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  • 1.
    Theens, Frithjof
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Variations in students’ reading process when working on mathematics tasks with high demand of reading ability2020Ingår i: CERME11 proceedings, 2020Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The purpose of this study is to deepen the understanding of the relation between features of the text of mathematics tasks and the tasks’ demand of reading ability. Variations in students’ reading processes when they work with PISA mathematics tasks with high demand of reading ability are identified and analyzed. These variations can be related to linguistic features of words, phrases, or sentences in the tasks, which in turn can be possible sources for the high demand of reading ability.

  • 2.
    Bergqvist, Ewa
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för matematik och matematisk statistik.
    Bergqvist, Tomas
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Vingsle, Charlotta
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Wikström Hultdin, Ulrika
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Österholm, Magnus
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    How mathematical symbols and natural language are integrated in textbooks2020Konferensbidrag (Refereegranskat)
    Abstract [en]

    In mathematical text and talk, natural language is a constant companion to mathematical symbols. The purpose of this study is to identify different types of relations between natural language and symbolic language in mathematics textbooks. Here we focus on the level of integration. We have identified examples of high integration (e.g., when symbols are part of a sentence), medium integration (e.g., when the shifts between natural and symbolic language occurs when switching to a new line), and low integration (e.g., when symbols and written words are connected by the layout).

  • 3.
    Bergqvist, Ewa
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för matematik och matematisk statistik.
    Bergqvist, Tomas
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Vingsle, Charlotta
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Wikström Hultdin, Ulrika
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Österholm, Magnus
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    How mathematical symbols and natural language are used in teachers’ presentations2020Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this study, we examine how the use of natural language varies, considering the symbolic language in procedural and conceptual aspects of mathematics.

  • 4.
    Bergqvist, Ewa
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Jonsson, Bert
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Österholm, Magnus
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    The processing of mathematical symbols in working memory2020Konferensbidrag (Refereegranskat)
    Abstract [en]

    This empirical study examines how different types of symbols, familiar and unfamiliar, are processed in working memory; phonologically and/or visuo-spatially.

  • 5.
    Höft, Lars
    et al.
    Department of Chemistry Education, Leibniz Institute for Science and Mathematics Education, Kiel, Germany.
    Bernholt, Sascha
    Department of Chemistry Education, Leibniz Institute for Science and Mathematics Education, Kiel, Germany.
    Blankenburg, Janet S.
    Department of Chemistry Education, Leibniz Institute for Science and Mathematics Education, Kiel, Germany.
    Winberg, Mikael
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Knowing more about things you care less about: cross-sectional analysis of the opposing trend and interplay between conceptual understanding and interest in secondary school chemistry2019Ingår i: Journal of Research in Science Teaching, ISSN 0022-4308, E-ISSN 1098-2736, Vol. 56, nr 2, s. 184-210Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The development of students' interest in school science activities, their understanding of central chemical concepts, and the interplay between both constructs across Grades 5–11 were analyzed in a cross‐sectional paper‐and‐pencil study (N = 2,510, mean age 11–17 years). Previous empirical findings indicate that students' knowledge increases over the time of secondary school while students' interest, especially in natural science subjects, tends to decrease. Concomitantly, there is evidence for an increase in the positive coupling between interest and knowledge across time. However, previous studies mainly rely on rather global measures, for example, school grades or general subject‐related interest, and focus on science as an integrated subject instead of specific disciplines, for example, chemistry. For this article, more proximal and differentiated measures for students' understanding of three chemical concepts (Chemical Reaction, Energy, Matter) and interest in seven dimensions of school science activities according to the RIASEC + N model (Realistic, Investigative, Artistic, Social, Enterprising, Conventional, and Networking; cf. Dierks, Höffler, & Parchmann, 2014) were applied. The results are in line with previous research indicating a general increase in conceptual understanding and a decline in students' interest for all school science activities. However, the interplay between conceptual understanding and interest differs across the seven dimensions. Interest in activities which are likely to promote cognitive activation (investigative, networking) or involving the communication of knowledge (social, enterprising, and networking) are increasingly connected to conceptual understanding, especially in upper secondary grades. Interest in guided hands‐on activities (realistic) which are typical in secondary science teaching, however, shows only small positive correlations to students' conceptual understanding across all grades. Hence, in upper‐secondary school, investigative, social, enterprising, and networking activities seem to provide opportunities to benefit most from the interrelation between students' interests and their understanding.

  • 6.
    Borg, Farhana
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap. School of Education, Health and Social Studies, Dalarna University, Falun, Sweden.
    Winberg, Mikael
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Vinterek, Monika
    Högskolan Dalarna.
    Preschool children's knowledge about the environmental impact of various modes of transport2019Ingår i: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 189, nr 3, s. 376-391Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 7.
    Sidenvall, Johan
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Lösa problem: om elevers förutsättningar att lösa problem och hur lärare kan stödja processen2019Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [sv]

    Generellt sett domineras matematikundervisning av utantillinlärning och arbete med rutinuppgifter. Om undervisning till störst del görs på detta sätt kommer elever ha svårt att att utveckla andra viktiga förmågor i matematik såsom problemlösning, resonemang och begreppsförståelse. Tidigare forskning har visat om elever får jobba med problemuppgifter (dvs. skapa egna lösningsmetoder) i större utsträckning får de en ökad matematisk förståelse, än om de enbart arbetar med rutinuppgifter.

    Syftet med avhandlingen var att ge ökade insikter om varför utantillinlärning och arbete med rutinuppgifter fortsätter att vara vanligt samt undersöka och föreslå på vilket sätt elevers förutsättningar att jobba med problemuppgifter skulle kunna förbättras. Detta gjordes genom följande studier. (1) Relationen mellan vilka typer av lösningsstrategier (imitera eller skapa lösningsmetod) som krävdes och vilka som användes vid uppgiftslösning. (2) Relationen mellan elevers val av lösningsstrategi och uppfattningar om matematik. (3) Undersökning av andel problemuppgifter i läroböcker från 12 länder. (4) Karaktärisering av tidigare forskning med avseende på undervisning genom problemlösning och resonemang. (5) Interventionsstudie där ett lärarstöd, utformat för att stödja elevers problemlösning med hjälp av formativ bedömning, utvecklades, testades och utvärderades. Studierna fokuserade i första hand på skolans senare årskurser.

    Elevernas förutsättningar att lösa uppgifter genom problemlösning var begränsad: av att det var mycket ovanligt med problemuppgifter bland de enklare uppgifterna i läroböckerna, av elevernas val att använda sig av imitativa lösningsstategier och av att eleverna ofta kunde lösa uppgifter genom att lotsas fram till en lösning av en annan elev eller av läraren. Elevernas förutsättningar begränsades också av elevernas uppfattningar av matematik och av elever ibland arbetade med uppgifter som inte var inom räckhåll att lösas genom problemlösning. 

    För att ge elever förbättrade förutsättningar att lösa problemuppgifter bör lärare låta elever arbeta med fler problemuppgifter i en lärandemiljö som innebär att elever faktiskt skapar egna lösningsmetoder och att lärarhjälp baseras på att stödja elever utifrån elevers svårigheter och inte lotsa fram till en lösning. Resultatet ger också implikationer för hur läroböcker kan struktureras och hur det testade lärarstödet skulle kunna vara en del av en proffessionsutveckling och en del av lärarutbildningen.

  • 8.
    Sidenvall, Johan
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Literature review of mathematics teaching design for problem solving and reasoning2019Ingår i: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 24, nr 1, s. 51-74Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    To characterize teaching designs intended to enhance students’ problem solving and reasoning skills or to develop other mathematical competencies via problem solving and reasoning, a literature review was conducted of 26 articles published in seven top-ranked journals on mathematics education from 2000 to 2016. Teaching designs were characterized by a) the educational goals of the designs, b) the claims about how to reach these goals, and c) the empirical and theoretical arguments underlying these claims. Thematic analysis was used to analyze the retrieved articles. All but two studies had goals concerned with developing students’ mathematical competencies. The overarching ideas of the identified emergent claims regarding the achievement of stipulated goals, concerned scaffolding students’ learning and letting students construct their own mathematics. Four recurring theoretical arguments were found to support emergent claims: hypothetical learning trajectories, realistic mathematics education, theory of didactical situations and zone of proximal development.

  • 9.
    Winberg, Mikael T.
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Hofverberg, Anders
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Lindfors, Maria
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Relationships between epistemic beliefs and achievement goals: developmental trends over grades 5–112019Ingår i: European Journal of Psychology of Education, ISSN 0256-2928, E-ISSN 1878-5174, Vol. 34, nr 2, s. 295-315Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Examining how students' epistemic beliefs (EB) influence their cognition is central to EB research. Recently, the relation between students' EB and their motivation has gained attention. In the present study, we investigate the development of the relationship between students' EB and their achievement goals (AG) over grades 5–11. Previous studies on this topic are limited, in both number and range, and have produced inconsistent results. We performed a cross-sectional study, ranging over grades 5–11, and a 3-year longitudinal study (n = 1230 and 323, respectively). Data on students' EB and AG were collected via questionnaires. Confirmatory factor analysis (CFA) supported a two-factor goal model (Mastery and Performance goals) and a structure of students' EB comprising Certainty, Source, Development, and Justification. For each grade, students' CFA scores on the respective goals were regressed on their scores on the EB dimensions by orthogonal projection to latent structures analysis. Although results indicated a weak relation between students' EB and AG, trends in the cross-sectional data were largely replicated in the longitudinal study. Though naïve EB were in general associated with performance goals and sophisticated EB with mastery goals, the transition to upper secondary school was associated with changes in the relationship between students' EB and AG. We discuss how the commonly used formulations of EB items may affect their ability to measure the naïve-sophisticated continuum, in turn affecting the predictive roles of EB dimensions.

  • 10.
    Knekta, Eva
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Department of Biological Sciences, Florida International University, Miami, FL 33199.
    Runyoun, Christopher
    Department of Educational Psychology, University of Texas at Austin, Austin, TX 78712; National Board of Medical Examiners, Philadelphia, PA 19104.
    Eddy, Sarah
    Department of Biological Sciences, Florida International University, Miami, FL 33199.
    One Size Doesn’t Fit All: Using Factor Analysis to Gather Validity Evidence When Using Surveys in Your Research2019Ingår i: CBE - Life Sciences Education, ISSN 1931-7913, E-ISSN 1931-7913, Vol. 18, nr 1, s. 1-17, artikel-id rm1Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Across all sciences, the quality of measurements is important. Survey measurements are only appropriate for use when researchers have validity evidence within their particular context. Yet, this step is frequently skipped or is not reported in educational research. This article briefly reviews the aspects of validity that researchers should consider when using surveys. It then focuses on factor analysis, a statistical method that can be used to collect an important type of validity evidence. Factor analysis helps researchers explore or confirm the relationships between survey items and identify the total number of dimensions represented on the survey. The essential steps to conduct and interpret a factor analysis are described. This use of factor analysis is illustrated throughout by a validation of Diek- man and colleagues’ goal endorsement instrument for use with first-year undergraduate science, technology, engineering, and mathematics students. We provide example data, annotated code, and output for analyses in R, an open-source programming language and software environment for statistical computing. For education researchers using surveys, understanding the theoretical and statistical underpinnings of survey validity is fundamental for implementing rigorous education research.

  • 11.
    Berge, Maria
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Danielsson, Anna
    Uppsala universitet.
    Lidar, Malena
    Uppsala universitet.
    Storylines in the physics teaching content of an upper secondary school classroom2019Ingår i: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: Physics is often seen as a discipline with difficultcontent, and one that is difficult to identify with. Socialisation processes at the upper secondary school level are of particular interest as these may be linked to the subsequent low and unevenparticipation in university physics. Focusing on how norms are construed in physics classrooms in upper secondary school is therefore relevant.

    Purpose: The purpose of this paper is to identify discursive patterns in teacher–student interactions in physics classrooms.

    Design and methods: Three different physics lessons with oneclass of students taught by three different teachers in upper secondary school were video-recorded. Positioning theory was used to analyse classroom interaction with a specific focus onhow physics was positioned.

    Results: We identified seven different storylines. Four of them (‘reaching a solution to textbook problems’, ‘discussing physics concepts in order to gain better understanding’, ‘doing empiricalenquiry’and‘preparing for the upcoming exam’) represent what teaching physics in an upper secondary school classroom can be. The last three storylines (‘mastering physics’, ‘appreciating physics’ and ‘having a feeling for physics’) all concern how students are supposed to relate to physics and, thus, become ‘insiders’ in thediscipline.

    Conclusions: The identification and analysis of storylines raises awareness of the choices teachers make in physics education and their potential consequences for students. For example, inthe storyline of mastering physics a good physics student is associated with ‘smartness’, which might make the classroom a less secure place in general. Variation and diversity in the storylines construed in teaching can potentially contribute to a more inclusive physics education.

  • 12.
    Berglund, Ammie
    et al.
    Katedralskolan, Uppsala.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Kemilaboration inramad som en samhällsfråga med naturvetenskapligt innehåll (SNI): elev-och lärarperspektiv2019Ingår i: Forum för forskningsbaserad NT-undervisning: Bidrag från konferensen FobasNT18 13 – 14 mars 2018 i Norrköping / [ed] Stolpe, K., Höst, G. & Larsson, A., Linköping: Linköpings universitet , 2019, Vol. 3, s. 49-70Konferensbidrag (Refereegranskat)
    Abstract [sv]

    Vi har studerat elevers respons på en laboration i gymnasiekursen Kemi 2 som inramats som en SNI (Samhällsfråga med Naturvetenskapligt Innehåll) med koppling till dricksvattenkvalitet. Elevteam fick planera provtagning, analysera och jämföra hårdheten hos dricksvatten från sina hem. Vi frågade oss: 1) Fångar ett SNI-inramat vattenanalysprojekt elevernas intresse?, 2) Vilka frågor om dricksvatten har eleverna före och efter undervisningen samt vad anser de bör fokuseras för att säkra framtidens dricksvatten? och 3) Hur ser elevernas måluppfyllelse ut i bedömda laborationsrapporter? Elever från två klasser i årskurs 2 på naturvetenskapsprogrammet deltog i en lektionsserie med fem lektionspass. Eleverna fyllde i digitala enkäter under det första respektive sista lektionspasset. De frågor som eleverna formulerade analyserades med tematisk innehållsanalys. Laborationsrapporter bedömdes enligt två aspekter av kunskapskraven: vetenskapligt arbete samt samhällskoppling. Elevernas självskattade intresse ökade på gruppnivå. Karaktären på elevernas frågor förändrades i viss mån då fler frågor kopplade till hälsa och ekonomi framkom i slutet av projektet. Samtliga laborationsrapporter var minst godkända för de aspekter som bedömts mot kunskapskraven. Studien ger en kvalitativ bild av hur en laboration i kemi som inramats som en samhällsfråga har fungerat ur ett elev- och lärarperspektiv. Möjligheter att didaktiskt utveckla undervisningens design diskuteras.

  • 13.
    Broman, Karolina
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Johnels, Dan
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Kemiska institutionen.
    Flipping the class: University chemistry students' experiences from a new teaching and learning approach2019Ingår i: Chemistry Teacher International, ISSN 2569-3263, Vol. 1, nr 1, artikel-id 20180004Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    University chemistry courses have for a long time had a similar conventional approach to teaching, with chem- istry professors lecturing in a traditional manner. Today, flipped learning approaches have found their ways into higher education with positive results. In particular, US innovations in this area have made positive im- pressions on Swedish university chemistry educators, resulting in an interest and curiosity in integrating a flipped model into the course curricula. The rationale behind flipped learning is to incorporate an active learn- ing approach into lecture, thereby increasing both student engagement and learning outcomes. In this paper, an implementation project where an organic chemistry course has changed focus from traditional teaching to flipped learning, will be presented. The focus in this mixed-methods study will be on students’ cognitive and affective responses when meeting a new teaching and learning approach. Through following a project where a conventional approach to an organic chemistry course is changed into a more student-active focus, we elaborate on implications for course development of chemistry curricula.

  • 14.
    Broman, Karolina
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Johnels, Dan
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Kemiska institutionen.
    Organic chemistry going ‘flipped’ – university students’ perceptions of a new teaching and learning approach2019Ingår i: European Variety In Chemistry Education 2019: Abstract Booklet, 2019, s. 32-32Konferensbidrag (Refereegranskat)
  • 15.
    Broman, Karolina
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Johnels, Dan
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Kemiska institutionen.
    Virtual and augmented reality – a way to develop university students; spatial ability in organic chemistry2019Ingår i: European Variety In Chemistry Education 2019: Abstract Booklet, 2019, s. 24-24Konferensbidrag (Refereegranskat)
  • 16.
    Broman, Karolina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    150-åring i nytt format2019Ingår i: Kemisk tidskrift, Vol. 1, s. 24-27Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 17. Bernholt, Sascha
    et al.
    Broman, Karolina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Siebert, Sara
    Parchmann, Ilka
    Digitising teaching and learning: additional perspectives for chemistry education2019Ingår i: Israel Journal of Chemistry, ISSN 0021-2148, Vol. 59, s. 554-564Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Chemistry requires and combines both observable and mental representations. Still we know that learners often struggle in combining these perspectives successfully, especially when experimental observations contradict the model-based explanations, e.g. in interpreting the chemical equilibrium as dynamic processes while observing a static system without any visible changes. Digital media offer potentials that might not have been accessible to this degree until now. However, we do not know enough with regard to the degree and effects these media tools have in supporting learning processes but perhaps also in hindering them. This article presents four approaches on how to potentially make use of digital media in learning processes based on theoretical considerations and empirical investigations. The projects will explore applications of media as visualization, learning and investigation tools in chemistry education, embracing techniques from virtual realities to eye-tracking.

  • 18.
    Theens, Frithjof
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Does language matter?: sources of inequivalence and demand of reading ability of mathematics tasks in different languages2019Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    Practicing mathematics is not possible without the use of language. To communicate mathematical content, not only words in natural language are used but also non-verbal forms of communication such as mathematical symbols, graphs, and diagrams. All these forms of communication can be seen as part of the language used when doing mathematics. When mathematics tasks are used to assess mathematical competence, it is important to know how language can affect students’ possibility to solve the task. In this thesis, two different but related aspects of the relation between language and mathematics tasks are investigated. The first aspect concerns linguistic features of written mathematics task that can make the task more difficult to read and/or to solve. These features may result in unnecessary and unwanted reading demands, that is, the task then partially assesses students’ reading ability instead of their mathematical ability. The second aspect concerns differences between different language versions of mathematics tasks used in multilanguage assessments. These differences may cause inequivalence between the language versions, that is, the task may be more difficult to solve for students of one language group than students of another. Therefore, the purpose of this thesis is to investigate some of the effects that language can have on written mathematics tasks, in particular, on the validity of mathematics assessments. The thesis focuses on unnecessary reading demands and inequivalence in multilanguage assessments. The data in this thesis are obtained from tasks of the Programme for International Student Assessment (PISA) 2012. The task texts and the student results on these tasks are analyzed quantitatively to identify the occurrence and possible sources of unnecessary reading demands and inequivalence. Think-aloud-protocols and task-based interviews of students who had worked with some of the tasks, serve to qualitatively identify possible sources of reading demands and inequivalence, respectively.

    The results showed both unnecessary reading demands and inequivalence in some of the tasks. Some linguistic features were identified as possible sources of these reading demands, while others were not related to them. For example, sentence length was not related to reading demands of tasks in Swedish, whereas sentence structure was identified as a possible source of unnecessary reading demands. Some linguistic differences between different language versions of mathematics tasks were also identified as possible sources of inequivalence, and in addition there were curricular differences that were such potential sources. The findings of this thesis have implications for designing mathematics tasks both in one language and in multilingual settings. They may help to ensure validity of mathematics assessments, but also to make mathematics texts easier to understand for students in general.

  • 19.
    Lönngren, Johanna
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Wicked Problems in Engineering Education: Preparing Future Engineers to Work for Sustainability2019Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    An important aim of environmental and sustainability education (ESE) is to prepare students for addressing complex sustainability problems (here called “wicked problems”), such as climate change and resource management. This aim is particularly important in engineering education since technological development has profound impacts on social and environmental welfare. Unfortunately, most engineering education today does not adequately prepare students to contribute to addressing wicked problems. The thesis addressed this gap by asking: RQ1) What do engineering students need to learn to be able to address wicked problems? And RQ2) How can the ability to address wicked problems be taught and assessed in engineering education?

    To answer RQ1, the author interviewed undergraduate engineering students in Sweden analyzed the interviews through qualitative content analysis and phenomenography. To answer RQ2, the author collaborated with engineering educators in Sweden and the United States through pragmatic action research and design-based research to develop teaching and assessment approaches. Research results included descriptions of engineering students’ approaches to wicked problems as well as didactic tools for engineering education practice. The results suggested that emotions play an important (but under-research) role in learning to address wicked problems, which is consistent with a growing interest in emotions in ESE research and practice. Finally, the results supported previous suggestions that the term “wicked problems” is undertheorized and motivated the author’s current work with a systematic review of how the term is used in research on ESE.

    The thesis is interdisciplinary as it draws on, and contributes to, research and practice in both ESE and engineering education. The thesis has attracted genuine interest in the context of engineering education, for example in the form of requests for workshops on how to work with wicked problems in engineering education. This interest is consistent with a growing interest in engineering education research to explore how sustainability could be better integrated in engineering education. Unfortunately, in ESE research, there seems to be a relative lack of interest for engineering education, despite the importance of technological development for social and environmental welfare. The thesis thus makes an important contribution to broadening the scope of ESE research.

  • 20.
    Gonsalves, Allison
    et al.
    McGill University.
    Silfver, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Danielsson, Anna
    Uppsala University.
    Ottemo, Andreas
    Göteborgs universitet.
    Berge, Maria
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    "Brunkers and brave heroes": Dominant Subject Positions in Figured Worlds of Construction Engineering2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    Research in engineering education has pointed to the need for new engineers to develop a broader skill-set with an emphasis on 'softer' social skills. However, there remains strong tensions in the identity work that engineers must engage in to balance the technical demands of the discipline with the new emphasis on heterogeneous skills. This study explores how three non-traditional students experience these tensions in the final year of their construction engineering program, across classroom and workplace experiences. We explore the dominant subject positions for students in construction engineering classroom and workplaces in a three-year Swedish engineering program. Results demonstrate that dominant soubject positions for construction engineers can trouble students' identity work as the move across classroom and workplace settings. 

  • 21.
    Mårell-Olsson, Eva
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Broman, Karolina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    The use of Augmented Reality Technology in Chemistry Teaching2019Ingår i: Fjärde nationella konferensen i Pedagogiskt arbete, Umeå, 19-20 augusti, 2019 / [ed] Per-Olof Erixon, Umeå, 2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    Purpose/goals: Traditionally in chemistry teaching, molecules are visualized on paper or on a whiteboard/screen, i.e. the molecule is drawn in 2D. However, one basic problem many students are struggling with in basic organic chemistry is the conceptual transition (e.g. from 2D to 3D), and research has shown that spatial thinking is very important for the understanding of chemistry [1][2]. This presentation reports on a study exploring how university students are perceiving the use of augmented reality technology (AR) in chemistry teaching. More specifically, the aim is to explore and understand what opportunities and challenges students perceive when using AR-technology for enhancing their transition from a 2D representation of a molecule to the 3D structure visualised by AR-glasses.

    Method: The study was conducted during the spring of 2019 where a group of university students were able to ‘see’ the 3D structure of a nicotine molecule by using AR-glasses. The empirical material is based on discussions during the test and 14 surveys which the students answered anonymously afterwards.

    Theoretical framing: Design-based methods were used in the study [3] for exploring the possibilities as well as the challenges students meet when using, for them, such a new emerging technology as AR. For encoding the collected material, thematic analysis [4] was used for identifying key themes and emerging patterns.

    Conclusions: The first preliminary findings illustrate both possibilities and challenges when using AR-technology in chemistry teaching. For example, the students expressed an immersive experience and the 3D molecule was perceived as a very real object in the room, and in addition, felt that the amount of information was larger compared to 2D. The challenges concern quite a narrow field of view of the AR-glasses, and the students would like to have several different molecules to be visualized at the same time so as to be able to compare them with how they actually are represented in 3D.

  • 22.
    Lönngren, Johanna
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Exploring the Discursive Construction of Ethics in an Introductory Engineering Course2019Ingår i: 8th Research in Engineering Education Symposium (REES 2019): Making connections, 2019, s. 262-271Konferensbidrag (Refereegranskat)
    Abstract [en]

    Engineering education must prepare students to assume professional responsibility for the societal impact of technology. However, research suggests that most engineering students do not receive adequate training for assuming this responsibility. In this paper, I explore why this may be so. Using a discourse analytic approach on ethnographic field notes and interview data, I explore how ethical reflection is articulated in an introductory engineering course in Sweden. The preliminary results suggest that – despite the teachers’ intentions – ethical reflection is articulated as something that is easy, not very important, for which there are no valid quality criteria, and which cannot be improved. Three factors seem to have contributed to this articulation: 1. low requirements for passing the tasks that included ethical reflection; 2. focus on general requirements for essays and reports at university, rather than on the quality of ethical reflection; and 3. lack of constructive feedback on ethical reflection.

  • 23.
    Gonsalves, Allison J.
    et al.
    Faculty of Education, McGill University, Canada.
    Silfver, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Danielsson, Anna
    Uppsala University, Uppsala, Sweden.
    Berge, Maria
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    "It’s not my dream, actually": students' identity work across figured worlds of construction engineering in Sweden2019Ingår i: International Journal of STEM education, E-ISSN 2196-7822, Vol. 6, nr 13, s. 1-17Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: Research in engineering education has pointed to the need for new engineers to develop a broader skillsetwith an emphasis on “softer” social skills. However, there remains strong tensions in the identity work that engineersmust engage in to balance the technical demands of the discipline with the new emphasis on heterogeneous skills(Faulkner, Social Studies of Science 37:331–356, 2007). This study explores how three unconventional students experiencethese tensions in the final year of their construction engineering program, and as they move in and out of workplacefield experiences.Results: Using a figured worlds framework (Holland et al., Identity and agency in cultural worlds, 1998), we explore thedominant subject positions for students in construction engineering classroom and workplaces in a 3-year Swedishengineering program. Results demonstrate that dominant subject positions for construction engineers can troublestudents’ identity work as they move across classroom and workplace settings.Conclusions: This study expands our knowledge of the complexity of students’ identity work across classroom andworkplace settings. The emergence of classroom and workplace masculinities that shape the dominant subject positionsavailable to students are shown to trouble the identity work that students engage in as they move across these learningspaces. We examine students’ identity strategies that contribute to their persistence through the field. Finally, we discussimplications for teaching and research in light of students’ movements across these educational contexts.

  • 24.
    Bernholt, Andrea
    et al.
    Leibniz Institute for Science and Mathematics Education (IPN), Germany.
    Kampa, Nele
    Leibniz Institute for Science and Mathematics Education (IPN), Germany.
    Lindfors, Maria
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Edelsbrunner, Peter
    ETH Zurich, Switzerland.
    Development of students’ epistemic beliefs profiles across secondary school2019Ingår i: Book of abstracts: EARLI 2019, RWTH Aachen University , 2019, s. 131-132Konferensbidrag (Refereegranskat)
    Abstract [en]

    Although the field of epistemic cognition is still growing, only few studies so far have dealt with the question of how epistemic beliefs of school children can be described in a valid way, taking different learning opportunities as possibilities for developmental trajectories into account. A valuable research approach to overcome some of the methodological problems might be classifying students into homogeneous groups according to their epistemic beliefs in science. In our study, we ask 1) what kind of science-related epistemic profiles, exist across grades 5 to 12, 2) how these profiles differ with regard to learning related outcomes, and 3) how students’ epistemic belief profiles change during secondary school? A longitudinal survey with two starting cohorts (grades 5 and 9) was administered to secondary school students over a period of 4 years. The results indicate that it is valuable to identify distinctive groups of students with homogenous science-related epistemic belief patterns in both cohorts. Furthermore, results show that the epistemic belief patterns differ with regard to motivational and cognitive outcomes indicating more helpful but also more diametrical patterns of beliefs with respect to science learning in school. Moreover, results of transition analyses strengthen the finding of high stability of students’ beliefs. The results will be discussed with regard to learning opportunities in every-day school live as well as adaptive interventions for specific subgroups of students for a helpful development of students’ beliefs about knowledge and knowing for science learning.

  • 25.
    Broman, Karolina
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Application of Digital Tools in Chemistry Education: Virtual Reality, Augmented Reality and Gamification2019Ingår i: 2019 ESERA, 2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    In a politician-decided top-down implementation of digital tools into the school curricula, chemistry education researchers and teacher educators try to develop relevant and meaningful digital tools possible to use to increase students’ learning. To exemplify and explore the impact of digital tools on students’ learning processes, two chemistry education projects are discussed in this presentation. When are digital tools applicable to enhance learning and how should teachers embed and frame this application of the digital tools? The projects present how Virtual Reality (VR), Augmented Reality (AR) and gamification can be used to enhance students’ perceived interest and value.

  • 26.
    Broman, Karolina
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Bernholt, Sascha
    IPN Leibniz Institute for Science and Mathematics Education, Kiel university, Germany.
    A Mature Examination of Juvenile Technologies in Science Education2019Ingår i: ESERA 2019, 2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    The Digital Era has influenced education for quite some time, and after the hype that technology is “everything”, digitalisation of education needs to be scrutinised in a sensible and mature way. In several countries, a top-down approach from politicians and stakeholders state that digital tools must be implemented to improve students’ learning. Since there are several available types of digital tools, often developed by people with explicit competence in technology and perhaps not a chemistry competence, we find it important to explore and examine how these tools are helpful for students in their learning processes. In this symposium, we want to discuss how juvenile technologies influence students’ cognitive and affective learning and which aspects an implementation of these technologies need to take into account in order to enhance students’ learning.

  • 27.
    Broman, Karolina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Chemistry Teachers' Development of Relevant and Interesting Context-Based Open-Ended Problems2019Ingår i: ESERA 2019: 2019 ESERA conference in Bologna, Italy, August 26-30, 2019, 2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    Context-based learning (CBL) approaches have become popular in several parts of the world. The intentions with this more unconventional teaching and learning approach are to frame content knowledge into interesting and relevant contexts and to engage students to higher interest, and thereby, hopefully, increased learning. An educational challenge has been to design suitable tasks adapted to both affective and cognitive aspects. To assess students’ chemistry content knowledge, tasks possible to use in class need to be developed, and to make the tasks interesting and relevant to the students, the teachers are central. In this project, chemistry teachers attending two different teacher conferences have worked together with a chemistry education researcher to develop context-based everyday-life open-ended chemistry problems. In this presentation, the process of the development of the context-based problems will be explored, and the ongoing work where the problems are applied in class where students have worked together solving the problems will be discussed.

  • 28.
    Popov, Oleg
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    The concept of proven experience as a tool for understanding, developing and generalising teachers’ pedagogical work2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    This theoretical paper elaborates on the concept of “proven experience” (beprövad erfarenhet) that recently came into focus within the Swedish educational system. Based on a systematic study of international research literature it is argued that proven experience can be interpreted as a combination of the terms “evidence based teaching” and “teacher professional inquiry”, which are broadly used in English language educational discourse.

    A four level theoretical model is suggested for interpreting and instrumentalising the term proven experience in education. The model is based on the inverted version of Miller’s (1990) model, which was used for the analysis of practical knowledge in medical education. The suggested model correlates ontologically with historical forms of knowledge genesis starting with instrumental knowledge and culminating in theoretical knowledge. Josefson (2005) defined the concept of proven experience as: “experience critically proven through theoretical reflection”. This definition appears to better correspond to the suggested model than the interpretations of the concept provided by the Swedish National Education Agency (Skolverket, 2012).

    The provided theoretical model for analysing proven experience could be used as a tool for understanding and generalising teaching experience at different educational levels.

    References

    Josefson, I. (2005). Vetenskap och beprövad erfarenhet. I: Carlgren, I. (red.). Forskning av denna världen. 2, om teorins roll i praxisnära forskning. Stockholm: Vetenskapsrådet.

    Miller, G.E. (1990). The assessment of clinical skills/competence/performance. Acad Med. 1990 Sep., 65(9 Suppl). S63-67.

    Skolverket. (2012). Promemoria om vetenskaplig grund och beprövad erfarenhet. (dnr 00-2012:1700).

  • 29.
    Rowland, Ashley A.
    et al.
    University of Colorado.
    Knekta, Eva
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Department of Biological Sciences, Florida International University, Miami.
    Eddy, Sarah
    Florida International University.
    Corwin, Lisa A.
    University of Colorado.
    Defining and Measuring Students’ Interest in Biology: An Analysis of the Biology Education Literature2019Ingår i: CBE - Life Sciences Education, ISSN 1931-7913, E-ISSN 1931-7913, Vol. 18, nr 3, artikel-id ar34Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Understanding how students develop biology interests and the roles interest plays in biology contexts could help instructors and researchers to increase science, technology, engineering, and mathematics students’ motivation and persistence. However, it is currently unclear how interest has been defined or measured in the biology education research literature. We analyzed this body of literature to determine how interest has been defined and used by the biology education research community. Specifically, we determined the extent to which previously published work drew on theories that conceptualize interest. Further, we identified studies that measured student interest in biology and characterized the types of measures used. Our findings indicate that biology education researchers typically describe interest as a relationship involving positive feelings between an individual and a physical object, activity, or topic of focus. We also found that interest is often not defined, theories involving interest are not often consulted, and the most common measures of interest only assess a single aspect of the construct. On the basis of these results, we make suggestions for future research seeking to examine biology students’ interest. We hope that this analysis can serve as tool for biology educators to improve their own investigations of students’ interest and measure outcomes of interest-generating educational activities.

  • 30.
    Berge, Maria
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Kobayashi, Sofie
    Norms in supervision: jokes in life science2019Ingår i: ESERA 2019, 2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    More research into the disciplinary content and context of doctoral education is needed. The aim of this study is to address this gap by investigating norms in supervision in the specific context of life science. Our approach focuses on the humour in two supervision meetings, looking at who and what is positioned as funny in longer instances of humour. Using an analytical framework inspired by positioning theory, we found that both conceptual knowledge and personal identity were positioned through jokes during supervision meetings. The humour dealt with disciplinary norms on several levels, from ‘Which numbers are aesthetic?’ (Answer: even numbers) to ‘How best to communicate with team members in another country?’ We noticed both positive and negative positionings within the jokes. Humour has several functions: one is to create a relaxed atmosphere; another is to offer criticism in a kind way. Since supervision is also characterised by power distances, it is important that supervisors be aware of the ambiguity of humour.

  • 31.
    Olsson, Jan
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Department of Mathematics Education, University of Dalarna, Falun.
    Granberg, Carina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Dynamic software, task solving with or without guidelines, and learning outcomes2019Ingår i: Technology, Knowledge and Learning, ISSN 2211-1662, E-ISSN 2211-1670, Vol. 24, nr 3, s. 419-436Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The present study contributes to knowledge about how to design tasks that benefit from dynamic software in math education, comparing practice performance and learning outcomes among 129 students practicing on two different task designs using GeoGebra. The task designs differed with respect to the presence or absence of guidelines on how to solve the task. One student group practiced on the guided task while the other student group practiced on the unguided task, and 1 week later a posttest was conducted. Data were statistically analyzed and showed significant differences with regard to success during practice for students solving the guided task. Among the students who succeeded in solving the task (guided or unguided) during practice, however, the analysis showed significant differences in the posttest performance in favor of the unguided students.

  • 32.
    Engvall, Sara
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Opening the black box of mathematics teachers’ professional growth: a study of the process of teacher learning2019Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    There is a lot of research done on professional development programs for teachers, especially with a focus on different characteristics of the program and whether it makes teachers change their teaching practice to such an extent that it enhances student achievement. However, there is not much research done on the learning process. As long as we do not open the black box of teacher learning it is difficult to say anything about what characteristics in a professional development program actually are important for teachers to learn, develop and grow as professionals.

    The aim of the thesis is to better understand the process of teacher learning while participating in aprofessional development program. The focus is on different aspects of the process of teacher professional growth, as well as on external factors that have an impact on the process of learning. The participants are secondary school teachers that participated in a professional development program in formative assessment. The data have been collected during and after the professional development program took place. Different types of data have been used in this thesis; teacher interviews, classroom observations and questionnaires, and have been collected over a time period of two and a half years. In two of the included papers the studies focus on four mathematics teachers, and the learning process is explored from two different perspectives: how the professional growth can develop, and how their testing of formative assessment activities relates to their understanding of formative assessment. In one of the papers all secondary school teachers are included and a comparison in expectancy of being able to use high quality formative assessment after the professional development program between the mathematics teachers and the other teachers were conducted. In the fourth paper focus is on all mathematics teachers in the study and their motivation are investigated over a time period of two years.

    The four papers take different perspectives to explore the professional growth for teachers while participating in a professional development program in formative assessment. The results show the complexity of teacher learning and indicate that large-scale implementations risk being inefficient and not reach the intended goals.

  • 33.
    Lindfors, Maria
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Winberg, Mikael
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Bodin, Madelen
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    The role of students' scientific epistemic beliefs in computer-simulated problem solving2019Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, nr 1, s. 124-144Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Research on how epistemic beliefs influence students' learning in different contexts is ambiguous. Given this, we have examined the relationships between students' scientific epistemic beliefs, their problem solving, and solutions in a constructionist computer-simulation in classical mechanics. The problem solving process and performance of 19 tenth grade students, with different scientific epistemic beliefs, was video recorded and inductively coded. Quantitative analysis revealed that different sets of epistemic beliefs were conducive to different aspects of students' problem solving process and outcomes.  Theoretically sophisticated beliefs were in general associated with logical strategies and high solution complexity. However, authority dependence was associated with high degree of adherence to instructions. Hence, there might not be a universal relationship between theoretical sophistication of students' epistemic beliefs and quality of learning outcomes. We suggest that the conduciveness to desired outcomes is a better measure of sophistication than theoretical non-contextualized a priori assumptions.

  • 34.
    Popov, Oleg
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Video-reporting of practical activities: a tool for developing and spreading science teacher professional expertise2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    Educational discourse about teacher as an expert professional practitioner is growing in Sweden.  In science education, teacher expertise in conducting practical activities constitutes an important part of the professional responsibilities (Hofstein & Lunetta, 2004).  Outdoor activities are more demanding from management perspective and conducted mainly by enthusiasts. Creative solutions of organising practical work in science in different contexts are usually teacher-bounded. Anecdotal evidence shows that when the teacher retires or changes workplace his or her favourite equipment and developed lab-instructions tend to be soon forgotten, if they are not became rooted in the traditions and practice of the school. Rephrasing Edwards (2010) we can state that teachers inhabit practices laden with the accumulated knowledge and values necessary to undertake activities and they engage in activities when they possess necessary knowledge and share the values.

    This presentation reports the study summarising my teaching experience of using video-reporting of practical outdoor activities during science-orientation courses for prospective primary school teachers. The focus of these activities was on developing effective tools for accumulating and spreading teacher expertise in using outdoors contexts in science education.

    Results

    Open authentic practical activities were suggested to the students to be conducted outdoors (Popov & Engh, 2016), for example on playgrounds, which should be reported with the help of short videos (5-6 min). The activities included formulation of practically solvable problems, preparation of scenarios, practical work outdoors, video-recordings with mobile phones, and the editing and reporting of results.

    Practical activities were reported in a broad variety of forms, including fairy tales, competitions, instructional videos, etc. The course participants provided different didactical solutions as to how their videos can be used in science classrooms, for example; as an introduction to new study-topics, as explanations of a phenomenon, or as a point of departure for flipped-classroom arrangements. Students showed possible ways to connect these activities to the national educational policy documents as well as the school science curriculum. They also suggested theoretical justifications of selected forms of doing and presenting activities using for example cultural-historical activity theory. Findings confirmed the effectiveness of out-of-classroom contexts for learning science (Popov, 2015) and the potential of video-reporting in developing science teacher professional expertise.  

    References

    Hofstein, A. & Lunetta, V.N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education. Vol.8, N 1, pp. 28-54.

    Edwards, A. (2010).  Being an expert professional practitioner: the relational turn in expertise.  Dordrecht the Netherlands; New York: Springer.

    Popov, O., Engh, R. (2016). Utomhusfysik: uppleva, undersöka, utforska. // Outdoor physics: experience, explore, research. [In Swedish] Studentlitteratur. Lund.

    Popov, O. (2015). Outdoor Science in Teacher Education. In T. Hansson (Ed.), Contemporary Approaches to Activity Theory: Interdisciplinary Perspectives on Human Behavior. Hershey, PA: IGI Global. pp. 128-142.

  • 35.
    Berge, Maria
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Silfver, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Danielsson, Anna
    Department of Education, Uppsala University, Uppsala, Sweden; School of Education, Communication and Society, King's College London, London, UK.
    In search of the new engineer: gender, age, and social class in information about engineering education2019Ingår i: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 44, nr 5, s. 650-665Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    It is widely argued that engineering education needs to change in order to attract new groups of students and provide students with knowledge appropriate for the future society. In this paper we, therefore, investigate and analyse Swedish universities’ websites, focusing on what characteristics are brought to the fore as important for tomorrow’s engineers. The data consist of text and pictures/photos from nine different Engineering Mechanics programme websites. Using a critical discourse analysis approach, we identify three societal discourses concerning ‘technological progression’, ‘sustainability’, and ‘neoliberal ideals’, evident in the websites. These discourses make certain engineering identities possible, that we have labelled: traditional, contemporary, responsible, and self-made engineer. Our analysis shows that universities’ efforts to diversify students’ participation in engineering education simultaneously reveal stereotypical norms concerning gender and age. We also argue that strong neoliberal notions about the self-made engineer can derail awareness of a gendered, classed, and racialized society.

  • 36.
    Christensson, Camilla
    et al.
    Katedralskolan, Lund.
    Broman, Karolina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Kontextbaserad problemlösning inom ämnesområdet läkemedel2019Konferensbidrag (Refereegranskat)
  • 37.
    Junkala, Hannele
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    A Critical Analysis of Content in Sex- and Relationship Chapters in Biology Textbooks2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    Shortcomings in sex- and relationship education (SRE) are expressed in a report from the Swedish School Inspectorate (Skolinspektionen 2018), concerning content related to LGBT and queer perspectives. Drawing on the report this study critically examines the content in biology textbooks. Five Swedish textbooks for 13- to 16-year-old pupils have been analysed to explore inclusions and exclusions in the chapters containing SRE. The first part of the study is a quantitative analysis where the total number of lines in each SRE chapter, and the lines including the concepts crip, LGBT, queer, homosexual, intersex and asexuality, have been counted. Then an estimated percentage of content coverage has been calculated. The results show that LGBT content is represented in all five books, however there are none or only a few representations of crip, queer, intersex or asexuality in these chapters. The second part of the study is a qualitative examination of sexuality in the perspectives of crip, queer and gender theory. Among the preliminary results there are examples that focus on sameness rather than difference, for instance regarding hormones and puberty. Differences between women and men are featured in stereotypic views of clothing, makeup and hugging. Some of the books depict the man as the norm. Hence further development of textbooks is important if gaps in knowledge about crip, queer and gender are to be filled.

  • 38.
    Broman, Karolina
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Christensson, Camilla
    Katedralskolan, Lund.
    Kemin satt i sammanhang: hur gör vi ämnet relevant för elever?2019Ingår i: Kemi för alla: bidrag från konferensen i Stockholm 1-2 oktober 2018 i Stockholm arrangerad av Kemilärarnas resurscentrum / [ed] Karin Stolpe och Gunnar Höst, Linköping: Linköping University Electronic Press, 2019, s. 25-41Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    För att öka intresset för kemi hos elever och visa på ämnets relevans, har det visat sig viktigt att eleverna får chans att se att kemin finns i vardagen och inte enbart i klassrummet. Detta kan göras genom sammanhang, så kallade kontexter. Kontextbaserad undervisning i de naturvetenskapliga ämnena används i flera länder; i Nederländerna har man till exempel valt att helt skriva om styrdokumenten för att undervisningen ska bli kontextbaserad. Lärare och forskare har där tillsammans utvecklat kontextbaserade undervisningsmaterial. Men hur vet vi vad elever uppfattar som intressant och relevant? Vilka sammanhang kan användas för att både öka elevernas intresse samtidigt som de får lära sig viktiga kemikunskaper? Ett av ledorden för kontextbaserad undervisning är "need-to-know", vad behöver jag kunna/veta för att till exempel förstå varför någonting luktar? I denna artikel diskuterar vi utifrån forskningsperspektiv och konkreta undervisningsexempel hur gymnasiekemin kan sättas i intressanta och relevanta sammanhang. Fastän exemplen kommer från gymnasiet kan idéerna med fördel användas även på högstadiet.

  • 39.
    Mårell-Olsson, Eva
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Broman, Karolina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Visualization of 3D molecules using Augmented Reality Technology in Chemistry Teaching2019Ingår i: Universitetspedagogiska konferensen 2019: Helhetssyn på undervisning: kropp, känsla och kognition i akademin, Umeå universitet , 2019, s. 15-16Konferensbidrag (Övrigt vetenskapligt)
  • 40.
    Danielsson, Anna T.
    et al.
    Department of Education, Uppsala University Uppsala, Sweden.
    Gonsalves, Allison J.
    Department of Integrated Studies in Education, McGill University, Montreal, Canada.
    Silfver, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Berge, Maria
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    The Pride and Joy of Engineering? The Identity Work of Male Working-Class Engineering Students2019Ingår i: Engineering Studies, ISSN 1937-8629, E-ISSN 1940-8374, Vol. 11, nr 3, s. 172-195Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 41.
    Areljung, Sofie
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    How does matter matter in preschool science?2019Ingår i: Material practice and materiality: too long ignored in science education / [ed] Catherine Milne, Kathryn Scantlebury, Springer, 2019, s. 101-114Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

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

  • 42.
    Norqvist, Mathias