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  • 1. Bjarnadóttir, Kristín
    et al.
    Furinghetti, FulviaKrüger, JennekePrytz, JohanUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.Schubring, GertSmid, Harm Jan
    "Dig where you stand" 5: Proceedings of the fifth international conference on the history of mathematics education. September 19-22, 2017, at Utrecht University, the Netherlands2019Conference proceedings (editor) (Refereed)
  • 2.
    Larsson, Esbjörn
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Prytz, Johan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Läroverk och gymnasieskola2011In: Utbildningshistoria –: en introduktion / [ed] Esbjörn Larsson & Johannes Westberg, Studentlitteratur, 2011, 1, p. 121-142Chapter in book (Other academic)
    Abstract [sv]
    • Läroverkens omvandling
    • 1807 års läroverksutbildning och dess kritiker
    • Medelklassens utbildningsbehov
    • Läroverken under 1900-talets första hälft
    • Reallinjen - latinväldets utmanare
    • Läroverken, kyrkan och den klassiska bildningen
    • De reala ämnenas frammarsch
    • Kamratuppfostran och elevaktivitet
    • Gymnasieskolan
    • Orsakerna bakom läroverkets avskaffande
    • Gymnasieskolans utvidgning och homogenisering
    • Från elit- till massutbildning
  • 3.
    Larsson, Esbjörn
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Prytz, Johan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Läroverk och gymnasieskola2019In: Utbildningshistoria: En introduktion / [ed] Esbjörn Larsson & Johannes Westberg, Lund: Studentlitteratur AB, 2019, 3, p. 151-177Chapter in book (Other academic)
  • 4.
    Nygren, Thomas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Haglund, Jesper
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Samuelsson, Robin
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Prytz, Johan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Critical thinking in national tests across four subjects in Swedish compulsory school2018In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508Article in journal (Refereed)
    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.

  • 5.
    Palm Kaplan, Kristina
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Prytz, Johan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Conservative and transformative changes in algebra in Swedish lower secondary textbooks 1995–20152020In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 25, no 2Article in journal (Refereed)
    Abstract [en]

    The present study examines textbook algebra tasks in an attempt to understand how textbooks change in a reform of lower secondary school algebra. Changes in 1557 textbook tasks for year 8 are described in terms of algebraic activities and school algebra discourses. The tasks were taken from textbooks published before and after a new syllabus was introduced in Sweden in 2011. The results show that the new syllabus’ focus on mathematical competences was not stressed in the textbooks and that the greatest change was an increase in word problems connected to everyday situations. It is suggested that, in this reform, textbooks have been conservative and transformative in relation to the syllabus.

  • 6.
    Prytz, Johan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Governance of Swedish school mathematics — where and how did it happen?: A study of different modes of governance in Swedish school mathematics, 1910-19802017In: Espacio, Tiempo y Educación, ISSN 2340-7263, Vol. 4, no 2, p. 43-72Article in journal (Refereed)
    Abstract [en]

    The aim of this paper is to revise a standard narrative about governance of the Swedish school system in the period of 1910-1908. According to this narrative, the Swedish school system was centralized during this period. However, this narrative does not fit the history of Swedish mathematics education (years 1-9). The research questions are: where in the school system was change initiated and how was change enforced? On the basis of studies of syllabi, textbooks, teaching literature, teacher journals and reports from investigations and development projects, different modes of governance of school mathematics are identified. The main results are that textbook producers rather than national syllabi and exams were drivers of change in the period 1910-1960. Moreover, the centralized attempts to change school mathematics, prepared in the 1960s, were soon abandoned in the early 1970s. Thus, centralized governance of Swedish school mathematics, with the ambition to achieve change, was something that took effect relatively late and during a very short period of time.

  • 7.
    Prytz, Johan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    The New Math and School Governance: An Explanation of the Decline of the New Math in Sweden2018In: Researching the History of Mathematics Education: An International Overview / [ed] Fulvia Furinghetti; Alexander Karp, Springer International Publishing , 2018, 1, p. 189-216Chapter in book (Refereed)
    Abstract [en]

    The main aim of this paper is to explain why certain parts of the Swedish New Math reform failed. The secondary aim is to nuance the idea about the decline of the New Math in Sweden. The analysis is focused on governance, but also ideological, economical and sociological aspects are considered. The main sources are syllabi, official reports and textbooks. Another type of source is a database of historical textbooks in mathematics. Even though the suggested explanation to great degree concerns the Swedish context, it has a more general relevance. Previous research on New Math in other countries is mainly focused on ideological and sociological aspects of the reforms. This paper also highlights the interplay between factors related to textbooks, governance and economics. It is relevant to consider these factors in other countries as well since textbook development was a part of New Math reforms in many countries.

  • 8.
    Prytz, Johan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    The production of textbooks in mathematics in Sweden, 1930-19802017In: "Dig where you stand" 4: Proceedings of the fourth International Conference on the History of Mathematics Education / [ed] Bjarnadóttir, K., Furinghetti, F., Menghini, M., Prytz, J., & Schubring, G., Roma: Edizioni Nuova Cultura , 2017, p. 309-324Conference paper (Refereed)
    Abstract [en]

    This paper presents a bibliometric study on the prod uction of mathematics textbooks in Sweden in the period of 1930–1980. The analysis concerns grades 1- 9. The main source is a database of mathematics textbooks. Official reports on the Swedish textbook market comprise a second source.

  • 9.
    Prytz, Johan
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Bjarnadóttir, KristínFuringhetti, FulviaMenghini, MartaSchubring, Gert
    "Dig where you stand" 4: Proceedings of the Fourth International Conference on the History of Mathematics Education2017Conference proceedings (editor) (Refereed)
  • 10.
    Prytz, Johan
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Ringarp, Johanna
    Stockholms universitet, Institutionen för pedagogik och didaktik.
    Local versus national history of education: The case of Swedish school governance, 1950-19902020In: Transnational Perspectives on Curriculum History / [ed] Gary McCulloch, Ivor Goodson, Mariano González-Delgado, New York: Routledge, 2020, 1, p. 131-148Chapter in book (Refereed)
  • 11.
    Samuelsson, Christopher Robin
    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.
    Xie, Charles
    The Concord Consortium, Concord, Massachusetts .
    Haglund, Jesper
    Karlstads universitet.
    Going through a phase: Infrared cameras in a teaching sequence on evaporation and condensation2019In: American Journal of Physics, ISSN 0002-9505, E-ISSN 1943-2909, Vol. 87, no 7, p. 577-582Article in journal (Refereed)
    Abstract [en]

    Phase transitions are everyday occurring phenomena, but students often find them difficult to comprehend, not least in terms of the principles of thermal physics. To be able to explain phase transitions in primary school, teachers need to understand various concepts and phenomena, such as condensation, evaporation, energy and temperature. As energy is absorbed or released during phase transitions, changes in temperature can occur. Infrared (IR) cameras can thus be utilized to visually observe and explore surface phenomena such as condensation and evaporation. In line with the resources framework, we have designed a teaching sequence which involves both everyday experiences and observations through IR cameras, and which is designed to encourage students to leverage common resources associated with evaporation and condensation. In testing our teaching sequence, we presented three thermal phenomena to a group of pre-service teacher students. Two of these phenomena, namely walking out of a shower and sitting in a sauna, were anchored in embodied experiences to hopefully activate the students’ resources and to make the students pay attention to the thermally relevant aspects. The third phenomenon was less familiar, involving the condensation of water on a piece of paper. The result shows that the students managed to carry out the sequence with the three phenomena and applied an explanatory model across all three to consistently explain evaporation. However, the lack of a more general model of chemical bonding and an overreliance on the second law of thermodynamics seem to have acted as barriers for the students’ forming of a coherent understanding of both evaporation and condensation.

  • 12.
    Samuelsson, Christopher Robin
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Haglund, Jesper
    Karlstads universitet.
    Using infrared cameras in physics and chemistry education2018Conference paper (Other academic)
    Abstract [en]

    Students have difficulties understanding energy transformations involved in phase changes in physics and chemistry education. For example, with a predict-observe-explain set-up, we have found that students tend to intuit that when table salt is poured onto ice, the ice will melt and the temperature increase. They are surprised to see that although the ice melts (due to freezing-point depression), the temperature actually decreases. In this study, we explore how infrared cameras as a visualization technology can help students come to terms with such challenges. We have designed a teaching sequence for in-service science teachers on the topic of phase changes, with a focus on the central idea that it requires energy to break bonds between particles. In group discussions, students are encouraged to use this idea to explain how the temperature of water can be constant during phase change from solid to liquid, and from liquid to gas, and draw on their experiences that it feels cold when they walk out of the shower but hot when water is poured onto the stove in a sauna. With the help of an infrared camera, students can see how the temperature decreases as water evaporates from their body. With this technology, they can also see that the temperature of a piece of paper increases as moist air condenses on its surface, and that the temperature decreases when the water evaporates away in dry air. Through video analysis, we study students’ interactions with each other and the types of talk they engage in during the exercises. Early findings in a pilot study with secondary school students indicate that they tend to interpret condensation as release of energy due to particles colliding with a surface, rather than bond formation.

  • 13.
    Samuelsson, Christopher Robin
    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.
    Looking for solutions: University chemistry and physics students interacting with infrared cameras2017Conference paper (Refereed)
    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.

  • 14.
    Samuelsson, Robin
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Elmgren, Maja
    Uppsala University, University Administration, Division for Quality Enhancement.
    Haglund, Jesper
    Karlstads universitet.
    Going Through a Phase2018Conference paper (Refereed)
    Abstract [en]

    Students have difficulties understanding energy transformations involved in phase changes in physics and chemistry education. For example, with a predict-observe-explain set-up, we have found that students tend to intuit that when table salt is poured onto ice, the ice will melt and the temperature increase. They are surprised to see that although the ice melts (due to freezing-point depression), the temperature actually decreases. In this study, we explore how infrared cameras as a visualization technology can help students come to terms with such challenges.

    We have designed a teaching sequence for in-service science teachers on the topic of phase changes, with a focus on the central idea that it requires energy to break bonds between particles. In group discussions, students are encouraged to use this idea to explain how the temperature of water can be constant during phase change from solid to liquid, and from liquid to gas, and draw on their experiences that it feels cold when they walk out of the shower but hot when water is poured onto the stove in a sauna. With the help of an infrared camera, students can see how the temperature decreases as water evaporates from their body. With this technology, they can also see that the temperature of a piece of paper increases as moist air condenses on its surface, and that the temperature decreases when the water evaporates away in dry air. Through video analysis, we study students’ interactions with each other and the types of talk they engage in during the exercises. Early findings in a pilot study with secondary school students indicate that they tend to interpret condensation as release of energy due to particles colliding with a surface, rather than bond formation.

  • 15.
    Samuelsson, Robin
    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.
    Haglund, Jesper
    Karlstads universitet.
    Hot vision: Affordances of infrared cameras in investigating thermal phenomena2019In: Designs for Learning, ISSN 1654-7608, Vol. 11, no 1, p. 1-15Article in journal (Refereed)
    Abstract [en]

    Lab activities typically involve phenomena that are invisible to the naked eye. For example, in thermodynamics transfer of heat and temperature changes are perceived by the sense of touch or indirectly observed by the use of thermometers. New tools can be introduced to increase the opportunities for talking science. In this paper, we explore affordances and semiotic resources related to infrared (IR) cameras, including color imaging, numerical values and the form of the tool itself, as used by undergraduate students and instructors in chemistry, representing a scientific community at two different levels of expertise, in investigation of a thermal phenomenon. The participants come to attend to thermal aspects of what happens when a salt (sodium hydroxide) is exposed to air, with and without the use of IR cameras. Video data were gathered and transcribed multimodally. Results show that the IR cameras afford a focus on the disciplinarily relevant thermal aspects of the phenomenon in both groups of participants, but that the students’ discussion, coordinated by their embodied engagement with the IR cameras, was limited to cumulative talk, where they do not challenge each other, and static use of the technology. This is contrasted with the instructors who shared their knowledge with each other and explored the phenomenon both spatially with the IR cameras, and verbally through exploratory talk. We suggest that this difference in the use of novel technology may be due to differences in experience of lab work and understanding of the studied phenomena, and that a shift between cumulative and exploratory talk may be an indicator of learning.

  • 16.
    Samuelsson, Robin
    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, Physics, Department of Physics and Astronomy, Physics Didactics.
    Haglund, Jesper
    Karlstads universitet.
    Phasing the invisible2018Conference paper (Refereed)
    Abstract [en]

    Students have difficulties understanding phase transition (Coştu, Ayas, & Niaz, 2012; Gopal, Kleinsmidt, Case, & Musonge, 2004). In the Swedish curriculum (Skolverket, 2011), phase transition is first introduced in physics during year 1-3 in primary school. The concept of, and transfer of energy is introduced in year 4-6. However, IR cameras can make the non-perceivable perceivable and thus afford the students an arena for mutual orientation and shared attention.

    The purpose of this study is to explore the affordances of IR cameras for teacher students that, in their profession, introduces the concepts of energy, phases, phase transition and energy transfer for their own students. We propose a teaching sequence in which the group will get to study four different phenomena involving phase transition and energy transfer. The proposed phenomena are: condensation of water on skin in a sauna, evaporation of water from the skin after a shower, condensation of water on a paper and salt on ice.

    Each stage of the sequence involves a prediction, an observation and an explanation part (White & Gunstone, 1992). The prediction will be done without access to IR cameras and the observation and explanation will be carried out with the cameras. When later phenomena are introduced, the new predictions are based on the experience and understanding from the earlier stages.

    From a previous study (Samuelsson, Haglund & Elmgren, 2016), we know that the last phenomenon is difficult to understand, but by starting out in a phenomenon familiar to the students and iteratively working through the three parts in predict-observe-explain, the students may succeed in giving a satisfactory explanation at the end of the sequence.

    The teaching sequence will be implemented in two physics classes for pre-service year 4-6 teachers during the autumn, and the interactions will be video recorded for analysis within the project.

  • 17.
    Samuelsson, Robin
    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.
    Användning av värmekameror vid öppna laborationer2016Conference paper (Other academic)
    Abstract [sv]

    Värmerelaterade fenomen och studiet av dem i termodynamik framstår ofta som abstrakta för studenter. Undervisningen bygger typiskt på algebraisk problemlösning och studenter har svårt att se kopplingen till fenomenen. Värmekameror ger dock en möjlighet att se sådana fenomen, som vi tidigare har närmat oss med vårt trubbiga känselsinne, och lämpar sig därigenom väl för undersökande arbetssätt vid laborationer. Mot bakgrund av ett utvecklingsarbete att designa om en inledande universitetskurs i kemi i riktning mot mer studentaktivt lärande och öppnare laborationer utgår vi från följande forskningsfråga: Hur kan kemistudenter använda värmekameror vid öppna laborationer om lösningsentalpi? Studenternas laborationsuppgift var att mäta temperaturändringar då natriumnitrat, respektive natriumhydroxid löses i vatten, en exoterm och en endoterm process, och beräkna salternas lösningsentalpi. Som metod för datainsamling videofilmades studenter då de arbetade parvis med laborationen, och deras laborationsanteckningar fotograferades.  Några par valdes ut för att studera samma reaktioner med hjälp av en värmekamera, och tunnare plastkoppar, vilket gör att stora lokala temperaturändringar kan uppstå där salterna reagerar med vattnet. De utvalda studenterna observerade dessutom med värmekameror vad som sker då koksalt strös på en isbit. Prelimära resultat visar att studenterna med värmekameran kunde se en temperaturökning på uppemot 50 °C på utsidan av koppen lokalt där natriumhydroxid reagerar med vatten. De diskuterade detta i termer av en felkälla för sina kalorimetriska beräkningar. De hade hypotesen att lösning av natriumnitrat i en tunn plastkopp skulle leda till en mindre temperaturminskning än då de själva använde en tjockare frigolitkopp, med fokus på lösningens temperatur, mer än på temperaturen på utsidan av koppen. Studenterna förutspådde att isen skulle smälta då den beströddes med koksalt och att temperaturen skulle öka eller vara konstant. De var förvånade över att istället se en kraftig temperaturminskning, och varierade i djup i sina förklaringar av denna endoterma process.

1 - 17 of 17
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