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  • 1.
    Andersson Chronholm, Jannika
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström.
    Studenters attityder och Förväntningar2015Conference paper (Refereed)
  • 2.
    Andersson, Staffan
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Andersson Chronholm, Jannika
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Student Expectations of Academic Teachers Contributions to their Learning2015Conference paper (Refereed)
    Abstract [en]

    Student responses to introduction of pedagogical initiatives, such as adoption of research-based educational practices, can be very influential on the future of such initiatives (National Research Council, 2012). To inform this type of introduction processes, we present results from an investigation on beginner student's expectations of how academic teachers will contribute to their learning.

    Enrolling students in science and technology were asked the following open question as part of a web-based survey: "How do you expect your teachers to contribute to your learning?" 553 of about 880 students in the surveyed population choose to respond. Their answers were coded and iteratively sorted in a grounded theory approach (Robson, 2011).

    The three most common themes found in the answers were providing lectures, answering questions and providing information and structure. 58% of the students focussed on information transfer from the teachers, whereas 27% focussed on pedagogical approaches and student centred practices. The remaining 15% were too vague to be classified. A small minority of the student described contributions to learning that could be expected from a teacher inspired by the scholarship of teaching and learning. Some themes show statistically significant differences depending on student background factors, such as gender, programme affiliation and parents education. As an example, students from non-academic families to a larger extent expect teachers to be accessible for providing support.

    Our findings provide valuable insights into expectations of teachers from a heterogeneous student population. They also have important implications for how to introduce and motivate research-based teaching approaches to the whole student population.

     

    References

    National Research Council (2012). Discipline-Based Educational Research: Understanding and Improving Learning in Undergraduate Science and Engineering. National Academy Press, Washington D. C., p. 180-181.

    Robson, C. (2011). Real world research: a resource for users of social research methods in applied settings. (pp. 146-150) Chichester: Wiley.

  • 3.
    Andersson, Staffan
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy.
    Andersson Chronholm, Jannika
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Physical and Analytical Chemistry.
    Larsson, Johan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Fokusera på kritiska aspekter med rangordningsövningar2010Conference paper (Other academic)
  • 4.
    Andersson, Staffan
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Andersson Chronholm, Jannika
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Jakobsson, Tobias
    Uppsala University, Disciplinary Domain of Science and Technology, Biology, Biology Education Centre.
    Larsson, Johan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Sjöström, Håkan
    Uppsala University, Disciplinary Domain of Science and Technology, Earth Sciences, Department of Earth Sciences, Solid Earth Geology.
    Koyi, Hemin
    Uppsala University, Disciplinary Domain of Science and Technology, Earth Sciences, Department of Earth Sciences, Solid Earth Geology.
    Eriksson, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Materials Chemistry, Structural Chemistry.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Physical and Analytical Chemistry.
    Rangordningsövningar i naturvetenskap2011Book (Other academic)
  • 5.
    Andersson, Staffan
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Andersson Chronholm, Jannika
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Larsson, Johan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Jacobsson, Tobias
    Uppsala University, Disciplinary Domain of Science and Technology, Biology, Biology Education Centre.
    Jämföra och rangordna: studentaktiv undervisning2012In: Universitetspedagogisk utveckling och kvalitet: i praktiken!, 2012Conference paper (Other academic)
  • 6.
    Andersson, Staffan
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström.
    Betydelsen av den första terminen2008Conference paper (Other academic)
  • 7.
    Andersson, Staffan
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström.
    Andersson Chronholm, Jannika
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Förändring av ingenjörsstudenters lärstrategier under första studieterminen2014Conference paper (Refereed)
    Abstract [sv]

    Postern beskriver hur förhållningssätt till lärande förändras för studenter på tre civilingenjörsprogram vid ett svensk universitet under första studieterminen. Utifrån analys av fritextsvar diskuteras också drivkrafterna bakom observerade förändringar.

    Undersökningen bygger på en reviderad version av Study Process Questionnaire (Biggs, Kember & Leung, 2001) som kartlägger ytinriktade och djupinriktade lärstrategier. Enkäten har tidigare översatts till svenska och använts vid Lunds Tekniska Högskola (Malm, Alveteg & Roxå, 2009). 663 nybörjarstudenter inom teknik och naturvetenskap vid Uppsala universitet besvarade en första enkät.. De startvärden som mättes för ytinriktade och djupinriktade strategier för nybörjarstudenterna var mycket snarlika de som observerades i studien från Lund.

    Förändringar under första studieperioden undersöktes genom en uppföljningsenkät på tre ingenjörsprogram. Jämförelse av svaren visade statistiskt signifikanta förändringar från djupinriktade och mot ytinriktade lärstrategier. Analys av fritextsvar visar att studenterna upplever att det främst är behovet av att finna strategier att hantera stora mängder information snabbt som leder till förändringen. Studiens resultat öppnar för diskussioner kring vad som sker under den första studietiden.

    Referenser

    Biggs, J. B., Kember, D., and Leung, D. Y. P. (2001). The Revised Two Factor Study Process Questionnaire: R-SPQ-2F. Br. J. Educ. Psychol. 71: 133–149.

    Malm, J., Alveteg, M. & Roxå, T. (2011) Are We Promoting a Surface Approach to Learning During the First Year of Engineering Educations? 3:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar, Norrköping, 30 november - 1 december.

  • 8.
    Andersson, Staffan
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström.
    Andersson Chronholm, Jannika
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Förändring av lärstrategier under första studieterminen2014In: NU2014 - Abstracts, Umeå: Umeå universitet , 2014Conference paper (Refereed)
    Abstract [sv]

    Under sin väg genom högre utbildning lär sig studenter en mängd nya kunskaper, färdigheter och förmågor. Många studier har visat att detta lärande handlar om mycket mer än bara ämnesfärdigheter, utan även sådant som exempelvis attityder och förhållningssätt till lärande (se exempelvis Pascarella & Terenzini, 2005). Flera olika verktyg har utvecklats för att mäta sådana aspekter samt förändring av dem. Flera studier har också visat att attityder, förhållningssätt och lärstrategier ofta förändras på sätt som uppfattas som negativa av de som arbetar med högre utbildning. Denna presentation beskriver hur förhållningssätt till lärande förändras för studenter på tre civilingenjörsprogram vid ett svensk universitet under första studieterminen. Utifrån analys av fritextsvar diskuteras också drivkrafterna bakom observerade förändringar.

    Undersökningen bygger på en reviderad version av Study Process Questionnaire (Biggs, Kember & Leung, 2001) som kartlägger ytinriktade och djupinriktade lärstrategier. Enkäten har tidigare översatts till svenska och använts vid Lunds Tekniska Högskola (Malm, Alveteg & Roxå, 2009). 663 nybörjarstudenter inom teknik och naturvetenskap vid Uppsala universitet besvarade en första enkät. Enkäten validerades genom faktoranalys av svaren. De startvärden som mättes för ytinriktade och djupinriktade strategier för nybörjarstudenterna var mycket snarlika de som observerades i studien från Lund.

    Förändringar under första studieperioden undersöktes genom en uppföljningsenkät på tre ingenjörsprogram och besvarades av omkring 50% av studenterna. Enkäten kompletterades med flervalsfrågorna med fritextfrågor kring hur studenternas lärande förändrats. Jämförelse av svaren visade statistiskt signifikanta förändringar från djupinriktade och mot ytinriktade lärstrategier. Samtidigt finns stora skillnader mellan hur olika studenter förändrar sina lärstrategier. Analys av fritextsvar i relation till förändring av lärstrategier visar att studenterna upplever att det främst är behovet av att finna strategier att hantera stora mängder information snabbt som leder till förändringen. Studiens resultat öppnar för diskussioner kring vad som sker under den första studietiden. Exempelvis observerades inga statistiskt signifikanta korrelationer mellan studenternas lärstrategier och de resultat de uppnådde under första studieterminen.

    Referenser

    Biggs, J. B., Kember, D., and Leung, D. Y. P. (2001). The Revised Two Factor Study Process Questionnaire: R-SPQ-2F. Br. J. Educ. Psychol. 71: 133 149.

    Malm, J., Alveteg, M. & Roxå, T. (2011) Are We Promoting a Surface Approach to Learning During the First Year of Engineering Educations? 3:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar, Norrköping, 30 november - 1 december.

    Pascarella, E. T. & Terenzini, P. T. (2005). How college affects students (Vol. 2): A third decade of research, San Francisco: Jossey-Bass.

  • 9.
    Andersson, Staffan
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Forsman, Jonas
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Studenters upplevelser av första året2012In: Universitetspedagogisk utveckling och kvalitet - i praktiken / [ed] Geir Gunnlaugsson, 2012, p. 9-20Conference paper (Other academic)
  • 10.
    Andersson, Staffan
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Haglund, Jesper
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Same goal, but different paths: Learning, explaining and understanding entropy2015In: / [ed] Stefan Pålsson, 2015Conference paper (Refereed)
    Abstract [en]

    Engineering students train to discuss conclusionsand results in different ways as part of their education. This is often done in connection to learning disciplinary knowledge where comparisons with and connections to previous courses play an important role. Students from different programs can have distinctly different repertoires of concepts and experiences when starting a course. This influences their learning on the course and how they communicate afterwards. We explore this issue in relation to engineering students’ explanations about entropy and how these change during a course in thermodynamics. A questionnaire study was done during the spring semester 2014 with students enrolling in a course on chemical thermodynamics. Students were asked to explain the concept of entropy and list scientific concepts they relate to entropy both before and after the course. A qualitative analysis was done for the 73 students who answered the questionnaire both before and after the course. Analysis showed that disorder was the most common aspect in student explanations, both before and after the course, but that many students used the concept ina more critical and reflective manner after the course. We also found that student explanations develop in richness by involving more aspects after the course. This development is dependent on the resources students bring with them when enrolling in the course. This is especially clear for students from the Master Programme in Chemical Engineering, who to a larger extent use microscopic elements, such as interaction between particles, in their explanations already before the course.

  • 11.
    Andersson, Staffan
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Johansson, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Salminen Karlsson, Minna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Negotiating a Practice of Learning2015Conference paper (Refereed)
    Abstract [en]

    Research on study choice and participation in higher education, particularly in science and engineering, stresses the importance of students' on-going identity work as learners (Holmegard, Ulriksen & Madsen, 2014; Henriksen, Dillon & Ryder, 2015), especially on the scale of field of study. Our project explore how such identity work takes place on course level.

    An interview study concerning course achievement was undertaken with 21 students on a third-semester physics course. An interpretative discourse analysis (Gee, 2011) of the interviews yielded a model for students' negotiations of their practice in the course. Three types of practice were described: Ignoring to study, Studying to pass, and Studying to learn. The choice between these was influenced by the significance recognized for the course. This recognition, in turn, was generally discussed in relation to identity, largely connected to programme affiliation.

    This negotiation process becomes especially relevant when differently profiled programmes allow students to recognize and expect different ways of doing disciplines. However, in the study context they often study the same courses. We will present examples of the consequences this can have, based on quantitative data from the fields of physics and economics. Our results emphasize the importance of designing and teaching courses in a way that enable all students to recognize them as significant, to encourage both learning and participation.

    References

    Gee, J.P. (2011). An introduction to discourse analysis: theory and method. (3rd ed.). New York: Routledge.

    Henriksen, E.K., Dillon, J., & Ryder, J. (Eds.). (2015). Understanding student participation and choice in science and technology education. Springer.

    Holmegaard, H.T., Ulriksen, L.M., & Madsen, L.M. (2014). The process of choosing what to study: A longitudinal study of upper secondary students' identity work when choosing higher education. Scandinavian Journal of Educational Research, 58(1), 21-40.

  • 12.
    Andersson, Staffan
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Johansson, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Salminen Karlsson, Minna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Recognizing the significance of electromagnetism as identity work of engineering students2015Conference paper (Refereed)
    Abstract [en]

    Differences in student achievement, as measured by course grades, were explored on a third-semester Electromagnetism course through a mixed-methods approach. Interpretative discourse analysis of interviews showed how students describe their studying in relation to practice, significance and identity. Students that only saw a formal significance of the course, as an eligibility requirement, related to a practice of Studying to pass. A practice of Studying to pass was related to the recognition of vocational and disciplinary significance of the course. Program affiliation, associated with different views regarding vocations and the discipline of physics, were described as central for the on-going identity work of these students as learners. The results indicated that program affiliation played a central role for student achievement on the course. This was corroborated by a quantitative analysis showing that male and female students on most programs performed equally. This study was initiated to inform pedagogical development with the outspoken goal to

    help all female students, but the situation was not that simple. Our results emphasize the importance designing and teaching courses in a way that enable all students to recognize them as significant, to encourage both learning and participation.

  • 13.
    Apelgren, Karin
    et al.
    Uppsala University, University Administration.
    Henriksson, Ann-Sofie
    Uppsala University, University Administration.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Physical and Analytical Chemistry. Uppsala University, University Administration.
    Policy implementation – true participation or empty rethoric?2010Conference paper (Refereed)
  • 14.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    Discipline-based staff development courses to promote a sustainable SOTL environment: An example from science and engineering at Uppsala University2014In: Proc. ICED 2014: Educational development in a changing world, London, UK: International Consortium for Educational Development , 2014, p. 392-392Conference paper (Refereed)
    Abstract [en]

    Discipline-based courses are a part of the strategic educational development at the Faculty of Science and Technology, Uppsala University, Sweden. A factor contributing to the success of these courses is that the instructors are colleagues, sharing competence and interest in the disciplinse. This, as well as a strong research foundation, establishes the relevance and legitimacy of the courses.

  • 15.
    Elmgren, Maja
    Uppsala University, University Administration. Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Physical and Analytical Chemistry, Physical Chemistry.
    Att gå från ord till handling: Bologna som språngbräda för pedagogisk utveckling genom samverkan med pedagogiska ledare2007Conference paper (Refereed)
  • 16.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Bokrecension. Osynligt och självklart?: En antologi med exempel på ledarskap iundervisning och lärande i högre utbildning2011In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 1, no 2, p. 161-164Article, book review (Other (popular science, discussion, etc.))
  • 17.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Physical and Analytical Chemistry.
    Förebilder och auktoriteter2009In: Den beprövade erfarenheten: pedagogiska utvecklare : ett yrksekunnande i vardande. / [ed] El Gaidi, Khalid & Högfeldt, Anna-Karin, Stockholm: KTH, Learning lab , 2009, p. 20-25Chapter in book (Other (popular science, discussion, etc.))
  • 18.
    Elmgren, Maja
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Pålsson, Stefan
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Scientific Computing. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computational Science.
    Scaffolding pedagogic excellence in higher education2013In: Improving Student Learning through Research and Scholarship, UK: Oxford Brookes University , 2013, p. 164-176Conference paper (Refereed)
  • 19.
    Elmgren, Maja
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Physical and Analytical Chemistry.
    Erhardsson, Margareta
    Apelgren, Karin
    Winka, Katarina
    Pedagogisk kompetensutveckling -  en strategisk fråga 2010In: NU2010, Stockholm, 13-15 oktober, 2010, 2010Conference paper (Other academic)
  • 20.
    Elmgren, Maja
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry. Uppsala University, University Administration, Division for Quality Enhancement.
    Folke-Fichtelius, MariaUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.Hallsén, StinaUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.Román, HenrikUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.Wermke, WielandUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Att ta utbildningens komplexitet på allvar: En vänskrift till Eva Forsberg2016Collection (editor) (Other academic)
  • 21.
    Elmgren, Maja
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Forsberg, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Ledning av forskarutbildning2011In: SUHF:s konferensdokumentation http://www.suhf.se/publicerat/konferensdokumentation?MA_START_FOLDER=33657e4e-fa79-4172-b1b5-a0f75b11390f, 2011Conference paper (Other academic)
  • 22.
    Elmgren, Maja
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Forsberg, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Management and leadership of doctoral education2011Conference paper (Other academic)
  • 23.
    Elmgren, Maja
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Forsberg, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lindberg-Sand, Åsa
    Lund University.
    Sonesson, Anders
    Lund University.
    Doctoral education shapes the academy – what shapes doctoral education?2014In: Proc. ICED 2014: Educational development in a changing world, London: International Consortium for Educational Development , 2014Conference paper (Refereed)
    Abstract [en]

    For universities all over the world, the strategic importance of doctoral education has increased over the last decades. Both locally and internationally we can observe growing activity in three interrelated areas of doctoral education: policy, knowledge formation and practice. Doctoral education is moving and has become a concern for the field of educational development.

    In a recent Swedish report on quality and leadership in doctoral education1 we elaborate on the many different ways in which doctoral education is essential for the regeneration, legitimacy and development of the academy and all its practices.

    We also describe how doctoral education to a large extent is built upon and integrated with other academic practices; primarily research but also undergraduate education and public outreach, and as a consequence is highly dependent on the organisation, infrastructure and quality enhancing processes of these.

    This reciprocal relationship and interdependence between the academy and doctoral education is under-studied and recent and future changes to doctoral education, at the policy as well as at the practice level, could mean considerable and unpredictable consequence for the academy. In our report we identify an on-going shift in power over Swedish doctoral education – away from the academy and towards the political arenas and funding bodies. This shift has reshaped both content and form of doctoral education. There is a marked risk that such changes could undermine the academy’s capacity to fulfil its mission.

    In this paper we will discuss conditions and recent developments in Sweden that is currently shaping doctoral education and describe the mechanisms at work.

    We will end by addressing a few areas of particular concern for educational development

  • 24.
    Elmgren, Maja
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström.
    Forsberg, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lindberg-Sand, Åsa
    Lunds universitet.
    Sonesson, Anders
    Lunds universitet.
    Ledning för kvalitet i forskarutbildningen2014Report (Other academic)
  • 25.
    Elmgren, Maja
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Forsberg, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lindberg-Sand, Åsa
    Lunds universitet.
    Sonesson, Anders
    Lunds universitet.
    The formation of doctoral education2016Report (Other academic)
  • 26.
    Elmgren, Maja
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Physical Chemistry.
    Hedin, Anna
    Uppsala University, University Administration.
    Thelander, Kerstin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Och plötsligt var jag studierektor: En belysning av studierektorsrollen och dess möjligheter.2000Report (Other academic)
  • 27.
    Elmgren, Maja
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström.
    Henriksson, Ann-Sofie
    KTH.
    Academic Teaching2014 (ed. 1)Book (Other academic)
  • 28.
    Elmgren, Maja
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry. Uppsala University, University Administration.
    Henriksson, Ann-Sofie
    Uppsala University, University Administration.
    Kvalitativt lärande på begränsad tid2008In: Proceedings NU2008: Kalmar, 16-18 Maj / [ed] Anders Sonesson & Maria Hedberg, 2008, p. 225-233Conference paper (Refereed)
  • 29.
    Elmgren, Maja
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Henriksson, Ann-Sofie
    Universitetspedagogik2016 (ed. 3)Book (Other academic)
  • 30.
    Elmgren, Maja
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Physical and Analytical Chemistry.
    Henriksson, Ann-Sofie
    Universitetspedagogik2010Book (Other academic)
  • 31.
    Elmgren, Maja
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Physical and Analytical Chemistry.
    Henriksson, Ann-Sofie
    Eriksson, Sven B.
    Ågren, Per Olof
    Vilket stöd behövs i rollen som pedagogisk ledare?2010Conference paper (Refereed)
  • 32.
    Elmgren, Maja
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Ho, Felix M.
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Molecular Biomimetics.
    Åkesson, Eva
    Uppsala University, University Administration.
    Schmid, Siegbert
    University of Sydney, School of Chemistry.
    Towns, Marcy
    Purdue University, Department of Chemistry.
    Comparison and Evaluation of Learning Outcomes from an International Perspective: Development of a Best-Practice Process2015In: Journal of Chemical Education, ISSN 0021-9584, E-ISSN 1938-1328, Vol. 92, no 3, p. 427-432Article in journal (Refereed)
    Abstract [en]

    Chemistry education focused on learning outcomes is increasingly practiced, providing new opportunities for international comparisons. The interest in intended learning outcomes and constructive alignment has grown in many parts of the world due to both research in higher education and political decisions. In an International Union of Pure and Applied Chemistry (IUPAC) project, we have developed a method of using critical evaluation of learning outcomes and descriptors at international, national, and institutional levels to enhance learner-centered chemistry education. This method is process-focused, aimed at learning by sharing and comparing practices around the world. Three overarching documents for the chemistry bachelor from the USA, Europe and Australia were compared. The differences were found to be more in style than in content. A tool for self-analysis was constructed to evaluate how learning outcomes for courses and modules are linked to each other and to learning outcomes for educational programs and how the expected learning outcomes can be aligned with learning activities and assessment. We conclude that the method can be used to elucidate the correspondence between learning outcomes at different levels, and the constructive alignment between learning outcomes, learning activities and assessment. The process gives new perspectives and shared knowledge. Chemistry education may need to be different depending on local considerations, and awareness of these differences is of value for further development.

  • 33.
    Elmgren, Maja
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Åkesson, Eva
    Uppsala University, University Board and Chief Officers.
    Ho, Felix
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Molecular Biomimetics.
    Schmid, Siegbert
    The University of Sydney.
    Parchmann, Ilka
    University of Kiel.
    Aremo, Nina
    University of Helsinki.
    Apotheker, Jan H.
    University of Groningen.
    Mimero, Pascal
    EI CESI.
    Namli, Hilmi
    Balikesir Universtitu.
    Reiners, Christiane S.
    Universität zu Köln.
    Towns, Marcy
    Purdue University.
    Best Practices in the Use of Learning Outcomes in Chemistry Education2013Conference paper (Refereed)
    Abstract [en]

    Guiding chemistry education for the future requires the exchange of perspectives on core knowledge, skills and competencies. Learning outcomes-driven chemistry education is increasingly practiced, providing new opportunities for international comparisons. The interest in intended learning outcomes and constructive alignment has grown in many parts of the world due to both research in higher education [1] and political decisions (e. g. the Bologna process in Europe). 

    We have developed a method for learning by sharing and comparing best practice of the use of these outcomes, to enhance learner-centered chemistry education both in the developed and developing countries. As a starting point, the overarching guidelines for chemistry education in Europe, North America and Australia were compared and discussed, with awareness of varying circumstances and terminology, which is necessary for this project to be useful in different settings. In focus were chemistry-specific and transferable skills as well as some higher order thinking skills (including aspects of conceptual, procedural and metacognitive knowledge [2]) rather than content and factual knowledge.

    The overarching guidelines were in turn compared with local learning outcomes for chemistry education at several universities. We evaluated how learning outcomes for courses and modules were linked to each other and to learning outcomes for educational programs. Furthermore we discussed how the expected learning outcomes were aligned with learning activities and assessment. A tool was designed to facilitate this, and used for self-analysis at the involved universities.

    We conclude that the method has promising features and can be used to elucidate the correspondence between learning outcomes at different levels, and the constructive alignment between learning outcomes, learning activities and assessment. A full electronic report and manual for the benchmarking procedure will be produced at the conclusion of the project, including a collection of examples of good/best practice for dissemination.

    References

    1. J. B. Biggs      and C. S. Tang, Teaching for quality learning at university: what the      student does. (Open University Press, Maidenhead, 2011).
    2. L. W. Anderson      and D. R. Krathwohl et al., Taxonomy for learning, teaching and assessing      – A revision of Bloom’s taxonomy of educational objectives (Longman, New      York, 2001)
  • 34. Eriksson, Sven B.
    et al.
    Ågren, Per Olof
    Henriksson, Ann-Sofie
    Uppsala University, University Administration.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Physical and Analytical Chemistry, Physical Chemistry. Uppsala University, University Administration.
    Supporting Pedagogical Leaders2010Conference paper (Refereed)
  • 35.
    Grysell, Tomas
    et al.
    Uppsala University, University Administration.
    Reinholdsson, Peter
    Uppsala University, University Administration.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Physical and Analytical Chemistry.
    Henriksson, Ann-Sofie
    Uppsala University, University Administration.
    A New Challenge in Teaching for Phd Supervisors2010In: Conference proceedings: 9th Quality in Postgraduate Research Conference. Educating Researchers for the 21st Century, 2010, p. 143-148Conference paper (Refereed)
  • 36.
    Haglund, Jesper
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Chemical engineering students’ ideas of entropy2015In: Chemistry Education Research and Practice, ISSN 1756-1108, E-ISSN 1756-1108, Vol. 16, no 3, p. 537-551Article in journal (Refereed)
    Abstract [en]

    Thermodynamics, and in particular entropy, has been found to be challenging for students, not least due to its abstract character. Comparisons with more familiar and concrete domains, by means of analogy and metaphor are commonly used in thermodynamics teaching, in particular the metaphor ‘entropy is disorder’. However, this particular metaphor has met major criticism. In the present study, students (N = 73) answered a questionnaire before and after a course on chemical thermodynamics. They were asked to: (1) explain what entropy is; (2) list other scientific concepts that they relate to entropy; (3) after the course, describe how it had influenced their understanding. The disorder metaphor dominated students’ responses, although in a more reflective manner after the course. The view of entropy as the freedom for particles to move became more frequent. Most students used particle interaction approaches to entropy, which indicates an association to the chemistry tradition. The chemistry identification was further illustrated by enthalpy and Gibbs free energy being the concepts most often mentioned as connected to entropy. The use of these two terms was particularly pronounced among students at the Chemical Engineering programme. Intriguingly, no correlation was found between the qualitative ideas of entropy and the results of the written exam, primarily focusing on quantitative problem solving. As an educational implication, we recommend that students are introduced to a range of different ways to interpret the complex concept entropy, rather than the use of a single metaphor.

  • 37.
    Haglund, Jesper
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Language aspects of engineering students’ view of entropy2016In: Chemistry Education Research and Practice, ISSN 1756-1108, E-ISSN 1756-1108, Vol. 17, no 3, p. 489-508Article in journal (Refereed)
    Abstract [en]

    Entropy is a central concept in thermodynamics, but has been found to be challenging to students due to its abstract nature and the fact that it is not part of students’ everyday language. Interviews with three pairs of engineering students (N = 6) were conducted and video recorded regarding their interpretation and use of the entropy concept, one year after a course on chemical thermodynamics. From a syntax perspective, students were asked to assess whether sentences involving temperature, internal energy, and entropy make sense. With a focus on semantics, they were asked to rank a set of notions with regards to how closely they are related to entropy, how scientific they are, and how useful they are for explaining what entropy is. From a pragmatics point of view, students were asked to solve two qualitative problems, which involve entropy. The results show that these chemistry students regard internal energy, but not entropy, as a substance-like entity. The students’ ranking of how closely related to entropy notions are and how useful they are for explaining entropy was found to be strongly negatively correlated to how scientific the notions were seen to be. For example, disorder was seen as highly unscientific, but very useful for explaining entropy. In the problem-solving tasks, Chemical Engineering students were comfortable relating entropy to enthalpy and Gibbs free energy, the three notions being seen to form a “trinity” in thermodynamics. However, the students had challenges grasping the unchanged entropy in reversible, adiabatic expansion of an ideal gas, in which they did not consider how entropy relates to the second law of thermodynamics. In final reflections on their learning processes, the students saw weak connections between their problem-solving skills and their conceptual understanding of entropy, although acknowledging that both aspects of learning are important.

  • 38.
    Haglund, Jesper
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Chemical engineering students’ conceptions of entropy2015Conference paper (Refereed)
    Abstract [en]

    Understanding of the second law of thermodynamics and the closely connected entropy concept is central in thermodynamics, and thereby also in physics and chemistry education. Nonetheless, entropy has been found to be particularly challenging for students, not least due to its abstract character. One common approach to teaching and learning about entropy has been to make comparisons with more familiar and concrete domains, by means of analogy and metaphor, such as the metaphor ‘entropy is disorder’, which however has met with criticism in science education. In the present study, students (N = 73) filled out a questionnaire before and after a course on chemical thermodynamics. They were asked to: (1) describe their understanding of what entropy is; (2) list the most important other scientific concepts they relate to entropy; (3) after the course, also reflect on how their understanding of entropy had developed. Our analyses show that the disorder metaphor dominated the students’ responses, although in a more reflective manner after the course. The idea of entropy as the freedom for particles to move about gained in popularity. A majority of the students engaged particle interaction approaches to entropy, which indicates their identification within the chemistry tradition. This chemistry identification was further illustrated by enthalpy and Gibbs free energy being the concepts most often mentioned as connected to entropy. Intriguingly, no correlations were found between these qualitative ideas of entropy and the results of the written exam, primarily focusing on quantitative problem solving.

  • 39.
    Henriksson, Ann-Sofie
    et al.
    Uppsala University, University Administration.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Physical and Analytical Chemistry. Uppsala University, University Administration.
    Universitetspedagogik – ny bok för den praktiskt verksamma universitetsläraren2010Conference paper (Refereed)
  • 40.
    Johansson, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Salminen-Karlsson, Minna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Shut Up and Calculate: Becoming a Quantum Physicist2016Conference paper (Other academic)
    Abstract [en]

    Educating new generations of physicists is often seen as a matter of attracting good students, teaching them physics and making sure that they graduate. Sometimes, questions are also raised about what could be done to increase diversity in recruitment. Our qualitative study of introductory quantum physics courses in Sweden, instead asks what it means to become a physicist, and whether certain ways of becoming a physicist and doing physics is privileged in this process. The results show that, although students have high and diverse expectations of the courses, a pronounced focus on techniques of calculation seem to place students in a position where the only right way of doing quantum physics is “shutting up and calculating.” This raises questions of how best to accommodate varying student motivations and make different ways of being a physicist possible.

  • 41.
    Johansson, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Salminen-Karlsson, Minna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    “Shut up and calculate”: the available discursive positions in quantum physics courses2018In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 13, no 1, p. 205-226Article in journal (Refereed)
    Abstract [en]

    Educating new generations of physicists is often seen as a matter of attracting good students, teaching them physics and making sure that they stay at the university. Sometimes, questions are also raised about what could be done to increase diversity in recruitment. Using a discursive perspective, in this study of three introductory quantum physics courses at two Swedish universities, we instead ask what it means to become a physicist, and whether certain ways of becoming a physicist and doing physics is privileged in this process. Asking the question of what discursive positions are made accessible to students, we use observations of lectures and problem solving sessions together with interviews with students to characterize the discourse in the courses. Many students seem to have high expectations for the quantum physics course and generally express that they appreciate the course more than other courses. Nevertheless, our analysis shows that the ways of being a “good quantum physics student” are limited by the dominating focus on calculating quantum physics in the courses. We argue that this could have negative consequences both for the education of future physicists and the discipline of physics itself, in that it may reproduce an instrumental “shut up and calculate”-culture of physics, as well as an elitist physics education. Additionally, many students who take the courses are not future physicists, and the limitation of discursive positions may also affect these students significantly.

  • 42.
    Johansson, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Salminen-Karlsson, Minna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Vilken roll spelar studenters sociala relationer och identiteter i universitetsutbildning?2013Conference paper (Other (popular science, discussion, etc.))
  • 43.
    Johansson, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Salminen-Karlsson, Minna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Normer och identiteter inom högre utbildning: Rapport från ett rundabordssamtal2014In: I stort och smått – med studenten i fokus. / [ed] Geir Gunnlaugsson, Uppsala: Enheten för kvalitetsutveckling och universitetspedagogik , 2014, p. 157-167Conference paper (Other (popular science, discussion, etc.))
  • 44.
    Kostela, Johan
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Physical Chemistry.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Physical Chemistry.
    Almgren, Mats
    Electrochemistry and diffusion of a redox active surfactant in bicontinuous cubic and lamellar phase2005In: Electrochimica Acta, ISSN 0013-4686, E-ISSN 1873-3859, Vol. 50, no 16-17, p. 3333-3340Article in journal (Refereed)
  • 45.
    Kostela, Johan
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Physical Chemistry.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Physical Chemistry.
    Hansson, Per
    Almgren, Mats
    Electrochemical Properties of an Amphiphilic Viologen in Differently Charged Micelles2002In: Journal of Electroanalytical Chemistry, Vol. 536, p. 97-107Article in journal (Refereed)
  • 46.
    Kostela, Johan
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Physical Chemistry.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Physical Chemistry.
    Kadi, Mari
    Almgren, Mats
    Redox activity and diffusion of hydrophilic, hydrophobic and amphiphilic redox active molecules in a bicontinuous cubic phase2005In: Journal of Physical Chemistry B, ISSN 1520-6106, Vol. 109, no 11, p. 5073-5078Article in journal (Refereed)
  • 47.
    Larsson, Johan
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Andersson Chronholm, Jannika
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Arbeta med rangordningsövningar2011In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 1, no 1, p. 57-64Article in journal (Other academic)
    Abstract [sv]

    Som lärare söker man alltid efter nya undervisningsformer och övningar som ger bättre förutsättningar för studenternas lärande. Ett exempel på detta är rangordningsövningar. Rangordningsövningarna bygger på variation och jämförelse. Läraren väljer vilka egenskaper som varieras och kan rikta studenternas uppmärksamhet mot just de kritiska aspekter man vill uppmärksamma. Under 2010 har vi arbetat med ett pedagogiskt projekt vid Uppsala Universitet där rangordningsövningar prövats i flera olika naturvetenskapliga ämnen. Målet har varit att introducera, utveckla och pröva rangordningsövningar på svenska, där övningarna också breddats, utvecklats och kopplats till aktuell lärandeteori. Rangordningsövningar har visat sig värdefulla inom fysik, biologi, kemi och geologi där de visat sig fungera i flera olika studentaktiverande sammanhang, t.ex. som aktiverande moment under föreläsningar, som uppgifter under laborationer och fältövningar, under räkneövningar och vid examination.Rangordningsövningarna har också visat sig fungera som utgångspunkt för mer kvalitativa vetenskapliga resonemang.

  • 48.
    Larsson, Ted
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Physical Chemistry.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Physical Chemistry.
    Lindquist, Sten-Eric
    Tessema, Merid
    Gorton, Lo
    Electron transfer between cellobiose dehydrogenase and graphite electrodes1996In: Analytica Chimica Acta, ISSN 0003-2670, E-ISSN 1873-4324, Vol. 331, no 3, p. 207-215Article in journal (Refereed)
  • 49.
    Pears, Arnold
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Hur ser Teknisk-naturvetenskapliga fakultetens lärare på undervisning och lärande2012In: Universitetspedagogisk utveckling och kvalitet - i praktiken! / [ed] Geir Gunnlugsson, 2012, p. 21-44Conference paper (Other academic)
  • 50.
    Pears, Arnold
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Teachers' conceptions of teaching practice2012In: Improving Student Learning through Research and Scholarship (ISL 2012), Sweden: Lund University , 2012Conference paper (Other academic)
12 1 - 50 of 54
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