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  • 251.
    Danielsson, Anna
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier. Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Anderssson, Kristina
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Gullberg, Annica
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Hussénius, Anita
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Scantlebury, Kathryn
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    “In biology class we would just sit indoors…”: Experiences of insideness and outsideness in the places student teachers’ associate with science2016Ingår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 11, nr 4, s. 1115-1134Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article we explore the places pre- and primary school (K-6) student teachers associate with their science learning experiences and how they view the relationship between these places and science. In doing so, we use ‘place’ as an analytical entry point to deepen the understanding of pre- and primary school student teachers’ relationship to science. Inspired by theories from human geography we firstly explore how the university science classroom can be conceptualised as a meeting place, where trajectories of people as well as artefacts come together, using this conceptualisation as the stepping stone for arguing the importance of the place-related narrations of science the students bring to this classroom. We thereafter analyse how a sense of place, including affective dimensions, is reflected in Swedish student teachers’ science learning narratives (collected in the form of an essay assignment where the student teachers’ reflected upon their in and out of school science learning experiences). The empirical material consists of 120 student essays. The most prominent feature of the empirical material as a whole is the abundance of affective stories about the student teachers’ experiences in natural environments, often expressing a strong sense of belonging to, and identification with, a particular place. However, the student narratives also give voice to an ambivalent valuing of the affective experiences of natural environments. Sometimes such affective experiences are strongly delineated from what the students consider actual science knowledge, on other occasions, students, in a somewhat contradictious way, stress natural environments as the authentic place for doing science, in contrast to the perceived in-authenticity of teaching science in the classroom. When student teachers explicitly discuss the classroom as a place, this was almost without exception with strong negative emotions, experiences of outsideness and alienation.

  • 252.
    Danielsson, Anna
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier. Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Berge, Maria
    Uppsala universitet. Umeå universitet.
    Lidar, Malena
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Knowledge and power in the technology classroom:: a framework for studying teachers and students in action2018Ingår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 13, nr 1, s. 163-184Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this paper is to develop and illustrate an analytical framework for exploring how relations between knowledge and power are constituted in science and technology classrooms. In addition, the empirical purpose of this paper is to explore how disciplinary knowledge and knowledge-making are constituted in teacher–student interactions. In our analysis we focus on how instances of teacher–student interaction can be understood as simultaneously contributing to meaning-making and producing power relations. The analytical framework we have developed makes use of practical epistemological analysis in combination with a Foucauldian conceptualisation of power, assuming that privileging of educational content needs to be understood as integral to the execution of power in the classroom. The empirical data consists of video-recorded teaching episodes, taken from a teaching sequence of three 1-h lessons in one Swedish technology classroom with sixteen 13–14 years old students. In the analysis we have identified how different epistemological moves contribute to the normalisation and exclusion of knowledge as well as ways of knowledge-making. Further, by looking at how the teacher communicates what counts as (ir)relevant knowledge or (ir)relevant ways of acquiring knowledge we are able to describe what kind of technology student is made desirable in the analysed classroom.

  • 253.
    Danielsson, Anna
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier. Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Berge, Maria
    Umeå universitet.
    Lidar, Malena
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Ingerman, Åke
    Göteborgs universitet.
    Östman, Leif
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Svensson, Maria
    Göteborgs universitet.
    A bridge to understanding? An approach for analysing the construction of power/knowledge in a technology classroom.2014Konferensbidrag (Refereegranskat)
  • 254.
    Danielsson, Anna
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier. Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Berge, Maria
    Umeå universitet.
    Lidar, Malena
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Svensson, Maria
    Göteborgs universitet.
    Östman, Leif
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Ingerman, Åke
    Göteborgs universitet.
    Power and Knowledge in the Technology Classroom: The Development and Illustration of a Conceptual Framework.2014Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper explores the constitution of power and knowledge in science and technology classrooms. A deepened examination of the teaching of science and technology is partly motivated by these subjects high status in society, how they portrayed as crucial both for the individual, in order to function in an increasingly technologically advanced society, and for the society at large, while finding it increasingly difficult to attract interest among the youth . In the Swedish context, where this research is carried out, it can further be noted that while the country is top-ranked on a number of equality indices and in general has a reputation that highlights its commitment to eradicating social inequalities, the labour market is still highly gender segregated and in university educations focused on the physical sciences and engineering men are substantially overrepresented (Nyström 2009, Alexandersson 2011). This somewhat paradoxical situation further motivates studies of how science and technology are constructed in and beyond the classroom in Sweden, since often cited reasons to women’s underrepresentation in science and technology in, for example, the U.S., such as the legislation regarding parental leave and the tenure clock (Rosser 2012), is much less applicable to the Swedish context. In our research project we take a particular interest in a period where research show that many students lose interest in science and technology, namely the last years of compulsory schooling (cf. Lindahl 2003, Archer et al. 2010). By a deepened exploration of how power and knowledge interrelate in moment-to-moment interactions in the classroom we therefore hope to provide some additional clues as to how micro-inequalities, adding up to patterns of exclusion in science and technology (Rosser 2012), occur in the classroom context.

    The aim of this paper is to develop and illustrate the use of a conceptual framework for exploring how power relations are constituted in the technology classroom – in terms of what Foucault (1982/2002) conceptualises as ‘actions upon actions’ (p. 340) – by the research questions:

    1)      How are teacher actions communicating how and what knowledge is privileged in the classroom?

    2)      How is this knowledge privileging establishing power relations, in terms of possibilities for student actions?

    The conceptual framework makes use of practical epistemological analysis (Wickman & Östman 2002) as an analytical tool for describing teacher actions that involves a privileging of a certain educational content. In short, practical epistemology is a description of what students and teachers use in action as relevant or irrelevant knowledge and appropriate ways to attain knowledge. In a practical epistemology analysis epistemology is understood as a result of human beings functional coordination with their environment. It explores how a conversation or other actions take a certain direction and continue in a specific way, i.e. explores how meaning making result in a more developed and specific repertoire of actions (Lidar et al. 2006).  In addition, our conceptual framework also utilises an adaptation of Brousseau’s (1997) concept ‘didactical contract’ that includes a Foucauldian conceptualisation of power. Central to Foucault’s conceptualization of power is the idea that power is exists in a net-work of micro powers, rather than being located in a few individuals and organisations (Foucault 1980:98). A key concept in Foucault’s theoretical build, in particular when applied to an educational context, is power/knowledge. This concept communicates the idea that power and knowledge are always intertwined and can never be separated: ’there is no power relation without the correlative constitution of a field of knowledge, nor any knowledge that does not presuppose and constitute at the same time power relations’ (Foucault 1977:27).

    Methodology or methods 400 words

    The empirical design relies on a purposive sampling of teachers and classrooms, documenting classroom activities using video recordings and field notes. This paper will illustrate the use of the conceptual framework, by an analysis of a case of three one-hour lessons in one Swedish technology classroom in grade 8. The topic of these lessons concerns ‘solid and stable constructions’ (The Swedish National Agency for Education 2011). The pupils work in smaller groups with construction of models of bridges, with certain specifications, a very common activity when working with this topic in Swedish classrooms. The lessons were video recorded, using multiple cameras. The analytical process was initiated by several viewings of the video recordings, in order to acquaint ourselves with the empirical material. Next, sequences judged to be of particular importance to our research question, i.e. sequences where to teacher interacted with the groups, were transcribed. The first stage of the analysis focused the actions initiated by the teacher, through the identification of epistemological moves (Lidar et al. 2006), such as instructional or confirming moves. The teacher’s actions were coded in relation to the students’ interaction, following how practical epistemological analysis considers interactions as a language game where people create meaning together. In a second stage, the analysis focuses on how the epistemological ‘moves’ are functional in constituting a ‘didactical contract’, that is ‘the (specific) set of behaviours of the teacher which are expected of the students and the set of behaviours of the student which are expected by the teacher’ (Brousseau & Warfield 1999:47). The understanding of classroom practices, regarding both content and form, as constituted reciprocally by teacher and students opens up for a parallel understanding of classroom power relations, as a relational phenomenon. Consequently, inspired by a Foucauldian conceptualization of power, we argue that power relations are, and must be, integral to the didactical contract. Gore (1995) has explored the potential of Foucault’s analysis of power for investigating pedagogical sites, in an empirical study of four such sites. In her work she makes use of eight techniques of power, distilled from Foucault’s work, in order to do demonstrate the micro-level workings of power. In this paper we apply Gore’s (1995) techniques of power as a way to operationalise the Foucauldian power perspective in our analysis.

    Conclusion, expected outcomes or findings 300 words

    The main outcome of the study is the development of a conceptual framework for analysing the simultaneous constitution of knowledge and power in the classroom. This framework utilises practical epistemological analysis (Lidar et al. 2006) as the means of describing teacher and student action, and then uses an adaptation of Brousseau’s didactical contract to deepen the exploration of how power and knowledge are co-constitutive. In particular, we see the integration of a Foucauldian perspective on power, drawing on the work of Gore (1995), into Brousseau’s (1997) notion of ‘didactical contract’ as a fruitful avenue for further theoretical development and empirical explorations. The paper will present the conceptual framework, and provide empirical illustrations of how a didactical contract is constituted. In doing so, we demonstrate how the epistemological moves contribute to frame the expected behaviour of students and teacher. To exemplify, as long as the teacher-student interactions continues in the expected way the didactical contract is largely invisible, and it is not until it someone is perceived – by the teacher – as violating it that it is made explicit. In the classroom we have observed, teacher utterances that explicitly name the didactical contract are surprisingly abundant. The teacher repeatedly brings didactical contract to the foreground, by signalling how knowledge ought to be constituted in this technology classroom, e.g. by not basing knowledge claims on ‘who is your friend’. In summary, we argue that an increased understanding of the processes of knowledge and power constitution, and the relationship between them, in the classroom is important in what it can tell us about conditions for different students for engaging with science and technology. The ultimate aim of the research is to inform the ways in which an increased engagement in science and technology of a more diverse student body may be encouraged.

    References

    Alexandersson, M. (2011). Equivalence and choice in combination: the Swedish dilemma. Oxford Review of Education, 37(2), 195–214. Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B. &Wong, B. (2010) "Doing" Science Versus "Being" a Scientist: Examining 10/11-Year-Old School children's Constructions of Science Through the Lens of Identity'. Science Education, 94(4),617-639. Brousseau, G. (1997). Theory of Didactical situations in mathematics 1970-1990, [Edited and translated M. Cooper, N. Balacheff, R. Sutherland and V. Warfield.] Dordrecht: Kluwer Academic Publishers. Brousseau G. & Warfield V.M. (1999). The case of Gaël. The study of a child with mathematical difficulties. The journal of mathematical behaviour, 18(1), 7-52. Foucault, M. (1977). Discipline and Punish: the birth of the prison. New York: Pantheon Books. Foucault, M. (1980). Two Lectures. In: Power/knowledge: selected interviews and other writings 1972-1977, ed. G. Gordon. New York: Pantheon Books. Foucault, M. (1982/2002). The subject and power. In: Essential Works of Foucault 1954-1984. Volume 3, Power, ed. D. Faubion, 326-348. London: Penguin Books. Gore, J. (1995). On the continuity of power relations in pedagogy. International Studies in Sociology of Education, 5(2), 165-188. Lidar, M., Lundqvist, E. & Östman, L. (2006). Teaching and learning in the science classroom. The interplay between teachers’ epistemological moves and students’ practical epistemology. Science Education, 90, 148-163. Lindahl, B. (2003). Lust att lära naturvetenskap och teknik? En longitudinell studie om vägen till gymnasiet. Ph.D. diss. Gothenburg University. Nyström, E. (2009). Teacher talk: producing, resisting and challenging discourses about the science classroom. Gender and Education, 21(6), 735–751. Rosser, S. V. (2012) Breaking into the Lab: Engineering Progress for Women in Science. New York: New York UP. The Swedish National Agency for Education (2011). Curriculum for the compulsory school, preschool class and the recreation centre. Downloaded February 1st 2014, from www.skolverket.se Wickman, P-O. & Östman, L. (2002). Learning as discourse change: a sociocultural mechanism. Science Education, 86, 601-623.

  • 255.
    Danielsson, Anna
    et al.
    King's College London.
    Gonsalves, Allison
    McGill University.
    Identity, masculinity and materiality: mapping out new terrain in physics education research2017Konferensbidrag (Refereegranskat)
  • 256.
    Danielsson, Anna
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier. Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Gonsalves, Allison
    McGill University.
    Identity, Masculinity and Materiality: Mapping out new terrain in physics education research2018Konferensbidrag (Övrigt vetenskapligt)
  • 257.
    Danielsson, Anna
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Gonsalves, Allison
    McGill University.
    Silfver, Eva
    Umeå universitet.
    Berge, Maria
    Umeå universitet.
    The pride and joy of engineering? The identity work of male working-class engineering studentsIngår i: Engineering Studies, ISSN 1937-8629, E-ISSN 1940-8374Artikel i tidskrift (Refereegranskat)
  • 258.
    Danielsson, Anna
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier. Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Lidar, Malena
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Berge, Maria
    Umeå universitet.
    The power within 'didactical contracts' of classroom teaching2015Konferensbidrag (Refereegranskat)
  • 259.
    Danielsson, Anna
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier. Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Lidar, Malena
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Berge, Maria
    Umeå universitet.
    Svensson, Maria
    Göteborgs universitet.
    Östman, Leif
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Ingerman, Åke
    Göteborgs universitet.
    Studying Power and Knowledge in the Technology Classroom: Towards a Conceptual Framework.2014Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper reports on an empirical exploration of the constitution of power and knowledge in science and technology (S&T) classrooms. A deepened examination of the teaching of S&T is partly motivated by high status of these subjects in society, how they are portrayed as crucial both for the individual, in order to function in an increasingly technologically advanced society, and for the society at large, while finding it increasingly difficult to attract interest among the youth. The aim of this paper is to develop and illustrate the use of a conceptual framework for exploring how power relations are constituted in the technology classroom – in terms of what Foucault (1982/2002) conceptualises as ‘actions upon actions’ (p. 340) – by the research questions: 1) How are teacher actions communicating how and what knowledge is privileged in the classroom? 2) How is this knowledge privileging establishing power relations, in terms of possibilities for student actions? The conceptual framework makes use of practical epistemological analysis (Wickman & Östman 2002) as an analytical tool for describing teacher actions that involves a privileging of a certain educational content. Furthermore, it also utilises an adaptation of Brousseau’s (1997) concept ‘didactical contract’ that includes a Foucauldian conceptualisation of power. The empirical design relies on a purposive sampling of classrooms, documenting classroom activities using video recordings. This paper will illustrate the use of the conceptual framework, by an analysis of a case of three lessons in one Swedish technology classroom in grade 8. The topic of these lessons concerns solid and stable constructions. The pupils work in smaller groups with construction of bridges, a very common activity when working with this topic in Swedish classrooms. The first stage of the analysis focuses the actions initiated by the teacher, through the identification of epistemological moves (Lidar et al. 2006), such as instructional or confirming moves. In a second stage, the analysis focuses on how these ‘moves’ are functional in constituting a ‘didactical contract’, that is ‘the (specific) set of behaviours of the teacher which are expected of the students and the set of behaviours of the student which are expected by the teacher’ (Brousseau & Warfield 1999, p. 47). In summary, we argue that the investigation of how power and knowledge interrelate in moment-to-moment interactions in the classroom may provide additional clues to how micro-inequalities, adding up to patterns of exclusion in S&T (Rosser 2012), occur in the classroom context. 

  • 260.
    Danielsson, Anna
    et al.
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Fysiska sektionen, Institutionen för fysik och astronomi.
    Linder, Cedric
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Fysiska sektionen, Institutionen för fysik och astronomi.
    Gender in the student laboratory.2006Konferensbidrag (Refereegranskat)
  • 261.
    Danielsson, Anna
    et al.
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Fysiska sektionen, Institutionen för fysik och astronomi.
    Lippmann Kung, Rebecca
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Fysiska sektionen, Institutionen för fysik och astronomi.
    Linder, Cedric
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Fysiska sektionen, Institutionen för fysik och astronomi.
    Female physics majors' experiences of doing university laboratory work2005Konferensbidrag (Refereegranskat)
  • 262.
    Danielsson, Anna
    et al.
    King's College London.
    Silfver, Eva
    Umeå universitet.
    Berge, Maria
    Umeå universitet.
    ’Although we are engineers, we will work with people too…’: Troubled and untroubled positions in students’ narratives about becoming female engineers.2017Konferensbidrag (Refereegranskat)
  • 263.
    Danielsson, Anna
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Silfver, Eva
    Umeå universitet.
    Berge, Maria
    Umeå universitet.
    Engineering Identities: Affordances and Constraints of Different Methods for Exploring Engineering Students’ Identity Work2018Konferensbidrag (Refereegranskat)
  • 264.
    Danielsson, Anna
    et al.
    King's College London.
    Silfver, Eva
    Umeå universitet.
    Berge, Maria
    Umeå universitet.
    Masculinities and social class in conceptualisations of the engineering mechanics programme.2017Konferensbidrag (Refereegranskat)
  • 265.
    Danielsson, Anna
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier. Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Silfver, Eva
    Umeå universitet.
    Berge, Maria
    Umeå universitet.
    Masculinities and social class in the engineering mechanics programme.2018Konferensbidrag (Övrigt vetenskapligt)
  • 266.
    Danielsson, Anna
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Silfver, Eva
    Umeå universitet.
    Gonsalves, Allison
    McGill University.
    Ottemo, Andreas
    Göteborgs universitet.
    Berge, Maria
    Umeå universitet.
    Video-diaries in engineering identities research: Some methodological considerations.2019Konferensbidrag (Refereegranskat)
  • 267.
    Danielsson, Anna
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier. Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap. Univ Cambridge, Fac Educ, Cambridge CB2 8PQ, England.
    Warwick, Paul
    Univ Cambridge, Fac Educ, Cambridge CB2 8PQ, England.
    ‘All we did was things like forces and motion…’: multiple Discourses in the development of primary science teachers2014Ingår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 36, nr 1, s. 103-128Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Previous research has highlighted challenges associated with embracing an inquiry approach to science teaching for primary teachers, often associating these challenges with insecurity linked to the lack of content knowledge. We argue that in order to understand the extent to which primary student teachers are able to embrace science teaching informed by scientific literacy for all, it is important to take into account various, sometimes competing, science teacher and primary teacher Discourses. The aim of this paper is to explore how such Discourses are constituted in the context of learning to teach during a 1-year university-based Post Graduate Certificate of Education course. The empirical data consist of semi-structured interviews with 11 student teachers. The analysis identifies 5 teacher Discourses and we argue that these can help us to better understand some of the tensions involved in becoming a primary teacher with a responsibility for teaching science: for example, in terms of the interplay between the student teachers' own educational biographies and institutionally sanctioned Discourses. One conclusion is that student teachers' willingness and ability to embrace a Discourse of science education, informed by the aim of scientific literacy for all, may be every bit as constrained by their experience of learning science through ‘traditional schooling’ as it is by their confidence with respect to their own subject knowledge. The 5 Discourses, with their complex interrelations, raise questions about which identity positions are available to students in the intersections of the Discourses and which identity positions teacher educators may seek to make available for their students.

  • 268.
    Danielsson, Anna
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier. Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Warwick, Paul
    University of Cambridge.
    Becoming a primary science teacher? Primary student teachers' negotiations of teacher identities in the intersections of Discourses about science teaching and about primary teaching.2012Konferensbidrag (Refereegranskat)
  • 269.
    Danielsson, Anna
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier. Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Warwick, Paul
    Faculty of Education, University of Cambridge.
    Gee’s Discourse analysis as a way of approaching the constitution of primary science teacher identities2015Ingår i: Studying Science Teacher Identity: Theoretical Perspectives, Methodological Approaches and Empirical Findings / [ed] Lucy Avraamidou and Wolff-Michael Roth, Sense Publishers, 2015Kapitel i bok, del av antologi (Refereegranskat)
  • 270.
    Danielsson, Anna
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier. Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    WIksten Folkeryd, Jenny
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Berge, Maria
    Umeå University.
    Lidar, Malena
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Scientific Norms And Evaluative Language Use – A Lesson Example From Grade 9 (Physics)2016Konferensbidrag (Refereegranskat)
  • 271.
    Danneil Wahlström, Natalie
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Teologiska fakulteten, Teologiska institutionen. Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Bland fiktiva hjältar och moraliska förebilder: En didaktisk studie av frälsarfigurer i populära ungdomsfilmer2017Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 272.
    David, Thorsén
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Institutionen för idé- och lärdomshistoria.
    Studentengagemang och aktiverande gruppuppgifter - ett exempel2016Ingår i: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 6, nr 2, s. 157-163Artikel i tidskrift (Övrigt vetenskapligt)
  • 273.
    Davidsson, Maria
    et al.
    Uppsala universitet, Utbildningsvetenskapliga fakulteten, Institutionen för lärarutbildning.
    Persson, Tomas
    Uppsala universitet, Utbildningsvetenskapliga fakulteten, Institutionen för lärarutbildning.
    "Det där med x det klarar jag, men så långt som till y kom jag aldrig": en fallstudie över problem vid introduktion av algebra1999Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Flera internationella undersökningar visar att svenska elever är jämförelsevis svaga i matematik och framförallt i algebra. Syftet med vår undersökning är att få en uppfattning om hur lärare introducerar moment ur algebra i årskurs åtta och lärares syn på algebra. Vidare är syftet att analysera elevers svårigheter och vilka fel de gör inom algebra. Vi vill även titta närmare på hur kommunikationen sker i klassrummet, vid introduktionen av ett nytt moment. De två undersökta lärarna och deras två klasser kommer från samma centrala skola i Uppsala. Med hjälp av videokamera och bandspelare filmades fyra lektioner i följd per klass. Lärarna intervjuades innan den första observerade lektionen och sedan efter varje observationstillfälle. Provet som eleverna gjorde efter avslutat moment analyserades. Vår undersökning visar att lärarna introducerar algebra genom konkret abstraktion eller genom mönstertänkande. De oftast förekommande algebrarelaterade fel som eleverna gör är att de ignorerar bokstaven eller koefficienten vid uträkningarna. Svårigheter med prioriteringsregler och parenteser samt ekvationslösning är också relativt vanligt förekommande.

  • 274.
    de Winter, James
    et al.
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Fysiska sektionen, Institutionen för fysik och astronomi, Fysikundervisningens didaktik. University of Cambridge, United Kingdom.
    Airey, John
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Fysiska sektionen, Institutionen för fysik och astronomi, Fysikundervisningens didaktik. Stockholm university, Sweden.
    The views of pre-service physics teachers on the role of mathematics in the teaching and learning of physics2018Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Mathematics is commonly seen as playing a fundamental role in the understanding of undergraduate physics. However, this role poses challenges for teaching physics at lower levels. In England, increased formal assessment of mathematical skills in national physics examinations has made many teachers (re)consider this issue and their classroom practice.This qualitative study explores how English physics teachers view the physics/mathematics relationship. Our data consists of questionnaires and follow up interviews with an entire cohort of pre-service teachers training at an English university (n=13). Analysis included a line of enquiry on the tension between the value of mathematics in undergraduate physics and its value for teaching physics at school level.There was considerable variation across respondents, some seeing mathematics as integral to understanding school physics, whilst others prioritised conceptual understanding over mathematical formalism. Many noted how their views had changed during training, raising questions for those involved in physics teacher preparation.

  • 275.
    Delic, Dzeneta
    Högskolan på Gotland, Institutionen för humaniora och samhällsvetenskap.
    Svenska ö, typ!2011Självständigt arbete på grundnivå (högskoleexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    I min studie har jag undersökt hur några pedagoger beskriver slangbrukets uppträdande bland elever i lågstadiet, parallellt med pedagogernas förhållningssätt till slangartade uttryck.  Min frågeställning var:

    Hur beskriver pedagogerna slangbruket bland yngre elever? Vilket förhållningsätt har pedagogerna till slangartade uttryck?

    För att få reda på detta valde jag att intervjua två pedagoger som metodiskt arbetar med slang och talspråk i sin undervisning.

    Undersökningen tar även upp om pedagogerna tror att elevernas språkutveckling gynnas genom acceptans av slang, från lärare.

    I resultatet framgår det att slangbruket har fått en stor spridning bland våra yngsta grundskoleelever.  De medverkande pedagogerna ser slangen och talspråket som en viktig del av det pedagogiska arbetet, de anser att diskussioner och förändringar i språket skall bemötas med förståelse och kunskap.

  • 276.
    Denksteionova, Marketa
    et al.
    University of Pardubice, Czech Republic.
    Sundh, Stellan
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Social media in intercultural communication: the way beyond just learning languages2018Ingår i: INTED2018 Proceedings, 2018, s. 1154-1159Konferensbidrag (Refereegranskat)
    Abstract [en]

    Higher education of language and intercultural learning nowadays requires new approaches to second language acquisition to increase both motivation and interaction in courses of ESP for university students. For several years co-operation with student-interactive video-conferences (VCs) between universities in the Czech Republic and Sweden has been carried out in an ongoing project. Communication prior to and after video-conferences is organized with the help of writing in Facebook and speaking using Skype. Gradually other means of communication than these two ones start to be introduced by the students to facilitate interaction. As the second language is best learned and taught through interaction (Blake, 2014), these individual contacts tend to be of increasing significance in order to prepare and to evaluate the matters discussed in the VCs since they do not give the full opportunity to all members to participate as much as they would like. In addition, the interaction in the VCs is highly dependent on group dynamics and thereby open up for maximal individual production when the students negotiate toward mutual comprehension of each other's message.

    The authors provide detailed insights and analysis of the shift in the perspective of SLA theories based on the research carried out within the last decade and the hands on experience with social media used in intercultural communication. The potential of social media in language learning provides opportunities not only to integrate language skills but also to support the development of cultural awareness and critical literacy. These opportunities mirror contemporary and authentic uses of social media in the students' ways of communicating in their everyday lives (Warschauer, 2009). The conclusions and results are based on data collected in ESP courses at both universities.

  • 277.
    Dolo, Gilbert
    et al.
    University of Cape Town, South Africa.
    Haglund, Jesper
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Fysiska sektionen, Institutionen för fysik och astronomi, Fysikundervisningens didaktik.
    Schönborn, Konrad J
    Linköping University.
    Infrared cameras support inquiry-based science education in a township school in South Africa2016Konferensbidrag (Refereegranskat)
    Abstract [en]

    There is a directive in the South African Curriculum and Assessment Policy Statement (CAPS) that teaching should include inquiry-based approaches, where learning is guided by students’ own questions and curiosity. In practice, teachers and students at schools in disadvantaged areas in South Africa find it challenging to adapt to inquiry-based learning. The current study concerns stimulating and supporting inquiry-based learning activities in Grade 7-8 physics education in Khayelitsha township in the Western Cape. Students have been introduced to infrared cameras in learning thermal science. The intuitive nature of the technology, where warm objects appear as red against a colder blue background, makes it attractive to inquiry-based approaches to education. With a predict-observe-explain design, students have studied heat conduction as hot water is poured into cups of different materials and thickness, and as they hold wooden and metal objects. In this way, thermal phenomena that are otherwise invisible are made visible through this visualization technology. Students’ engagement with the activities and technology has been video and audio recorded, and the transcripts of the dialogues have been subjected to qualitative analysis with regards to their use and interpretation of central thermal concepts. For instance, one of the students’ utterances: “When you pour hot water in the cups, both will have a lot of heat in them”, reveals an everyday, substance-like idea of heat, which we find adequate and useful at this level of education. Similarly, “I’ve noticed that the metal takes in the heat while the wood ignores it” shows an understanding of the difference in heat conductivity between metal and wood, as expressed in everyday language. In our interpretation, infrared cameras afford seeing heat conduction as a heat flow between objects of different temperature, thereby providing multimodal experiences combining real-time dynamic images with the sense of touch in learning thermal science.

  • 278.
    Dolo, Gilbert
    et al.
    University of Cape Town, South Africa.
    Haglund, Jesper
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Fysiska sektionen, Institutionen för fysik och astronomi, Fysikundervisningens didaktik.
    Schönborn, Konrad J.
    Linköping University.
    Stimulating and supporting inquiry-based science learning with infrared cameras in South Africa2017Ingår i: / [ed] Mike K. Mholo & Carolyn Stevenson-Milln, Bloemfontein, South Africa: AFRICAN SUN MeDIA, 2017, s. 243-245Konferensbidrag (Övrigt vetenskapligt)
  • 279.
    Dyrvold, Anneli
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    A framework for mathematics task text analysis – focusing on cohesion between natural language, mathematical notation, and images2016Ingår i: A framework for mathematics task text analysis – focusing on cohesion between natural language, mathematical notation, and images, Karlstad: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2016Konferensbidrag (Refereegranskat)
  • 280.
    Dyrvold, Anneli
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Conceptualising Translations Between Representations2018Ingår i: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 2). / [ed] Bergqvist, E., Österholm, M, Granberg, C., & Sumpter, L., Umeå, Sweden: PME , 2018, Vol. 2, s. 379-386Konferensbidrag (Refereegranskat)
    Abstract [en]

    Representations and translations between them are central in mathematics education. For example, in the NCTM standards it is emphasized students need to be able to “select, apply, and translate among mathematical representations to solve problems” (NCTM 2000, p.67). A variety of research studies have contributed to the knowledge about translations the last decades. This variety is both an asset and an obstacle when this research is used to implement new strategies in the school practice or as a base to plan new research studies. To enable an accumulation of the emerging knowledge there is a need to categorize studies that focus on similar questions and that conceptualizes translation similarly. The current paper suggests some classifications that such a categorization can be based on in an emerging framework. 

  • 281.
    Dyrvold, Anneli
    Umeå University.
    Difficult to read or difficult to solve?: The role of natural language and other semiotic resources in mathematics tasks2016Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
  • 282.
    Dyrvold, Anneli
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Relations between semiotic resources in mathematics tasks: a source of students’ difficultiesIngår i: Research in Mathematics Education, ISSN 1479-4802, E-ISSN 1754-0178Artikel i tidskrift (Refereegranskat)
  • 283.
    Dyrvold, Anneli
    Umeå University, Umeå, Sweden.
    The mathematics in the task text2017Ingår i: Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (Vol. 1) / [ed] B. Kaur, W.K. Ho, T.L. Toh, & B.H. Choy, Singapore, 2017Konferensbidrag (Refereegranskat)
  • 284.
    Dyrvold, Anneli
    Umeå universitet.
    The role of semiotic resources when reading and solving mathematics tasks2016Ingår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 21, nr 3, s. 51-72Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    One part of being proficient in mathematics is to be able to read and solve mathematics tasks where mathematics is represented using different semiotic resources (i.e. natural language, mathematical notation, and different types of images). In the current study, statistical methods are used to investigate the potential meaning that the presence and co-occurrences of semiotic resources have for how demanding a mathematical task is to read and solve. The results reveal that the number of different semiotic resources in a mathematical task is not related to difficulty, but that difficulty is related to the particular combinations of semiotic resources where pictorial images are one of the resources. The results also indicate that the difficulty related to these semiotic characteristics is not related to an unnecessary reading demand

  • 285.
    Dyrvold, Anneli
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Which textual features are difficult when reading and solving mathematical tasks?: Questions of Theme and Rheme2016Ingår i: Proceedings of the 40th Conference of the International Group for the psychology of Mathematics Education / [ed] C. Csíkos, A. Rausch, & J. Szitányi, Szeged, Hungary: PME , 2016, Vol. 2Konferensbidrag (Refereegranskat)
  • 286.
    Dyrvold, Anneli
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Which textual features are difficult when reading and solving mathematics tasks?: A meta study and a qualitative analysis.2017Ingår i: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education: (CERME10, February 1 – 5, 2017) / [ed] T. Dooley, & G. Gueudet, Dublin, Ireland: DCU Institute of Education and ERME , 2017, s. 1412-1413Konferensbidrag (Refereegranskat)
  • 287.
    Dyrvold, Anneli
    et al.
    Umeå University.
    Bergqvist, Ewa
    Umeå University.
    Österholm, Magnus
    Umeå University.
    Uncommon vocabulary in mathematical tasks in relation to demand of reading ability and solution frequency2015Ingår i: Nordic Studies in Mathematics Education, Vol. 20, nr 1, s. 101-128Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study reports on the relation between commonness of the vocabulary used in mathematics tasks and aspects of students’ reading and solving of the tasks. The vocabulary in PISA tasks is analyzed according to how common the words are in a mathematical and an everyday context. The study examines correlations between different aspects of task difficulty and the presence of different types of uncommon vocabulary. The results show that the amount of words that are uncommon in both contexts are most important in relation to the reading and solving of the tasks. These words are not connected to the solution frequency of the task but to the demand of reading ability when solving the task

  • 288.
    Dyrvold, Anneli
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Bergvall, Ida
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Designing tasks with self-explanation prompts2019Ingår i: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education / [ed] U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis, Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME , 2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper presents some results from an ongoing review on self-explanation prompts. An emphasis is laid on design principles based on empirical research. The review is grounded in scaffolding theory, which means that the self-explanation prompts are seen as a temporary support that the student shall learn to manage without. Three themes identified in the review are described and discussed in relation to design and implementation of tasks with self-explanation prompts: prompts with different purposes, the necessity to adapt prompt to students’ prior knowledge, and factors of importance for students’ engagement in the prompts. Examples of tasks with prompts for which these design aspects have been taken into account are given in the paper.

    Publikationen är tillgänglig i fulltext från 2019-12-31 11:40
  • 289.
    Dyrvold, Anneli
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Bergvall, Ida
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Meeting the needs of today’s society – developing collaborative problem solving skills2019Konferensbidrag (Refereegranskat)
  • 290.
    Dyrvold, Anneli
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Bergvall, Ida
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Multimodal resources in school mathematics and their potential to express meaning in digital and printed teaching materials2018Konferensbidrag (Refereegranskat)
    Abstract [en]

    General description on research questions, objectives and theoretical framework 

    This study addresses the language of the school subject mathematics and the aim is to investigate the potential of multimodal resources to express meaning in textbooks and digital teaching materials. An emphasis is in the analysis laid on the distinction between subject specific and everyday multisemiotic register. Language used in teaching materials in mathematics is often multisemiotic, which means that various semiotic resources such as natural language, symbolic notation, and images are used together. These semiotic resources have different potential to express meaning (Schleppegrell, 2007; Lemke, 1990; Unsworth, 1997; Abel & Exley, 2008). Natural language, is argued to be a very poor resource for formulating for example quantity, continuous co-variation, and gradation (Lemke, 1998) and therefore there is also a need for other resources to express meaning in mathematics. When various semiotic resources are used together in a text, the text can express both more and other things, compared to the use of the different semiotic resources separately, a phenomenon referred to as meaning multiplication (Lemke, 1998). This multiplicativity of meaning is possible since in a multisemiotic text, the different semiotic resources contribute differently to the text, and the meaning afforded by one resource can modulate the meaning afforded by another resource. 

    In mathematics education today these various semiotic resources are extensively used, both in print and on computer screens. Images together with natural language and mathematical notation is used as resources in teaching, in order to strengthen the student’s conceptual knowledge (Brenner, Herman, Ho & Zimmer, 1999). During the 20 th century the presence of images in mathematics teaching materials has increased (Dimmel & Herbst, 2015), but most often, students get no education about the role and function of images (Kress & van Leeuwen, 2006). Lemke (2000) emphasizes the importance of deepening the understanding about the role of different semiotic resources. Such an understanding is also required by a student to master a subject, as part of the content knowledge since representations have such an intrinsic role in the subject mathematics. It is therefore of importance to find out more precisely how various semiotic resources are used in school mathematics, and if these resources are used differently in different kinds of teaching materials. 

    To learn more about the semiotic resources used in teaching materials in school mathematics the current study adopts a social semiotic theoretical perspective (see e.g., Kress and van Leeuwen, 2006; O’Halloran, 2007). This perspective provides tools to investigate both how aspects of language, such as various semiotic resources, are used in acts of communication, and at the same time analyze how these chosen forms of language express and thus offer meaning to the reader in different ways (see e.g. Knain, 2005). The backbone of the study is an analysis focusing on the three metafunctions: the interpersonal, ideational and textual function (Halliday & Matthiessen, 2014). The inclusion of all three metafunctions makes it possible to highlight different semantic perspectives of interest both in relation to research about mathematics texts and for teaching. 

    Methods

     A qualitative analysis is used to thoroughly understand how different textual means are used in mathematics teaching material and which meaning that is offered to the reader. A sample of mathematics texts that introduces proportionality are analysed. In this study both digital and printed teaching material are referred to as text. The texts are of different types to obtain a breadth and to enable a comparison between texts with different purposes. Both teaching materials used in the primary school (11 years old) and teaching materials intended for a sub-group of upper secondary school students (16 years old) are analysed. These two types of texts are analysed to illuminate how the language resources are used for students at different levels in the education. Both printed texts and digital teaching materials are also analysed. Digital teaching material and printed mathematics text have different means available; in the digital media sound, film and interactive elements may be utilized. Those elements are important to include in the analysis to represent the whole composition of representations offered by the teaching material. However, in the initial analysis of the digital teaching materials only texts and images has been analysed in detail, something that has been taken into account in relation to these preliminary results. The final analysis will be complemented with a multimodal analysis focusing on interactive elements, film, and sound in the digital teaching material (see O’Halloran, 2011); focusing on how these elements interact with other components of the material. 

    The analytical tool has been developed based on previous work by Kress and van Leeuwen (2006), O’Halloran (2005, 2007), and Royce (2007). An emphasis is in the analytical tool put on its ability to distinguish between subject specific and everyday multisemiotic register, and on how particular affordances of the semiotic resources are used . In this study subject specific register is defined as language with a technical meaning or used with a technical meaning in the subject of mathematics, language that is not part of the everyday language for the intended readers. The analysis of digital and printed teaching material is conducted at two levels; first the natural language and the images are analysed separately. Thereafter the intersemiotic complementarity of the texts is analysed. The inclusion of both levels of analysis is motivated since the different elements of the text both function separately and together as a whole to express meaning. 

    Expected outcomes 

    The study will contribute with knowledge about the potential of multimodal resources to express meaning in textbooks and digital teaching materials. The preliminary analysis show that by taking advantage of the affordances of the different semiotic resources the ideational meaning can be expressed in a coherent way. Such an example can be found in a text introducing proportionality with an example. Speed is illustrated by a cartoon image representing a moving person and an explanatory sentence. Thereafter the mathematical content is presented utilizing subject-specific expressions, in natural language and in a graph. The cartoon is however included in the graph, which gives coherence to the text by making relations between the everyday content and the subject specific more pronounced. An opposite to this use of images are when images are used in a solely illustrative purpose. 

    Another result is that in the textbook as well as in the digital material for year 5, there is an evident personal voice expressed by persons present in the images or by proper names or personal pronouns in the written text. These features serves as subjects in the texts as well as in the images. The personal voice can signal to the reader that mathematics is something that concerns people's everyday lives. In the analysed material for upper secondary school, personal voice is used more sparsely. Instead, the mathematical objects functions a subjects, both in the texts and in the images. In this way, a distance between the reader and the mathematical content is expressed. In summary the results from the analysis of material written for different student groups, both in print and digital media, contribute with examples of how the different semiotic resources can function as meaning making resources. 

    References

    Abel, K. & Exley, B. (2008). Using Halliday’s functional grammar to examine early years worded mathematics texts. Australian Journal of Language & Literacy. 31(3), 227-241. 

    Brenner, M. E., Herman, S., Ho, H-Z., & Zimmer, J. M. (1999). Cross National Comparison of Representative Competence. Journal for Research in Mathematics Education, 30 (5), 541–557. 

    Dimmel, J. K., & Herbst, P. G. (2015). The semiotic structure of geometry diagrams: How textbook diagrams convey meaning. Journal for Research in Mathematics Education, 46 (2), 147-195. 

    Halliday, M., & Matthiessen, C. (2014). Halliday's introduction to functional grammar (4.th ed.). Abingdon, Oxon; New York: Routledge. 

    Knain, E. (2005). Identity and genre literacy in high-school students' experimental reports', International Journal of Science Education, 27:5, 607 - 624. 

    Kress, G. (2005). Gains and losses: New forms of texts, knowledge, and learning. Computers and Composition, 22, 5–22. 

    Kress, G. & van Leeuwen, T. (2006). Reading images. The grammar of visual design. 2nd edition. London: Routledge. 

    Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Milton Park, Abingdon, Oxon: Routledge. 

    Lemke, J. L. (1990). Talking Science: Language, Learning, and Values. Ablex, Norwood, N.J. 

    Lemke, J. (1998). Multiplying meaning. Visual and verbal semiotics in scientific text. In J. R. Martin, & R. Veel. Reading images. London: Routledge. (pp. 87-113)

     Lemke, J. (2000). Multimedia literacy demands of the scientific curriculum. Linguistics and Education, 10 (3), 247–271.

    O'Halloran, K. (2005). Mathematical Discourse: Language, symbolism and visual images. London: Continuum. 

    O’Halloran, K. (2007). Systemic functional multimodal discourse analysis (SF–MDA) approach to mathematics, grammar and literacy. In A. McCabe, M. O’Donnell, and R. Whittaker (Eds). Advances in Language and Education. London: Continuum. 

    O’Halloran, K. (2011). Multimodal Discourse Analysis. In K. Hyland and B. Paltridge (Eds). Companion to Discourse. London and New York: Continuum. 

    Royce, T. (2007). Intersemiotic complementarity: a framework for multimodal discourse analysis. In T. Royce, & W. Boucher. New Directions in the Analysis of Multimodal Discourse. (pp. 63-109). New York: Routledge. 

    Schleppegrell, M. J. (2007). The linguistic challenges of mathematics teaching and learning: a research review. Reading & Writing Quarterly, 23 (2), 139-159. 

    Unsworth, L. (1997). Scaffolding reading of science explanations: accessing the grammatical and visual forms of specialized knowledge. Literacy, 31 (3), 30–42. 

     

  • 291.
    Dyrvold, Anneli
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Bråting, Kajsa
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Exploring teaching traditions in mathematics2019Ingår i: NERA 2019 Education in a globalized world, 6 - 8 March, 2019, Uppsala, Sweden, Abstact book 2019-03-06, Uppsala University, 2019, s. 269-270Konferensbidrag (Refereegranskat)
  • 292.
    Eckerdal, Anna
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Avdelningen för teknisk databehandling. Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Numerisk analys.
    Novice Programming Students' Learning of Concepts and Practise2009Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    Computer programming is a core area in computer science education that involves practical as well as conceptual learning goals. The literature in programming education reports however that novice students have great problems in their learning. These problems apply to concepts as well as to practise.

    The empirically based research presented in this thesis contributes to the body of knowledge on students' learning by investigating the relationship between conceptual and practical learning in novice student learning of programming. Previous research in programming education has focused either on students' practical or conceptual learning. The present research indicates however that students' problems with learning to program partly depend on a complex relationship and mutual dependence between the two.

    The most significant finding is that practise, in terms of activities at different levels of proficiency, and qualitatively different conceptual understandings, have dimensions of variation in common.

    An analytical model is suggested where the dimensions of variation relate both to concepts and activities. The implications of the model are several. With the dimensions of variation at the center of learning this implies that when students discern a dimension of variation, related conceptual understandings and the meaning embedded in related practises can be discerned.

    Activities as well as concepts can relate to more than one dimension. Activities at a higher level of proficiency, as well as qualitatively richer understandings of concepts, relate to more dimensions of variation.

    Concrete examples are given on how variation theory and patterns of variation can be applied in teaching programming. The results can be used by educators to help students discern dimensions of variation, and thus facilitate practical as well as conceptual learning.

    Delarbeten
    1. Novice Java Programmers' Conceptions of "Object" and "Class", and Variation Theory
    Öppna denna publikation i ny flik eller fönster >>Novice Java Programmers' Conceptions of "Object" and "Class", and Variation Theory
    2005 (Engelska)Ingår i: SIGCSE Bulletin inroads, ISSN 0097-8418, Vol. 37, nr 3, s. 89-93Artikel i tidskrift (Refereegranskat) Published
    Nationell ämneskategori
    Datavetenskap (datalogi) Lärande
    Identifikatorer
    urn:nbn:se:uu:diva-75137 (URN)10.1145/1151954.1067473 (DOI)
    Anmärkning
    Also published (in summarized form) in Ann. Res. Engrg. Ed., Vol. 2, No. 3, 2006.Tillgänglig från: 2007-01-27 Skapad: 2007-01-27 Senast uppdaterad: 2018-01-14Bibliografiskt granskad
    2. Putting Threshold Concepts into Context in Computer Science Education
    Öppna denna publikation i ny flik eller fönster >>Putting Threshold Concepts into Context in Computer Science Education
    Visa övriga...
    2006 (Engelska)Ingår i: SIGCSE Bulletin inroads, ISSN 0097-8418, Vol. 38, nr 3, s. 103-107Artikel i tidskrift (Refereegranskat) Published
    Nationell ämneskategori
    Datavetenskap (datalogi) Lärande
    Identifikatorer
    urn:nbn:se:uu:diva-20294 (URN)10.1145/1140123.1140154 (DOI)
    Tillgänglig från: 2008-03-07 Skapad: 2008-03-07 Senast uppdaterad: 2018-01-12Bibliografiskt granskad
    3. Threshold Concepts in Computer Science: Do they exist and are they useful?
    Öppna denna publikation i ny flik eller fönster >>Threshold Concepts in Computer Science: Do they exist and are they useful?
    Visa övriga...
    2007 (Engelska)Ingår i: SIGCSE Bulletin inroads, ISSN 0097-8418, Vol. 39, nr 1, s. 504-508Artikel i tidskrift (Refereegranskat) Published
    Nationell ämneskategori
    Datavetenskap (datalogi) Lärande
    Identifikatorer
    urn:nbn:se:uu:diva-20482 (URN)10.1145/1227504.1227482 (DOI)000267059300117 ()
    Tillgänglig från: 2008-03-07 Skapad: 2008-03-07 Senast uppdaterad: 2018-01-12Bibliografiskt granskad
    4. Variation theory applied to students' conceptions of computer programming
    Öppna denna publikation i ny flik eller fönster >>Variation theory applied to students' conceptions of computer programming
    2009 (Engelska)Ingår i: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 34, s. 339-347Artikel i tidskrift (Refereegranskat) Published
    Nationell ämneskategori
    Datavetenskap (datalogi) Lärande
    Identifikatorer
    urn:nbn:se:uu:diva-98048 (URN)10.1080/03043790902989374 (DOI)
    Tillgänglig från: 2009-02-13 Skapad: 2009-02-13 Senast uppdaterad: 2018-01-13Bibliografiskt granskad
    5. What Does It Take to Learn 'Programming Thinking'?
    Öppna denna publikation i ny flik eller fönster >>What Does It Take to Learn 'Programming Thinking'?
    2005 (Engelska)Ingår i: Proc. 1st International Computing Education Research Workshop, New York: ACM Press , 2005, s. 135-142Konferensbidrag, Publicerat paper (Refereegranskat)
    Ort, förlag, år, upplaga, sidor
    New York: ACM Press, 2005
    Nationell ämneskategori
    Datavetenskap (datalogi) Lärande
    Identifikatorer
    urn:nbn:se:uu:diva-78979 (URN)10.1145/1089786.1089799 (DOI)1-59593-043-4 (ISBN)
    Tillgänglig från: 2008-11-26 Skapad: 2008-11-26 Senast uppdaterad: 2018-01-13Bibliografiskt granskad
    6. Successful Students' Strategies for Getting Unstuck
    Öppna denna publikation i ny flik eller fönster >>Successful Students' Strategies for Getting Unstuck
    Visa övriga...
    2007 (Engelska)Ingår i: SIGCSE Bulletin inroads, ISSN 0097-8418, Vol. 39, nr 3, s. 156-160Artikel i tidskrift (Refereegranskat) Published
    Nationell ämneskategori
    Datavetenskap (datalogi) Lärande
    Identifikatorer
    urn:nbn:se:uu:diva-11447 (URN)10.1145/1269900.1268831 (DOI)000267363900032 ()
    Tillgänglig från: 2008-03-07 Skapad: 2008-03-07 Senast uppdaterad: 2018-01-12Bibliografiskt granskad
    7. Categorizing student software designs: Methods, results, and implications
    Öppna denna publikation i ny flik eller fönster >>Categorizing student software designs: Methods, results, and implications
    Visa övriga...
    2006 (Engelska)Ingår i: Computer Science Education, ISSN 0899-3408, E-ISSN 1744-5175, Vol. 16, s. 197-209Artikel i tidskrift (Refereegranskat) Published
    Nationell ämneskategori
    Datavetenskap (datalogi) Lärande
    Identifikatorer
    urn:nbn:se:uu:diva-20363 (URN)10.1080/08993400600912376 (DOI)
    Tillgänglig från: 2006-12-07 Skapad: 2006-12-07 Senast uppdaterad: 2018-01-12Bibliografiskt granskad
    8. From Limen to Lumen: Computing students in liminal spaces
    Öppna denna publikation i ny flik eller fönster >>From Limen to Lumen: Computing students in liminal spaces
    Visa övriga...
    2007 (Engelska)Ingår i: Proc. 3rd International Computing Education Research Workshop, New York: ACM Press , 2007, s. 123-132Konferensbidrag, Publicerat paper (Refereegranskat)
    Ort, förlag, år, upplaga, sidor
    New York: ACM Press, 2007
    Nationell ämneskategori
    Datavetenskap (datalogi) Lärande
    Identifikatorer
    urn:nbn:se:uu:diva-11482 (URN)10.1145/1288580.1288597 (DOI)978-1-59593-841-1 (ISBN)
    Tillgänglig från: 2007-09-18 Skapad: 2007-09-18 Senast uppdaterad: 2018-01-12Bibliografiskt granskad
    9. Ways of Thinking and Practising in Introductory Programming
    Öppna denna publikation i ny flik eller fönster >>Ways of Thinking and Practising in Introductory Programming
    2009 (Engelska)Rapport (Övrigt vetenskapligt)
    Serie
    Technical report / Department of Information Technology, Uppsala University, ISSN 1404-3203 ; 2009-002
    Nationell ämneskategori
    Datavetenskap (datalogi) Lärande
    Identifikatorer
    urn:nbn:se:uu:diva-88330 (URN)
    Tillgänglig från: 2009-01-29 Skapad: 2009-01-29 Senast uppdaterad: 2018-01-13Bibliografiskt granskad
  • 293.
    Eckerdal, Anna
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Avdelningen för teknisk databehandling. Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Numerisk analys.
    Novice students' learning of object-oriented programming2006Licentiatavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    This thesis investigates students' experiences of learning to program. Learning to program is a complex activity. It involves elements of learning abstract concepts as well as both learning and using advanced resources like computers and compilers. The learning experience is affected by factors like students' motives to learn and their general understanding of what learning to program means. These issues form the basis for the four research themes addressed in this thesis, specifically: students' experiences of what learning to program means; how students understand central concepts in programming; how students use and experience help from resources; and students' motives to learn to program.

    The thesis presents a qualitative study on novice students' experiences of learning object-oriented programming. Data was collected via semi-structured interviews. The interviews were analysed mainly using a phenomenographic research approach. The analysis resulted in the formulation of categories of description of students' qualitatively different ways to understand what learning to program means. In addition, categories describing different ways to understand the concepts object and class in object-oriented programming were formulated. From an educational point of view, these results can be used to identify aspects of learning to program that are critical from the students' perspective.

    The analysis of students' use of resources revealed that some resources were mainly used in a search-for-meaning way that promotes good learning, while another group of resources were mainly used in a superficial way. The two groups of resources seem however to interact with each other when students take responsibility for their own learning, which in particular characterizes their work with the larger computer assignments. When working with those, the students describe that both groups of resources were important for the learning. The analysis of students' descriptions of their motives to learn pinpoints motives that can enhance learning.

    In the study there were students who expressed that they had problems to know how to go about to study computer programming. This might indicate problems about knowing how to use available resources efficiently. Students who do not know how to use resources like the compiler in an efficient way, will have difficulties to perform assignments, which is expressed by the students as very important for the learning of concepts. The results also indicate the importance for educators to provide a learning environment with a variety of resources which can connect to students' different motives to learn, pointed to in the study. In this way all four aspects of the learning experience examined in the present study are important for students' learning of object-oriented programming.

  • 294.
    Edman, Anneli
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Institutionen för informationsvetenskap. Data- och systemvetenskap.
    Hörnqvist, Shohreh
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Institutionen för informationsvetenskap. Data- och systemvetenskap.
    Från Carl von Linnés herbationer till mobilt lärande2006Ingår i: Datorn i utbildningen, nr 2, s. 24-25Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
    Abstract [en]

    Genom att studera växter, djur och stenar på plats, förvandlas de abstrakta objekten från bilder till konkreta och levande föremål. Vi använder inte bara synen utan även luktsinnet och känseln. Carl von Linné var en pionjär för mobilt lärande vid Uppsala universitet. Nu ger Linnés pedagogik i kombination med modern teknik nya möjligheter för lärandet.

  • 295.
    Eklund, Hans
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Juridiska fakulteten, Juridiska institutionen.
    En hybrid med inslag av problembaserad inlärning (PBI, PBL) - juristprogrammet i Uppsala2014Ingår i: Juridisk fagdidaktikk: Med vekt på studentenes læring / [ed] Lars Skjold Wilhelmsen, Bergen: Fagbokforlaget, 2014, s. 277-307Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 296.
    Eklund, Hans
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Juridiska fakulteten, Juridiska institutionen.
    En problemorienterad juristutbildning2004Ingår i: Festskrift till Per Henrik Lindblom, Iustus förlag, Uppsala , 2004Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 297.
    Ekstig, Börje
    et al.
    Uppsala universitet.
    Sjöberg, Staffan
    Uppsala universitet.
    Östman, Leif
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Undervisning och lärande i naturvetenskap och teknik2004Rapport (Övrigt vetenskapligt)
  • 298.
    Elmelid, Cornelia
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Interkulturalitet i frågan om minoriteter?: En läromedelsanalys i historia för åk 7-92015Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Föreliggande arbete syftar till att undersöka representationen och skildringen av Sveriges nationella minoriteter samer, sverigefinnar, tornedalingar, romer och judar, i ett urval läroböcker för historia årskurs 7-9. Arbetet grundas i en tidigare påvisad brist i skildringen och representationen av de nationella minoriteterna i läroböcker, och ett vidare syfte har därmed varit att undersöka en eventuell utveckling i de nyaste läroböckerna för historia. Den teoretiska ramen utgår ifrån det interkulturella forskningsfältet, med fokus på att studera graden av nyansering och varierade perspektiv i beskrivningarna av minoriteterna. Även graden av etnocentrism och ”vi och de andra”-perspektiv har undersökts.

    Studien har varit tvådelad: en kvantitativ textanalys som använts för att visa representationen av minoriteterna och en kvalitativ textanalys som fokuserat på att synliggöra interkulturalitet, etnocentrism och ”vi och de andra”-perspektivet.

    Resultatet visar på en fortsatt brist i de studerade böckerna jämfört med granskningar av äldre böcker. De nationella minoriteternas representation varierar både mellan de olika böckerna och i förhållande till varandra, men det viktigaste resultatet är att minoriteterna i egenskap av nationella minoriteter inte behandlas på ett tillfredställande sätt. Samer är den enda minoriteten som ges utrymme i egenskap av nationell minoritet, men detta sker endast i en av tre böcker. Tornedalingar och sverigefinnar är i princip helt frånvarande i samtliga böcker. I de fall där judar och romer finns med är det i internationella perspektiv där de främst tillskrivs en offerroll. Graden av etnocentrism och ett ”vi och de andra”-perspektiv kommer till uttryck i samtliga böcker, men den nyaste bokserien har ändå visat en ansats till interkulturalitet, och ett försök att ta upp de nationella minoriteterna. Det sammanfattande omdömet av de studerade böckerna är att det krävs en förbättring av representationen och skildringen av de nationella minoriteterna för att de i praktiken ska kunna få det erkännande som de sedan länge haft rätt till i lagar och förordningar.

  • 299.
    Engström, Susanne
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Carlhed, Carina
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Different habitus – different strategies in teaching physics?: Relationships between teachers’ social, economic and cultural capital and strategies in teaching physics in upper secondary school2014Ingår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 9, nr 3, s. 699-728Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    With environmental awareness in the societies of today, political steering documents emphasize that all education should include sustainable development. But it seems to be others competing ideals for teaching physics, or why do the physics teachers teach as they do? Physics teachers in secondary school in Sweden have generally, been focused on facts and a strong link with scientific theories and concepts. In general, the curriculum sway the teaching, a standard text book in physics is used, the teaching is organized according to the book and the teacher deals with and demonstrates typical tasks on the whiteboard and group work is common for special issues related to tasks from the textbook or elaborating. The aim with this study is to analyze why physics teachers in upper secondary school choose to teach energy as they do. Data emerging from a questionnaire focused on indicators of the teachers' cultural and economic assets, or capital, according to the work of Pierre Bourdieu´s sociology. Especially his concept on life styles and habitus provide a tool for analysis. We focus on physics teachers' positions in the social space, dispositions and standpoints towards the ideal way to teach physics in upper secondary school (n=268). Our response rate is 29 % and due to the low response rate a non response bias analysis was made. In our analysis we primarily sought for groups, with a cluster analysis based on the teaching practice, revealed common features for both what and how they teach and three different teaching types emerged. Then we reconstructed the group habitus of the teachers by analyzing dispositions and standpoints and related those to the specific polarization of sacred values, that is struggles about the natural order (doxa) in the social space of science education, which is a part of and has boundaries to dominating fields like the natural sciences and the political fields (curriculum etc.). Three teacher-groups' habituses are described and analyzed; 1. The Manager of the

    Traditional, 2. The Challenger for Technology and 3. The Challenger for Citizenship. By constructing the habitus of the teachers in the different groups we can explain why teachers teach as they do and thereby make a contribution to both science education research and to teaching training, whereas reflective approach which also includes the individual dispositions and representations are paramount. In our paper we elaborate the grounds and implications of these findings further.

  • 300.
    Engström, Susanne
    et al.
    KTH.
    Norström, Per
    KTH.
    Danielsson, Anna
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier. Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Universitetsundervisning i fysik för blivande ämneslärare –: Bourdieus symboliska kapital som lins2018Konferensbidrag (Refereegranskat)
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