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  • 751.
    Öhman, Anders
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Det dialogiska klassrummet2009In: Sjätte nationella konferensen i svenska med didaktisk inriktning: muntlighetens möjligheter - retorik, berättande, samtal / [ed] Anne Palmér, Uppsala: Nationella nätverket för svenska med didaktisk inriktning (SMDI) , 2009, p. 162-168Conference paper (Other academic)
  • 752.
    Öhman, Anders
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Litteraturdidaktik, fiktioner och intriger2015 (ed. 1)Book (Other academic)
  • 753.
    Öhman, Anders
    et al.
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Lindell, Ingrid
    Göteborgs universitet.
    Inledning2019In: För berättelsens skull: modeller för litteraturundervisningen / [ed] Ingrid Lindell och Anders Öhman, Stockholm: Natur och kultur, 2019, 1, p. 7-15Chapter in book (Other academic)
  • 754.
    Öhman, Anders
    et al.
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Tornberg Pantzare, Malin
    Sävar skola.
    Att skugga intrigen: en modell för litteraturläsning i teori och praktik2019In: För berättelsens skull: modeller för litteraturundervisningen / [ed] Ingrid Lindell och Anders Öhman, Stockholm: Natur och kultur, 2019, 1, p. 17-38Chapter in book (Other academic)
  • 755.
    Österholm, Magnus
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    A framework for studying differences between process- and object-oriented discourses2011In: Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education, vol 1: Developing mathematical thinking / [ed] Behiye Ubuz, 2011, p. 367-367Conference paper (Other academic)
  • 756.
    Österholm, Magnus
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Beliefs: A theoretically unnecessary construct?2010In: Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education. January 28th - February 1st 2009, Lyon, France / [ed] V. Durand-Guerrier, S. Soury-Lavergne & F. Arzarello, Lyon: Institut National de Recherche Pédagogique , 2010, p. 154-163Conference paper (Refereed)
    Abstract [en]

    In this paper I analyze different existing definitions of the term beliefs, focusing on relations between beliefs and knowledge. Through this analysis I note several problems with different types of definitions. In particular, when defining beliefs through a distinction between belief and knowledge systems, this creates an idealized view of knowledge, seen as something more pure (less affective, less episodic, and more logical). In addition, attention is generally not given to from what point of perspective a definition is made; if the distinction between beliefs and knowledge is seen as being either individual/psychological or social. These two perspectives are also sometimes mixed, which results in a messy construct. Based on the performed analysis, a conceptualization of beliefs is suggested.

  • 757.
    Österholm, Magnus
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Characterizing mathematics education research discourse on belief2011In: Current state of research on mathematical beliefs XVI: Proceedings of the MAVI-16 Conference, June 26-29, 2010, Tallinn, Estonia / [ed] Kirsti Kislenko, Tallinn, Estonia: Institute of Mathematics and Natural Sciences, Tallinn University , 2011, p. 200-217Conference paper (Refereed)
    Abstract [en]

    The discursive use of ‘belief’ in research articles are analyzed as a contribution to the reflexive activity in belief-research, in particular regarding theoretical aspects of the notion of belief. The purpose of this paper is to create an explicitly described procedure for such an analysis, from the selection of data to categorizations of the smallest unit of analysis. The method of analysis builds on some linguistic structures, focusing in this paper on the use of adjectives and verbs in relation to ‘belief’. From the analysis of the use of ‘belief’ in eight articles a set of categories is created describing different uses of the notion of belief.

  • 758.
    Österholm, Magnus
    Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Do students need to learn how to use their mathematics textbooks?: The case of reading comprehension2008In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 13, no 3, p. 53-73Article in journal (Refereed)
    Abstract [en]

    The main question discussed in this paper is whether students need to learn how to read mathematical texts. I describe and analyze the results from different types of studies about mathematical texts; studies about properties of mathematical texts, about the reading of mathematical tasks, and about the reading of mathematical expository texts. These studies show that students seem to develop special reading strategies for mathematical texts that are not desirable. It has not been possible to find clear evidence for the need of a specific ”mathematical reading ability”. However, there is still a need to focus more on reading in mathematics teaching since students seem to develop the non-desirable reading strategies.

  • 759.
    Österholm, Magnus
    Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Kan vi separera läsning från matematikämnet?2009In: Dyslexi, ISSN 1401-2480, Vol. 14, no 3, p. 18-21Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    För uppgifter som man använder i undervisning eller prov i matematik så vill man i första hand utveckla eller testa kunskaper i matematik och inte elevernas läsförmåga. Om undervisning i matematik bygger mycket på läsning så verkar det finnas större risk att elever som har svårigheter med läsning också kommer få svårigheter med matematikämnet. En tanke kan därför vara att man vill separera läsning från matematikämnet, för att på så sätt undvika dessa potentiella problem. Mitt syfte med denna artikel är att analysera vissa aspekter av relationer mellan läsning och matematik, för att på detta sätt se om och hur en sådan separering kan göras.

  • 760.
    Österholm, Magnus
    Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Läsförståelsens roll inom matematikutbildning2009In: Matematikdidaktiska frågor: Resultat från en forskarskola / [ed] Gerd Brandell, Göteborg: Nationellt centrum för matematikutbildning (NCM), Göteborgs universitet , 2009, 1, p. 154-165Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Denna artikel beskriver undersökningar kring hur universitetsstudenter och skolelever läser olika typer av texter. Frågor jag vill besvara är hur man bör förhålla sig till läsning inom matematikutbildning och om man behöver behandla läsförståelse som en del av undervisning inom matematik. I artikeln behandlar jag undersökningar kring läsning av uppgiftstexter samt undersökningar kring läsning av förklarande texter. Därefter jämför jag dessa olika typer av lässituationer och noterar då vissa likheter mellan lässtrategier som elever använder sig av i de olika situationerna. Bland annat noterar jag att texter som innehåller symboler tycks aktivera en speciell lässtrategi hos elever. Denna strategi verkar handla om att fokusera på symboler och andra typer av nyckelord i texten, vilket resulterar i en sämre läsförståelse. En slutsats är därför att det finns behov av att behandla läsning i matematikundervisning eftersom elever på egen hand tenderar att utveckla bristfälliga lässtrategier. Jag diskuterar också förslag på hur man kan göra detta. Som avslutning i artikeln diskuterar jag även hur resultaten om läsning kan ses i relation till andra forskningsresultat.

  • 761.
    Österholm, Magnus
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Relationships between epistemological beliefs and properties of discourse: Some empirical explorations2010In: Mathematics and mathematics education: Cultural and social dimensions. Proceedings of MADIF 7 / [ed] C. Bergsten, E. Jablonka & T. Wedege, Linköping: Svensk förening för matematikdidaktisk forskning, SMDF , 2010, p. 241-250Conference paper (Refereed)
    Abstract [en]

    In this paper I investigate what types of epistemologies are conveyed through properties of mathematical discourse in two lectures. A main purpose is to develop and explore methods for a type of analysis for this investigation. The analysis focuses on the types of statements and types of arguments used in explicit argumentations in the lectures. This type of analysis proves to be useful when characterizing epistemological aspects of lectures. However, some limitations are also noted, in particular that it was common to use more implicit types of argumentations in the lectures, which was not included as data in the present analysis.

  • 762.
    Österholm, Magnus
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Students' summaries of mathematical lectures: Comparing the discourse of students with the discourse of lectures2012In: Mathematics Education: Expanding Horizons. Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia / [ed] J. Dindyal, L. P. Cheng & S. F. Ng, Singapore: MERGA , 2012, p. 578-585Conference paper (Refereed)
    Abstract [en]

    This study focuses on a distinction between process- and object-oriented discourses when characterising the discourse of university students' summaries of lectures and examining connections between students' discourse and the discourse of lectures. Results show that students' discourse in general tends to be process-oriented, by their use of active verbs and little use of nominalisations. Students' summaries of process-oriented lectures also tend to be more process-oriented, but the differences between individual students are larger than differences caused by variations of the discourse in the lectures.

  • 763.
    Österholm, Magnus
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    The ontology of beliefs from a cognitive perspective2010In: Proceedings of the conference MAVI-15: Ongoing research on beliefs in mathematics education, September 8-11, 2009, Genoa, Italy / [ed] F. Furinghetti & F. Morselli, Genoa: Department of Mathematics, University of Genoa , 2010, p. 35-46Conference paper (Refereed)
    Abstract [en]

    In order to refine existing theories of beliefs, attention is given to the ontology of beliefs, in particular how a belief can be seen as a mental object or a mental process. The analysis focuses on some central aspects of beliefs; unconsciousness, context­ualization, and creation and change of beliefs, but also relates to research metho­dology. Through the analysis, the creation of belief is highlighted as a central aspect for more in-depth theories of beliefs. The outline of a theoretical framework is described – a framework that has the benefit of creating a coherent integration of all different aspects discussed, and which can also be used as a framework when designing and analyzing methods for empirical research.

  • 764.
    Österholm, Magnus
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    The role of mathematical competencies in curriculum documents in different countries2018In: Perspectives on professional development of mathematics teachers: Proceedings of MADIF 11, The eleventh research seminar of the Swedish Society for Research in Mathematics Education, Karlstad, January 23–24, 2018 / [ed] Johan Häggström, Yvonne Liljekvist, Jonas Bergman Ärlebäck, Maria Fahlgren, Oduor Olande, Karlstad: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2018, p. 131-140Conference paper (Refereed)
    Abstract [en]

    The inclusion of competencies in curriculum documents can be seen as an international reform movement in mathematics education. The purpose of this study is to understand which role mathematical competencies have in curriculum documents in different countries, with a focus on the relationship between competencies and content. Curriculum documents from 11 different countries were analysed. The results reveal three different themes of variation, concerning if the competencies are specific to mathematics, if competencies are described as learning goals, and if such learning goals are differentiated between grade levels.

  • 765.
    Österholm, Magnus
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    The role of theory when studying epistemological characterizations of mathematics lecture(r)s2012In: The Montana Mathematics Enthusiast, ISSN 1551-3440, E-ISSN 1551-3440, Vol. 9, no 3, p. 431-464Article in journal (Refereed)
    Abstract [en]

    The study presented in this paper is a contribution to the scientific discussion about the role and use of theory in mathematics education research. In particular, focus is here on the use of and comparison between different types of theories and frameworks, which is discussed primarily through the example of an empirical study examining what types of messages about mathematics are conveyed in lectures. The main purpose of this paper is to examine how different types of theories and frameworks can affect different parts of the research process.

  • 766.
    Österholm, Magnus
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    The roles of prior knowledge when students interpret mathematical texts2010In: The first sourcebook on nordic research in mathematics education: Norway, Sweden, Iceland, Denmark and contributions from Finland / [ed] Bharath Sriraman, Christer Bergsten, Simon Goodchild, Gudbjorg Palsdottir, Bettina Dahl Søndergaard & Lenni Haapasalo, Charlotte, NC, USA: Information Age Publishing, 2010, p. 431-440Chapter in book (Refereed)
    Abstract [en]

    In this chapter I examine what roles different types of prior knowledge have in the comprehension process when reading mathematical texts. Through theoretical analyses, three central aspects are highlighted; cognitive structure, cognitive process, and metacognition. For all these three aspects, questions arise regarding relationships between general and content-specific types of prior knowledge. Some empirical studies are described that study these questions.

  • 767.
    Österholm, Magnus
    Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Theories of epistemological beliefs and communication: A unifying attempt2009In: Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, 2009, p. 4-257-4-264Conference paper (Refereed)
    Abstract [en]

    In order to develop more detailed knowledge about possible effects of beliefs in mathematics education, it is suggested that we look more in-depth at more general types of theories. In particular, the study of relations between epistemological beliefs and communication is put forward as a good starting point in this endeavor. Theories of the constructs of epistemological beliefs and communication are analyzed in order to try to create a coherent theoretical foundation for the study of relations between the two constructs. Although some contradictions between theories are found, a type of unification is suggested, building on the theories of episte­mological resources and discursive psychology.

  • 768.
    Österholm, Magnus
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    To translate between different perspectives in belief research: a comparison between two studies2011In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 16, no 1-2, p. 57-76Article in journal (Refereed)
    Abstract [en]

    A common problem in belief research seems to be a missing link between aspects of theory and empirical analyses and results. This issue highlights a question of how dependent empirical studies about beliefs actually are on the theoretical perspective described in the study. In this paper, I examine relationships between two different perspectives. One perspective focuses on belief change, and seems to rely on a type of cognitive perspective, where beliefs can be characterized as mental objects. The other perspective argues for moving away from such cognitive perspective and instead to adopt a participatory perspective in the analysis of mathematics teaching. The results show that the study about belief change is not dependent on seeing beliefs as mental objects, but that this study could as well have been located within a participatory perspective.

  • 769.
    Österholm, Magnus
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    What is the basis for self-assessment of comprehension when reading mathematical expository texts?2015In: Reading Psychology, ISSN 0270-2711, E-ISSN 1521-0685, Vol. 36, no 8, p. 673-699Article in journal (Refereed)
    Abstract [en]

    The purpose of this study was to characterize students’ self-assessments when reading mathematical texts, in particular regarding what students use as a basis for evaluations of their own reading comprehension. A total of 91 students read two mathematical texts, and for each text they performed a self-assessment of their comprehension and completed a test of reading comprehension. Students’ self-assessments were to a less degree based on their comprehension of the specific text read, but more based on prior experiences. However, the study also produced different results for different types of texts and when focusing on different aspects of reading comprehension.

  • 770.
    Österholm, Magnus
    et al.
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Bergqvist, Ewa
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Methodological issues when studying the relationship between reading and solving mathematical tasks2012In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 17, no 1, p. 5-30Article in journal (Refereed)
    Abstract [en]

    In this paper we examine four statistical methods used for characterizing mathematical test items regarding their demands of reading ability. These methods rely on data of students' performance on test items regarding mathematics and reading and include the use of regression analysis, factor analysis and different uses of correlation coefficients. Our investigation of these methods focuses on aspects of validity and reliability, using data from PISA 2003 and 2006. The results show that the method using factor analysis has the best properties when taking into account aspects of both validity and reliability.

  • 771.
    Österholm, Magnus
    et al.
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Bergqvist, Ewa
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    What is so special about mathematical texts?: Analyses of common claims in research literature and of properties of textbooks2013In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 45, no 5, p. 751-763Article in journal (Refereed)
    Abstract [en]

    This study surveys claims in research articles regarding linguistic properties of mathematical texts, focusing on claims supported by empirical or logical arguments. It also performs a linguistic analysis to determine whether some of these claims are valid for school textbooks in mathematics and history. The result of the survey shows many and varying claims that mainly describe mathematical texts as highly compact, precise, complex, and containing technical vocabulary. However, very few studies present empirical support for their claims, and the few empirical studies that do exist contradict the most common, and unsupported, claims, since no empirical study has shown mathematical texts to be more complex than texts from other subjects, and any significant differences rather indicate the opposite. The linguistic analysis in this study is in line with previous empirical studies and stands in contrast to the more common opinion in the unsupported claims. For example, the mathematics textbooks have significantly shorter sentences than the history textbooks.

  • 772.
    Österholm, Magnus
    et al.
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Bergqvist, Ewa
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
    What mathematical task properties can cause an unnecessary demand of reading ability?2012In: Proceedings of Norma 11, The Sixth Nordic Conference on Mathematics Education in Reykjavík, May 11-14, 2011 / [ed] G. H. Gunnarsdóttir, F. Hreinsdóttir, G. Pálsdóttir, M. Hannula, M. Hannula-Sormunen, E. Jablonka, U. T. Jankvist, A. Ryve, P. Valero & K. Wæge, Reykjavík, Iceland: University of Iceland Press, 2012, p. 661-670Conference paper (Refereed)
    Abstract [en]

    In this study we utilize results from Swedish students in PISA 2003 and 2006 to examine what types of task properties predict the demand of reading ability of a task. In particular, readability properties (sentence length, word length, common words, and information density) and task type properties (content, competence, and format) are examined. The results show that it is primarily readability properties of a task that predict the task’s demand of reading ability, in particular word length and to some extent information density (measured through the noun-verb quotient).

  • 773.
    Österholm, Magnus
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Bergqvist, Ewa
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
    Dyrvold, Anneli
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    The study of difficult vocabulary in mathematics tasks: a framework and a literature reviewManuscript (preprint) (Other academic)
    Abstract [en]

    The purpose of this study is to contribute to the methodology of research on difficult vocabulary in mathematics tasks. The contribution consists of a framework for the study of difficult vocabulary in mathematics tasks and a literature review of empirical research in the area. The framework includes five main aspects of word difficulty that have been examined in empirical studies and discuss these in the light of theories on reading comprehension. In addition, methodological issues are presented in relation to each main aspect. The literature review examines both methodological aspects of 36 reviewed articles, and synthesizes results on difficult vocabulary. The literature review shows that a commonly used method—to study several word aspects together—is very unfortunate from the perspective of building accumulative knowledge about difficult vocabulary in mathematics tasks. The only well-supported conclusion possible to draw from the synthesis of results from the empirical studies, is that some word aspects are not related to task difficulty.

  • 774.
    Österholm, Magnus
    et al.
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Mittuniversitetet.
    Bergqvist, Tomas
    Umeå University, Faculty of Social Sciences, Department of applied educational science. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Liljekvist, Yvonne
    Karlstads universitet & Uppsala universitet.
    van Bommel, Jorryt
    Karlstads universitet.
    Utvärdering av Matematiklyftets resultat: slutrapport2016Report (Other (popular science, discussion, etc.))
  • 775.
    Österlund, Lise-Lotte
    et al.
    Umeå University, Faculty of Science and Technology, Department of Mathematics Technology and Science Education.
    Ekborg, Margareta
    Umeå University, Faculty of Science and Technology, Department of Mathematics Technology and Science Education.
    Students’ understanding of redox reactions in three situations2009In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 5, no 2, p. 115-127Article in journal (Refereed)
    Abstract [en]

    Redox models that explain electrochemical issues have been found to be difficult to teach and to learn. The aim of this study was to investigate students’ reasoning about redox reactions in three situations, how they used the activity series of metals and if they transferred knowledge between domains. Semi-structured interviews were carried out with ten students on two different occasions and dealt with three situations 1) a laboratory practical on corrosion; 2) a demonstration of zinc and copper sulphate solution; and 3) a corroded sculpture. The results indicated that the electron model was fundamental and reinforced. The identification of the reducing agent in the situations was unproblematic. The students’ conceptions regarding the oxidizing agent varied and diverged from the scientific model in some situations. Depending on the situation, the activity series of metal became a tool as well as an obstacle. Some transfer of knowledge between the classroom and the outdoor situation was indicated.

  • 776.
    Östlund, Pontus
    Umeå University, Faculty of Science and Technology, Mathematics and Mathematical Statistics.
    Att utveckla sig själv till en bättre lärare: Kompetensjournal, ett sätt att reflektera över sin egen undervisning2005Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsens syfte har varit att utvärdera genomförda lektioner med hjälp av en s.k. kompetensjournal, där man för anteckningar om sitt arbete och om sig själv för att utvecklas i yrket. Huvudfrågeställningen har varit att utvärdera om kompetensjournal är ett bra verktyg för att utveckla sig själv som lärare. Studien har skett under den sista VFU-perioden på gymnasielärarutbildningen. Två gymnasieklasser har varit själva kontexten som uppsatsskrivaren har befunnit sig i. Slutsatsen är att kompetensjournal är ett användbart verktyg för att lära känna sig själv i yrkesrollen och framförallt skapa en distans till olika situationer. En nackdel är att det kan upplevas som en extra skrivbörda, istället för ett hjälpmedel, för en yrkesarbetande lärare.

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