (HLM) of two levels. The analysis is based on science results. Swedish schools are free to choose how they organise the science curriculum. They may choose to work subject-specifically (with Biology, Chemistry and Physics), integrated (with Science) or to mix these two. In this study, all three ways of organising science classes in compulsory school are present to some degree. None of the different ways of organising science education displayed statistically significant better student results in scientific literacy as measured in PISA 2003. The HLM model used variables of gender, country of birth, home language, preschool attendance, an economic, social and cultural index as well as the teaching organisation.

  • 6499.
    Åström, Peter
    Umeå University, Faculty of Social Sciences, Department of Education.
    Barns motivation till ämnet Idrott och hälsa2007In: SVEBIS årsbok, ISSN 0284-4672, p. 185-207Article in journal (Refereed)
  • 6500.
    Åström, Peter
    Umeå University, Faculty of Social Sciences, Department of Education.
    Children low motivated to physical education and health: voices and reflections2010In: SVEBIS årsbok: aktuell beteendevetenskaplig idrottsforskning. 2010. / [ed] Göran Patriksson, Lund: Media Tryck , 2010, p. 134-160Chapter in book (Refereed)
    Abstract [en]

    This paper presents a study of motivation with a focus on the pupils that are low motivated for Physical Education and Health, PEH, in Swedish secondary schools. Drawing on data from interviews with seven 6th grade pupils low motivated for PEH, the aim of the study was to listen to this small, yet important, group. The results are discussed and interpreted in relation to contemporary PEH research and in relation to the tenets of need achievement theory. The theory argues that the need for achievement and authority/power and affiliation are essential in affecting people’s motivation. The results show that low perceived competence, low possibility to affect the lesson content and lack of meaning were highlighted in many of the interviews. A picture of a non-caring teacher who pays little attention to those pupils was also visible in the interviews.

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