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af Geijerstam, Åsa, docentORCID iD iconorcid.org/0000-0002-7186-5381
Publications (10 of 45) Show all publications
Liberg, C., Folkeryd, J., af Geijerstam, Å. & Nordlund, A. (2019). Funktion, innehåll och form i samspel: Elevers textskapande i tidiga skolår. In: Vetenskapsrådet (Ed.), Resultatdialog 2019: . Paper presented at Resultatdialog 2019 (pp. 58-61). Stockholm
Open this publication in new window or tab >>Funktion, innehåll och form i samspel: Elevers textskapande i tidiga skolår
2019 (Swedish)In: Resultatdialog 2019 / [ed] Vetenskapsrådet, Stockholm, 2019, p. 58-61Conference paper, Published paper (Other academic)
Place, publisher, year, edition, pages
Stockholm: , 2019
National Category
Didactics
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-399072 (URN)978-91-88943-22-4 (ISBN)
Conference
Resultatdialog 2019
Projects
Funktion, innehåll och form i samspel (VR/UVK 2013-2016/18)
Available from: 2019-12-12 Created: 2019-12-12 Last updated: 2019-12-12
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
Open this publication in new window or tab >>Critical thinking in national tests across four subjects in Swedish compulsory school
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2018 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
critical thinking; history; mathematics; Swedish; physics; national tests; mixed method; explorative factor analysis
National Category
Educational Sciences
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-351731 (URN)10.1080/20004508.2018.1475200 (DOI)
Funder
Knut and Alice Wallenberg Foundation, KAW 2015.0271
Available from: 2018-05-30 Created: 2018-05-30 Last updated: 2018-05-30Bibliographically approved
Hallesson, Y., Visén, P., Folkeryd, J. W. & af Geijerstam, Å. (2018). Four classrooms – four approaches to reading: Examples of disciplinary reading in social science subjects in years five and twelve. L1-Educational Studies in Language and Literature, 18, 1-29
Open this publication in new window or tab >>Four classrooms – four approaches to reading: Examples of disciplinary reading in social science subjects in years five and twelve
2018 (English)In: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 18, p. 1-29Article in journal (Refereed) Published
Abstract [en]

In this paper, we aim to explore and exemplify what opportunities to develop disciplinary reading literacy students are given access to in particular types of classroom reading environments in social science subjects. The investigation focuses on how the teacher organizes activities around reading, on what content is approached in text-related discussions and on whose perspectives are allowed space in the classroom discourse. The empirical data consists of classroom observations from two classes in year five and two classes in the Swedish upper secondary school, using different approaches to teaching reading, one being Reading to Learn. With a theoretical base in systemic functional linguistics (SFL), dialogism and reception theory, the classroom discourse was analysed in terms of sequential reading stages, text movability and dialogicality. The findings reveal how differently organized reading environments provide different support structures for students’ disciplinary reading. For example, the findings indicate that text activities that support the reading process in several stages bring about a larger potential for the development of reading literacy. However, the picture changes depending on to what extent students are given room to express their reception of the text, and thereby contribute to an active understanding of text in a dialogical classroom.

Keywords
Disciplinary literacy, Reading approaches, Reading development, Reading to Learn, Social science subjects
National Category
Pedagogy Specific Languages
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-355442 (URN)10.17239/L1ESLL-2018.18.01.06 (DOI)
Available from: 2018-06-29 Created: 2018-06-29 Last updated: 2018-10-03Bibliographically approved
af Geijerstam, Å., Runeson, J., Nilholm, C., Östman, L. & Ingelshed, L. (2017). Att skriva faktatext i fyran. In: Almqvist, Jonas, Hamza, Karim, Olin, Anette (Ed.), Undersöka och utveckla undervisning.: Professionell utveckling för lärare. (pp. 67-84). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Att skriva faktatext i fyran
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2017 (Swedish)In: Undersöka och utveckla undervisning.: Professionell utveckling för lärare. / [ed] Almqvist, Jonas, Hamza, Karim, Olin, Anette, Lund: Studentlitteratur AB, 2017, p. 67-84Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-345442 (URN)9789144114170 (ISBN)
Available from: 2018-03-09 Created: 2018-03-09 Last updated: 2018-03-09
Folkeryd, J. W., af Geijerstam, Å. & Liberg, C. (2017). Different kinds of wrong: Marginalization processes within a reading test. In: Sangeeta Bagga-Gupta (Ed.), Marginalization Processes across Different Settings: Going beyond the Mainstream. Newcastle-upon-Tyne: Cambridge Scholars Publishing
Open this publication in new window or tab >>Different kinds of wrong: Marginalization processes within a reading test
2017 (English)In: Marginalization Processes across Different Settings: Going beyond the Mainstream / [ed] Sangeeta Bagga-Gupta, Newcastle-upon-Tyne: Cambridge Scholars Publishing, 2017Chapter in book (Other academic)
Place, publisher, year, edition, pages
Newcastle-upon-Tyne: Cambridge Scholars Publishing, 2017
National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-345330 (URN)1-5275-0329-1 (ISBN)978-1-5275-0329-8 (ISBN)
Available from: 2018-03-09 Created: 2018-03-09 Last updated: 2018-03-09
af Geijerstam, Å. (2016). Det ämnesspecifika skrivandet i naturvetenskapliga ämnen. In: Skolverket (Ed.), Skolverkets modul: Att genomföra systematiska undersökningar: Del 6: Att dokumentera undersökningar (pp. 1-11). Stockholm: Skolverket
Open this publication in new window or tab >>Det ämnesspecifika skrivandet i naturvetenskapliga ämnen
2016 (Swedish)In: Skolverkets modul: Att genomföra systematiska undersökningar: Del 6: Att dokumentera undersökningar / [ed] Skolverket, Stockholm: Skolverket , 2016, p. 1-11Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Skolverket, 2016
National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-393252 (URN)
Available from: 2019-09-18 Created: 2019-09-18 Last updated: 2019-10-04Bibliographically approved
Persson, T., af Geijerstam, Å. & Liberg, C. (2016). Features and Functions of Scientific Language(s) in TIMSS 2011. NorDiNa: Nordic Studies in Science Education, 12(2), 176-196
Open this publication in new window or tab >>Features and Functions of Scientific Language(s) in TIMSS 2011
2016 (English)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 12, no 2, p. 176-196Article in journal (Refereed) Published
Abstract [en]

This study examines differences in language use in different scientific subjects by analysing all grade 8 science items from TIMSS 2011. Four meaning dimensions are identified as central for analysing what functions different linguistic features fulfil in scientific language. They concern the levels of Packing, Precision and Presentation of information, and the level of Personification in a text.

The results show that language use in TIMSS differs in some ways among the scientific subjects. Average physics language uses more words. Language use in biology shows higher Packing and lower Precision, while physics shows the opposite pattern. Although items are generally low in Personification, the language of physics has higher levels of Personification, especially compared to earth science. Language in chemistry often presents information in more complex ways. According to these results, the study appears to challenge the notion that there is a single scientific language.

Keywords
science education, large-scale studies, scientific language, TIMSS, systemic functional linguistics
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-281309 (URN)
Available from: 2016-03-31 Created: 2016-03-22 Last updated: 2018-07-04Bibliographically approved
Hallesson, Y., Visén, P., Folkeryd, J. W. & af Geijerstam, Å. (2016). Reading to learn pedagogy and students' disciplinary reading: An example from social science subjects in years 5 and 12. In: : . Paper presented at ECER 2016 “Leading Education: The Distinct Contributions of Educational Research and Researchers” Dublin 22-26/8.
Open this publication in new window or tab >>Reading to learn pedagogy and students' disciplinary reading: An example from social science subjects in years 5 and 12
2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
Content area reading, disciplinary literacy, reading development, reading to learn, social science subjects
National Category
Social Sciences
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-283260 (URN)
Conference
ECER 2016 “Leading Education: The Distinct Contributions of Educational Research and Researchers” Dublin 22-26/8
Available from: 2016-04-12 Created: 2016-04-12 Last updated: 2018-03-09
Heimann Muhlenbock, K., Johanssom K., S., Liberg, C., af Geijerstam, Å., Folkeryd, J. W., Jönsson, A., . . . Falkenjack, J. (2015). A multivariate model for classifying texts’ readability. In: Beáta Megyesi (Ed.), Proceedings of the 20th Nordic Conference of Computational Linguistics: . Paper presented at The 20th Nordic Conference of Computational Linguistics, NODALIDA 2015 (pp. 257-261).
Open this publication in new window or tab >>A multivariate model for classifying texts’ readability
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2015 (English)In: Proceedings of the 20th Nordic Conference of Computational Linguistics / [ed] Beáta Megyesi, 2015, p. 257-261Conference paper, Published paper (Refereed)
Abstract [en]

We report on results from using the multivariate readability model SVIT to classify texts into various levels. We investigate how the language features integrated in the SVIT model can be transformed to values on known criteria like vocabulary, grammatical fluency and propositional knowledge. Such text criteria, sensitive to content, readability and genre in combination with the profile of a student’s reading ability form the base to individually adapted texts. The procedure of levelling texts into different stages of complexity is presented along with results from the first cycle of tests conducted on 8th grade students. The results show that SVIT can be used to classify texts into different complexity levels.

National Category
Language Technology (Computational Linguistics)
Identifiers
urn:nbn:se:uu:diva-277197 (URN)oai:DiVA.org:liu-117611 (DOI)978-91-7519-098-3 (ISBN)
Conference
The 20th Nordic Conference of Computational Linguistics, NODALIDA 2015
Funder
Marcus and Amalia Wallenberg Foundation
Available from: 2016-02-17 Created: 2016-02-17 Last updated: 2018-03-09
Liberg, C., Johansson Kokkinakis, S., Heimann Mühlenbock, K., Wiksten Folkeryd, J., af Geijerstam, Å., Jönsson, A., . . . Kanebrant, E. (2015). Didaktiskt baserat läsförståelsetest och pedagogiska insatser. In: Nordisk forskerkonferanse om lesing, skriving og literacy: . Paper presented at Nordisk forskerkonferanse om lesing, skriving og literacy. Stavanger 2015.
Open this publication in new window or tab >>Didaktiskt baserat läsförståelsetest och pedagogiska insatser
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2015 (Swedish)In: Nordisk forskerkonferanse om lesing, skriving og literacy, 2015Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-276992 (URN)
Conference
Nordisk forskerkonferanse om lesing, skriving og literacy. Stavanger 2015
Projects
Mining textual data for simplified reading
Funder
Marcus and Amalia Wallenberg Foundation
Available from: 2016-02-17 Created: 2016-02-17 Last updated: 2018-03-09Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-7186-5381

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