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Broman, Karolina, UniversitetslektorORCID iD iconorcid.org/0000-0002-7688-651x
Publications (10 of 64) Show all publications
Schedin, S., Vikström, S. & Broman, K. (2023). Process för kollegial extern granskning av ingenjörsutbildningarna vid Umeå universitet. In: Joel Midemalm; Amir Vadiee; Elisabeth Uhlemann; Fredrik Georgsson; Gunilla Carlsson-Kvarnlöf; Jonas Månsson; Kristina Edström; Lennart Pettersson; Pedher Johansson (Ed.), Bidrag från den 9:e utvecklingskonferensen för Sveriges ingenjörsutbildningar: . Paper presented at 9:e utvecklingskonferensen för Sveriges ingenjörsutbildningar, Mälardalens universitet, Västerås, Sverige, 22-23 november, 2023 (pp. 173-182). Västerås: Mälardalens universitet
Open this publication in new window or tab >>Process för kollegial extern granskning av ingenjörsutbildningarna vid Umeå universitet
2023 (Swedish)In: Bidrag från den 9:e utvecklingskonferensen för Sveriges ingenjörsutbildningar / [ed] Joel Midemalm; Amir Vadiee; Elisabeth Uhlemann; Fredrik Georgsson; Gunilla Carlsson-Kvarnlöf; Jonas Månsson; Kristina Edström; Lennart Pettersson; Pedher Johansson, Västerås: Mälardalens universitet , 2023, p. 173-182Conference paper, Published paper (Refereed)
Abstract [sv]

Vid Umeå universitet används sedan några år tillbaka ett regelverk i form av ett sammanhållet kvalitetssystem för utbildning som bygger på nio aktiviteter som stödjer, utvecklar och synliggör det systematiska kvalitetsarbetet. En av dessa aktiviteter är ”Utbildningsutvärdering genom kollegial extern granskning”, vars syfte är att bidra till att säkra kvaliteten i utbildningarnas innehåll och genomförande samt ge stöd för kvalitetsutveckling. Vi beskriver processen för utvärderingen av 11 ingenjörsutbildningar som genomförts under 2022 och diskuterar fördelar och nackdelar med det valda upplägget ur kvalitets- och resursperspektiv. Därefter diskuteras några programövergripande utvecklingsområden som de externa granskarna lyft fram, däribland jämställdhet, pedagogisk modell, samt professions- och forskningsanknytning. Avslutningsvis sammanfattar vi den återkoppling vi erhöll från både de externa granskarna och programansvariga som deltog i processen. Återkopplingen är av betydelse för att kontinuerligt förbättra vår process för kollegial extern granskning inför kommande utvärderingsomgångar.

Place, publisher, year, edition, pages
Västerås: Mälardalens universitet, 2023
Keywords
Utbildningsutvärdering, kvalitetssäkring, peer-review
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-218356 (URN)978-91-7485-620-0 (ISBN)
Conference
9:e utvecklingskonferensen för Sveriges ingenjörsutbildningar, Mälardalens universitet, Västerås, Sverige, 22-23 november, 2023
Available from: 2023-12-19 Created: 2023-12-19 Last updated: 2023-12-20Bibliographically approved
Broman, K., Ellervik, U. & Lindberg, L. (2022). Development of a context-based digital textbook for secondary school: how to combine researchers' and teachers' perspectives to make impact on student learning. In: : . Paper presented at ECRICE 2022, 15th European Conference on Research in Chemical Education: Chemistry Teaching and Learning in a Global Unified World, Reẖovot, Israel, July 11-13, 2022.
Open this publication in new window or tab >>Development of a context-based digital textbook for secondary school: how to combine researchers' and teachers' perspectives to make impact on student learning
2022 (English)Conference paper, Oral presentation only (Other academic)
National Category
Didactics
Identifiers
urn:nbn:se:umu:diva-208820 (URN)
Conference
ECRICE 2022, 15th European Conference on Research in Chemical Education: Chemistry Teaching and Learning in a Global Unified World, Reẖovot, Israel, July 11-13, 2022
Available from: 2023-05-31 Created: 2023-05-31 Last updated: 2023-05-31Bibliographically approved
Broman, K. (2022). Labbar gör kemin synligare. Kemisk tidskrift (1), 28-29
Open this publication in new window or tab >>Labbar gör kemin synligare
2022 (Swedish)In: Kemisk tidskrift, ISSN 2003-2722, no 1, p. 28-29Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Svenska kemisamfundet, 2022
National Category
Didactics
Research subject
didactics of chemistry
Identifiers
urn:nbn:se:umu:diva-193310 (URN)
Available from: 2022-03-27 Created: 2022-03-27 Last updated: 2022-08-10Bibliographically approved
Broman, K., Bernholt, S. & Christensson, C. (2022). Relevant or interesting according to upper secondary students? Affective aspects of context-based chemistry problems. Research in Science & Technological Education, 40(4), 478-498
Open this publication in new window or tab >>Relevant or interesting according to upper secondary students? Affective aspects of context-based chemistry problems
2022 (English)In: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, Vol. 40, no 4, p. 478-498Article in journal (Refereed) Published
Abstract [en]

Background: To make students more interested and engaged in science, new teaching approaches have been developed aiming at higher order thinking. Context-based learning approaches emanate from an idea that science content knowledge should be presented in a relevant context for students to improve their learning outcomes as well as making them more engaged in science. Previous research on context-based learning approaches has shown positive results; however, researchers and teachers need to explicitly consider which aspects of the contextual settings young students perceive as interesting and relevant to improve chemistry education.

Purpose: In this paper, the constructs of ‘interest’ and ‘relevance’ are explored to analyse which aspects of open-ended chemistry problems engage students. 

Sample and Design: Both qualitative interview data and quantitative survey data are elaborated on in three subsequent studies with Swedish upper secondary chemistry students. Students’ statements when discussing contextualisation of chemistry problems are analysed in relation to analytical frameworks to explore students’ perceived interest and relevance.

Results: The results highlight the importance of connections to personal dimensions in chemistry to make students more engaged and interested in chemistry. The language of the context-based problems is also found essential as the students indicate trigger-words in the tasks influencing perceived interest and relevance. This in combination with students’ distinction between high interest as a positive feeling, and high relevance as something important or worthwhile, are important results from this study. 

Conclusion: From the results, conclusions are drawn to help researchers and teachers develop chemistry problems aiming for higher order thinking, but on the same time are found interesting and relevant for the students.

Place, publisher, year, edition, pages
Taylor & Francis, 2022
Keywords
Interest, relevance, contextbased learning, chemistry education
National Category
Didactics
Research subject
didactics of chemistry
Identifiers
urn:nbn:se:umu:diva-171277 (URN)10.1080/02635143.2020.1824177 (DOI)000575607500001 ()2-s2.0-85092186533 (Scopus ID)
Available from: 2020-10-07 Created: 2020-10-07 Last updated: 2022-11-14Bibliographically approved
Broman, K., Chorell, E., Holmboe, M. & Magkakis, K. (2022). Virtual Reality to visualise chemistry in higher education: Digital tools to enhance student learning. In: : . Paper presented at NU2022, Nätverk och utveckling, Stockholm/online, Sverige, 15-17 juni, 2022.
Open this publication in new window or tab >>Virtual Reality to visualise chemistry in higher education: Digital tools to enhance student learning
2022 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

Visualisation of molecular representations is an important area within chemistry education that has been explored for a long time, from several different perspectives. In the 1950s, Linus Pauling and Robert Koltun defined the CPK-model, describing the colours of the different atoms used in wood or plastic ball-and-stick models, for example, the black carbon, the white hydrogen, and the red oxygen. These analogue ball-and-stick models (e.g., MolyMod) are still used both in schools and at universities to help students “see” chemistry in three dimensions (3D). Today, with digitalisation, new tools are available to represent and visualise chemistry(Bernholt, Broman, Siebert, & Parchmann, 2019). With these modern digital tools, there are less limitations in molecular size to represent molecules, and even large structures and reaction mechanisms can be explored (Won, Mocerino, Tang, Treagust, & Tasker, 2019). In our project, interventions applying Virtual Reality (VR) as the digital tool during organic chemistry workshops and tutorials, have been explored related to cognitive and affective learning.

VR gives students the possibility to practice spatial ability, i.e., to move between 2D and 3D. In textbooks, chemistry is presented in 2D using, for example, Lewis structures. However, in real life, chemistry is three-dimensional, and the move between 2D and 3D is something students, as novices, need to practice to understand why and how chemicals react. In our project, university students practice their spatial ability through the application of VR. This on-going project started in 2018, and different workshops and tutorials have been implemented in different chemistry courses for bachelor, master, and engineering students. As presented in previous recent research from Brown and colleagues (2021), our students were very positive, enthusiastic and engaged to work with VR to develop their spatial ability and to visualise chemistry. In the presentation, we will give examples on how students can improve their learning and interest with the use of VR to represent chemical structures.

National Category
Didactics
Research subject
didactics of chemistry
Identifiers
urn:nbn:se:umu:diva-196949 (URN)
Conference
NU2022, Nätverk och utveckling, Stockholm/online, Sverige, 15-17 juni, 2022
Available from: 2022-06-20 Created: 2022-06-20 Last updated: 2022-07-04Bibliographically approved
Broman, K., Chorell, E., Holmboe, M. & Magkakis, K. (2022). Virtual Reality: visualization of chemical structures to enhance student interest and learning. In: ECRICE 2022: chemistry teaching and learning in a global unified world: abstract book. Paper presented at ECRICE 2022, 15th European Conference on Research in Chemical Education: Chemistry Teaching and Learning in a Global Unified World, Reẖovot, Israel, July 11-13, 2022. Weizmann Institute of Science
Open this publication in new window or tab >>Virtual Reality: visualization of chemical structures to enhance student interest and learning
2022 (English)In: ECRICE 2022: chemistry teaching and learning in a global unified world: abstract book, Weizmann Institute of Science , 2022Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

One of the fundamental aspects of chemistry learning is to visualize chemical structures. Through the application of Alex Johnstone's (1991) multilevel thought, the submicroscopic level is often a challenge for students, especially the shift between 2D and 3D, i.e., spatial thinking or spatial ability (Harle & Towns, 2011). With small molecules, plastic ball-and-stick models are commonly used, but on university level, the structures are often larger. By applying digital tools and techniques, as Virtual Reality (VR), there are less limitations in size to represent molecules, and even large structures and reaction mechanisms can be explored (Won et al., 2019). In a five-year design-based research project (Anderson & Shattuck, 2012), a collaboration between university chemistry teachers and a chemistry education researcher, has had an aim to develop university chemistry students' spatial thinking.

Students and teachers have, in workshops and tutorials, applied VR with both simple and more advanced tools, see figures 1 and 2. Empirical data has been collected using surveys, interviews, and observations. Standard ethical considerations have been considered throughout the whole project.

In this presentation, students' cognitive and affective learning related to spatial thinking will be discussed, as well as students', teachers', and researcher’s perspectives from the application of VR to visualize chemistry will be elaborated further. Implications for chemistry teaching at all levels will also be explored.

Place, publisher, year, edition, pages
Weizmann Institute of Science, 2022
National Category
Didactics
Research subject
didactics of chemistry
Identifiers
urn:nbn:se:umu:diva-198012 (URN)
Conference
ECRICE 2022, 15th European Conference on Research in Chemical Education: Chemistry Teaching and Learning in a Global Unified World, Reẖovot, Israel, July 11-13, 2022
Available from: 2022-07-12 Created: 2022-07-12 Last updated: 2023-05-31Bibliographically approved
Broman, K., Lindfors, M., Mårell-Olsson, E., Uvell, H. & Vestling, M. (2021). Gymnasiearbete (GARB) – an upper secondary school recepit before entering university studiies. In: : . Paper presented at NFSUN: The Nordic Research Symposium on Science Education, Online, June 1-2, 2021.
Open this publication in new window or tab >>Gymnasiearbete (GARB) – an upper secondary school recepit before entering university studiies
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2021 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

At Swedish upper secondary school, all students have to pass a mandatory course with thename “Gymnasiearbete”. This course is different from all other courses due to severalreasons, for example, being a project work related only to the programme orientation andwithout an explicit course curriculum. In this project, we have followed students from theNatural Science Programme taking this course, and studied their interest, engagement andepistemic beliefs. Through observations, interviews, and questionnaires, we have foundtriggers important to emphasise to make students more engaged and interested to enhancetheir knowledge. We will, from both a teacher and researcher perspective, discuss this courserelated to both affective and cognitive variables.

National Category
Didactics
Research subject
didactics of chemistry
Identifiers
urn:nbn:se:umu:diva-183818 (URN)
Conference
NFSUN: The Nordic Research Symposium on Science Education, Online, June 1-2, 2021
Available from: 2021-06-02 Created: 2021-06-02 Last updated: 2022-12-02Bibliographically approved
Broman, K. (2021). Kemi i 3D med virtual reality. Kemisk tidskrift (3), 31-31
Open this publication in new window or tab >>Kemi i 3D med virtual reality
2021 (Swedish)In: Kemisk tidskrift, ISSN 2003-2722, no 3, p. 31-31Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Svenska kemisamfundet, Vetenskapsmedia, 2021
National Category
Didactics
Research subject
didactics of chemistry
Identifiers
urn:nbn:se:umu:diva-191868 (URN)
Available from: 2022-01-30 Created: 2022-01-30 Last updated: 2022-02-01Bibliographically approved
Christensson, C. & Broman, K. (2021). Kontextbaserad problemlösning inom ämnesområdet läkemedel. In: Andreas Larsson, Karin Stolpe och Gunnar Höst (Ed.), Forum för forskningsbaserad NT‐undervisning: Bidrag från konferensen FobasNT19 17‐18 oktober 2019 i Norrköping. Paper presented at Forum för forskningsbaserad NT-undervisninhg, Norrköping, Sverige, 17-18 oktober, 2019 (pp. 49-68). Linköping: LiU-Tryck, Linköping
Open this publication in new window or tab >>Kontextbaserad problemlösning inom ämnesområdet läkemedel
2021 (Swedish)In: Forum för forskningsbaserad NT‐undervisning: Bidrag från konferensen FobasNT19 17‐18 oktober 2019 i Norrköping, Linköping: LiU-Tryck, Linköping , 2021, p. 49-68Conference paper, Published paper (Other academic)
Abstract [sv]

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

Place, publisher, year, edition, pages
Linköping: LiU-Tryck, Linköping, 2021
National Category
Didactics
Research subject
didactics of chemistry
Identifiers
urn:nbn:se:umu:diva-179670 (URN)978-91-7929-720-6 (ISBN)
Conference
Forum för forskningsbaserad NT-undervisninhg, Norrköping, Sverige, 17-18 oktober, 2019
Available from: 2021-02-05 Created: 2021-02-05 Last updated: 2021-02-05Bibliographically approved
Broman, K. (2021). Problems and problem solving in the light of context-based chemistry. In: Georgios Tsaparlis (Ed.), Problems and problem solving in chemistry education: analysing data, looking for patterns and making deductions (pp. 253-278). Royal Society of Chemistry
Open this publication in new window or tab >>Problems and problem solving in the light of context-based chemistry
2021 (English)In: Problems and problem solving in chemistry education: analysing data, looking for patterns and making deductions / [ed] Georgios Tsaparlis, Royal Society of Chemistry, 2021, p. 253-278Chapter in book (Refereed)
Abstract [en]

To achieve higher-order thinking and meaningful deep learning, problem solving is fundamental for students to master. If one wants to make students engaged in their own learning and their problem-solving process, interesting and relevant tasks are a fruitful way to increase students’ engagement. In this chapter, problems and problem solving are discussed emanating from context-based learning approaches, where open-ended problems focusing on higher-order thinking, and not merely recall of memorised factual knowledge, are explored. During two teacher conferences, Swedish chemistry teachers suggested contexts they thought their students would find interesting and relevant. These topic-related contexts, e.g., chocolate, doping, and dietary supplement, have been applied when designing ten everyday life, open-ended, context-based chemistry problems. Upper secondary students (n=40) have worked with the problems and their responses from interviews have been analysed. The chapter discusses how to enhance student interest and perceived relevance in chemistry, and how students’ learning can be improved through the use of open-ended, context-based chemistry problems that demand higher-order thinking.

Place, publisher, year, edition, pages
Royal Society of Chemistry, 2021
Series
Advances in Chemistry Education research, ISSN 2056-9335
National Category
Didactics
Research subject
didactics of chemistry
Identifiers
urn:nbn:se:umu:diva-182540 (URN)10.1039/9781839163586-00253 (DOI)978-1-83916-218-3 (ISBN)978-1-83916-358-6 (ISBN)978-1-83916-359-3 (ISBN)
Available from: 2021-05-19 Created: 2021-05-19 Last updated: 2023-06-13Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-7688-651x

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