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Haglund, Jesper
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Berggren, M., Isleborn, H. & Haglund, J. (2019). Kärnkraftsdebatt ger möjlighet till kritiskt tänkande i högstadiefysiken. In: : . Paper presented at Forum för forskningsbaserad NT-undervisning, FobasNT18 13 – 14 mars 2018 i Norrköping (pp. 39-48). Linköping: LiU-Tryck
Öppna denna publikation i ny flik eller fönster >>Kärnkraftsdebatt ger möjlighet till kritiskt tänkande i högstadiefysiken
2019 (Svenska)Konferensbidrag, Publicerat paper (Övrigt vetenskapligt)
Abstract [sv]

I skolans styrdokument betonas vikten av att elever ges möjlighet att utveckla sitt kritiska tänkande. Detta är inte minst angeläget i dessa tider av tillgång till sociala medier och spridande av så kallade alternativa fakta. Trots sin positiva klang finns det dock ingen etablerad konsensus kring vad kritiskt tänkande egentligen är. Inom ramen för ett skolutvecklingsprojekt i samverkan mellan Uppsala universitet och Tiundaskolan, en 4-9-skola i Uppsala, utforskar vi hur kritiskt tänkande kan uttryckas i undervisningspraktiken i ämnena svenska, historia, matematik och fysik. Som exempel har vi i fysikämnet designat, genomfört och analyserat en undervisningssekvens utifrån kärnkraft som tema, där elever i årskurs 9 gavs möjlighet att anamma olika åsikter och argument i frågan genom rollspel. Eleverna genomförde en debatt, där de representerade olika parter: boende nära Forsmark, miljöorganisationen Grön Fred, och företag som utvecklar kärnkraft, respektive vindkraft. Före och efter debatten skrev eleverna individuella texter där de argumenterade för sin personliga åsikt i frågan: Ska kärnkraften bevaras som den är, läggas ner, eller utvecklas? Vi fann att de genom debatten fick goda möjligheter att utveckla och visa kunskaper motsvarande flera kunskapskrav i kursplanen i fysik som annars sällan berörs i fysikklassrummet, såsom, för betyg A: ”Eleven kan samtala om och diskutera frågor som rör energi, teknik, miljö och samhälle och skiljer då fakta från värderingar och formulerar ställningstaganden med välutvecklade motiveringar samt beskriver några tänkbara konsekvenser.” Som exempel på naturvetenskapligt förankrade argument utnyttjade eleverna genererad energi per utsläppt mängd koldioxid som ett mått vid jämförelser mellan kärnkraft och andra energikällor. I de individuella texterna höll de flesta eleverna fast vid sina åsikter från innan de arbetade med temat även efteråt, men nu med fler och mer nyanserade argument.

Ort, förlag, år, upplaga, sidor
Linköping: LiU-Tryck, 2019
Nationell ämneskategori
Didaktik
Forskningsämne
Didaktik
Identifikatorer
urn:nbn:se:uu:diva-387654 (URN)978-91-7685-044-2 (ISBN)
Konferens
Forum för forskningsbaserad NT-undervisning, FobasNT18 13 – 14 mars 2018 i Norrköping
Tillgänglig från: 2019-06-25 Skapad: 2019-06-25 Senast uppdaterad: 2019-08-27Bibliografiskt granskad
Gregorcic, B. & Haglund, J. (2018). Conceptual Blending as an Interpretive Lens for Student Engagement with Technology: Exploring Celestial Motion on an Interactive Whiteboard. Research in science education
Öppna denna publikation i ny flik eller fönster >>Conceptual Blending as an Interpretive Lens for Student Engagement with Technology: Exploring Celestial Motion on an Interactive Whiteboard
2018 (Engelska)Ingår i: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898Artikel i tidskrift (Refereegranskat) Epub ahead of print
Abstract [en]

We present and analyze video data of upper secondary school students’ engagement with a computer-supported collaborative learning environment that enables them to explore astronomical phenomena (Keplerian motion). The students’ activities have an immersive and exploratory character, as students engage in open-ended inquiry and interact physically with the virtual environment displayed on an interactive whiteboard. The interplay of students’ playful exploration through physical engagement with the simulation environment, their attention to physics concepts and laws, and knowledge about the real planets orbiting the Sun presents an analytical challenge for the researcher and instructor encountering such complex learning environments. We argue that the framework of conceptual blending is particularly apt for dealing with the learning environment at hand, because it allows us to take into account the many diverse mental inputs that seem to shape the student activities described in the paper. We show how conceptual blending can be brought together with theoretical ideas concerned with embodied cognition and epistemology of physics, in order to provide researchers and instructors with a powerful lens for looking critically at immersive technology-supported learning environments.

Nyckelord
Conceptual blending; Physics; Computers; Interactive whiteboard; Embodied cognition; Computer-supported collaborative learning;
Nationell ämneskategori
Annan fysik
Forskningsämne
Fysik med inriktning mot fysikens didaktik
Identifikatorer
urn:nbn:se:uu:diva-369448 (URN)10.1007/s11165-018-9794-8 (DOI)
Tillgänglig från: 2018-12-13 Skapad: 2018-12-13 Senast uppdaterad: 2018-12-13Bibliografiskt granskad
Nygren, T., Haglund, J., Samuelsson, R., af Geijerstam, Å. & Prytz, J. (2018). Critical thinking in national tests across four subjects in Swedish compulsory school. Education Inquiry
Öppna denna publikation i ny flik eller fönster >>Critical thinking in national tests across four subjects in Swedish compulsory school
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2018 (Engelska)Ingår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508Artikel i tidskrift (Refereegranskat) Epub ahead of print
Abstract [en]

Critical thinking is brought to the fore as a central competence in today’s society and in school curricula, but what may be emphasised as a general skill may also differ across school subjects. Using a mixed methods approach we identify general formulations regarding critical thinking in the Swedish curriculum of school year nine and seven more subject-specific categories of critical thinking in the syllabi and national tests in history, physics, mathematics and Swedish. By analysing 76 individual students’ critical thinking as expressed in national tests we find that a student that thinks critically in one subjects does not necessarily do so in other subjects. We find that students’ grades in different subjects are closely linked to their abilities to answer questions designed to test critical thinking in the subjects. We also find that the same formulations of critical thinking in two subjects may mean very different things when translated into assessments. Our findings suggest that critical thinking among students comprise different, subject-specific skills. The complexity of our findings highlights a need for future research to help clarify to students and researchers what it means to think critically in school.

Ort, förlag, år, upplaga, sidor
Routledge, 2018
Nyckelord
critical thinking; history; mathematics; Swedish; physics; national tests; mixed method; explorative factor analysis
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Didaktik
Identifikatorer
urn:nbn:se:uu:diva-351731 (URN)10.1080/20004508.2018.1475200 (DOI)
Forskningsfinansiär
Knut och Alice Wallenbergs Stiftelse, KAW 2015.0271
Tillgänglig från: 2018-05-30 Skapad: 2018-05-30 Senast uppdaterad: 2018-05-30Bibliografiskt granskad
Isleborn, H., Berggren, M. & Haglund, J. (2018). Kärnkraftsdebatt ger möjlighet till kritiskt tänkande i högstadiefysiken. In: : . Paper presented at Forum för forskningsbaserad NT-undervisning, 13-14 mars 2018, Norrköping.
Öppna denna publikation i ny flik eller fönster >>Kärnkraftsdebatt ger möjlighet till kritiskt tänkande i högstadiefysiken
2018 (Svenska)Konferensbidrag, Enbart muntlig presentation (Övrigt vetenskapligt)
Nationell ämneskategori
Didaktik
Forskningsämne
Didaktik
Identifikatorer
urn:nbn:se:uu:diva-354479 (URN)
Konferens
Forum för forskningsbaserad NT-undervisning, 13-14 mars 2018, Norrköping
Tillgänglig från: 2018-06-20 Skapad: 2018-06-20 Senast uppdaterad: 2018-06-28Bibliografiskt granskad
Haglund, J. (2017). Good use of a ‘bad’ metaphor: Entropy as disorder. Science & Education, 26(3), 205-214
Öppna denna publikation i ny flik eller fönster >>Good use of a ‘bad’ metaphor: Entropy as disorder
2017 (Engelska)Ingår i: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 26, nr 3, s. 205-214Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Entropy is often introduced to students through the use of the disorder metaphor. However, many weaknesses and limitations of this metaphor have been identified, and it has therefore been argued that it is more harmful than useful in teaching. For instance, under the influence of the disorder metaphor, students tend to focus on spatial configuration with regard to entropy but disregard the role of energy, which may lead their intuition astray in problem solving. Albeit so, a review of research of students’ ideas about entropy in relation to the disorder metaphor shows that students can use the metaphor in developing a more nuanced, complex view of the concept, by connecting entropy as disorder to other concepts such as microstates and spreading. The disorder metaphor—in combination with other explanatory approaches—can be used as a resource for learning, in giving students an early flavour of what entropy means, so long as we acknowledge its limitations; we can put this “bad” metaphor to good use in teaching.

Nationell ämneskategori
Didaktik
Forskningsämne
Fysik med inriktning mot fysikens didaktik
Identifikatorer
urn:nbn:se:uu:diva-326027 (URN)10.1007/s11191-017-9892-4 (DOI)000404238300002 ()
Tillgänglig från: 2017-06-30 Skapad: 2017-06-30 Senast uppdaterad: 2018-09-03Bibliografiskt granskad
Samuelsson, C. R., Haglund, J. & Elmgren, M. (2017). Looking for solutions: University chemistry and physics students interacting with infrared cameras. In: : . Paper presented at ESERA 2017, Dublin City University, Ireland, 21-25 August.
Öppna denna publikation i ny flik eller fönster >>Looking for solutions: University chemistry and physics students interacting with infrared cameras
2017 (Engelska)Konferensbidrag, Enbart muntlig presentation (Refereegranskat)
Abstract [en]

Infrared (IR) cameras can be used to support the learning and understanding of thermodynamics. Previous research shows that the technology enables university physics students to observe otherwise invisible thermal phenomena. In the present study, the focus is extended to the use of IR cameras in an educational chemistry laboratory setting with a comparison to the physics labs. Depending on the communicative actions made to interact with the cameras, different affordances of the IR cameras are accessed. For example, some students compare what they see with the IR camera with their sense of touch. The kinds of actions students make depend on aspects like their disciplinary experience and the discipline of study. Predict-Observe-Explain is used to probe students’ potential actions for interaction with the IR camera. Data is collected by video recording and iterative transcription to find contrasting or shared patterns of interaction across the groups. A multimodal approach to conversation analysis is used to find these patterns. The result shows that the physics and chemistry students use the technology to confirm or disconfirm predictions made, but differ in the coordination of actions to achieve that goal. The physics students move around and use the sense of touch together with IR-camera observations, while the chemistry students focus on IR-camera observations from one perspective alone.

Nyckelord
laboratory practice, infrared cameras, affordance
Nationell ämneskategori
Didaktik
Forskningsämne
Fysik med inriktning mot fysikens didaktik
Identifikatorer
urn:nbn:se:uu:diva-328406 (URN)
Konferens
ESERA 2017, Dublin City University, Ireland, 21-25 August
Forskningsfinansiär
Vetenskapsrådet, 2016-04113
Tillgänglig från: 2017-08-23 Skapad: 2017-08-23 Senast uppdaterad: 2017-08-23Bibliografiskt granskad
Dolo, G., Haglund, J. & Schönborn, K. J. (2017). Stimulating and supporting inquiry-based science learning with infrared cameras in South Africa. In: Mike K. Mholo & Carolyn Stevenson-Milln (Ed.), : . Paper presented at 25th Annual Meeting of the South African Association for Research in Mathematics, Science and Technology Education (SAARMSTE), 17-20 January, Bloemfontein, South Africa (pp. 243-245). Bloemfontein, South Africa: AFRICAN SUN MeDIA
Öppna denna publikation i ny flik eller fönster >>Stimulating and supporting inquiry-based science learning with infrared cameras in South Africa
2017 (Engelska)Ingår i: / [ed] Mike K. Mholo & Carolyn Stevenson-Milln, Bloemfontein, South Africa: AFRICAN SUN MeDIA, 2017, s. 243-245Konferensbidrag, Muntlig presentation med publicerat abstract (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Bloemfontein, South Africa: AFRICAN SUN MeDIA, 2017
Nationell ämneskategori
Didaktik
Forskningsämne
Fysik med inriktning mot fysikens didaktik
Identifikatorer
urn:nbn:se:uu:diva-314758 (URN)
Konferens
25th Annual Meeting of the South African Association for Research in Mathematics, Science and Technology Education (SAARMSTE), 17-20 January, Bloemfontein, South Africa
Tillgänglig från: 2017-02-06 Skapad: 2017-02-06 Senast uppdaterad: 2017-02-06Bibliografiskt granskad
Haglund, J. & Hultén, M. (2017). Tension between visions of science education: The case of energy quality in Swedish secondary science curricula. Science & Education, 26(3), 323-344
Öppna denna publikation i ny flik eller fönster >>Tension between visions of science education: The case of energy quality in Swedish secondary science curricula
2017 (Engelska)Ingår i: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 26, nr 3, s. 323-344Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The aim of this study is to contribute to an understanding of how curricular change is accomplished in practice, including the positions and conflicts of key stakeholders and participants, and their actions in the process. As a case, we study the treatment of energy in Swedish secondary curricula in the period 1962–2011 and, in particular, how the notion of energy quality was introduced in the curricula in an energy course at upper secondary school in 1983 and in physics at lower secondary school in 1994. In the analysis, we use Roberts’ two competing visions of science education, Vision I in which school science subjects largely mirror their corresponding academic disciplines and Vision II that incorporates societal matters of science. In addition, a newly suggested Vision III represents a critical perspective on science education. Our analysis shows how Vision II and III aspects of science education have gained importance in curricula since the 1980s, but in competition with Vision I considerations. Energy quality played a central role in providing Vision II and III arguments in the curricular debate on energy teaching. Subsequent educational research has found that Swedish teachers and students struggle with how to relate to energy quality in physics teaching, which we explain as partly due to the tension between the competing visions.

Nationell ämneskategori
Didaktik
Forskningsämne
Fysik med inriktning mot fysikens didaktik
Identifikatorer
urn:nbn:se:uu:diva-326028 (URN)10.1007/s11191-017-9895-1 (DOI)000404238300007 ()
Tillgänglig från: 2017-06-30 Skapad: 2017-06-30 Senast uppdaterad: 2018-09-17Bibliografiskt granskad
Haglund, J. (2017). The disorder metaphor for entropy: Friend or Foe?. In: : . Paper presented at GIREP-ICPE-EPEC 2017, 3-7 July, Dublin City University, Dublin, Ireland.
Öppna denna publikation i ny flik eller fönster >>The disorder metaphor for entropy: Friend or Foe?
2017 (Engelska)Konferensbidrag, Enbart muntlig presentation (Refereegranskat)
Abstract [en]

Entropy is often introduced by use of the disorder metaphor in thermodynamics, but many weaknesses of the metaphor have been identified [1]. By influence of the disorder metaphor, students tend to focus on spatial configuration with regards to entropy but disregard the role of energy in problem solving [2]. There are also many natural phenomena where an entropy increase comes together with increasing visual disorder, such as the formation of liquid crystals. Due to such identified weaknesses, it has been argued that the disorder metaphor for entropy is more harmful than useful and should be avoided in teaching [1]. Another, alternative perspective is to regard the entropy metaphor as a useful resource for students’ development of an intuitive idea of entropy. From this perspective, the goal of teaching is not to eliminate disorder from students’ conceptualisation of entropy, but help them refine the understanding of when it can be useful and when it does not apply [3]. The purpose of the present study is to investigate whether the disorder metaphor can be useful in the teaching of entropy, and – if that is the case – how its weaknesses can be addressed in the teaching practice. Students’ ideas of entropy were probed through open questionnaire items before and after a university course in thermodynamics [4], and through follow-up interviews with pairs of students one year after the course [5]. The majority of students made use of the disorder metaphor in describing what entropy means, both before and after the course. In addition, they tended to develop a more nuanced, complex view of the concept, by connecting entropy as disorder to other microscopic concepts such as microstates and spreading. In the follow-up interviews, although acknowledging that disorder is not a scientific concept, students still found it useful for getting a qualitative understanding of entropy. In general, every metaphor breaks down at one point, where it is no longer useful. When we introduce metaphors in teaching, we have to bring up explicitly how to interpret the compared domains (in this case disorder and entropy) and how they relate to one another, and what limitations the metaphors have [6]. The disorder metaphor – in combination with other explanatory approaches – can be used to give students an early flavour of what entropy means, so long as we acknowledge its limitations.

  1. F. Lambert (2002) J. Chem. Ed. 78 187.
  2. C. Brosseau & J. Viard (1992) Ensen. Cienc. 10 13.
  3. B. D. Geller et al (2014) Am. J. Phys. 82 394.
  4. J. Haglund et al (2015) Chem. Educ. Res. Pract. 16 537.
  5. J. Haglund et al (2016) Chem. Educ. Res. Pract. 17 489.
  6. R. Duit (1991) Sci. Ed. 75 649.
Nyckelord
entropy; disorder; metaphor
Nationell ämneskategori
Didaktik
Forskningsämne
Fysik med inriktning mot fysikens didaktik
Identifikatorer
urn:nbn:se:uu:diva-326836 (URN)
Konferens
GIREP-ICPE-EPEC 2017, 3-7 July, Dublin City University, Dublin, Ireland
Tillgänglig från: 2017-07-31 Skapad: 2017-07-31 Senast uppdaterad: 2017-08-03Bibliografiskt granskad
Haglund, J., Melander, E., Weiszflog, M. & Andersson, S. (2017). University physics students’ ideas of thermal radiation expressed in open laboratory activities using infrared cameras. Research in Science & Technological Education, 35(3), 349-367
Öppna denna publikation i ny flik eller fönster >>University physics students’ ideas of thermal radiation expressed in open laboratory activities using infrared cameras
2017 (Engelska)Ingår i: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, Vol. 35, nr 3, s. 349-367Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Background

University physics students were engaged in open-ended thermodynamics laboratory activities with a focus on understanding a chosen phenomenon or the principle of laboratory apparatus, such as thermal radiation or a heat pump. Students had access to handheld infrared (IR) cameras for their investigations.

Purpose

The purpose of the research was to explore students’ interactions with reformed thermodynamics laboratory activities. It was guided by the research question: How do university physics students make use of IR cameras in the investigation of the interaction of thermal radiation?

Sample

The study was conducted with a class of first-year university physics students in Sweden. The interaction with the activities of four of the students was selected for analysis. The four students are males.

Design and methods

We used a qualitative, interpretive approach to the study of students’ interaction.  The primary means of data collection was video recording of students’ work with the laboratory activities and their subsequent presentations. The analysis focused on how IR cameras helped students notice phenomena relating to thermal radiation, with comparison to previous research on students’ conceptions of thermal radiation.

Results

When using the IR camera students attended to the reflection of thermal radiation on shiny surfaces, such as polished metals, windows or a white-board, and emissive properties of surfaces of different types. In this way, they went beyond using the technology as a temperature probe. Students were able to discuss merits and shortcomings of IR cameras in comparison with digital thermometers.

Conclusions

With the help of IR cameras, university physics students attend to thermal phenomena that would otherwise easily go unnoticed.

Ort, förlag, år, upplaga, sidor
Routledge, 2017
Nyckelord
Infrared cameras; Thermal radiation; Open laboratory exercises; Physics education
Nationell ämneskategori
Fysik
Forskningsämne
Fysik med inriktning mot fysikens didaktik
Identifikatorer
urn:nbn:se:uu:diva-326285 (URN)10.1080/02635143.2017.1318362 (DOI)000404933100007 ()
Tillgänglig från: 2017-07-05 Skapad: 2017-07-05 Senast uppdaterad: 2017-11-20Bibliografiskt granskad
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